International Meeting for Autism Research (London, May 15-17, 2008): Grammar, Theory of Mind and Adaptive Functioning in Autism Spectrum Disorders: Exploring Mediation in a Multiple Regression Model
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Grammar, Theory of Mind and Adaptive Functioning in Autism Spectrum Disorders: Exploring Mediation in a Multiple Regression Model

Saturday, May 17, 2008
Champagne Terrace/Bordeaux (Novotel London West)
T. A. Bennett , Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada
E. Duku , Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada
L. Vaccarella , Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada
P. Szatmari , Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada
Background: “Theory of mind” (ToM) is considered to be an important deficit in individuals with Autism Spectrum Disorders (ASD). In a study of children with high-functioning ASD, we found that early language impairment was predictive of adolescent adaptive functioning.  We are not aware of studies to date investigating ToM as a potential mediator of this relationship. 

Objectives: To test whether ToM mediates the relationship between early grammar abilities and adolescent functioning (social and communication) at ages 16-18 in a longitudinal cohort of youth with high-functioning ASD (IQ > 70).

Methods: 35 children with ASD (8 Asperger’s syndrome, 27 high functioning autism; M=30, F=5) were recruited at ages 4-6 as part of a larger cohort study of high functioning ASD, with psychometric testing performed every 2 years.  Grammatical ability was measured using the Test of Language Development-2 at ages 6-8; ToM at ages 13-15 years was measured using the “Reading the Mind in the Eyes Test”.  Outcome scores at ages 16-18 were measured using the Vineland Adaptive Behaviour Scale, Social and Communication domains.  Regression analyses tested for mediation according to the Baron-Kenny model.

Results: Grammar was significantly associated with VABS Communication and Social scores (r = 0.76 and 0.44, p < 0.001), and with ToM scores (r = 0.65, p < 0.001). ToM predicted a significant amount of variation in Communication and Social scores (r =0.67 and 0.40, respectively, p < 0.01).   ToM partially mediated the association between grammar and VABS Communication scores (Sobel test = 2.07, p < 0.04), but not between grammar and Social scores (Sobel test = 0.77, p < 0.44). 

Conclusions:   Grammar and ToM are strongly associated over time in children with high-functioning ASD and are important predictors of adolescent adaptive functioning.  ToM does not appear to mediate the relationship between early grammar and later social functioning.

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