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Volume 27, Issue 3 (Autumn 2025)
Advances in Cognitive Sciences 2025, 27(3): 62-75 |
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Ethics code: IR.UI.REC.1403.106
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Haghighi Poshtiri N, Ghamarani A. Comparison the effectiveness of prospective memory training and Waldum’s prospective memory intervention on the theory of mind of high-functioning boys with autism spectrum disorder. Advances in Cognitive Sciences 2025; 27 (3) :62-75
URL: http://icssjournal.ir/article-1-1804-en.html
URL: http://icssjournal.ir/article-1-1804-en.html
1- PhD Student of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran
2- Associate Professor, Department of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran
2- Associate Professor, Department of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran
Abstract: (808 Views)
Abstract
Introduction: Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social interactions, communication, repetitive behavioral patterns, and restricted interests.
Methods: The present study used a quasi-experimental design with a pre-test, post-test, and 1-month follow-up, a control group. The statistical population included all high-functioning boys aged 6 to 12 years with ASD in Rasht, Iran, in 2023, of which 45 children were selected through purposive sampling and randomly assigned to three groups (two experimental groups, one control group) (15 people in each group). The first group underwent a researcher-designed prospective memory intervention in 15 sessions; the second group underwent the prospective memory intervention program by Waldum et al. (2014) in eight sessions; the control group did not receive any intervention. The theory of mind (ToM) computer task, Shamay-Tsoory and Aharon-Peretz (2007), was used to collect data. Data analysis was performed using a repeated-measures analysis of variance using SPSS-24 software.
Results: The results revealed that both interventions were effective in improving the ToM in children with high-functioning ASD (P<0.05), but the researcher-designed prospective memory enhancement intervention was more effective than Waldum et al.’s intervention program (P<0.05).
Conclusion: Based on the findings, both methods can be used to improve ToM in children with high-functioning ASD, but for greater effectiveness, it is preferable to use the researcher-developed prospective memory enhancement
Introduction: Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social interactions, communication, repetitive behavioral patterns, and restricted interests.
Methods: The present study used a quasi-experimental design with a pre-test, post-test, and 1-month follow-up, a control group. The statistical population included all high-functioning boys aged 6 to 12 years with ASD in Rasht, Iran, in 2023, of which 45 children were selected through purposive sampling and randomly assigned to three groups (two experimental groups, one control group) (15 people in each group). The first group underwent a researcher-designed prospective memory intervention in 15 sessions; the second group underwent the prospective memory intervention program by Waldum et al. (2014) in eight sessions; the control group did not receive any intervention. The theory of mind (ToM) computer task, Shamay-Tsoory and Aharon-Peretz (2007), was used to collect data. Data analysis was performed using a repeated-measures analysis of variance using SPSS-24 software.
Results: The results revealed that both interventions were effective in improving the ToM in children with high-functioning ASD (P<0.05), but the researcher-designed prospective memory enhancement intervention was more effective than Waldum et al.’s intervention program (P<0.05).
Conclusion: Based on the findings, both methods can be used to improve ToM in children with high-functioning ASD, but for greater effectiveness, it is preferable to use the researcher-developed prospective memory enhancement
Type of Study: Research |
Received: 2025/06/17 | Accepted: 2025/11/4 | Published: 2025/11/25
Received: 2025/06/17 | Accepted: 2025/11/4 | Published: 2025/11/25
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