Improving the Social Skills of Children with HFASD: An Intervention Study

摘要: The present study examines the efficacy of a social skills and Theory Mind (S.S.ToM) intervention for children with high-functioning ASD. Children were taught to identify consider their peer's mental states, e.g., knowledge, emotions, desires, beliefs, intentions, likes dislikes, while learning friendship-making strategies, through use visual scaffolds in story format. Compared two control groups, S.S.ToM participants demonstrated significantly greater gains on measures responsiveness. At 3-month follow-up assessment, improvements appeared have been maintained continued observed. These results provide support utility visually supported that may be delivered community settings.