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KMID : 0894920110110020001
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Journal of the Korean Association for Persons with Autism
2011 Volume.11 No. 2 p.1 ~ p.23
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Effects of Teaching of Mind-read on Improving Mental State Utterances in Children with Autism Spectrum Disorder(ASD)
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Chung Seung-Hwa
Hong Gyung-Hun
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Abstract
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This study investigated effects of teaching of mind-read on improving mental state utterances in children with ASD. Three ASD children age four and older participated in two twenty-minute sessions twice a week for six weeks. Probes were taken during each session in a multiple baseline design. The children’s performance was assessed over time by looking at: 1) How many spontaneous utterances were given about mental states, 2) NTW and NDW in mental state terms, and 3) The total number of types and the number of different words in mental state types. The findings were as follows: The number of spontaneous correct responses was increased. The number of mental state-related utterances and their lexical diversity were higher as well. The maintenance phase of the program also proved to be effective the children were able to maintain their higher level of performance throughout it. By participating in programs such as this one, children with ASD can better understand others’minds and communicate more effectively about various mental attitudes.
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KEYWORD
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teaching mind, mental state, children with ASD
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