Theory of Mind revisited

This video was very interesting.  One thing that I have learned this year is the three core characteristics of ASD are lack of social reciprocity, communication deficits, and restricted interests.  The three aspects of social reciprocity include being able to use and understand nonverbal behaviors, the ability to develop peer relationships, and ability to have a spontaneous desire to share feelings and information with others.  These are all deficits that some people with ASD have.  All of these things are not included in the Theory of Mind concept.  Uta Frith starts right at the beginning stating how this theory of mind is not really a theory and that one will find it in quotations when being referred to.  In order for something to be a theory is needs to be a proposed explanation that is subjected to experimentation and tested over and over again.  The theory of mind cannot be tested, it is more of a social behavior.  In addition, it was interesting that she adds that the concept of theory of mind is something that can be learned through compensation.  Meaning that social reciprocity can be learned.

I have to go against my original blog entry at the beginning of the semester and say that from a behavioral standpoint nothing about this theory can be measured.  This theory of mind would not be something I would consider when assessing a child with autism.  We know from other assessments that it is difficult for people with ASD to reflect on their own emotions due to many reasons but inparticular they sometimes lack the communication piece.  It is difficult for someone with ASD to communicate.  With that being said, is it due to their primary disability of not being able to communicate that they cannot understand their behavior or behaviors of others.  I would like to use assessments (both formal and informal) to be able to make that decision.  It is important to use assessment to figure out what is at the root of the disability for people with ASD and teach them those skills to be applied to other higher order skills.

One of my students has a very difficult time identifying his internal feelings and emotions.  He will have certain behavior and when discussing with him why he did what he did he will verbalize "I don't know".  Now to teachers, in our school, that do not have experience dealing with students on the spectrum, they cannot take that answer.  To the staff in my classroom, we are able to accept that answer.  He really does not know because he is not able to identify and communicate his internal feelings and emotions.  Part of our job is to give him skills, pictures, words to use to help communicate his feelings and emotions.  We are not going to go to the theory of mind and say his skills are not present so he doesn't have them.  We need to give him a way to be able to communicate.  Everything I do with students through assessment needs to be measurable and observable.  The theory of mind is neither, so I won't be using that in the future.