Theory of Mind Training and Autism
Ranking:
Studies and Trials
This section provides details of scientific studies into the effectiveness of this intervention for people with autism which have been published in English-language, peer-reviewed journals.
If you know of any other publications we should list on this page please email info@informationautism.org
Please note that we are unable to supply publications unless we are listed as the publisher. However, if you are a UK resident you may be able to obtain them from your local public library, your college library or direct from the publisher.
Related Studies and Trials
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Adibsereshki N.
et al.
(2015)
The effectiveness of theory of mind training on the social skills of children with high functioning autism spectrum disorders.
Iranian Journal of Child Neurology.
9(3),
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Begeer S.
et al.
(2011)
Theory of mind training in children with autism: A randomized controlled trial.
Journal of Autism and Developmental Disorders.
41(8),
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Begeer S.
et al.
(2015)
Effects and moderators of a short theory of mind intervention for children with autism spectrum disorder: A randomized controlled trial.
Autism Research.
8(6),
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Cheng Y.
et al.
(2010)
Enhancing empathy instruction using a collaborative virtual learning environment for children with autistic spectrum
Computers and Education.
55(4),
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Feng H.
et al.
(2008)
The effects of theory-of-mind and social skill training on the social competence of a sixth-grade student with autism.
Journal of Positive Behavior Interventions.
10(4),
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Fisher N., Happé F. (2006)
A training study of theory of mind and executive function in children with autistic spectrum disorders.
Journal of Autism and Developmental Disorders.
35(6),
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Gevers C.
et al.
(2006)
Brief report: A theory-of-mind-based social-cognition training program for school-aged children with pervasive developmental disorders: An open study of its effectiveness.
Journal of Autism and Developmental Disorders.
36(4),
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Grossman M., Peskin J., Juan V. S. (2013)
Thinking about a reader's mind: Fostering communicative clarity in the compositions of youth with autism spectrum disorders.
Journal of Autism and Developmental Disorders.
43(10),
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Hadwin J. A.
et al.
(1996)
Can we teach children with autism to understand emotions, belief, or pretence.
Development and Psychopathology.
8(2),
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Hadwin J. A.
et al.
(1997)
Does teaching a theory of mind have an effect on social communication in children with autism?
Journal of Autism and Developmental Disorders.
27(5),
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LaCava P. G.
et al.
(2010)
A single case design evaluation of a software and tutor intervention addressing emotion recognition and social interaction in four boys with ASD.
Autism.
14(3),
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McGregor E., Whiten A., Blackburn P. (1998)
Transfer of the picture-in-the-head analogy to natural contexts to aid false belief understanding in autism.
Autism.
2(4),
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McGregor E., Whiten A., Blackburn P. (1998)
Teaching theory of mind by highlighting intention and illustrating thoughts: A comparison of their effectiveness with 3-year-olds and autistic individuals.
British Journal of Developmental Psychology.
16(3),
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Ozonoff S., Miller J. (1995)
Teaching theory of mind: a new approach to social skills training for individuals with autism.
Journal of Autism and Developmental Disorders.
25(4),
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Paynter J., Peterson C. C. (2013)
Further evidence of benefits of thought-bubble training for theory of mind development in children with autism spectrum disorders.
Research in Autism Spectrum Disorders.
7(2),
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Rice L. M.
et al.
(2015)
Computer-assisted face processing instruction improves emotion recognition, mentalizing, and social skills in students with ASD.
Journal of Autism and Developmental Disorders.
45(7),
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Silver M., Oakes P. (2001)
Evaluation of a new computer intervention to teach people with autism or Asperger syndrome to recognize and predict emotions in others.
Autism.
5(3),
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Swettenham J. (1996)
Can children with autism be taught to understand false belief using computers?
Journal of Child Psychology and Psychiatry.
37(2),
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Swettenham J. (1996)
What's inside a person's head? Conceiving of the mind as a camera helps children with autism develop an alternative theory of mind.
Cognitive Neuropsychiatry.
1(1),
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Thomeer M. L.
et al.
(2011)
Open-trial pilot of mind reading and in vivo rehearsal for children with HFASD.
Focus on Alternative and Complementary Therapies.
26(3),
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Thomeer M. L.
et al.
(2015)
A randomized controlled trial of mind reading and in vivo rehearsal for high-functioning children with ASD.
Journal of Autism and Developmental Disorders.
45(7),
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Waugh C., Peskin J. (2015)
Improving the social skills of children with HFASD: An intervention study.
Journal of Autism and Developmental Disorders.
45(9),
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Williams B. T., Gray K. M., Tonge B. J. (2012)
Teaching emotion recognition skills to young children with autism: a randomised controlled trial of an emotion training programme.
Journal of Child Psychology and Psychiatry.
53(12),
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- Updated
- 17 Jun 2022
- Last Review
- 01 Mar 2016
- Next Review
- 01 Oct 2022