Journal
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
Volume 49, Issue 7, Pages 2822-2837Publisher
SPRINGER/PLENUM PUBLISHERS
DOI: 10.1007/s10803-017-3377-9
Keywords
Preschoolers with ASD; Social skills; Social skills training; Theory of mind
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Funding
- Ministry of Science and Higher Education in Poland [MNiSW/2015/DIR/20/ACK]
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We compared the effectiveness of two programs for developing social skills, Play Time/Social Time' (PT/ST) and I Can Problem Solve' (ICPS), in improving the social skills and theory of mind (ToM) of preschoolers with ASD. The experiment took place in a classroom setting. Fifty-two children attended and data were analyzed with latent growth curve models. Comparison with a control group indicated that both programs were effective in developing social skills. The PT/ST program was more effective than ICPS in developing interaction skills; both programs improved children's ability to cope with difficult social situations. The ICPS program was marginally effective in developing ToM when compared with PT/ST and control condition. These results are relevant to children with ASD and their teachers.
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