The Effectiveness of Teaching Theory of Mind Curriculum to Influence the Social Skills, and Autistic Traits among Children with Autism: A Systematic Review

Abstract

This systematic review focuses on the efficiency of using a Theory of Mind (ToM) curriculum in teaching children with Autism Spectrum Disorder (ASD) to apply social skills and decrease autistic characteristics. By analyzing eight well-designed studies using randomized controlled trials, quasi-experimental, and single subjects, the results indicate that ToM intervention may have an effect in social relationships, emotional comprehension, and thinking with reference to perspective. There is a gap in generalization and long-term retention of skills learned under the ToM in autistic children for short term courses. Individual interventions, as well as parental involvement, seem important in ensuring progress in the long-term. The review acknowledges the lack of longitudinal study to focus on durability, transferability, and the unique enabler approaches that can fix varying ToM dimensions and social deficits among children with autism. In general, the studies of ToM curricula have potential but require additional adjustment and investigation to be used widely and efficiently.