A Treatment to Enhance Social Reading Capabilities in a Gifted Child with Autism Spectrum Disorder

 

Social cognitive problems have been found in children with Autism Spectrum Disorder (ASD). The goal of this clinical case study was to describe the social cognition evaluation and treatment of SC (9 years old), a talented child with ASD and a high verbal IQ (146). The treatment’s goals were to increase the child’s ability to decode social behaviour and to strengthen his mentalistic reasoning. Theory of mind, emotion perception, and pragmatic abilities were all evaluated, and deficiencies were discovered in each. During the four-month treatment, which was divided into 14 sessions, SC’s ability to notice emotions and comprehend mental states was to be improved. The main method of the intervention was “social reading” with video snippets. The first assessment was repeated in a follow-up session after the treatment. The social cognition assessments improved at the end of the treatment and during the follow-up. The results of this case study suggest that “social reading” could be a valuable method for children with high-functioning ASD, especially gifted youngsters.

Author(S) Details

Sergio Melogno
Department of Human Neurosciences, “Sapienza” University of Rome, Roma, Italy and Faculty of Psychology, Niccolò Cusano Telematic University of Rome, Italy.

Barbara Trimarco
Department of Human Neurosciences, “Sapienza” University of Rome, Roma, Italy.

Maria Antonietta Pinto
Department of Developmental and Social Psychology, Sapienza University of Rome, Roma, Italy.

Gabriel Levi
Department of Human Neurosciences, “Sapienza” University of Rome, Roma, Italy.

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