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 .
RCT of a Manualized Social Treatment for High-Functioning Autism Spectrum Disorders
This RCT examined the efficacy of a manualized social intervention for children with HFASDs . Participants were r and omly assigned to treatment or wait-list conditions .  Treatment included instruction and therapeutic activities targeting social skills , face-emotion recognition , interest expansion , and interpretation of non-literal language . A response-cost program was applied to reduce problem behaviors and foster skills acquisition . Significant treatment effects were found for five of seven primary outcome measures ( parent ratings and direct child measures ) . Secondary measures based on staff ratings ( treatment group only ) corroborated gains reported by parents . High levels of parent , child and staff satisfaction were reported , along with high levels of treatment fidelity . St and ardized effect size estimates were primarily in the medium and large ranges and favored the treatment group
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 .