Abstract
Children with developmental disorders are assumed to have a delay in reaching an age at which they can succeed in Theory of Mind tasks compared with their verbal mental age. However, the methods of the Theory of Mind tasks, picture story books or demonstrations for example, are not well suited to those who have difficulties in concentration, selective attention, reading, hearing correctly and understanding. This research used the picture story show as the method for three Theory of Mind tasks and showed that children who were thought to be unable to pass the tasks based on preceding studies could pass the tasks. The form “picture-story show” might be a better way for children with developmental disorders to understand the meaning of tasks. In addition, not the verbal mental age but the ability to understand task contents might be most important for children with developmental disorders to succeed with Theory of Mind tasks.
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