Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

SAGETRACK

Sign In to gain access to subscriptions and/or personal tools.
Autism
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Grant, C. M.
Right arrow Articles by Boucher, J.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Grant, C. M.
Right arrow Articles by Boucher, J.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Using Tests of False Belief with Children with Autism: How Valid and Reliable are they?

Cathy M. Grant

University of Sheffield, UK Cathy.Grant{at}nottingham.ac.uk

Andy Grayson

The Open University, UK

Jill Boucher

University of Warwick, UK

Twenty-two children with autism were given four tests of false belief understanding: the Sally-Anne task, two variants of the deceptive box task, and the three boxes task. The overall consistency of the children’s performance was high, 77 percent of the participants either passing or failing all of the tasks. The convergent validity (across-task consistency) of the deceptive box and the three boxes paradigms was high, and the convergent validity of the three boxes and Sally-Anne tasks was also acceptable. However, a weaker level of convergent validity was found for the deceptive box and Sally-Anne tasks, suggesting that these paradigms test slightly different aspects of cognition. The reliability (within-child consistency) of the children’s performances across two versions of the deceptive box task was high. These findings are discussed in terms of their practical implications for practitioners and researchers.

Key Words: autism • false belief • reliability • theory of mind • validity

Autism, Vol. 5, No. 2, 135-145 (2001)
DOI: 10.1177/1362361301005002004
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Theory PsychologyHome page
S. Shanker
The Roots of Mindblindness
Theory Psychology, October 1, 2004; 14(5): 685 - 703.
[Abstract] [PDF]