Using Narratives To Promote Theory Of Mind Skills In Children With Autism Spectrum Disorder

Abstract

Autism has always been a complex disorder that has been difficult to understand. The causes are still a big mystery to researchers. It is very difficult to diagnose ASD within children at a young age due to how varying the symptoms are. One of the many symptoms of Autism Spectrum Disorder (ASD) is an impaired theory of mind (ToM). Theory of mind is a term used to describe one's understanding that self and others have mental capacities such as thoughts, beliefs, intentions, and desires which guide actions and interactions. It is often postulated that children with ASD struggle in understanding as a result of their lack of ToM skills. It has also been shown that children with ASD struggle with narrative skills, particularly those requiring an understanding of perspectives of characters within stories. Nevertheless, theoretical and empirical support shows that various types of early narrative intervention will help boost the ToM skills of children with ASD. The following review of literature addresses studies that have used narrative intervention in children with ASD and evaluates their effectiveness in the early years.