Unlocking the Mystery of Social Deficits in Autism: Theory of Mind as Key

Autor/in	Blacher, Jan
Titel	Unlocking the Mystery of Social Deficits in Autism: Theory of Mind as Key
Quelle	In: Exceptional Parent, 37 (2007) 8, S.96-97 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-9157
Schlagwörter	Autism; Interpersonal Competence; Cognitive Ability; Intervention; Social Development; Social Cognition; Perspective Taking; Therapy + Suchen Sie Ihr Suchwort? Autismus; Interpersonale Kompetenz; Denkfähigkeit; Soziale Entwicklung; Soziale Kognition; Zukunftsperspektive; Therapie
Abstract	Theory of mind (ToM) is key to the development of one's social skills. Without ToM, children (or adults) cannot understand or infer the thoughts, feelings, or intentions of others. A lack of ToM skills is considered by some to be a core deficit in autism. ToM affects all interpersonal interactions as well as academics, daily living, following directions, and understanding socially-based information. For children with autism spectrum disorder (ASD), problems such as emotion recognition and sharing, understanding knowledge, deception, humor, teasing, and describing one's mental state or feelings are related to ToM impairment. Although there are few interventions targeting ToM skills, there is some research evidence that these skills can be taught, at least to a limited extent. Due to the complexities of the social world and ToM development, it has been difficult to produce observable social change through short-term intervention. Yet as more is learned about ToM and the range of social skills influenced by it, one can expect the development of more successful, evidence-based interventions. Practical implications from research on ToM are discussed. ["Unlocking the Mystery of Social Deficits in Autism: Theory of Mind as Key" was written with Erica Howell.] (ERIC).
Anmerkungen	EP Global Communications Inc. 551 Main Street, Johnstown, PA 15901. Tel: 877-372-7368; Fax: 814-361-3861; e-mail: EPAR@kable.com; Web site: http://www.eparent.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10