16558
Theory of Mind and Executive Function in Preschoolers with ASD and TYP as a Basis for Competent Peer Relations
EF and ToM capabilities are necessary for children's competent social functioning, that include, amongst others, social interaction and the ability to make, and retain, friendships. Children with ASD have difficulties in theory of mind (ToM) and executive function (EF), which may be linked because one domain (EF) affects the other (ToM). Researchers have established links between ToM and EF among typically developing preschoolers, yet, such links in intellectually able preschoolers with ASD (HFASD) were explored in only two studies to date (Pellicano, 2007, 2010). Furthermore, no data is available concerning explanation of false belief preschoolers with HFASD. Research elucidating EF's relations with ToM in general, and with explanation abilities in particular, may advance the conceptualization and therefore the facilitation of social-cognitive development in ASD.
Objectives:
The current study aimed to expand understanding of ToM capabilities by employing a comprehensive assessment of false-belief explanation skills alongside explanation types (psychological or informative). We compared preschoolers with HFASD versus preschoolers with typical development on two EF abilities (cognitive shifting and planning) and two major ToM capabilities (explanation and prediction) using first-order false-belief tasks (an unexpected-location task and an affective false-belief task) . We also tested the links between EF and ToM and the function of verbal IQ (VIQ) individual contribution to the relations between EF and ToM.
Methods:
Participants included 29 intellectually able preschoolers with ASD and 30 typical preschoolers, aged 3-6 years. EF tasks included planning (Tower of London) and cognitive shifting (FIST) measures. ToM tasks included predicting and explaining affective and location false-belief tasks.
Results:
Significant group differences emerged on most EF and ToM measures, in favor of typically developing children. The in depth study of explanation abilities revealed that for children with ASD, explanation tasks appear to be more difficult than prediction tasks, contrary to children with typical development, who are able to explain false belief prior to prediction, thus rendering explanation an easier task. The robust links found illustrated the relationship between preschooler’s planning abilities and their capacity to predict and explain false beliefs whereas the regression analysis showed that planning predicted children's explanation abilities. VIQ added to the explained variance for most of the ToM explanation tasks.
Conclusions:
The present study aimed to shed light on how specific EF mechanisms may be linked with specific ToM mechanisms at the preschool age in HFASD. The novelty of this study lies in its in-depth examination of ToM explanation abilities in HFASD alongside the role of VIQ. The results underscore that the provision of explanations involve complex cognitive abilities (such as planning abilities), and higher verbal skills, both which are complex for children with ASD. If indeed better planning skills and verbal skills can facilitate ToM explanation abilities in children with ASD, then appropriate interventions could directly promote their social abilities both for understanding and for explaining other persons’ intentions, beliefs, and behaviors.