Workshop: May 21st, 2019

The Relationship Between Language Acquisition and the Development of Theory of Mind: Clinical Implications for Children with ASD

This workshop provides valuable information for parents, special education teachers, SLPs, BCBAs, and other related service professionals; e.g., occupational therapists, and physical therapists.

Registration for this workshop is $80 per person.

For groups of four or more from one agency or school district, registration will be $75 per person. Total Cost for BACB CEUs is $10. Please note you must be registered and attend the workshop to obtain ASHA CEUs.

Tuesday, May 21, 2019

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There is strong empirical evidence to connect language acquisition and the development of Theory of Mind (ToM). Impairments in ToM have been correlated with deficits in pragmatic skills. Both language and ToM development quickly evolve from infancy through five years of age, and have an effect on one another. Three theoretical propositions connecting language and ToM will be discussed. Individuals with autism spectrum disorder (ASD) typically present with significant language and communication deficits along with maladaptive behaviors, and may fail to develop ToM, providing challenging clinical implications.

This presentation will discuss the developmental sequence of steps in ToM including false-beliefs, and the interrelationship between language acquisition and ToM development. While few studies have been conducted, and even fewer randomized control trials, there is research to support some intervention strategies to assist in the development of ToM in individuals with ASD. The acquisition and generalization of ToM as opposed to conceptual knowledge will be addressed. Pros and cons of ToM assessments along with therapeutic intervention strategies and resources for individuals with ASD will be presented and discussed.

Learning Objectives:

1. Participants will identify the developmental steps and timeline of Theory of Mind (ToM), including “false beliefs,” and their interrelationship with language development.
2. Participants will describe how impairments in ToM have been correlated to an individual’s difficulty with pragmatic skills.
3. Participants will define the role of language in the development of Theory of Mind (ToM).
4. Participants will describe the three theoretical propositions connecting language acquisition and ToM development.
5. Participants will define acquisition of conceptual knowledge versus application and generalization as it pertains to ToM development.
6. Participants will identify the pros and cons of ToM tests and assessments.
7. Participants will describe intervention strategies for individuals with autism spectrum disorder (ASD) in the development of ToM, and list available resources.

Time Order Agenda:

40 mins:

• Discussion of Theory of Mind (ToM) and its developmental sequence of steps
• Presentation of false-belief video followed by discussion

40 mins:

• Discussion of the interrelationship between the development and acquisition of language and the developmental steps of ToM
• Presentation of the three classes of theories connecting language acquisition and ToM

40 mins:

• Clinical implications for ToM development with respect to speech-language-communication deficits and behavioral challenges presented by individuals with autism spectrum disorder (ASD).
• Discussion of the acquisition of conceptual knowledge of ToM versus application and generalization
• Presentation of ToM assessments and a discussion of their pros and cons

55 mins:

• Presentation of teaching strategies and available resources to assist individuals with ASD in development of some or all steps of ToM

5 mins:

• Questions/Discussion