39-56

Cognitive-behaviour therapy with children

• Κωνστανταρέα, Μαίρη Μ.

The aim of this review is to provide an account of key social intervention strategiesthat have been employed with the high functioning subgroup of individuals with AutismSpectrum Disorder (ASD), including those with Asperger's Syndrome (AS). These approachesare relevant to children who can employ spoken language. First off, an account of thecharacteristics of children with social skills deficits is presented, highlighting some of their mostcompelling problems, including social interaction difficulties, mind blindness and difficulties ininterpreting or expressing emotion. As to the pathophysiology of these difficulties, the limbicsystem appears a prime candidate. The cognitive models of Deficits in Theory of Mind (ToM),Weak Central Coherence, and the Executive Dysfunction have helped to provide useful leadsand have stimulated and generated ideas for intervention which can take a behavioural,cognitive or cognitive-behavioural form. They rely on the use of explicit exercises to teach ToM,social stories that address areas of challenge for the child, social groups training, and roleplayingand rehearsal. Finally, they rely on efforts to assist the children to perceive theemotional states of others, thus becoming more discriminating as to their own expression ofemotion. Many of the techniques require systematic research to clarify their effectiveness,particularly the goodness of fit of the technique to the children's presenting characteristics.

• Psychology

• Mental health
• Developmental psychology

Asperger΄s disorder, autism spectrum disorder, executive dysfunction, theory of mind

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