Presentation Title

The Development of Theory of Mind in a Child with ASD and His Siblings

Project Collaborators

Patricia Prelock (Faculty Mentor), Emily Coderre (Faculty Mentor), Yu Han (Graduate Student Mentor)

Abstract

Autism spectrum disorder (ASD) is generally characterized by impairments in social interaction and social communication. Theory of mind along with a lack of emotional recognition are major deficits in those who are diagnosed. The purpose of this case study is to compare the scores on parent informant and child performance measures of ToM from pre- to post-intervention in three siblings, one of whom has autism. It will also examine parent perceptions of their children’s ToM in daily activities prior to, during, and following a social story intervention. Three male participants are included in the study (7 years; 10 months, 9 years; 7 months, 13 years; 11 months). Measures of Theory of Mind (Theory of Mind Inventory-2 (ToMI-2) and Theory of Mind Task Battery(ToMTB)) were completed for all 3 participants at pre- and post-intervention to serve as outcome measures for the 3 participants. Daily diaries also served as qualitative observational indicators of perceived change by the children’s mother. Between pre- and post-intervention, the child with ASD increased his ToMTB score and showed no meaningful change in his ToMI-2 composite score, the older sibling showed no meaningful change in his ToMTB score or ToMI-2 composite score, the younger sibling showed a decrease in his ToMTB score and no meaningful change in his ToMI-2 composite score. An assessment of the daily diary scores, however, indicated improvement from pre- to post-intervention for all three participants.

Primary Faculty Mentor Name

Patricia Prelock

Graduate Student Mentors

Yu Han

Status

Undergraduate

Student College

College of Arts and Sciences

Program/Major

Neuroscience

Primary Research Category

Health Sciences

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The Development of Theory of Mind in a Child with ASD and His Siblings

Autism spectrum disorder (ASD) is generally characterized by impairments in social interaction and social communication. Theory of mind along with a lack of emotional recognition are major deficits in those who are diagnosed. The purpose of this case study is to compare the scores on parent informant and child performance measures of ToM from pre- to post-intervention in three siblings, one of whom has autism. It will also examine parent perceptions of their children’s ToM in daily activities prior to, during, and following a social story intervention. Three male participants are included in the study (7 years; 10 months, 9 years; 7 months, 13 years; 11 months). Measures of Theory of Mind (Theory of Mind Inventory-2 (ToMI-2) and Theory of Mind Task Battery(ToMTB)) were completed for all 3 participants at pre- and post-intervention to serve as outcome measures for the 3 participants. Daily diaries also served as qualitative observational indicators of perceived change by the children’s mother. Between pre- and post-intervention, the child with ASD increased his ToMTB score and showed no meaningful change in his ToMI-2 composite score, the older sibling showed no meaningful change in his ToMTB score or ToMI-2 composite score, the younger sibling showed a decrease in his ToMTB score and no meaningful change in his ToMI-2 composite score. An assessment of the daily diary scores, however, indicated improvement from pre- to post-intervention for all three participants.