Psychometric Properties of the Theory of Mind Task Battery (French Version) in Neurotypical Children and Intellectually Disabled Children.

These studies tested the psychometric properties of the French version of the Theory of Mind (ToM) Task Battery (vf) in typically developing (TD) children and intellectually disabled (ID) children. The Battery was administered to 649 TD children (2 ½ to 12 years old) in Study 1 and 155 ID (4 ½ to 14 ½ years old) in Study 2. Their mothers completed questionnaires: in both studies, the Theory of Mind Inventory (ToMI-1-vf); in Study 1, the Griffith Empathy Measure (GEM-vf) and the Emotion Regulation Checklist (ERC-vf); and in Study 2, the Social Competence and Behavior Evaluation (SCBE-vf).

Training Inhibition and Social Cognition in the Classrooms.

Executive functions and social cognition competences are associated with many important areas of life, such as school readiness, academic success or sociability. Numerous intervention programs aiming to improve these capacities have emerged and have been shown to be effective. As inhibition in particular, is closely related with social cognition competences, we developed a training program that targets both abilities and implemented it in kindergarten and lower primary school classes for 6 months.

How could Theory of Mind contribute to the differentiation of social adjustment profiles of children with externalizing behavior disorders and children with intellectual disabilities?

This study compared Theory of Mind (ToM) emotion and belief abilities in 43 children with externalized behavior (EB) disorders presenting low intelligence, 40 children with intellectual disabilities (ID) and 33 typically developing (TD) preschoolers (as a control group), matched for developmental age. The links between their ToM abilities, their level in seven self-regulation strategies as displayed in social problem-solving tasks and their social adjustment profiles (assessed by the Social Competence and Behavior Evaluation, completed by their teachers) were examined. Children with EB presented lower comprehension of causes of emotions and lower self-regulation of joint attention and of attention than children with ID and TD children.