Social Thinking Framework: Theory of Mind
Theory of Mind
Components of the Social Thinking Methodology fit within the Theory of Mind concept by addressing narrative language, reading comprehension and perspective taking.
If you are familiar with the Social Thinking framework, you know treatment starts at the level of the student’s social mind. We avoid assumptions of ability or challenge based on test scores and instead start by trying to understand how the client views the world. From there we teach lessons at a level the individual can understand about his or her own and others’ perspectives, mental manipulation, and social self-awareness, focusing on social attention and related social skills. We also connect social learning to social academic abilities and critical thinking, skills that are highly valued in the classroom, community, and work environments.
Here are a few research-based concepts and frameworks representing the foundation for the Social Thinking Methodology as it relates to Theory of Mind. We continue to learn, modify, expand, and generate new articles as it pertains to Theory of Mind. The list below is not meant to be exhaustive by any means, but rather a resource for you!
Waugh, Cynthia and Peskin, Joan (2015). Improving the Social Skills of Children with HFASD: An Intervention Study. Journal of Autism and Developmental Disorders, V 45(9).
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De Villiers, J. (2000). Language and theory of mind: What are the developmental relationships. Understanding Other Minds: Perspectives From Developmental Cognitive Neuroscience, (2), 83-123.
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Ozonoff, S. & Miller, J. N. (1995). Teaching theory of mind: A new approach to social skills training for individuals with high-functioning autism. Journal of Autism and Developmental Disorders, 25, 415-433.
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Williams, D. (2010). Theory of own mind in autism: Evidence of a specific deficit in self awareness. Autism, 14: 474-94.
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Miller, C.A. (2006). Developmental relationships between language and theory of mind. American Journal of Speech Language Pathology, 15: 142-54.
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Gevers, C., Clifford, P., Mager, M., & Boer, F. (2006). Brief Report: A theory-of-mind 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), 567-571.
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Sodian, B. & Frith, U. (2008). Metacognition, Theory of Mind, and Self-Control: The Relevance of High-Level Cognitive Processes in Development, Neuroscience, and Education. Journal Compilation, International Mind, Brain and Education Society and Wiley Periodicals, 2(3).
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Motivational Developmental Tools to Support Theory of Mind
