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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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
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author Durrleman, Stephanie
Bentea, Anamaria
Prisecaru, Andreea
Thommen, Evelyne
Delage, Hélène
author_facet Durrleman, Stephanie
Bentea, Anamaria
Prisecaru, Andreea
Thommen, Evelyne
Delage, Hélène
author_sort Durrleman, Stephanie
collection PubMed
description 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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spelling pubmed-102294752023-06-01 Training Syntax to Enhance Theory of Mind in Children with ASD Durrleman, Stephanie Bentea, Anamaria Prisecaru, Andreea Thommen, Evelyne Delage, Hélène J Autism Dev Disord Original Paper 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. Springer US 2022-03-31 2023 /pmc/articles/PMC10229475/ /pubmed/35357603 http://dx.doi.org/10.1007/s10803-022-05507-0 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Original Paper
Durrleman, Stephanie
Bentea, Anamaria
Prisecaru, Andreea
Thommen, Evelyne
Delage, Hélène
Training Syntax to Enhance Theory of Mind in Children with ASD
title Training Syntax to Enhance Theory of Mind in Children with ASD
title_full Training Syntax to Enhance Theory of Mind in Children with ASD
title_fullStr Training Syntax to Enhance Theory of Mind in Children with ASD
title_full_unstemmed Training Syntax to Enhance Theory of Mind in Children with ASD
title_short Training Syntax to Enhance Theory of Mind in Children with ASD
title_sort training syntax to enhance theory of mind in children with asd
topic Original Paper
url 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
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