Abstract:
Objective: The present study has been carried out to develop social cognition interventional program (SCIP)based on Theory of Mind (ToM), and to investigate its effects on High- Functional Autistic (HFA) Children's Social function.Method: present study was completely experimental and its participants were randomly assigned to an experimental or a control group (Among 14 HFA, 7 in experimental and 7 in controls were selected as a sample). Interventional programs were taught in 20 sessions. Scott-Bellini Autism Social Skills profiles (ASSP) were used as outcome measures. This profile had 45 Items with 4 subscales. The validity of this scale was confirmed by specialists and its reliability was estimated 0.940.Results: the gathered data were analyzed using repeated measures and analysis of variance. The results showed that SCIP had a significant effect on participant's social function.Conclusion: based on the results, SCIP may be effective in and increasing social function in participants with HFA, and it led to modify their relation in 3 levels: making, maintenance and development
Machine summary:
<H1>Social Cognition Interventional Program (SCIP) based on the Theory of Mind (ToM) Effects on the Social Function of High- Functional Autistic Patients</H1> Saeed Rezayi1*(PhD), Saeed Hasanzadeh2 (PhD), Elahe Hejazi 3(PhD) 1 * Department of Psychology and Education, University of Tehran, Tehran, Iran, Corresponding author: rezayi.
com 2Department of Psychology and Education of Exceptional Children, University of Tehran, Tehran, Iran 3Department of Psychology and Education, University of Tehran, Tehran, Iran A R T I C L E I N F O A B S T R A C T Objective: The present study has been carried out to develop social cognition interventional program (SCIP)based on Theory of Mind (ToM), and to investigate its effects on High- Functional Autistic (HFA) Children's Social function.
In this research SCIP is a group intervention that originally designed based on the social cognition theories (theory of mind)) for children with HFAD to improve social cognition, social skills, and community functioning.
,( 1991), Baron-Cohen et al (2010), Razza &amp; Blair (2009) suggested, autistic children problems in social contexts were fundamental problems which caused by their impairments in 50 theory of mind, central coherence and executive function and directly related to brain structure and neurodevelopment qualification.
Therefore training interventional programs based on the social cognition theory (ToM) can be improved HFADs social functions as SCIP could be improved in this study.
Brief report: A theory-of-mind-based social-cognition training program for school-aged children with pervasive developmental disorders: An open study of its effectiveness.