<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922020000100010</article-id>
<article-id pub-id-type="doi">10.20396/etd.v22i1.8655487</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[THE ROLE OF THEORY OF MIND AND LEARNING OF CHILDREN WITH AUTISM SPECTRUM DISORDERS IN CLASSROOM SETTINGS]]></article-title>
<article-title xml:lang="pt"><![CDATA[O PAPEL DA TEORIA DA MENTE E DA APRENDIZAGEM DE CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA NA SALA DE AULA]]></article-title>
<article-title xml:lang="es"><![CDATA[EL PAPEL DE LA TEORÍA DE LA MENTE Y EL APRENDIZAJE DE LOS NIÑOS CON TRASTORNOS DEL ESPECTRO AUTISTA EN SALA DE CLASE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Whalon]]></surname>
<given-names><![CDATA[Kelly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cox]]></surname>
<given-names><![CDATA[Sarah K.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Florida State University  ]]></institution>
<addr-line><![CDATA[ Flórida]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Florida State University  ]]></institution>
<addr-line><![CDATA[ Flórida]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>10</fpage>
<lpage>26</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922020000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922020000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922020000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including Theory of Mind (ToM) and not only interfere with the ability to attain and maintain social relationships but can also hinder academic performance. Educators are responsible and accountable for improving the academic performance of children with ASD and because of this emphasis on academic instruction, interventions that address social cognition including ToM may be overlooked in classroom settings. Yet, the influence of ToM and social cognition on both social and academic performance makes it essential that educators begin to address these skills early and in classroom settings. The purpose of this paper is to review the ToM construct as well as the links between ToM and the academic skill development of learners with ASD. This article includes examples of evidence-based educational strategies (i.e., reading and mathematics) for students with ASD and explain how these strategies may also support ToM.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O desenvolvimento da competência social é intrinsecamente difícil para os alunos com transtorno do espectro do autismo (TEA). Esses desafios relacionados à competência social são frequentemente atribuídos à cognição social, incluindo a Teoria da Mente (ToM), e não apenas interferem na capacidade de alcançar e manter relacionamentos sociais, mas também podem prejudicar o desempenho acadêmico. Os educadores são responsáveis &#8203;&#8203;pela melhora do desempenho acadêmico das crianças com ASD e, devido a essa ênfase na instrução acadêmica, as intervenções que abordam a cognição social, incluindo ToM, podem ser negligenciadas em ambientes de sala de aula. No entanto, a influência do ToM e da cognição social no desempenho social e acadêmic o torna essencial que os educadores comecem a abordar essas habilidades precocemente e em ambientes de sala de aula. O objetivo deste artigo é revisar a construção do ToM, bem como os links entre o ToM e o desenvolvimento de habilidades acadêmicas de alunos com ASD. Este artigo inclui exemplos de estratégias educacionais baseadas em evidências (ou seja, leitura e matemática) para alunos com TEA e explicam como essas estratégias também podem apoiar ToM.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El desarrollo de la competencia social es intrínsecamente difícil para los estudiantes con trastorno del espectro autista (TEA). Estos desafíos relacionados con la competencia social a menudo se atribuyen a la cognición social, incluida la Teoría de la mente (ToM) y no solo interfieren con la capacidad de alcanzar y mantener relaciones sociales, sino que también pueden obstaculizar el rendimiento académico. Los educadores son responsables y responsables de mejorar el rendimiento académico de los niños con TEA y, debido a este énfasis en la instrucción académica, las intervenciones que abordan la cognición social, incluida la ToM, pueden pasarse por alto en el aula. Sin embargo, la influencia de ToM y la cognición social en el rendimiento social y académico hace que sea esencial que los educadores comiencen a abordar estas habilidades desde el principio y en el aula. El propósito de este documento es revisar la construcción de ToM, así como los vínculos entre ToM y el desarrollo de habilidades académicas de los alumnos con TEA. Este artículo incluye ejemplos de estrategias educativas basadas en la evidencia (es decir, lectura y matemáticas) para estudiantes con TEA y explica cómo estas estrategias también pueden ser compatibles con ToM.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Autism]]></kwd>
<kwd lng="en"><![CDATA[Theory of Mind]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Mathematic]]></kwd>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Teoria da Mente]]></kwd>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="es"><![CDATA[Autismo]]></kwd>
<kwd lng="es"><![CDATA[Teoria de la Mente]]></kwd>
<kwd lng="es"><![CDATA[Lectura]]></kwd>
<kwd lng="es"><![CDATA[Matematicas]]></kwd>
</kwd-group>
</article-meta>
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