COMPUTER-MEDIATED INTERVENTION TO PROMOTE PRO-SOCIAL ABILITY AMONG HFASD CHILDREN

The goal of the study were (1) to determine whether there is a gap between children with High Functioning Autism Spectrum Disorder (HFASD) and children with typical development in their pro-social behavior, and (2) to compare pro-social behavior between children experiencing a computer-mediated intervention and a non-computer-mediated intervention. The study concludes 58 preschool children, that were divided into 3 groups: HFASD experiencing computer-mediated intervention, HFASD experiencing a non-computer-mediated intervention, and typical development children with no intervention. The 2 months intervention was based on the Cognitive Behavioral Therapy (CBT) model. During the intervention, pairs of children learned how to solve social problems. After preliminary tests (PPVT; SCQ), observations were conducted before and after intervention and were designed to evaluate the pro-social ability [1]. In addition, teachers completed Vineland questionnaires measuring pro-social behavior. Before the intervention, findings indicate gaps in the pro-social abilities of children with HFASD and children with typical development. However, after the intervention the gap between the two decreased. The computer-mediated intervention group improved in some pro-social measures compared to children with typical development.