AI Article Synopsis
- The study evaluates a social skills and Theory of Mind intervention aimed at children with high-functioning Autism Spectrum Disorder (ASD).
- Participants in the intervention showed significant improvements in understanding peers' mental states and social responsiveness compared to control groups.
- Three months later, these gains were not only maintained but some continued to improve, highlighting the potential for implementing this intervention in community settings.
Article Abstract
The present study examines the efficacy of a social skills and Theory of Mind (S.S.ToM) intervention for children with high-functioning ASD. Children were taught to identify and consider their peer's mental states, e.g., knowledge, emotions, desires, beliefs, intentions, likes and dislikes, while learning friendship-making skills and strategies, through the use of visual scaffolds in story format. Compared to two control groups, S.S.ToM participants demonstrated significantly greater gains on measures of Theory of Mind and social responsiveness. At a 3-month follow-up assessment, improvements appeared to have been maintained and continued gains were observed. These results provide support for the utility of a visually supported Theory of Mind and social skills intervention that may be delivered in community settings.
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| http://dx.doi.org/10.1007/s10803-015-2459-9 | DOI Listing |
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