In the past, research has focused on developing a behavioral profile that differentiates those with autism from typically developing individuals and individuals with other disorders. Neuroimaging studies attempting to show differences in the brain structure and function of individuals with autism as well as neurobiological studies looking at the genetic and biochemical factors that may contribute to autism have also been prominent. Furthermore, there is a growing body of research that concerns the effectiveness of different interventions for those with autism, including: pharmacotherapy, educational programs, behavioral analysis and training, as well as the use of computers to facilitate communication. One of the newest trends in autism research investigates the possible role of theory of mind.
Theory of mind can be a difficult term to understand, acknowledges Abbeduto, "The basic idea is that during the course of development, children typically form concepts about how the human mind works," he says. "These concepts constitute a ‘theory of mind’ because children use this information to make sense of their social worlds in much the same way that a scientist uses a theory to make sense of the phenomena he or she studies." Abbeduto explains that children gradually acquire knowledge about how the mind works and they use that knowledge to understand everyday behavior. For example, children learn that people’s actions are guided by their beliefs and emotions. This is what leads them to try to figure out what beliefs or feelings might have motivated some action a friend took. "A theory of mind is the basis of empathy, friendship, social problem solving, and communication," says Abbeduto. The core concepts of a theory of mind are typically acquired by the age of four years, although refinements continue to occur well into adolescence, he says.
Scientists have been interested in what children understand about the human mind for many years. In the first half of this century, for example, the famous Swiss developmental psychologist Jean Piaget investigated children’s ability to engage in perspective taking, or the ability to recognize that people may have a different visual perspective of an object or event. More modern research on theory of mind began with the work of David Premack, who asked whether chimpanzees could predict a person’s behavior, which would imply an understanding of intentions. Premack’s research motivated similar questions about young, typically developing children.
Current hypotheses suggest that the underlying problem in autism is a failure to develop a theory of mind; in fact, many researchers argue that people with autism lack a theory of mind. According to these hypotheses, individuals with autism struggle socially because they are unable to understand that others think differently than themselves and even have difficulty recognizing that others have thoughts and emotions. As a result, people with autism may appear detached and uninterested in social interaction.
In the current project by Abbeduto and Leavitt, they question the "all or none" notion of theory of mind and seek to demonstrate that only some parts of a theory of mind may fail to develop in individuals with autism. "What is different in our study," says Abbeduto, "is that we developed a battery of tests that describe the whole, comprehensive nature of children’s theory of mind, while past studies have only looked at small pieces of theory of mind." In the project, children and adolescents diagnosed with autism are being compared to typically developing children of the same mental age on tasks that assess various parts of a theory of mind.
Abbeduto and Leavitt have developed clinical measures of three components of theory of mind. The first is knowledge attribution. This refers to a person’s ability to recognize that people vary in their knowledge of the same event. For example, in the study, children watch a puppet show in which a character has a "false belief" about something (i.e., "Mr. Bee" left his candy on the couch and thinks it’s going to be there when he returns, but, unbeknownst to Mr. Bee, it has been secretly been moved to the cupboard). Having observed the candy being moved, the children are then asked questions about where Mr. Bee will look for his candy. To answer this question correctly, a child would have to understand that Mr. Bee would look on the couch because that is where he thinks his candy is, even though the child knows that the candy is elsewhere.
Knowledge attribution in turn contributes to a second component of a theory
of mind
The third focus of the study is the ability of a child to identify and evaluate emotions in others. Children listen to statements describing a situation, point to a picture of how they would feel if they were in the situation, and then show on a thermometer how strongly they would feel the emotion.
Abbeduto and Leavitt will also explore the extent of the child’s real world social difficulties. Parents complete a checklist about their child’s behaviors as well as participate in an interview concerning their child’s development.
This project has important implications for understanding and treating children who have autism. It will lead to a more precise picture of which concepts in a theory of mind these children lack and which they master. It also will clarify the contributions that each of these core concepts makes to the multitude of social problems that define autism. Abbeduto and Leavitt hope the tests they have developed will be useful as clinical instruments in assessing theory of mind problems in autism. They believe this research may even open the door to interventions designed to teach theory of mind concepts that children with autism lack and thereby improve these children's social lives.
This study began in the summer of 1997 and will continue into the summer of 1998.
For additional information about this research, please write to Drs. Abbeduto and
Leavitt at the Waisman Center or send them an e-mail at
They are still looking for study participants who have autism and are between the ages of 8 and 17.
--by Shelly Costello,
project assistant, Human Subjects Core
BEN SIDRAN
Sunday, March 29, 1998
Old Music Hall; 6:00 p.m. Reception
The Friends of the Waisman Center's third annual benefit concert will feature Ben Sidran, Madison's own internationally acclaimed jazz composer and musician. Sidran, along with Jeff Eckels, will present original compositions, reminiscences, and interpretations of great standards. He also will share stories behind the music.
Sidran's award winning career spans radio, television, and film, and includes
touring/performing, record production, and jazz commentary. He has appeared in
concerts, lectures, and "informances" at universities, concert halls, jazz
festivals, and clubs throughout the world, with such artists as Dizzy Gillespie,
Bobby McFerrin, and The Manhattan Transfer. His film credits include music
production/composer for the 1994 critically acclaimed film Hoop Dreams. His 1992
book Talking Jazz: An Illustrated Oral History
A number of benefactors are hosting this event. Concert gold hosts include Dr. Dick Anderson, Carol & John Palmer, John & Carmen Skilton, Jan & Tom Terry, Judith & David Ward, and Laurence & Frances Weinstein. Silver hosts include Joyce Bartell, Dr. Fred & Courtney Brightbill, Nadine Connor & Will Hogoboom, Jean B. Davis, Terry & Mary Ann Dolan, Nancy & Stan Johnson, Henry & Annrita Lardy, Sally & Bob Lorenz, Dick & Pat Moll, Dr. Royal & Muriel Rotter, Dr. John & Carol T. Toussaint, and Dr. Arvin & Sybil Weinstein.
Tickets are $25 for the concert only and $50 for the concert/reception. The Friends donate proceeds from this event to a wide variety of Waisman Center programs, according to board member Sally Lorenz, who is chair of the concert committee. These programs include educational, service, training, and research initiatives, all of which benefit people with disabilities and their families.
For additional information and to obtain tickets, call the Friends Office at (608) 263-5837 or write to the Friends at the address on this newsletter.
Human Subjects Core Brown Bag Presentation
Noon to 1:00 p.m., room 114
March 17--Professor Steve Elliott, UW-Madison Educational
Psychology Department, will discuss the Social Skills Rating System,
a nationally standardized series of questionnaires that obtains
information on the social behaviors of children and adolescents from
teachers, parents, and students. Elliott is co-author of this assessment tool.
24th Harry A. Waisman Memorial Lecture
3:30 p.m., Auditorium
Thursday, April 23
Speaker: William Greenough, professor of psychology, psychiatry,
and cell & structural biology, University of Illinois.
Topic to be announced.