Unlike what is indicated in systematic reviews of the child ASD literature (Matson et al., 1996; Odom et al., 2010), more included studies focused on social cognition training than on ABA techniques (Baker et al., 2005; Bölte et al. 2002; Faja et al., 2012; Gantman, Kapp, Orenski, & Laugeson, 2012; Golan & Baron-Cohen, 2006; McDonald & Hemmes, 2003; Moore, 2009; Rehfeldt & Chambers, 2003; Shabani & Fisher, 2006; Trepagnier et al., 2011; Turner-Brown et al., 2008). The six social cognition training studies (Bölte et al. 2002; Faja et al., 2012; Gantman et al., 2012; Golan & Baron-Cohen, 2006; Trepagnier et al., 2011; Turner-Brown et al., 2008) sought to improve participants’ ability to grasp social cues and, as a consequence, improve social functioning. Notably, four out of six of the studies in this category utilized computer-based training, indicating a trend toward the utilization of computer software for this specific type intervention (Bölte et al. 2002; Faja et al., 2012; Golan & Baron-Cohen, 2006; Trepagnier et al., 2011). Additionally, three out of six studies concentrated on improving Theory of Mind (Bölte et al. 2002; Golan & Baron-Cohen, 2006; Turner-Brown et al., 2008). With one exception (Trepagnier et al., 2011), which found only a trend toward improvement in social cognition, all social cognition training interventions saw significant improvement in participants’ scores on included measures. The overall effect size (d) for the social cognition training studies ranged broadly from 0.14 to 3.59 for improving domains of social cognition, communication, and social skills.

Three of the six social cognition training studies utilized interventions based on the theory of mind theory of autism (Baron-Cohen, Leslie, & Frith, 1985). Bölte and colleagues (2002) designed a computer program to test and train participants in the capacity to detect seven facially expressed emotions (happiness, sadness, anger, disgust, fear, surprise, neutral) using either a picture of the whole face or a picture of the eyes. The authors found that participants in this intervention performed better on Baron-Cohen’s Reading the Mind in Eyes (Baron-Cohen, Wheelwright, Hill, Raste, & Plumb, 2001) and Reading the Mind in Face (Baron-Cohen et al., 1996) tasks. Golan and Baron-Cohen (2006) designed and tested a computer-based training program designed to teach people with ASD how to correctly recognize facial emotions. They found significant improvement on measures of face and voice recognition. Finally, Turner-Brown et al. (2008) used a group-based cognitive behavioral intervention that was comprised of three phases (emotion training, figuring out situations, and integration) and designed to improve social-cognitive functioning. The authors found that participants who received the intervention showed significant improvement in theory of mind skills and trend-level improvement in social communication skills. Notably, two of these interventions (Bölte et al. 2002; Golan & Baron-Cohen, 2006) utilized a computer-based protocol to improve theory of mind.

The final three social cognition training studies did not explicitly target theory of mind, but instead used other interventions designed to improve functioning in these areas. Faja and colleagues (2012) reported the results of a study in which participants were randomized to a computerized training program involving either faces or houses and the ability to recognize either faces or houses was tested by asking participants to categorize pictures of faces or houses based on set criteria, such as gender (for faces) or house shape (for houses). The authors found that both participants trained in face recognition and participants trained in house recognition showed improvement on measures of memory of faces and houses. Gantman and colleagues (2012) tested the effectiveness of a caregiver-assisted social skills training intervention (PEERS for Young Adults). The authors found that participants reported significantly less loneliness and improved social skills knowledge while their caregivers reported significant improvements in participants’ overall social skills, social responsiveness, empathy, and frequency of get-togethers. Finally, Trepagnier et al. (2011) reported on the development of a computer-based conversation simulation program designed to teach conversational skills to adolescents and adults with ASD. While the authors found that participants generally liked the intervention, the authors did not report any significant level of improvement on psychometric or behavioral measures.