The role of theory of mind and learning of children with autism spectrum disorders in classroom settings

Abstract

Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including Theory of Mind (ToM) and not only interfere with the ability to attain and maintain social relationships but can also hinder academic performance. Educators are responsible and accountable for improving the academic performance of children with ASD and because of this emphasis on academic instruction, interventions that address social cognition including ToM may be overlooked in classroom settings. Yet, the influence of ToM and social cognition on both social and academic performance makes it essential that educators begin to address these skills early and in classroom settings. The purpose of this paper is to review the ToM construct as well as the links between ToM and the academic skill development of learners with ASD. This article includes examples of evidence-based educational strategies (i.e., reading and mathematics) for students with ASD and explain how these strategies may also support ToM.