Ozonoff S, Miller J N
Department of Psychology, University of Utah, Salt Lake City 84112, USA.
J Autism Dev Disord. 1995 Aug;25(4):415-33. doi: 10.1007/BF02179376.
This study examined the effectiveness of a social skills training program for normal-IQ adolescents with autism. Five boys participated in the 4 1/2-month treatment condition; four boys matched on age, IQ, and severity of autism constituted the no-treatment control group. In addition to teaching specific interactional and conversational skills, the training program provided explicit and systematic instruction in the underlying social-cognitive principles necessary to infer the mental states of others (i.e., theory of mind). Pre- and post-intervention assessment demonstrated meaningful change in the treatment group's performance on several false belief tasks, but no improvement in the control sample. No changes, however, were demonstrated on general parent and teacher ratings of social competence for either group.
本研究考察了针对智商正常的自闭症青少年的社交技能培训项目的有效性。五名男孩参与了为期4个半月的治疗；四名在年龄、智商和自闭症严重程度上匹配的男孩构成了无治疗对照组。除了教授特定的互动和对话技能外，培训项目还对推断他人心理状态所需的潜在社会认知原则（即心理理论）进行了明确且系统的指导。干预前后的评估表明，治疗组在几项错误信念任务上的表现有显著变化，但对照组没有改善。然而，两组在家长和教师对社交能力的总体评分上均未显示出变化。
