Given the role of Theory of Mind (ToM) in social and academic functioning in children with language impairments, hearing loss, or autism and the recent rapid increase in our understanding of the neurological and environmental factors that contribute to ToM, it is important that speech-language pathologists recognize delays and deficits in ToM and have strategies for assessing and developing ToM in persons they serve.
This presentation will (1) review current research documenting neural bases for emotional understanding and theory of mind (ToM), (2) describe the developmental stages of theory of mind (ToM) from infancy through adolescence, and (3) demonstrate strategies that foster the types of social interactions that promote development of ToM and communicative competence. Participants will be able to evaluate infants'/toddlers, preschool, and school-age children's level of ToM and provide justification for targeting ToM in intervention.