The Effects of ‘Dialogic Reading’ on the Development of Mental State Vocabulary in Children with ASD

Objectives: Children with Autism spectrum disorders (ASD) have difficulties in understanding thoughts, intentions, and beliefs of others, which are related to the development of theory of mind. The purpose of this study was to facilitate the production of mental state vocabulary related to theory of mind in these children through ‘Dialogic book-reading’ intervention and to verify the intervention and generalization effects.Methods: A “PEER” strategy was conducted with children with ASD. The pattern of mental state vocabulary production was analyzed through a picture task, and generalization effects were examined using a parent-report checklist.Methods: A “PEER” strategy was conducted with children with ASD. The pattern of mental state vocabulary production was analyzed through a picture task, and generalization effects were examined using a parent-report checklist.Conclusion: This study provides evidence for the intervention and generalization effects of the interactive book reading strategy on the production of mental state vocabulary in children with ASD, highlighting the significance of using this strategy in clinical settings for training theory of mind in children with ASD.