While there is some evidence that ToM , or a precursor skill , can be taught to people with ASD , there is little evidence of maintenance of that skill , generalisation to other setting s , or developmental effects on related skills .
It is possible that the continuing refinement of the ToM model will lead to better interventions which have a greater impact on development than those investigated to date
BACKGROUND The ' Theory of Mind ' ( ToM ) model suggests that people with autism spectrum disorder ( ASD ) have a profound difficulty underst and ing the minds of other people - their emotions , feelings , beliefs , and thoughts .
As an explanation for some of the characteristic social and communication behaviours of people with ASD , this model has had a significant influence on research and practice .
It implies that successful interventions to teach ToM could , in turn , have far-reaching effects on behaviours and outcome .
OBJECTIVES To review the efficacy of interventions based on the ToM model for individuals with ASD .
Children with Autism Display more Social Behaviors after Repeated Imitation Sessions
Based on earlier studies , an adult ’s imitations of the behaviors of children with autism lead to increased social behavior in the children . The present study explored the effects of repeated sessions of imitation .  Twenty children were recruited from a school for children with autism to attend three sessions during which an adult either imitated all of the children ’s behaviors or simply played with the child . During the second session the children in the imitation group spent a greater proportion of time showing distal social behaviors toward the adult including : ( 1 ) looking ; ( 2 ) vocalizing ; ( 3 ) smiling ; and ( 4 ) engaging in reciprocal play . During the third session , the children in the imitation group spent a greater proportion of time showing proximal social behaviors toward the adult including : ( 1 ) being close to the adult ; ( 2 ) sitting next to the adult ; and ( 3 ) touching the adult . These data suggest the potential usefulness of adult imitative behavior as an early intervention
While there is some evidence that ToM , or a precursor skill , can be taught to people with ASD , there is little evidence of maintenance of that skill , generalisation to other setting s , or developmental effects on related skills .
It is possible that the continuing refinement of the ToM model will lead to better interventions which have a greater impact on development than those investigated to date
BACKGROUND The ' Theory of Mind ' ( ToM ) model suggests that people with autism spectrum disorder ( ASD ) have a profound difficulty underst and ing the minds of other people - their emotions , feelings , beliefs , and thoughts .
As an explanation for some of the characteristic social and communication behaviours of people with ASD , this model has had a significant influence on research and practice .
It implies that successful interventions to teach ToM could , in turn , have far-reaching effects on behaviours and outcome .
OBJECTIVES To review the efficacy of interventions based on the ToM model for individuals with ASD .