Objective: social functions and recognition of emotions are among the factors that children with autism spectrum disorder(ASD) can suffer from defects or major problems that can be improved by using theory of mind exercises. Thus, the present study was conducted with the aim of investigating the effect of theory of mind exercises on emotion recognition and social functions of children with autism.

Research Methodology: This study was an experimental study with a pre-test-post-test design with a control group. The statistical population of the current study included all children with autism spectrum disorder in Tehran who referred to rehabilitation and treatment centers in 2023-2024. From among the target population, 28 autistic children were selected by purposeful sampling and assigned to two experimental groups (14 person) and control group (14 person) completely randomly. The intervention program (theory of mind exercises) was presented to the experimental group in 12 sessions (each session lasting 45 minutes). Research tools were Grayson's high functioning autism disorder rating scale, Ekman and Friesen's face recognition test, social skills profile. The statistical method of multivariate covariance analysis was used to analyze the data.

Findings: The results of the present study showed that the intervention program of theory of mind exercises had a significant effect (p≤ 0.01) on the social functions and emotion recognition of the subjects of the experimental group in the post-test phase.

Conclusion: Since most children with autism disorder have serious and lasting problems in social and emotional skills, and also considering the significant effect of theory of mind exercises on social functions and recognition of emotions of children with high functioning autism spectrum disorder. Therefore, the use of theory of mind exercises is suggested as an effective educational lesson in educational and rehabilitation centers for autism disorder.