نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسنده English
Aim: This study aimed to design and validate a model for promoting social competence based on theory of mind in children with autism spectrum disorder (ASD). Method: The study employed a sequential exploratory mixed-methods design comprising qualitative and quantitative phases. In the qualitative phase, 18 experts in autism were purposively selected and interviewed using semi-structured interviews. Data were analyzed using systematic grounded theory through open, axial, and selective coding. In the quantitative phase, 320 parents of children with ASD were selected using multistage cluster sampling. A researcher-developed questionnaire based on the qualitative findings was evaluated using confirmatory factor analysis and structural equation modeling. Results: The final model comprised eight dimensions: recognition and interpretation of social emotions; perspective-taking and understanding others’ intentions; understanding false beliefs and predicting social behavior; joint attention and interactive responsiveness; initiation and maintenance of social interaction; emotion regulation and behavioral flexibility; generalization of social skills to natural settings; and participation of family, school, and therapist. All factor loadings exceeded 0.55, composite reliability ranged from 0.83 to 0.90, and average variance extracted exceeded 0.50. Model fit was satisfactory (CFI = 0.936, TLI = 0.928, RMSEA = 0.049, SRMR = 0.041). Conclusion: Social competence in children with ASD is a multidimensional construct shaped by cognitive, emotional, behavioral, and environmental factors. Theory of mind provides a basis for designing educational, rehabilitation, and therapeutic interventions to enhance social interaction and participation.
کلیدواژهها English
