Interventions based on the Theory of Mind cognitive model for autism spectrum disorder (ASD)

Fletcher‐Watson, Sue; McConnell, Fiona; Manola, Eirini; McConachie, Helen

doi:10.1002/14651858.cd008785.pub2

Cited by 131 publications

(112 citation statements)

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“…Likewise, it will be important for anyone implementing interventions such as those described here to include instruction in natural settings with structured opportunities to promote the student's ability to understand other people's points of view. Adopting a core deficit model to explain diminished competencies of ToM may require a longitudinal study that will examine ToM as a result of a chain of precursor skills (Fletcher-Watson et al, 2014). Unlike most ToM training programs that last a few weeks to a few months, we suggest a longitudinal training program that would allow for within-subject comparisons while cognitive, language, and social development take their natural course.…”

Section: Discussionmentioning

confidence: 99%

“…This training is related to Baron-Cohen's concept of EDD and its relatedness to SAM and ToM. It follows the perspective of a core deficit model (Fletcher-Watson et al, 2014). Intervention C, in contrast, was based on training students on the idea that people may have true and false beliefs.…”

Section: Procedures and Designmentioning

confidence: 99%

“…For example, one knows that John believes that Ali thinks it will rain today ( Baron-Cohen, 1996). This training study is based on the perspective that diminished competencies of ToM can be explained through a core deficit model; which entails a direct connection between ToM and its precursor skills such as shared attention mechanism-SAM (Fletcher-Watson, McConnell, Manola, & McConachie, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…ToM may be composed of four modules, each of which can work as an input to the other and can eventually engage ToM (Fletcher-Watson et al, 2014;Baron-Cohen, 1996). The Intentionality Detector (ID), which emerges at 0-9 months in typically developing children, is a simple module that exists in all animals with a nervous system.…”

Section: Introductionmentioning

confidence: 99%

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Theory of Mind Training in Children with Autism: Relating the Shared Attention Mechanism to the Theory of Mind Mechanism vs. Understanding Beliefs Training

Othman¹,

Collet-Klingenberg²

2017

JEDP

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The purpose of this training study was to examine two interventions that aim to improve the performance of students with Autism Spectrum Disorder (ASD) on False Belief Tasks (FBT) which examines the ability to recognize others' mental representation of the world. The first intervention involved drawing connections between the Shared Attention Mechanism (SAM) and the Theory of Mind (ToMM) Mechanism. The second intervention taught belief understanding and the fact that a person's beliefs about propositions may be false or true. To that end, we employed ABC and ACB multiple baselines across subject designs with matched controls. To assess generalization of learned skills, parents or teachers were interviewed. Results suggest that both interventions were effective.

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Section: Discussionmentioning

confidence: 99%

Section: Procedures and Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Theory of Mind Training in Children with Autism: Relating the Shared Attention Mechanism to the Theory of Mind Mechanism vs. Understanding Beliefs Training

Othman¹,

Collet-Klingenberg²

2017

JEDP

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“…A recent review of 22 randomized controlled ToM interventions in ASD samples (N ¼ 695) showed little evidence of their efficacy; the only positive effect was improvement in emotion recognition in those of average intellectual ability [55]. A crucial, yet understudied, aspect of interventions is how children with ASD might differ from typically developing controls in their understanding of pedagogical communication [56 & ].…”

Section: Interventionsmentioning

confidence: 99%

Recent progress in understanding skills and impairments in social cognition

Happé

Conway

2016

Current Opinion in Pediatrics

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Purpose of review Social interaction is affected in many different developmental disorders; indeed, the new Diagnostic and Statistical Manual of Mental Disorders has introduced social cognition as one of six core components of neurocognitive functioning. Social cognition is not one thing, but a wide range of putative processes, which may be differentially affected in different clinical groups. This review focuses on recent advances in one aspect of social cognition, ‘theory of mind’ (ToM, representing what people think), and one core clinical group, autism spectrum disorder (ASD). Recent findings It is 30 years since impaired ToM was proposed as an explanation for ASD social difficulties, and recently there has been a widening of interest to other clinical groups. ToM has been found to be distinct from emotion recognition and empathy. Recent research on ASD has focused increasingly on atypical sensory responses and commonly comorbid conditions. Interventions for social deficits, including ToM training and oxytocin, have shown mixed results to date. Summary Heterogeneity poses a major obstacle to current research. Theoretical and empirical refinements are needed to elucidate neurocognitive and aetiological underpinnings of sociocognitive processes and inform clinical advances.

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Temporal Changes in Effect Sizes of Studies Comparing Individuals With and Without Autism

et al. 2019

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IMPORTANCE The definition and nature of autism have been highly debated, as exemplified by several revisions of the DSM (DSM-III, DSM-IIIR, DSM-IV, and DSM-5) criteria. There has recently been a move from a categorical view toward a spectrum-based view. These changes have been accompanied by a steady increase in the prevalence of the condition. Changes in the definition of autism that may increase heterogeneity could affect the results of autism research; specifically, a broadening of the population with autism could result in decreasing effect sizes of group comparison studies. OBJECTIVE To examine the correlation between publication year and effect size of autism-control group comparisons across several domains of published autism neurocognitive research. DATA SOURCES This meta-analysis investigated 11 meta-analyses obtained through a systematic search of PubMed for meta-analyses published from January 1, 1966, through January 27, 2019, using the search string autism AND (meta-analysis OR meta-analytic). The last search was conducted on January 27, 2019. STUDY SELECTION Meta-analyses were included if they tested the significance of group differences between individuals with autism and control individuals on a neurocognitive construct. Meta-analyses were only included if the tested group difference was significant and included data with a span of at least 15 years. DATA EXTRACTION AND SYNTHESIS Data were extracted and analyzed according to the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) reporting guideline using fixed-effects models. MAIN OUTCOMES AND MEASURES Estimated slope of the correlation between publication year and effect size, controlling for differences in methods, sample size, and study quality. RESULTS The 11 meta-analyses included data from a total of 27 723 individuals. Demographic data such as sex and age were not available for the entire data set. Seven different psychological and neurologic constructs were analyzed based on data from these meta-analyses. Downward temporal trends for effect size were found for all constructs (slopes:-0.067 to-0.003), with the trend being significant in 5 of 7 cases: emotion recognition (slope:-0.028 [95% CI,-0.048 to-0.007]), theory of mind (-0.045 [95% CI,-0.066 to-0.024]), planning (-0.067 [95% CI,-0.125 to-0.009]), P3b amplitude (-0.048 [95% CI,-0.093 to-0.004]), and brain size (-0.047 [95% CI,-0.077 to-0.016]). In contrast, 3 analogous constructs in schizophrenia, a condition that is also heterogeneous but with no reported increase in prevalence, did not show a similar trend. CONCLUSIONS AND RELEVANCE The findings suggest that differences between individuals with autism and those without the diagnosis have decreased over time and that possible changes in the definition of autism from a narrowly defined and homogenous population toward an inclusive and heterogeneous population may reduce our capacity to build mechanistic models of the condition.

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Interventions based on the Theory of Mind cognitive model for autism spectrum disorder (ASD)

Abstract: Interventions based on the Theory of Mind cognitive model for autism spectrum disorder (ASD). Cochrane database of systematic reviews.

Cited by 131 publications

References 133 publications

Theory of Mind Training in Children with Autism: Relating the Shared Attention Mechanism to the Theory of Mind Mechanism vs. Understanding Beliefs Training

Theory of Mind Training in Children with Autism: Relating the Shared Attention Mechanism to the Theory of Mind Mechanism vs. Understanding Beliefs Training

Recent progress in understanding skills and impairments in social cognition

Temporal Changes in Effect Sizes of Studies Comparing Individuals With and Without Autism

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