Volume 23, Issue 3 (12-2025)
RBS 2025, 23(3): 407-418 |
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Oladi S, Ebrahimpour M. Comparing the Effectiveness of Teaching the Theory of Mind’s Tasks and Teaching Social Stories on the Social Skills in Children with Autism. RBS 2025; 23 (3) :407-418
URL: http://rbs.mui.ac.ir/article-1-1997-en.html
URL: http://rbs.mui.ac.ir/article-1-1997-en.html
1- M.A. in Exceptional Children Psychology, SR.C., Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Exceptional Children Psychology, SR.C., Islamic Azad University, Tehran, Iran. ,M.Ebrahimpour95@iau.ac.ir
2- Assistant Professor, Department of Exceptional Children Psychology, SR.C., Islamic Azad University, Tehran, Iran. ,
Abstract: (56 Views)
Aim and Background: This study aimed to compare the effectiveness of Theory of Mind task training and social stories training on social skills in children with autism in Tehran.
Methods and Materials: This quasi-experimental study included two experimental groups and one control group. The statistical population consisted of all children with autism in Tehran. The sample included 36 children selected by convenience sampling and randomly assigned to two experimental groups and one control group. Data were collected using the Social Skills Scale by Stein and colleagues (2010). Data analysis was performed using SPSS-27 software.
Findings: The results showed that the effect of social stories training on social skills in children with autism was greater than the effect of Theory of Mind task training. However, there was no significant difference between the effects of social stories training and Theory of Mind task training on the dimension of the ability to understand emotions and others' perspectives in children with autism.
Conclusions: Therefore, given the benefits of these interventions, it is recommended that these therapeutic methods be offered alongside conventional approaches to the autism community
Methods and Materials: This quasi-experimental study included two experimental groups and one control group. The statistical population consisted of all children with autism in Tehran. The sample included 36 children selected by convenience sampling and randomly assigned to two experimental groups and one control group. Data were collected using the Social Skills Scale by Stein and colleagues (2010). Data analysis was performed using SPSS-27 software.
Findings: The results showed that the effect of social stories training on social skills in children with autism was greater than the effect of Theory of Mind task training. However, there was no significant difference between the effects of social stories training and Theory of Mind task training on the dimension of the ability to understand emotions and others' perspectives in children with autism.
Conclusions: Therefore, given the benefits of these interventions, it is recommended that these therapeutic methods be offered alongside conventional approaches to the autism community
Type of Study: Research |
Subject:
Special
Received: 2025/09/5 | Accepted: 2025/10/24 | Published: 2025/12/1
Received: 2025/09/5 | Accepted: 2025/10/24 | Published: 2025/12/1
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