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 .
Joint attention training for children with autism using behavior modification procedures.
BACKGROUND Deficits in joint attention are considered by many research ers to be an early predictor of childhood autism ( e.g. , Osterling & Dawson , 1994 ) and are considered to be pivotal to deficits in language , play , and social development in this population ( Mundy , 1995 ) . Although many research ers have noted the importance of joint attention deficits in the development of children with autism ( e.g. , Mundy , Sigman , & Kasari , 1994 ) and have called for intervention strategies ( e.g. , Mundy & Crowson , 1997 ) , few studies have attempted to target joint attention . In this study , joint attention behaviors were taught to children with autism using a behavior modification procedure . METHODS A multiple-baseline design was implemented to evaluate intervention effects . The following target behaviors were included in the intervention : 1 )  Responding to showing , pointing , and gaze shifting of adult ;  2 ) Coordinated gaze shifting  ( i.e. , coordinated joint attention ) ; and 3 )  Pointing ( with the purpose of  sharing  , not requesting ) . Generalization to setting and parent , follow-up sessions , and social validation measures were also analyzed . RESULTS Joint attention behaviors were effectively trained and targeted behaviors generalized to other setting s. In addition , positive changes were noted by naive observers using social validation measures . CONCLUSIONS Integrating joint attention training into existing interventions may be important for children with autism . In addition , training parents in these techniques may help to maintain joint attention skills outside of the treatment setting
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 .