title: Improving the Social Skills of Children with HFASD: An Intervention Study.
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.
authors.affiliation: Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, 9th floor, Toronto, ON, M5S 1V6, Canada, cynthia.waugh@mail.utoronto.ca.
authors.forename: Cynthia
authors.initials: C
authors.lastname: Waugh
authors.forename: Joan
authors.initials: J
authors.lastname: Peskin
mesh_terms: D000293:Adolescent; D000067877:Autism Spectrum Disorder / Q000523:psychology*; D002648:Child; D018479:Early Intervention, Educational / Q000379:methods*; D004644:Emotions; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D066107:Social Skills; D013663:Teaching / Q000379:methods*; D056345:Theory of Mind