El valor de la Teoría de la Mente en la diferenciación de niños con TDAH y con TEA

Abstract

The development of the theory of mind (ToM) is notable for the social adaptation consequences in its many forms, for example, agreements games, conversations and friendships that involve interpersonal social sensitivity in real world. Facial affect recognition is a major component of social behaviour and might be partly responsible for social dysfunction described in children and adolescents with ADHD. Children with ASD experience a widely documented in the social orientation and deficiencies in theory of mind (ToM) primary deficit. Children with ADHD, although they have intact early ToM skills, is likely to develop faults in this area due to the influence of two factors. On the one hand, deficits in inhibitory control and, on the other hand, problems in establishing social relations, thus depriving them of proper training in mental skills from everyday experience in natural settings. An interesting question addressed in this paper is to study the performance of children with ADHD and children with ASD related to ToM tasks that require different processing levels. The results, indicate no differences occur in the identification of emotional expressions between clinical sample, while the performance ASD group is significantly lower in daily verbal mind task than ADHD group.