Improving Autobiographical Memory and Social Interaction in Children with Autism Spectrum Disorder Through Reminiscence

Abstract

Background: It is hypothesized that with improved autobiographical memory access, children with Autism Spectrum Disorder may be able to implement better Theory of Mind skills through shared conversations about personal past events. Despite increasing research into the correlations between autobiographical memory, Theory of Mind, and autism spectrum symptoms, no studies have examined the influence of reminiscing practices that might enhance or diminish individual’s participation in conversations about personal past events. It was hypothesized that the quality and quantity of a conversational partner’s elaborations would relate positively to children’s autobiographical memory recall and Theory of Mind abilities. It was expected that better episodic memory performance would be associated with fewer symptoms. This study examined correlations between the researcher’s reminiscing style, children’s recall of personal past experiences, and autism specific behaviors. Twelve children diagnosed with Autism Spectrum Disorder completed two semi-structured reminiscing interview tasks. The dependent measure was the number of memory responses. Children completed the Origins of Knowledge Task and the False Belief Task as measures of social cognition. Parents completed the CARS2QPC and the investigator completed the CARS2-HF as measures of symptom severity. The study used the Indirect-Direct Experiences Tasks and the narrative measure to identify associations with autobiographical memory, Theory of Mind and, autism behaviors. Data showed significant positive correlations between the frequencies of the investigator’s comments and questions and free and cued memory responses. For all children, enhanced free recall performance was related to lower levels of social problems. These associations were not accounted for by performance on the Theory of Mind tasks. Overall, children showed increased processing of autobiographical memory during reminiscing associated with both comments and questions. Higher measures of indirect and direct experience memory task accuracy revealed higher levels of performance on tasks measuring social cognition. Individual differences in autobiographical memory abilities may be associated with Theory of Mind and the expression of social symptoms in children with ASD.