The Understanding of Intentions, Desires and Beliefs in Young Children with Autism Spectrum Disorder

Broekhof, Evelien; Ketelaar, Lizet; Stockmann, Lex; Zijp, Annette van; Bos, Marieke; Rieffe, Carolien

doi:10.1007/s10803-015-2363-3

Cited by 44 publications

(36 citation statements)

References 48 publications

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“…For example, the use of video recording facilitated a shared attention simulation in which the interventionist and the student with autism were both viewing the same events in which the student had participated; thus, the events were not novel and were easy for the student with autism to relate to. Moreover, because of the interactive nature and constant reference to the events in the video recording, this intervention is expected to promote students' declarative comprehension or their ability to make a triadic mental representation (Broekhof et al, 2015;Kristen, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Let's check and see if he will do it right this time." It is worth mentioning that each training activity in intervention C was selected according to the individual student's interest; hence, avoiding conflicts in desire among participants (Broekhof et al, 2015). For example, if a student liked cutting and pasting, the intervention was tailored around it.…”

Section: Procedures and Designmentioning

confidence: 99%

“…Children with autism are believed to have developed the ID & EDD but struggle with developing the SAM & ToMM (Baron-Cohen, 1996;Baron-Cohen, 1989). The implication of this discrepancy is that children with autism are unable to achieve a triadic type of representation or declarative comprehension (Broekhof et al, 2015;Kristen, 2011); one in which, a child and person X, for example, can attend to the same object/person or can share attention as social partners. Deficient triadic type of representation could explain why children with autism lack pretend and symbolic play, and consequently, they fail to relate to other people's different states of minds.…”

Section: Introductionmentioning

confidence: 99%

“…That is, most children with autism demonstrate difficulty in imperative comprehension and in their ability to point to something or showing an object to someone (Broekhof et al, 2015;Kristen, 2011). Closely related to joint attention is ostensive communication, in which the child places a stimulus in someone's environment to direct that person's attention (Leslie & Happe', 1989).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Theory of Mind Training in Children with Autism: Relating the Shared Attention Mechanism to the Theory of Mind Mechanism vs. Understanding Beliefs Training

Othman¹,

Collet-Klingenberg²

2017

JEDP

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The purpose of this training study was to examine two interventions that aim to improve the performance of students with Autism Spectrum Disorder (ASD) on False Belief Tasks (FBT) which examines the ability to recognize others' mental representation of the world. The first intervention involved drawing connections between the Shared Attention Mechanism (SAM) and the Theory of Mind (ToMM) Mechanism. The second intervention taught belief understanding and the fact that a person's beliefs about propositions may be false or true. To that end, we employed ABC and ACB multiple baselines across subject designs with matched controls. To assess generalization of learned skills, parents or teachers were interviewed. Results suggest that both interventions were effective.

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Section: Discussionmentioning

confidence: 99%

Section: Procedures and Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Theory of Mind Training in Children with Autism: Relating the Shared Attention Mechanism to the Theory of Mind Mechanism vs. Understanding Beliefs Training

Othman¹,

Collet-Klingenberg²

2017

JEDP

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“…For instance, there is evidence to suggest that the deficits in false belief reasoning may be motivational rather than abilitybased (Begeer, Rieffe, Terwogt, & Stockmann, 2003). In addition, deficits are not uniform across all areas of social-cognitive reasoning; specifically, young children with ASD may not have deficits in understanding intentions (Broekhof et al, 2015) or reading emotions from body postures (Peterson, Slaughter, & Brownell, 2015). The specificity of ToM deficits in children with ASD in turn has informed social-cognitive research and theory because it suggested that understanding psychological causes of behavior may involve specific brain networks.…”

Section: Practical Applicationsmentioning

confidence: 99%

Revisiting Young Children's Understanding of the Psychological Causes of Behavior

Miller

Aloise-Young

2017

Child Development

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In 1989, Miller and Aloise challenged the prevailing belief that preschoolers tend to explain others' behavior in terms of external events or a person's physical attributes and have little understanding of psychological causes. That review documented preschoolers' understanding of, and even preference for, psychological causes as part of an emerging renaissance in developmental social-cognitive research. The present, updated review (97 articles, participant ages 3 months to 6 years) suggests the emergence of a transformative new perspective in which social-cognition is balanced between social and cognitive aspects rather than tilted toward cognition. Recent research on infants' awareness of mental states, young children's understanding of social categories and their judgments of the trustworthiness of informants, and cultural context reveals various ways in which preschoolers' social-causal reasoning is social.

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Social motivation and implicit theory of mind in children with autism spectrum disorder

2017

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According to the social motivation theory of autism, children who develop Autism Spectrum Disorder (ASD) have early deficits in social motivation, which is expressed by decreased attention to social information. These deficits are said to lead to impaired socio-cognitive development, such as theory of mind (ToM). There is little research focused on the relation between social motivation and ToM in this population. The goal of the present study was to investigate the link between one aspect of social motivation, social orienting, and ToM in preschoolers with ASD. It was expected that, in contrast to typically developing (TD) children, children with ASD would show impaired performance on tasks measuring social orienting and ToM. It was also expected that children’s performance on the social orienting tasks would be correlated with their performance on the ToM task. A total of 17 children with ASD and 16 TD children participated in this study. Participants completed two social orienting tasks, a face preference task and a biological motion preference task, as well an implicit false belief task. Results reveal that TD children, but not children with ASD, exhibited social preference as measured by a preference for faces and biological motion. Furthermore, children with ASD tended to perform worse on the ToM task compared to their TD counterparts. Performance on the social motivation tasks and the ToM task tended to be related but only for the TD children. These findings suggest that ToM is multifaceted and that motivational deficits might have downstream effects even on implicit theory of mind.

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The Understanding of Intentions, Desires and Beliefs in Young Children with Autism Spectrum Disorder

Cited by 44 publications

References 48 publications

Theory of Mind Training in Children with Autism: Relating the Shared Attention Mechanism to the Theory of Mind Mechanism vs. Understanding Beliefs Training

Theory of Mind Training in Children with Autism: Relating the Shared Attention Mechanism to the Theory of Mind Mechanism vs. Understanding Beliefs Training

Revisiting Young Children's Understanding of the Psychological Causes of Behavior

Social motivation and implicit theory of mind in children with autism spectrum disorder

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