While there is some evidence that ToM , or a precursor skill , can be taught to people with ASD , there is little evidence of maintenance of that skill , generalisation to other setting s , or developmental effects on related skills .
It is possible that the continuing refinement of the ToM model will lead to better interventions which have a greater impact on development than those investigated to date
BACKGROUND The ' Theory of Mind ' ( ToM ) model suggests that people with autism spectrum disorder ( ASD ) have a profound difficulty underst and ing the minds of other people - their emotions , feelings , beliefs , and thoughts .
As an explanation for some of the characteristic social and communication behaviours of people with ASD , this model has had a significant influence on research and practice .
It implies that successful interventions to teach ToM could , in turn , have far-reaching effects on behaviours and outcome .
OBJECTIVES To review the efficacy of interventions based on the ToM model for individuals with ASD .
Cognitive Enhancement Therapy for Adults with Autism Spectrum Disorder: Results of an 18-month Feasibility Study
Adults with autism experience significant impairments in social and non-social information processing for which few treatments have been developed . This study conducted an 18-month uncontrolled trial of Cognitive Enhancement Therapy ( CET ) , a comprehensive cognitive rehabilitation intervention , in 14 verbal adults with autism spectrum disorder to investigate its feasibility , acceptability , and initial efficacy in treating these impairments . Results indicated that CET was satisfying to participants , with high treatment attendance and retention . Effects on cognitive deficits and social behavior were also large ( d = 1.40–2.29 ) and statistically significant ( all p < .001 ) . These findings suggest that CET is a feasible , acceptable , and potentially effective intervention for remediating the social and non-social cognitive impairments in verbal adults with autism
While there is some evidence that ToM , or a precursor skill , can be taught to people with ASD , there is little evidence of maintenance of that skill , generalisation to other setting s , or developmental effects on related skills .
It is possible that the continuing refinement of the ToM model will lead to better interventions which have a greater impact on development than those investigated to date
BACKGROUND The ' Theory of Mind ' ( ToM ) model suggests that people with autism spectrum disorder ( ASD ) have a profound difficulty underst and ing the minds of other people - their emotions , feelings , beliefs , and thoughts .
As an explanation for some of the characteristic social and communication behaviours of people with ASD , this model has had a significant influence on research and practice .
It implies that successful interventions to teach ToM could , in turn , have far-reaching effects on behaviours and outcome .
OBJECTIVES To review the efficacy of interventions based on the ToM model for individuals with ASD .