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Cited by 169Autism Spectrum Disorder ResearchChild and Animal Learning DevelopmentSocial Robot Interaction and HRI

The DOI matches its Crossref record; 52 of the 52 references it cites were found in a registry or an index.

Does Teaching Theory of Mind Have an Effect on the Ability to Develop Conversation in Children with Autism?

Hadwin, Julie, Baron-Cohen, Simon, Howlin, Patricia, Hill, Katie·1997·Journal of Autism and Developmental Disorders
DOI 10.1023/a:1025826009731
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Abstract

The present research examined whether teaching children with autism to pass tasks that assess mental state understanding had any positive effects on communication. Two aspects of communication previously shown to be deficient in children with autism were considered. These are conversational ability, in particular the ability to expand on conversation, and the use of mental state terms in speech. Results showed that no discernible improvement was seen on either measure of communication following mental state teaching. Discussion centers on real versus superficial changes in understanding mental states as a result of teaching.

Overview

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Crossref · 10.1023/a:1025826009731

Cites

52 of 52 references verified0 citation errors · 0 not checkable

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Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Interventions teaching people with ASD to recognize emotions from simplified stimuli often improve performance on simplified tasks but not in real-world social interactions.

    “Further, performance on simplified social cognitive tasks does not always track with the severity of social deficits in ASD (37, 38), and interventions teaching people with ASD to recognize emotions from simplified stimuli often improve performance on simplified tasks but not in real-world social interactions (39, 40).”

    From The neural bases of empathic accuracy (2009) · cites this paper as [40]

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 16

  1. Aarons, M, & Gitten, T. (1992). The handbook of autism. London: Routledge.
  2. American Psychiatric Association. (1987). Diagnostic and statistical manual of menal disorders (3rd ed., Rev.). Washington DC: Author.
  3. Baron-Cohen, S. (1991). Precursors to a theory of mind. Attention in others. In A. Whiten (Ed.), Natural theories of mind. Oxford: Basil Blackwell.
  4. Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D. J. (Eds.). (1993). Understanding other minds. Oxford University Press: Oxford.
  5. Bishop, D. V. M. (1989). Test for reception of grammar (2nd ed.). Available from the author, MRC Applied Psychology Unit, Cambridge, U.K.
  6. Fleiss, J. L. (1981). Statistical methods for rates and propositions. New York: Wiley.
  7. Frith, U. (1989b). Autism. Oxford: Basil Blackwell.
  8. Gopnik, A., Slaughter, V., & Meltzoff, A. (1994). Changing your views: How understanding visual perception can lead to a new theory of mind. In C. Lewis & P. Mitchell (Eds.), Origins of a theory of mind. Hillsdale, NJ: Erlbaum.
  9. Kozloff, M. A. (1984). A training program for families of children with autism: Responding to family needs. in E. Schopler & G. B. Mesibov (Eds.), The effects of autism on the family. New York: Plenum Press.
  10. Loveland, K., & Tunali, B. (1993). Narrative language in autism and the theory of mind hypothesis: a wider perspective. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds. Oxford University Press: Oxford.
  11. Messer, D. J. (1994). The development of communication. New York: Wiley.
  12. Omerod, J. (1988). Moonlight. Harmondsworth: Picture Puffins Penguin.
  13. Rutter, M., Lord, C., & Le Couteur, A. (1990). Autistic Diagnostic Interview. London: MRC Psychiatry Unit, Institute of Psychiatry.
  14. Smiley, P., & Huttenlocher, J. (1989). Young children's acquisition of emotion. In C. Saarni & P. Harris (Eds.), Children's understanding of emotion. Cambridge, U.K.: Cambridge University Press.
  15. Sperber, D., & Wilson, D. (1986). Relevance. Oxford: Basil Blackwell.
  16. Starr, E. (1993). Teaching the appearance-reality distinction to children with autism. Paper presented at the British Psychological Society Developmental Psychology Section Annual Conference, Birmingham.

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Metadata

Authors
Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill, K.
Affiliations
  • University of Kent (GB)
  • University of London (GB)
  • University of Cambridge (GB)
ORCID
Venue
Journal of Autism and Developmental Disorders
Publisher
Springer Science and Business Media LLC
Published
1997-10
Volume
27
Issue
5
Pages
519-537
ISSN
  • 0162-3257 (ISSN-L)
  • 1573-3432
DOI
10.1023/a:1025826009731
OpenAlex
W1555380166
Cited by
169
References
52
Citations by year
2026: 3 · 2025: 2 · 2024: 1 · 2023: 2 · 2022: 4 · 2021: 2 · 2020: 5 · 2019: 6 · 2018: 9 · 2017: 11 · 2016: 4 · 2015: 11 · 2014: 11 · 2013: 4 · 2012: 4
FWCI
2.50
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Journal of Autism and Developmental Disorders (publishedVersion)
  • PubMed (publishedVersion)
  • Kent Academic Repository (University of Kent) (submittedVersion)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
Keywords
theory of mind, autism spectrum disorder, conversation skills, communication skills, educational intervention, children
MeSH terms
Autistic Disorder, Child, Cognition, Communication, Communication Disorders, Female, Humans, Language Development Disorders, Male, Models, Psychological, Social Behavior, Speech, Teaching, Verbal Behavior, Vocabulary

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