Development of Theory of Mind and its Association with Verbal and Nonverbal Abilities in Students with Intellectual Disabilities

The aim of this study was to investigate development of theory of mind (TOM) in students with intellectual disabilities (ID) and its association with verbal and nonverbal abilities.

This correlation study included all ID students in the range of 8-14 years old (59 persons) of Torbat-e Heidaryyeh. In order to collect data of TOM, unexpected content and 38-items TOM test were used. Also data related to verbal and nonverbal abilities were gathered by Wechsler Intelligence Scale for Children –Revised (WISC-R).

The findings showed that level 1 and 2 of ID students` TOM grew to age 12 (p< 0/05) then fixed (p= 0/87). But the TOM assessed by unexpected content task went permanently ascending (p< 0/01). Also there was a positive correlation between verbal abilities and TOM1 (P<./001) and TOM2 (P<./001) and between nonverbal abilities and TOM1 (P<./01) and TOM2 (P<./001).

Development of TOM in ID students differed on the basis of task kind could be considered in assessment processes. Also, the claim of “Theory Theory” approach and “modular” approach could receive approval.