Abstract:

The general purpose of this study is to investigate the effect of cognitive behavioral therapy on mind theory skills of children with intellectual disabilities. This research was planned as quasi-experimental. In this study, which was designed according to the “Pre-Test-Post-Test Unequaled Groups Control Group” model, two groups, one experiment and one control, were formed. Cognitive Behavioral Method was applied to the children in the experimental group for a total of 12 sessions of 30 minutes on average for two weeks. In the control group, mind theory, skill, pretest and posttest were taken. No intervention was made to the control groups. Cognitive Behavioral applications in the experimental group were carried out by the researcher. The study group consisted of 24 children between the ages of 12-18 who attend private education institution in Beyoğlu district of Istanbul in 2018-2019 academic year. There were 12 children in the experimental group and 12 children in the control group. In the study, “Unexpected Content Change, First-Order Incorrect Blood Attribution Task and Second-Order Incorrect Blood Attribution Task inde were used as data collection tools in mind theory measurements. The demographic information of children and their families was obtained by using the “Personal Information Form tarafından created by the researcher. Research data. SPSS 25.0 software was used for analysis. Pre-test and post-test scores of children in experimental and control groups were compared using t-test and Wilcoxon Signed Ranks Test. According to the results of the research, Cognitive Behavioral Method has a significant effect on mind theory skills of children with intellectual disabilities.

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