Comparison of the Effectiveness of Functional Communication-Based Intervention Training and Theory of Mind Training on the Sense of Competence in Children with Autism Spectrum Disorder

The primary aim of the present study was to compare the effectiveness of functional communication-based intervention training and Theory of Mind training on the sense of competence in children with Autism Spectrum Disorder (ASD). This study was applied in purpose and employed a quasi-experimental design with a pretest–posttest and follow-up measurement across three groups (two experimental groups and one control group). The statistical population consisted of children with ASD and their mothers in Shahin Shahr, Isfahan, in ۲۰۲۴. A total of ۴۵ participants were selected using a non-random sampling method. Data were collected using the Harter Perceived Competence Scale (۱۹۸۵), which includes ۲۷ items. The face and content validity of the instrument were confirmed by experts, and its reliability was calculated using Cronbach’s alpha coefficient (α = .۹۳). Data were analyzed using repeated measures analysis of variance (ANOVA). The results indicated that functional communication-based intervention training and Theory of Mind training were ۷۶.۶% successful in distinguishing pretest, posttest, and follow-up scores for the sense of competence in children with ASD in Shahin Shahr, Isfahan. Therefore, the effectiveness of functional communication-based intervention training and Theory of Mind training on the sense of competence in children with ASD differed between the intervention types. The primary aim of the present study was to compare the effectiveness of functional communication-based intervention training and Theory of Mind training on the sense of competence in children with Autism Spectrum Disorder (ASD). This study was applied in purpose and employed a quasi-experimental design with a pretest–posttest and follow-up measurement across three groups (two experimental groups and one control group). The statistical population consisted of children with ASD and their mothers in Shahin Shahr, Isfahan, in ۲۰۲۴. A total of ۴۵ participants were selected using a non-random sampling method. Data were collected using the Harter Perceived Competence Scale (۱۹۸۵), which includes ۲۷ items. The face and content validity of the instrument were confirmed by experts, and its reliability was calculated using Cronbach’s alpha coefficient (α = .۹۳). Data were analyzed using repeated measures analysis of variance (ANOVA). The results indicated that functional communication-based intervention training and Theory of Mind training were ۷۶.۶% successful in distinguishing pretest, posttest, and follow-up scores for the sense of competence in children with ASD in Shahin Shahr, Isfahan. Therefore, the effectiveness of functional communication-based intervention training and Theory of Mind training on the sense of competence in children with ASD differed between the intervention types.

کلیدواژه ها:

functional communication-based intervention training ، Theory of Mind training ، sense of competence ، children with autism spectrum disorder