The Effects of Theory of Mind Training on the False Belief Understanding of Deaf and Hard-of-Hearing Students in Prekindergarten and Kindergarten

This study used a single-case multiple baseline design to examine the effects of a ToM intervention on participants’ false belief understanding as well as outcomes on a near generalization measure and a far generalization measure. A ToM thought bubble intervention (i.e., a visual representation of what people are thinking) developed by Wellman and Peterson (2013. Deafness, thought bubbles, and theory-of-mind development. Developmental Psychology, 49, 2357–2367) was modified in key areas. Results from the Single-Case Design portion of the study indicate a functional, or causal, relation between the ToM intervention and the participants’ acquisition of the targeted skills in each stage although progress was not uniform. Results from the pre–post assessments indicate that the children did make progress up the scale. These results inform the field in regard to the efficacy and feasibility of a ToM intervention for young deaf children.
Source: Journal of Deaf Studies and Deaf Education - Category: Audiology Authors: Tags: Empirical Manuscript Source Type: research