The Effectiveness of Therapeutic Interventions Based on Theory of Mind in Improving Social Skills and Adaptability in Children with Autism Spectrum Disorder

Abstract

Autism Spectrum Disorder (ASD), as a neurodevelopmental disorder, is often characterized by deficits in social skills and adaptability challenges. This study aimed to evaluate the effectiveness of therapeutic interventions based on Theory of Mind in improving social skills and adaptability in children with ASD. This applied research utilized a quasi-experimental design with a pretest-posttest approach, including one experimental group and one control group, along with a two-month follow-up period. The participants were 105 boys aged 6 to 10 years with high-functioning autism who were referred to the Ferdows Autism Disorder Treatment and Rehabilitation Center in Karaj in 2024. From this population, 36 children were selected through convenience sampling and randomly assigned into two groups of 18 participants each (experimental and control). The research tools included the Autism Social Skills Profile (Bellini & Hopf, 2007) and the Children’s Adaptability Questionnaire (Dekhanchi, 1998). Data were analyzed using mixed analysis of variance and SPSS software. The results of data analysis showed that the intervention had a positive impact on improving the social skills and adaptability scores of children with ASD. The absence of a significant difference between posttest and follow-up scores indicates that the outcomes were sustained over time, confirming the long-term effectiveness of therapeutic interventions based on Theory of Mind in enhancing these skills (p < .05). Therapeutic interventions focusing on strengthening Theory of Mind—the ability to understand and predict the thoughts and feelings of others—can improve social skills and adaptability in children with ASD. By enhancing children's ability to interact with others and manage social situations, these interventions increase their adaptability across various environments.