Effectiveness of Teaching Mind Theory Assignments in Increasing the Level of Social Interactions and Communications in Autistic Children

The present study was aimed to examine the effectiveness of teaching mind theory assignments in increasing the level of social interactions and communications in autistic children of Tehran (2018). Research method was semi-experimental, with a pre-test post-test design and a control group. The statistical population consisted of all children with autism in Tehran, in private and public training-rehabilitation centers for autistic children. The statistical sample of the present study included 24 individuals, who were selected using a convenience sampling method; and they were randomly divided into two groups: 1) experiment group (12 individuals) and 2) control group (12 individuals). The experiment group received training for mind theory assignments, and the control group remained on a wait list. Data collection was done based on an autism rating scale (GARS). The analysis of the data obtained from implementing questionnaires was conducted through SPSS-20 software in two sections: descriptive and inferential (covariance analysis test). Results showed that teaching mind theory assignments had a significant effect on improving communicational and social interactions skills of autistic children. Therefore, considering the advantages of this intervention for treating, and considering the importance of increasing the number of sessions for autism children, it is advised to offer this therapy method to the society, along with conventional methods.