Adibsereshki Narges, Nesayan Abbas, Asadi Gandomani Roghayeh, Karimlou Masood
Department of Psychology and Education of Exceptional Children, Faculty of University of Social Welfare and rehabilitation Sciences, & pediatric Neurorehabilitation Research Center. Tehran, Iran.
PhD in Psychology & Education of Exceptional Children, Department of Psychology, University of Bojnord, Bojnord, Iran.
Iran J Child Neurol. 2015 Summer;9(3):40-9.
Children with Autism Spectrum Disorders (ASD) tend to have problems in establishing and maintaining their social relationships. Some professionals believe this social impairment is the result of deficit in Theory of Mind (ToM). This study was conducted to explore the effectiveness of ToM training on such children.
MATERIALS & METHODS: A quasi-experimental method, pre- test, post-test with control group was used. The sample included of 12 girls and 12 boys with High Functioning Autism Spectrum Disorders (HFASD). Two instruments were used as follows: the Theory of Mind test and the social skills questionnaire (1). The samples were randomly placed in the experimental and control groups. The experimental groups had 15 sessions of ToM training and the control groups had just regular school program.
The data were analyzed by Kolmogorov-Smirnov, independent t- and twoway- variance tests. The scores for social skills in the experimental group were significantly more than the control group.
ToM training might improve the social skills of children with autism spectrum disorders.
自闭症谱系障碍（ASD）儿童在建立和维持社交关系方面往往存在问题。一些专业人士认为这种社交障碍是心理理论（ToM）缺陷的结果。本研究旨在探讨心理理论训练对这类儿童的有效性。
采用准实验方法，即前测、后测并设置对照组。样本包括12名患有高功能自闭症谱系障碍（HFASD）的女孩和12名男孩。使用了以下两种工具：心理理论测试和社交技能问卷（1）。样本被随机分为实验组和对照组。实验组接受15次心理理论训练，对照组仅接受常规学校课程。
数据通过Kolmogorov-Smirnov检验、独立t检验和双向方差检验进行分析。实验组的社交技能得分显著高于对照组。
心理理论训练可能会提高自闭症谱系障碍儿童的社交技能。
