Effectiveness of Theory of Mind Training in Social Cognition in Children with Attention Deficit Hyperactive Disorder
Attention deficit hyperactivity disorder (ADHD) is a common neurobehavioral disorder with onset in childhood. The main goal of the present study was to examine the Effectiveness of theory of mind training in Social cognition in children with ADHD. In this semi-experimental research a pre-posttest and a control group was used. For this purpose, 80 children with ADHD were randomly selected and were divided into two groups-under training and control. The experimental group received theory of mind training and the control group did not receive the training. Training was performed in the experimental group for eight sessions (two sessions a week and each half an hour) on all subjects. Before the training and after that, Theory of Mind (ToM) assessment was used. The descriptive statistics and ANOVA were used to analyze the data. Analysis of variance showed that the social cognition scores of children in the theory of mind training group compared to the control group at posttest had increased (P<0.001). Therefore theory of mind training significantly increases social cognition. These results have important implication in field of mental health of children.