Theory of Mind and socio-affective abilities in disabled children and adolescents

Abstract

Relations between theory of mind (ToM) and socioaffective abilities perceived by adults in intellectually disabled (ID) children and typically developing (TD) children matched on their developmental age were investigated. Seven tasks assessed ToM abilities; two measures of understanding of emotions and five tasks concerning the perception of self and others’ beliefs. Results showed that developmental patterns of ToM were partially similar (emotions) and partially different (beliefs) in ID group in comparison with TD group. Parents’ and teachers’ perceptions of socioaffective abilities were assessed by a questionnaire. TD children were perceived by their parents and teachers as presenting more socioaffective competences than ID children and adolescents. Differences observed between the two groups in family and school characteristics did not predict participants’ abilities in ToM. In addition, teachers’ perceptions in specialized schools were the most linked with the understanding of emotions and beliefs displayed by their ID pupils. Methodological aspects of this study and perspectives for psychoeducative intervention are discussed.