The Comparison of the Effectiveness of Training Based on the Theory of Mind and the Method of TEACCH on the Executive Functions of the Children with an Autism Spectrum Disorder in Bushehr City

Abstract

Background: Children with autism spectrum disorders (ASD) suffer from impaired executive functions. Evidence on the effectiveness of two common approaches of ASD (i.e. theory of mind and method of TEACCH) is controversial. Objectives: The current study aimed to investigate the effectiveness of training based on the theory of mind and TEACCHs method on improving the executive functions of children with ASD. Methods: In this quasi-experimental study with pre-test, post-test method 45 ASD children are investigated. Participants were randomly divided into three groups of the theory of the mind (15), TEACCHs training (15), and controls (15). The Stroop Color and Word Test was performed as a pre-test for all participants. Then the intervention groups received mind theory and TEACCH. Afterward, the post-test was performed for all participants. Data were analyzed using ANCOVA. Results: The findings showed that both theory of mind and TEACCHs methods are effective on the executive functions, but no significant difference was found between the two groups of the primary (training the theory of mind) and the second experiments (TEACCHs method) concerning the executive functions (P > 0.157, F = 2.11). Conclusions: It can be concluded that training based on the theory of mind and TEACCHs methods can effectively improve the executive functions of ASD children.