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 .
Use of LEGO© as a Therapeutic Medium for Improving Social Competence
A repeated- measures , waiting list control design was used to assess efficacy of a  social skills intervention for autistic spectrum children focused on individual and group LEGO © play . The intervention combined aspects of behavior therapy , peer modeling and naturalistic communication strategies . Close interaction and joint attention to task play an important role in both group and individual therapy activities . The goal of treatment was to improve social competence ( SC ) which was construed as reflecting three components : ( 1 ) motivation to initiate social contact with peers ; ( 2 ) ability to sustain interaction with peers for a period of time ; and ( 3 ) overcoming autistic symptoms of aloofness and rigidity . Measures for the first two variables were based on observation of subjects in unstructured situations with peers ; and the third variable was assessed using a structured rating scale , the SI subscale of the GARS . Results revealed significant improvement on all three measures at both 12 and 24 weeks with no evidence of gains during the waiting list period . No gender differences were found on outcome , and age of clients was not correlated with outcome . LEGO © play appears to be a particularly effective medium for social skills intervention , and other research ers and clinicians are encouraged to attempt replication of this work , as well as to explore use of LEGO © in other method ologies , or with different clinical population
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 .