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| International Paper Session - Theory of Mind and Executive Function |
| Saturday, May 26, 2007 |
| 2:30 PM–3:20 PM |
| Elizabeth G |
| Area: AUT |
| Chair: Dawn Ann Holman (Autism Spectrum Consultants, Inc.) |
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| Replication of Theory of Mind Assessments: Implications for Reading Comprehension. |
| Domain: Applied Research |
| DAWN ANN HOLMAN (Autism Spectrum Consultants, Inc.) |
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| Abstract: Evidence of deficits in Theory of Mind (TOM), or understanding mental states, has been documented by autism researchers since the 1980's. In clinical practice, many Applied Behavioral Analysis practitioners have incorporated teaching TOM programs as radical behaviorism for higher functioning children on the autism spectrum. There have been few replications of the original research by Baron Cohen (1989) and Happe (1993), and fewer studies attempting to validate the teaching procedures or protocols for such interventions.
A replication study already completed and pending publication, which documents the TOM deficits of a group of high functioning children with autism, as compared to a typical, age and IQ matched control group will be reviewed. Specifically, the presenter assessed a group of HFA elementary students on a variety of TOM assessments, including the Sally-Anne False Belief task, as well as the Communicative Intent or "Strange Stories" tasks.
Implications for replicated deficits will be addressed, specifically in relation to reading comprehension, an area of difficulty frequently encountered by HFA students in mainstream educational placements. An argument for viewing reading comprehension as a manifestation of deficits in TOM will be made, in addition to recommendations for addressing these deficits through instruction utilizing a systematic, behavioral paradigm. |
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| Expanding Our Focus to Include Executive Functioning Skill Training: ASD Children Learn to Plan, Problem Solve, and Self-Monitor. |
| Domain: Applied Research |
| JENNIFER L. HARRIS (FirstSteps for Kids, Inc.), Rosi deDomenico (FirstSteps for Kids, Inc.), Lisa Brownfield (FirstSteps for Kids, Inc.) |
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| Abstract: Numerous studies have found that autistic individuals repeatedly demonstrate deficits in planning, problem solving, working memory, transitions, flexibility, and self-regulation. This cluster of deficits is often referred to as executive dysfunction or a deficit in higher-order, goal directed behavior. As a result of these deficits, autistic children may be unable to function adequately in mainstream educational settings despite average intelligence and vocal abilities. They often are unable to follow complex instructions, wander when uncertain of the next step of a task, become obsessed or hyper-focused on individual details without acknowledging the goal, and have difficulty self-monitoring both their academic and social behavior. While ABA methods have been successful in improving verbal and social behavior, executive skill training has not typically been included in ABA curriculum for young autistic children. The purpose of this symposium is to outline an Executive Functions Skill Training protocol in which specific strategies and curriculum are presented to improve planning, problem solving, working memory, flexibility, and self-regulatory behaviors in young students with autism receiving intensive ABA intervention. |
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