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Developing Mirror Self Awareness in Students with Autism Spectrum Disorder

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Abstract

A teaching methodology and curriculum was designed to develop and increase positive self-awareness in students diagnosed with autism spectrum disorders (ASD). Joint attention (JA) strategies were first utilized to directly teach students about reflected mirror images, and then subsequently, to indirectly teach students about their reflected image. Not only were Mirror Self Awareness Development (MSAD) JA activities initiated and preferred by students over non MSAD JA activities, they yielded a four step framework with which to measure increases in student self-awareness. While the focus of this study was to increase positive self-awareness in students with ASD, it may contribute to understanding the developmental stages of ‘Self’.

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Authors and Affiliations

  1. 291 Torpoint Gate, Longwood, FL, 32779, USA

    Christine K. Duff

  2. 619 Arvern Drive, Altamonte Springs, FL, 32701, USA

    J. J. Flattery Jr.

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  1. Christine K. Duff
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  2. J. J. Flattery Jr.
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Correspondence to Christine K. Duff.

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Duff, C.K., Flattery, J.J. Developing Mirror Self Awareness in Students with Autism Spectrum Disorder. J Autism Dev Disord 44, 1027–1038 (2014). https://doi.org/10.1007/s10803-013-1954-0

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