Theory of mind and everyday social behaviour in children with autism, deafness and typical development (2010-2012)
Abstract
Difficulties with peer relationships limit quality of life for many children, including those with autism and deafness. We will examine to what extent such difficulties are predicted by children s (a) cognitive mindreading capacities, (b) dispositions to act altruistically vs. selfishly, (c) skills in persuasion and conversation and (d) personality or temperament. We will also evaluate a training regime designed to overcome mindreading delays in autistic and deaf children, conceivably improving their social skills and peer relationships. This work is important for promoting all children's healthy social development and for improving friendship and social participation for those with autism or deafness.
