What Are Some Ways To Teach Theory of Mind Skills?

The ability to accurately “read” others’ intentions and beliefs is a critical skill. Helping individuals with ASD to improve their ability to “mind read” has been the focus of numerous studies and interventions, especially in the last 10 years. However, because of inconsistencies in the research as well as the challenges inherent in validating methodologies, no one proven method has been adopted. Rather, several different techniques and methods are being used and more techniques will probably be identified in the near future. Some of the methods used to teach mind-reading skills include computer instruction, direct instruction, social skills instruction, using social stories, cartooning or other visual supports, interpretation and processing information, as well as specific curricula that incorporate a range of methods and materials. The following is a brief look at a few intervention.

Teaching Children to Mind Read (Howlin, Baron-Cohen, & Hadwin, 1999)
This resource was designed as a practical guide to teaching basic emotions to those with ASD using five levels of emotional understanding. The volume provides numerous materials (schematic drawings, faces, stories, etc.) that can be used with students as well as further suggestions for professionals and parents.

Carol Gray’s Social Stories (Gray, 2004)
This intervention is described in detail in another ICAN module. (Click there to jump to Social Stories topic) This teaching strategy draws on a strong visual basis to helping those with ASD improve their understanding of social situations the perspectives of others and possible new ways to interpret behavior and acting. Processing of information and social situations is also emphasized with this method.

Mind Reading (Human Emotions, LTD., 2002)
This is a more recent intervention that was developed at the University of Cambridge specifically to teach mind reading ability. Consumers can use a CD or DVD that teaches 412 emotions based in 24 emotion groups. The program consists three main sections, the emotions library, the learning center, and the games zone. By using video clips, faces, voices, stories and other multimedia technology, emotions are presented and taught in a more complex way than traditionally possible.

Theory of mind coach (Diane Twachtman-Cullen, 2004)
Think of this intervention as an ongoing 24-7 approach. Family members, friends, and teachers can all help to coach a person who has challenges with theory of mind skills by pointing out the important pieces of information and then connecting them into a coherent whole. Coaches can “live out loud” and describe the behavior of others to those who do not do so easily as well as model to those with ASD how to read, describe and infer others’ behaviors and why it is significant and how it connects to others.

Role-playing and acting (Myles & Southwick, 1999)
Role-playing is a traditional method of teaching social skills. By putting themselves in others’ roles and acting, persons with ASD may learn to understand concepts such as emotions, nonverval body language, and perspective taking.

Video detective, videos, and television (Myles & Southwick, 1999)
This technology can be used in a number of ways. For example, a TV show such as 3rd Rock from the Sun, Mr. Bean or Saved by the Bell can be used to teach a variety of social misunderstandings and goof-ups. Fun lessons can be created utilizing this medium.

Bibliotherapy
Various works of literature can be used to teach perspective taking, abstract concepts, etc. For example, the humorous Amelia Bedelia series can be used with children in elementary school as a fun way to teach them about how language can be interpreted in different ways.

Direct instruction
Learning concepts such as basic emotions can be taught using traditional direct instruction methods. This includes the use of pictures of the various emotions and the use of modeling, prompting, and reinforcement procedures. (Click here to jump to Direct Instruction topic)

The Incredible 5-Point Scale (Buron & Curtis, 2004)
This practical guide uses a visual strategy to teach emotional regulation. It can be easily modified for individual differences and is easy to use. The guide provides many examples of how to use the scale as well as reproducible materials.

Thinking About You Thinking About Me and Inside Out: What Makes the Person with Social Cognitive Deficits Tick? (Winner, 1999, 2003)
These excellent resources teach perspective-taking skills in a variety of ways with a focus on understanding social cognition and the underlying reasons for communication. Includes sections such as humor, perspective taking, and gestalt processing.

Navigating the Social World (McAfee, 2003)
Although this curriculum is intended to teach how to understand social skills and use these skills in the real world, a section of this text is helpful for understanding one’s own emotions and learning how to regulate emotional behavior.

Asperger Syndrome: A Practical Guide for Teachers (Cumine, Leach, & Stevenson, 1998).
This is a complete guide for teaching many skills to those with Asperger Syndrome. A section on theory of mind several dozen important teaching points to remember included for teaching perspective taking and other theory of mind skills.

Some of the above interventions specifically target the theory of mind deficit, while others are techniques or methods used for other skills but have been used with theory of mind. Many of the techniques seek to help those with ASD understand the emotions of others and themselves. Other programs look at the bigger social skills framework including incorporate theory of mind ability into that picture.