Background
The aim of this study was to determine the clinical efficacy of combining self-management strategies and a social thinking approach to address the social performance and executive function of an adolescent female with autism spectrum disorder.
Method
This research examined the effects of a social knowledge training program, “Think Social,” as well as strategies to improve higher order cognitive abilities.
Results and Conclusion
Although quantitative improvement was not found, several qualitative gains in behavior were noted for the participants of this study, suggesting a benefit from using structured environmental cues of self-management strategies, as well as improved social understanding through social cognitive training.
