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Social communication, emotional understanding, and perspective-taking deficits are central features of autism spectrum disorder (ASD) and are closely linked to impairments in social cognition. This pilot study aimed to develop and evaluate a Social Cognition Training Module (SCTM) to improve social understanding and interpersonal functioning in children with ASD, grounded in Theory of Mind, Social Cognitive Theory, and Learning Theory. A pre-test–post-test design was employed with a purposive sample of three children aged 6–12 years diagnosed with ASD. Social cognition and related behaviors were assessed using the Social Responsiveness Scale (SRS) at baseline and post-intervention. The six-week intervention included twice-weekly sessions involving role-play, visual social stories, joint attention tasks, and emotion recognition activities. Qualitative feedback from parents and therapists supplemented quantitative findings. Post-intervention results showed improvements in SRS scores, increased eye contact, reduced self-stimulatory behaviors, and greater social initiation. Parent and therapist reports indicated improved attention and engagement. Findings suggest SCTM is a feasible and promising intervention for enhancing social cognition in children with ASD, warranting further large-scale investigation.