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 .
Prospective trial of equine-assisted activities in autism spectrum disorder.
BACKGROUND Anecdotal reports and some studies suggest that equine-assisted activities may be beneficial in autism spectrum disorders ( ASD ) . OBJECTIVE To examine the effects ofequine-assisted activities on overall severity of autism symptoms using the Childhood Autism Rating Scale ( CARS ) and the quality ofparent-child interactions using the Timberlawn Parent-Child Interaction Scale . In addition , this study examined changes in sensory processing , quality of life , and parental treatment satisfaction . DESIGN AND PARTICIPANTS Children with ASD were evaluated at four time points : ( 1 ) before beginning a 3-to-6 month waiting period , ( 2 ) before starting the riding treatment , and ( 3 ) after 3 months and ( 4 ) 6 months of riding .  Twenty-four participants completed the waiting list period and began the riding program  , and 20 participants completed the entire 6 months of riding . Pretreatment was compared to posttreatment with each child acting as his or her own control . RESULTS A reduction in the severity of autism symptoms occurred with the therapeutic riding treatment . There was no change in CARS scores during the pretreatment baseline period ; however , there was a significant decrease after treatment at 3 months and 6 months of riding . The Timberlawn Parent-Child Interaction Scale showed a significant improvement in Mood and Tone at 3 months and 6 months of riding and a marginal improvement in the reduction of Negative Regard at 6 months of riding . The parent-rated quality of life measure showed improvement , including the pretreatment waiting period . All of the ratings in the Treatment Satisfaction Survey were between good and very good . CONCLUSION These results suggest that children with ASD benefit from equine-assisted activities
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 .