[article] 
inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2444-2457

Titre :	Training Syntax to Enhance Theory of Mind in Children with ASD : Journal of Autism and Developmental Disorders
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Stephanie DURRLEMAN, Auteur ; Anamaria Bentea, Auteur ; Andreea Prisecaru, Auteur ; Evelyne THOMMEN, Auteur ; Hélène DELAGE, Auteur
Article en page(s) :	p.2444-2457
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	Preschool children with neurotypical development (ND) trained on sentential complements ("X thinks/says that") improve their Theory of Mind (ToM) performance. Can complementation training also enhance ToM in children with Autism Spectrum Disorder (ASD)? Thirty-three children with ASD (Mage=8;11) and 20 younger ND peers (Mage=4;3) were trained on sentential complements (4-6 weeks, 2-3 times per week, via the DIRE i-Pad App). Pre-training and post-training comparisons show that (1) training boosted both complementation and ToM performance across groups; (2) improvements remained 4-6 weeks after training ended; (3) participants with milder ASD symptoms made most gains. Training on sentential complements thus seems beneficial for addressing ToM difficulties in children with ASD, especially those with milder symptoms.
En ligne :	https://doi.org/10.1007/s10803-022-05507-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

[article] Training Syntax to Enhance Theory of Mind in Children with ASD : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Stephanie DURRLEMAN, Auteur ; Anamaria Bentea, Auteur ; Andreea Prisecaru, Auteur ; Evelyne THOMMEN, Auteur ; Hélène DELAGE, Auteur . - p.2444-2457.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2444-2457

Index. décimale :	PER Périodiques
Résumé :	Preschool children with neurotypical development (ND) trained on sentential complements ("X thinks/says that") improve their Theory of Mind (ToM) performance. Can complementation training also enhance ToM in children with Autism Spectrum Disorder (ASD)? Thirty-three children with ASD (Mage=8;11) and 20 younger ND peers (Mage=4;3) were trained on sentential complements (4-6 weeks, 2-3 times per week, via the DIRE i-Pad App). Pre-training and post-training comparisons show that (1) training boosted both complementation and ToM performance across groups; (2) improvements remained 4-6 weeks after training ended; (3) participants with milder ASD symptoms made most gains. Training on sentential complements thus seems beneficial for addressing ToM difficulties in children with ASD, especially those with milder symptoms.
En ligne :	https://doi.org/10.1007/s10803-022-05507-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506