ERIC Number: EJ1452279
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0271-8294
EISSN: EISSN-1550-3259
Reading between the Lines: Facilitating Theory of Mind in Children with Autism through Book Reading
Patricia A. Prelock; Sophie Knox; Elaina Sepede; Hope Morris-Baldridge
Topics in Language Disorders, v44 n4 p304-320 2024
Autistic children experience challenges with narrative language and theory of mind (ToM). This pilot study examined the effects of a parent-led narrative intervention on the ToM of eight school-aged autistic children. Parents read three storybooks over a six-week period emphasizing ToM constructs (i.e., visual perspective-taking, emotion recognition, and false belief understanding). Parents used a script with guiding questions and comments to facilitate their child's ToM during book reading activities. Two standardized measures of ToM were completed before and following the six-week intervention. Parents also completed daily diaries, reflecting on their child's understanding of ToM targets emphasized in the book readings. Improved scores on the Theory of Mind Inventory-2 occurred for all but one child and improved scores on the Theory of Mind Task Battery occurred for five of the eight children. Parents' perceptions of their child's ToM also indicated improvement from pre- to post-intervention, and parents generally perceived the intervention as effective. Parents effectively delivered a book reading intervention focusing on the development of their child's ToM skills. The findings from this pilot study offer promise for parent-led intervention for their autistic children and improvements in children's ToM.
Descriptors: Children, Autism Spectrum Disorders, Reading, Metacognition, Theories, Parent Participation, Reading Aloud to Others, Reading Instruction
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A