Comparing theory of mind and emotion recognition in children and adolescents with autism spectrum disorder and attention deficit hyperactivity disorder

Document Type : Research Paper

Authors

1 Associate professor of clinical psychology, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

2 MA. in clinical psychology, Islamic Azad University, Neyshabur branch, Neyshabur, Iran

Abstract

Introduction: Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) are always associated with cognitive and social deficits. The main purpose of this study was to compare the theory of mind and emotion recognition in children and adolescents with ASD and ADHD.
Materials and Methods: The research method was causal-comparative. The statistical population included all children and adolescents with ASD and ADHD in schools and clinics of psychosocial services and counseling in Seven Educational ‎Districts in‎ Mashhad from March until June 2017. The sample included 85 children and adolescents (42 with autism spectrum disorders and 43 with ADHD) who were selected through purposeful sampling from the above population. Participants completed reading the mind in the eyes test, Sally–Anne test and emotion recognition test. Data were analyzed using independent t-test and multivariate analysis of variance.  
Results: The findings of this study showed that the ADHD group has reported higher rates in cognitive theory of mind (p < /em>< 0.001), affective theory of mind (p < /em>< 0.001), and also in positive (p < /em>< 0.001), negative (p < /em> < 0.04) and neutral (p < /em>< 0.03) subscales. Furthermore, group with autism spectrum disorder got significantly higher scores in the fear emotion (p < /em>< 0.007).
Conclusion: The findings of this study indicate a severe deficit of social cognition in children and adolescents with autism spectrum disorder and highlight the need to train mental state recognition skills to enhance social abilities and improve social interactions in these children and adolescents.
gnition skills to enhance social abilities and improve social interactions in these children and adolescents.

Keywords

References

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Journal of Fundamentals of Mental Health
Volume 22, Issue 2
March and April 2020
Pages 129-138

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