The Effect of Emotion Reading Training based on Social Cognition on the Emotional Functions of Children with Autism Disorder

Emotional impairment are an obvious feature of most autistic people. The inability to mind reading is the sum of problems in understanding own and others' moods and emotions, as well as a defect in emotional functioning. The aim of this study was to design emotional reading training to improve the skills of diagnosing, interpreting and applying the emotional states of high-function autistic children.

The present study is experimental type, with pre-test, post-test design, and follow-up with control group. The statistical population of this study includes all students with autism, high function, centers, especially autism in Tehran. Of the total target population, 16 high-performance autistic boys who had the criteria to enter the experiment were selected as available samples and randomly assigned to two experimental (8) and control (8) groups.  The mind-reading training program was implemented in 14 consecutive training sessions at the April 2 Rehabilitation Center for the experimental group. The computer excitability test was used to assess emotional ability, and the data collected were analyzed using analysis of variance and repeated measurements.

The results showed that the mind-reading training program significantly improved and enhanced emotional functions in the experimental group.

Due to the effectiveness of the mind reading program on the emotional functions of autistic people, it is recommended as an intervention method for use in autism rehabilitation centers.