The Theory of Mind Performance in School-Age children with Down syndrome and autism spectrum disorder

Nazila Shojaeian

doi:10.14198/DCN.20710

Autores/as

Nazila Shojaeian Department of Clinical and Health Psychology, Universitat Autònoma de Barcelona, España https://orcid.org/0000-0001-9158-3261

DOI:

https://doi.org/10.14198/DCN.20710

Palabras clave:

Teoría de la Mente, síndrome de Down, Trastorno del espectro autista, Personas con desarrollo típico

Resumen

La Teoría de la Mente (ToM) es la habilidad que juega un papel fundamental para lograr el desarrollo cognitivo, emocional y cognición social, que puede mejorar su capacidad de comunicación en los niños y adolescentes. Este estudio exploró la comprensión de la ToM en el síndrome de Down (SD), Trastornos del Espectro Autista (TEA), y niños con desarrollo típico (DT) durante la infancia media, y examinó el papel del CI en la ToM. Los participantes fueron 74 escolares iraníes con edades comprendidas entre los 6 y los 12 años que participaron en tres grupos: 24 TEA, 24 SD y 26 DT. Los niños se compararon con tareas de ToM y tareas de ToM de primer, segundo y tercer orden. Los coeficientes intelectuales de los participantes se midieron utilizando las Matrices progresivas de Raven (MPR). Utilizamos SPSS 25 para el análisis de varianza (ANOVA), y coeficiente de correlación para evaluar las diferencias entre los grupos en las tareas de ToM. El nivel de significancia se fijó en .05. Estos resultados muestran consistencia con la literatura previa. El grupo DT tuvo mejor rendimiento que ambos grupos clínicos en todas las tareas. El grupo TEA fue más competente en las tareas de ToM de primer orden que el grupo SD (p< .001). Estos hallazgos sugieren que las tareas de segundo orden no mostraban diferencias estadísticamente significativas entre los grupos clínicos. También se encontró una diferencia estadísticamente significativa entre el grupo DT y los otros dos grupos (F=55.13, p< .001). Para las tareas de tercer orden, los niños con SD no tuvieron diferencias estadísticamente significativas (F= 4.99, p =.010) respecto a los niños con TEA, y tampoco se encontraron entre los grupos TEA y TD. El coeficiente intelectual se correlacionó significativamente con las órdenes de falsa creencia. Se requiere una consideración significativa de estudios posteriores con muestras más amplias en otros grupos de trastornos del neurodesarrollo.

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