This study investigated the effects of shared storybook reading with mental state discourse on theory of mind (ToM) development in children with language disorders and children with autism. Both of these populations are known to have impairments in ToM; however, little research exists regarding potential interventions for such deficits. Two participants (ages 5;4 and 6;11) were included in this study. Over the course of eight treatment sessions, six different books were read, and discussion of mental states was incorporated. Each participant was tested pre- and post-treatment on standard false belief tasks. The findings from this study indicate that shared storybook reading with mental state discourse can result in improved understanding of others’ mental states in children with language disorders and children with autism. These results also suggest that some aspects of ToM might be more difficult for children to comprehend (i.e. mental states of the self) than others (i.e. mental states of others).
|Commitee:||Hung, Pei-Fang, Wallach, Geraldine|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 55/04M(E), Masters Abstracts International|
|Subjects:||Early childhood education, Developmental psychology|
|Keywords:||Autism, Langauge disorders, Mental state discourse, Shared storybook reading, Theory of mind|
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