Social cognition is a comprehensive term used to describe knowledge and skills that are applied to social situations and skills used to understand others. These skills include emotion perception, problem solving, executive functioning, and self-cognition. This study investigated the effectiveness of specific intervention strategies on social cognitive skills. The intervention strategies included activities for abstract thinking, emotion competence, Theory of Mind (ToM), and self-regulation of behaviors. Currently, little research exists to describe evidence based effective intervention strategies to improve social cognitive skills. The retrospective case study was completed with a female participant who was 11-years, 3 months old at the time of intervention. Data recorded from 20 intervention sessions was analyzed to determine the effectiveness of employed social cognition intervention tasks. Results indicated improvements in abstract thinking during a Mystery Box activity. Additionally, results showed the participant made improvements in her understanding of social cognition through use of social vocabulary and self-monitoring. Findings from the present study concluded that using concrete vocabulary for social concepts can improve an individual’s social communication skills.
|Advisor:||Wallach, Geraldine P.|
|Commitee:||Ocampo, Alaine, Sun, Lei|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 56/04M(E), Masters Abstracts International|
|Subjects:||Behavioral psychology, Social psychology, Speech therapy, Educational psychology, Developmental psychology|
|Keywords:||Abstract thinking, Inference, Pragmatic, Social cognition, Theory of mind|
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