Aim and Background: Deficit of theory of mind is a fundamental impairment of social skill in autistic children. The purpose of present study was evaluation of cognitive rehabilitation on social cognition abilities of children with high function autism. Methods and Materials: In present single subject study, 4 children with high function autism participated in study with no probably sampling. Six assessment session performed each two week as preliminary, before intervention, mid intervention, post intervention and follow up after four week. Intervention group receive 14 session intervention with program for emotion rehabilitation and social interaction in autism (PERSIA). Evaluation performed with reading mind from eyes, reading observer mind and faux pause test of sally-Anne. data analysis were used visual analysis and effect size. Finding s: Finings show improvement in reading mind of observer and sally-Anne test. Performance of reading mind from eyes was not improved. Effect size show that present rehabilitation program improves faux pause and mind reading performance. Conclusions : One approach of cognitive rehabilitation that was focused in present study is cognitive remediation. We propose that therapists replaced strategy learning method as compensation method with this remediation method. Present study found that theory of mind improved with short time cognitive rehabilitation.   Key Words : Autism, Theory of mind, Social cognition, Cognitive rehabilitation

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