The Effects of Theory of Mind Training on the False Belief Understanding of Deaf and Hard-of-Hearing Students in Prekindergarten and Kindergarten

Autor/inn/en	Tucci, Stacey L.; Easterbrooks, Susan R.; Lederberg, Amy R.
Titel	The Effects of Theory of Mind Training on the False Belief Understanding of Deaf and Hard-of-Hearing Students in Prekindergarten and Kindergarten
Quelle	In: Journal of Deaf Studies and Deaf Education, 21 (2016) 3, S.310-325 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enw031
Schlagwörter	Theory of Mind; Kindergarten; Preschool Education; Hearing Impairments; Deafness; Partial Hearing; Child Development; Intervention; Misconceptions; Beliefs; Generalization; Visual Aids; Developmental Psychology; Pretests Posttests; Skill Development; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Hearing impairment; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Kindesentwicklung; Missverständnis; Belief; Glaube; Anschauungsmaterial; Entwicklungspsychologie; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Data from a growing number of research studies indicate that children with hearing loss are delayed in Theory of Mind (ToM) development when compared to their typically developing, hearing peers. While other researchers have studied the developmental trajectories of ToM in school-age students who are deaf, a limited number have addressed the need for interventions for this population. The present study extends the current research on ToM interventions to the Prekindergarten and Kindergarten levels. This study used a single-case multiple baseline design to examine the effects of a ToM intervention on participants' false belief understanding as well as outcomes on a near generalization measure and a far generalization measure. A ToM thought bubble intervention (i.e., a visual representation of what people are thinking) developed by Wellman and Peterson (2013. Deafness, thought bubbles, and theory-of-mind development. "Developmental Psychology," 49, 2357-2367) was modified in key areas. Results from the Single-Case Design portion of the study indicate a functional, or causal, relation between the ToM intervention and the participants' acquisition of the targeted skills in each stage although progress was not uniform. Results from the pre-post assessments indicate that the children did make progress up the scale. These results inform the field in regard to the efficacy and feasibility of a ToM intervention for young deaf children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01