Children with Autism Are Impaired in the Understanding of Teaching

Autor/inn/en	Knutsen, John; Mandell, David S.; Frye, Douglas
Titel	Children with Autism Are Impaired in the Understanding of Teaching
Quelle	In: Developmental Science, 20 (2017) 2, (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12368
Schlagwörter	Autism; Pervasive Developmental Disorders; Cognitive Ability; Teaching Methods; Theory of Mind; Comparative Analysis; Matched Groups; Children; Intervention; Daily Living Skills; Health; Well Being; Academic Achievement; Outcomes of Education + Suchen Sie Ihr Suchwort? Autismus; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Child; Kind; Kinder; Alltagsfertigkeit; Gesundheit; Well-being; Wellness; Wohlbefinden; Schulleistung; Lernleistung; Schulerfolg
Abstract	Children learn novel information using various methods, and one of the most common is human pedagogical communication or teaching--the purposeful imparting of information from one person to another. Neuro-typically developing (TD) children gain the ability to recognize and understand teaching as a core method for acquiring knowledge from others. However, it is not known when children with Autism Spectrum Disorder (ASD) acquire the ability to recognize and understand teaching. This study (total N = 70) examined whether children with ASD recognize the two central elements that define teaching: (1) that teaching is an intentional activity; and (2) that teaching requires a knowledge difference between teacher and learner. Theory of mind understanding was also tested. Compared to individually matched TD children, high cognitively functioning children with ASD were impaired in their comprehension of both components of teaching understanding, and their performance was correlated with theory of mind understanding. These findings could have broad implications for explaining learning in children with autism, and could help in designing more effective interventions, which could ultimately lead to improved learning outcomes for everyday life skills, school performance, health, and overall well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11