Despite significant heterogeneity in symptom presentation, deviations in social functioning represent the greatest challenge among individuals with autism spectrum disorder (ASD). These difficulties are related to deficits in theory of mind and often make it difficult for individuals to be successful members of society and can present very serious challenges to parents, teachers and other professionals. In recent years, the number of studies focused on theory of mind has been growing, and methods of testing theory of mind have been developed, the most famous of which is the "Sally-Ann" false belief task. The results of the research showed that people with ASD achieve significantly inadequate results compared to those with regular development, and even adults with high-functioning autism find it difficult to cope with more complex theory of mind tasks. At the same time, various theory of mind interventions were designed, which can be divided into specific, general and multimodal. They usually focus on those skills that are either potential components or skills that precede the development of theory of mind. Although the implemented interventions had the effect of improving results in theory of mind tasks, the generalization of learned skills to other skills and everyday social situations was minimal. It is suggested that in the future, different interventions should track progress after intervention within a typical setting, and that an intervention could start in one typical setting and then be gradually implemented in different settings.