The Voice of the Practitioner: Sharing Fiction Books to Support the Understanding of Theory of Mind in Deaf Children

Beazley, Sarah; Chilton, Helen

doi:10.1179/1557069x15y.0000000010

Cited by 8 publications

(5 citation statements)

References 57 publications

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“…Although teachers here employed a range of teaching strategies, the findings suggest that this must be paired with a focus on ToM development beyond first-order elements to ensure exposure to the range of concepts within the books. The need for researcher/practitioner collaboration in enabling real-world ToM investigation (Beazley & Chilton, 2015; Swanwick & Marschark, 2010) is becoming more evident and needs to support the explicit exploitation of opportunities for deaf children to demonstrate second- and higher order ToM skills.…”

Section: Resultsmentioning

confidence: 99%

“…One child in the study responded in ways that suggested he was working at pre-ToM level, having difficulty responding to questions that would demonstrate his first-order ToM skills. In the United Kingdom, assessments of ToM are not widely in use by practitioners (Beazley & Chilton, 2015), and this has been suggested as a research-to-practice gap in the field of ToM study with deaf children (Beazley & Chilton, 2015; Chilton & Beazley, 2014; Swanwick & Marschark, 2010). Although educators in some settings may be placed under pressure to focus on the curriculum, much could be gained by careful assessment of ToM use by both the child and teacher, followed by intervention and monitoring.…”

Section: Discussionmentioning

confidence: 99%

“…With emphasis on evidence-based practice there is a need to understand not simply the nature of ToM in certain populations but also why, how, and when any intervention should take place to support ToM development (Beazley & Chilton, 2015; Stanzione & Schick, 2014; Swanwick & Marschark, 2010). Some studies detail evidence of specific targeted work in early years (Grazanni-Gavazzi & Ornaghi, 2011) or with learners with ASD (Dodd, Ocampo, & Kennedy, 2011), although a review of interventions has shown a lack of clarity as to whether skills can be maintained and transferred to new contexts (Fletcher-Watson, McConnell, Manola, & McConachie, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…This lends support to the suggestion that academic consideration of deaf children’s ToM is researcher-led and that stronger links need to be forged between theory and practice (Knoors & Marschark, 2014; Swanwick & Marschark, 2010). Studies which consider practitioners’ views of supporting the development of ToM skills are limited, but one study reports the views of educators of deaf children and calls for assessments and intervention strategies to support endeavors in developing deaf children’s ToM (Beazley & Chilton, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Reading the Mind or Only the Story? Sharing Fiction to Develop ToM With Deaf Children

Chilton¹,

Beazley

2017

Communication Disorders Quarterly

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In literature which discusses the Theory of Mind (ToM) of deaf children, the lens is usually focused on the child. Here, the lens is directed toward the practitioners and the potential they have to support the development of ToM. In considering a practice-focused approach, we report on the strategies used by five educators of five deaf children (aged between 4 and 8 years old) while using fiction books to explore the topic of thoughts and feelings. Observation of the book-sharing activities highlighted opportunities to view ToM as a multidimensional construct and identified a plethora of strategies in use in exploring first-order ToM. However, these strategies did not automatically expose deaf children to second-order and higher order concepts. Points are raised about the need for evidence-based practice in the use of strategies to support the refining and progression of ToM in deaf children and the sharing of applied knowledge within the profession.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Reading the Mind or Only the Story? Sharing Fiction to Develop ToM With Deaf Children

Chilton¹,

Beazley

2017

Communication Disorders Quarterly

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“…Additionally, closer collaboration between practitioners working with deaf children and researchers is still needed. Beazley and Chilton [85] conducted qualitative interviews with five educators of deaf children (including deaf children with CIs) in terms of ToM development. In some parts of the interviews, practitioners described techniques they were using that could support ToM ability in children, such as book sharing, role play, or "speech" and "thought" bubbles.…”

Section: Interventions To Promote Tom In Deaf Childrenmentioning

confidence: 99%

Theory of Mind Development in Deaf Children With Cochlear Implants: Literature Review

Krysztofiak¹,

Pluta²

2021

J Hear Sci

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Theory of mind (ToM) is the mental capacity that allows us to represent the mental states (beliefs, desires, emotions) of other people, infer them from situational cues, and predict their behavior. According to the standard view, the most important milestone in ToM development -the ability to pass the false belief test (FBT) -emerges around four years of age. FBT requires one to understand that the beliefs of others are independent from reality and from one's own beliefs, and that their behavior can be predicted by their mental states. Previous research has indicated that deaf and hard-of-hearing children born into hearing families (DoH) are at risk of delayed ToM development due to restricted social interactions. However, these findings are unclear for DoH children who receive cochlear implants (CIs) and whose hearing is partially restored. In this review, we summarize research on the development of ToM in DoH children with cochlear implants (CIs). We describe how language (vocabulary and syntax) influences ToM. Finally, we discuss the nature of social interactions that facilitate ToM development in children with typical hearing as well as in DoH children with CIs.

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Speech-Language Pathologists' Implementation of Theory of Mind Concepts Within Therapy: An Exploratory Survey

Secora,

Moore

2023

Perspect ASHA SIGs

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Purpose: Understanding others' mental states including thoughts (cognitive theory of mind [ToM]) and feelings (affective ToM) is an important component of communication, particularly for individuals with communication challenges. Speech-language pathologists (SLPs) are critical members of the team that supports these individuals; however, little is currently known about how SLPs approach therapy involving ToM components. This exploratory study seeks to establish foundational knowledge about the current practices SLPs use when incorporating ToM. Method: SLP participants completed an online survey ( N = 86) that asked about their incorporation of ToM topics and skills into therapy with a focus on literacy activities. Results: All SLPs reported working on ToM topics to some extent, most frequently on emotional awareness in the self and others and to a lesser extent on understanding others' thoughts. They reported targeting ToM components with different clinical populations: mostly individuals with autism spectrum disorder and social communication disorder, but also those with expressive/receptive language disorders and preschool-age students. The majority of SLPs reported using books to work on ToM skills. We provide a summary of the various features of books that SLPs used in the selection process and with their reported relative importance. Conclusions: Many SLPs reported working on affective ToM and to a lesser extent cognitive ToM with children who have a variety of communication needs. Children's books were a common way in which many SLPs targeted a variety of communication goals in addition to perspective-taking or ToM topics. Understanding the current implementation of ToM topics in therapy can help guide neurodiversity-affirming intervention and literacy practices for currently practicing SLPs. Supplemental Material: https://doi.org/10.23641/asha.24175557

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The Voice of the Practitioner: Sharing Fiction Books to Support the Understanding of Theory of Mind in Deaf Children

Cited by 8 publications

References 57 publications

Reading the Mind or Only the Story? Sharing Fiction to Develop ToM With Deaf Children

Reading the Mind or Only the Story? Sharing Fiction to Develop ToM With Deaf Children

Theory of Mind Development in Deaf Children With Cochlear Implants: Literature Review

Speech-Language Pathologists' Implementation of Theory of Mind Concepts Within Therapy: An Exploratory Survey

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