Training Syntax to Enhance Theory of Mind in Children with ASD

Preschool children with neurotypical development (ND) trained on sentential complements (“X thinks/says that”) improve their Theory of Mind (ToM) performance. Can complementation training also enhance ToM in children with Autism Spectrum Disorder (ASD)? Thirty-three children with ASD (Mage = 8;11) a...

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Detalles Bibliográficos
Autores principales: Durrleman, Stephanie, Bentea, Anamaria, Prisecaru, Andreea, Thommen, Evelyne, Delage, Hélène
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2022
Materias:
Original Paper
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10229475/
https://www.ncbi.nlm.nih.gov/pubmed/35357603
http://dx.doi.org/10.1007/s10803-022-05507-0
Descripción
Sumario:Preschool children with neurotypical development (ND) trained on sentential complements (“X thinks/says that”) improve their Theory of Mind (ToM) performance. Can complementation training also enhance ToM in children with Autism Spectrum Disorder (ASD)? Thirty-three children with ASD (Mage = 8;11) and 20 younger ND peers (Mage = 4;3) were trained on sentential complements (4–6 weeks, 2–3 times per week, via the DIRE i-Pad App). Pre-training and post-training comparisons show that (1) training boosted both complementation and ToM performance across groups; (2) improvements remained 4–6 weeks after training ended; (3) participants with milder ASD symptoms made most gains. Training on sentential complements thus seems beneficial for addressing ToM difficulties in children with ASD, especially those with milder symptoms. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10803-022-05507-0.

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