Interactive reading and theory of mind: To be a facilitator with autism spectrum disorder children
This article seeks to demonstrate how the adult, through interactive reading interventions aimed at eliciting conversation from the child about a story, can act as a facilitator in the development of theory of mind (TOM). This longitudinal single case study was conducted with an 11-year-old girl with autism spectrum disorder (ASD), in which daily interventions were made at her home over a ten-month period. Three sessions of interactive reading were selected and then analyzed by an inductive process of category production. On the one hand, results indicated the child’s progress with respect to the development of TOM. On the other hand, results also showed the evolution of the adult’s intervention in relation to the child’s zone of proximal development.