Top

Gepubliceerd in:

26-01-2022 | Original Paper

The Psychometric Properties of the Children’s Social Understanding Scale among Atypically Developing Children and Adolescents

Auteurs: Burcu Besiroglu, Ayca Alayli, Deniz Tahiroglu, Bilge Selcuk

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 8/2022

Abstract

Theory of mind (ToM) has been frequently assessed via behavioral assessments. Recently, Tahiroglu and colleagues developed the parent-report Children’s Social Understanding Scale (CSUS) to assess individual differences in ToM. They found it reliable and valid in assessing ToM of typically developing preschoolers. In the present study, we examined the psychometric properties of the CSUS in ToM assessment of children and adolescents with atypical development, who are known to have difficulties in understanding others’ mental states. In two studies, we collected data from 106 children and adolescents with autism spectrum disorder (ASD; M_age = 12.06 years, SD = 2.91) and 70 children and adolescents with hearing impairment (HI; M_age = 7.3 years, SD = 2.3). The children’s social understanding was assessed via the CSUS (short form in the ASD and full form in the HI samples) and behavioral ToM tasks (tasks with low-verbal demands and standard ToM tasks). Receptive language in both samples and nonverbal intelligence in ASD sample were also assessed. Analyses revealed high internal consistency for the CSUS in both samples. As expected, the CSUS correlated with performance on behavioral ToM tasks, receptive language, and nonverbal intelligence. The CSUS continued to be significantly associated with performance on behavioral ToM tasks after controlling for receptive language and nonverbal intelligence in ASD sample, and controlling for age and receptive language in HI sample. These results demonstrate that the CSUS is a reliable and valid tool in measuring ToM among children and adolescents with ASD and those with HI in Turkey.

vorige artikel A national examination of poverty and interactive caregiving practices among parents of young children

volgende artikel Development and Validation of a Short-Form Parenting Self-Efficacy Scale: Me as a Parent Scale (MaaPs-SF)

Ahmadi, S. Z. Z., Jalaie, S., & Ashayeri, H. (2015). Validity and reliability of published comprehensive theory of mind tests for normal preschool children: A systematic review. Iranian Journal of Psychiatry, 10, 214–224.

Alayli, A., & Yagmurlu, B. (2014). Sequential acquisition of theory of mind in Turkish deaf children [Poster presentation]. 18^th National Congress of Psychology, Bursa, Turkey.

American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed. text rev.). American Psychiatric Publishing.

Astington, J. W. (2001). The future of theory-of-mind research: Understanding motivational states, the role of language, and real-world consequences. Child Development, 72, 685–687. https://doi.org/10.1111/1467-8624.00305.CrossRefPubMed

Astington, J. W. (2003). Sometimes necessary, never sufficient: False-belief understanding and social competence. In B. Repacholi & V. Slaughter (Eds.), Individual differences in theory of mind: Implications for typical and atypical development (pp. 13–38). Psychology Press.

Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology, 35, 1311–1320. https://doi.org/10.1037//0012-1649.35.5.1311.CrossRefPubMed

Baillargeon, R., Scott, R. M., & He, Z. (2010). False-belief understanding in infants. Trends in Cognitive Sciences, 14, 110–118. https://doi.org/10.1016/j.tics.2009.12.CrossRefPubMedPubMedCentral

Baron-Cohen, S., Jolliffe, T., Mortimore, C., & Robertson, M. (1997). Another advanced test of theory of mind: Evidence from very high functioning adults with autism or Asperger syndrome. Journal of Child Psychology and Psychiatry, 38, 813–822. https://doi.org/10.1111/j.1469-7610.1997.tb01599.x.CrossRefPubMed

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37–46. https://doi.org/10.1016/0010-0277(85)90022-8.CrossRefPubMed

Bauminger, N., & Kasari, C. (1999). Brief report: Theory of mind in high-functioning children with autism. Journal of Autism and Developmental Disorders, 29, 81–86. https://doi.org/10.1023/A:1025974701090.CrossRefPubMed

Begeer, S., Howlin, P., Hoddenbach, E., Clauser, C., Lindauer, R., Clifford, P., Gevers, C., Boer, F., & Koot, H. M. (2015). Effects and moderators of a short theory of mind intervention for children with autism spectrum disorder: A randomized controlled trial. Autism Research, 8, 738–748. https://doi.org/10.1002/aur.1489.CrossRefPubMed

Begeer, S., Malle, B. F., Nieuwland, M. S., & Keysar, B. (2010). Using theory of mind to represent and take part in social interactions: Comparing individuals with high-functioning autism and typically developing controls. European Journal of Developmental Psychology, 7, 104–122. https://doi.org/10.1080/17405620903024263.CrossRef

Begeer, S., Rieffe, C., Meerum-Terwogt, M., & Stockmann, L. (2003). Theory of mind-based action in children from the autism spectrum. Journal of Autism and Developmental Disorders, 33, 479–487. https://doi.org/10.1023/A:1025875311062.CrossRefPubMed

Berument, S. K., & Güven, A. G. (2013). Turkish Expressive and Receptive Language Test: I. standardization, reliability and validity study of the receptive vocabulary sub-scale. Turkish Journal of Psychiatry, 24, 192–201.

Białecka-Pikul, M., & Stępień-Nycz, M. (2019). Parent-report measure of theory of mind: Adaptation to Polish of the Children’s Social Understanding Scale. European Journal of Developmental Psychology, 16, 318–326. https://doi.org/10.1080/17405629.2017.1406850.CrossRef

Blijd-Hoogewys, E. M. A., van Geert, P. L. C., Serra, M., & Minderaa, R. B. (2008). Measuring theory of mind in children. Psychometric properties of the ToM storybooks. Journal of Autism and Developmental Disorders, 38, 1907–1930. https://doi.org/10.1007/s10803-008-0585-3.CrossRefPubMed

Boat, T., & Wu, J. (2015). Clinical characteristics of intellectual disabilities. In Mental disorders and disabilities among low-income children (pp. 169–178). The National Academy of Sciences.

Brent, E., Rios, P., Happé, F., & Charman, T. (2004). Performance of children with autism spectrum disorder on advanced theory of mind tasks. Autism, 8, 283–299. https://doi.org/10.1177/1362361304045217.CrossRefPubMed

Brosseau-Liard, P., & Poulin-Dubois, D. (2018). Fiabilité et validité de l’Échelle de compréhension sociale des enfants [Reliability and validity of the French adaptation of the Children’s Social Understanding Scale]. Psychologie Française. https://doi.org/10.1016/j.psfr.2018.01.003.

Christensen, D. L., Braun, K. V. N., Baio, J., Bilder, D., Charles, J., Constantino, J. N., Daniels, J., Durkin, M. S., Fitzgerald, R. T., Kurzius-Spencer, M., Lee, L., Pettygrove, S., Robinson, C., Schulz, E., Wells, C., Wingate, M. S., Zahorodny, W., & Yeargin-Allsopp, M. (2016). Prevalence and characteristics of Autism Spectrum Disorder among children aged 8 years-Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2012. Morbidity and Mortality Weekly Report (MMWR), 65, 1–23. https://doi.org/10.15585/mmwr.ss6503a1.CrossRef

Clemmensen, L., Jepsen, J. R. M., van Os, J., Blijd-Hoogewys, E. M. A., Rimvall, M. K., Olsen, E. M., Rask, C. U., Bartels-Velthuis, A. A., Skovgaard, A. M., & Jeppesen, P. (2018). Are theory of mind and bullying separately associated with later academic performance among preadolescents?. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12263.

Colle, L., Baron-Cohen, S., & Hill, J. (2007). Do children with autism have a theory of mind? A non-verbal test of autism vs. specific language impairment. Journal of Autism and Developmental Disorders, 37, 716–723. https://doi.org/10.1007/s10803-006-0198-7.CrossRefPubMed

de Villiers, J. G., & de Villiers, P. A. (2000). Linguistic determinism and the understanding of false beliefs. In P. Mitchell & K. J. Riggs (Eds.), Children’s reasoning and the mind (pp. 191–228). Psychology Press.

de Villiers, P., & de Villiers, J. G. (2012). Deception dissociates from false belief reasoning in deaf children: Implications for the implicit versus explicit theory of mind distinction. British Journal of Developmental Psychology, 30, 188–209. https://doi.org/10.1111/j.2044-835X.2011.02072.x.CrossRefPubMed

Ekerim-Akbulut, M., Etel, E., Tahiroğlu, D., & Selçuk, B. (2021). Children’s Social Understanding Scale Short-form: Adaptation to Turkish sample. Early Education and Development. https://doi.org/10.1080/10409289.2021.2013668.

Etel, E., & Yagmurlu, B. (2015). Social competence, theory of mind, and executive function in institution-reared Turkish children. International Journal of Behavioral Development, 39, 519–529. https://doi.org/10.1177/0165025414556095.CrossRef

Frick, P. J., Barry, C. T., & Kamphaus, R. W. (2010). Clinical assessment of child and adolescent personality and behavior. Springer.

Frith, U., Happé, F., & Siddons, F. (1994). Autism and theory of mind in everyday life. Social Development, 3, 108–123. https://doi.org/10.1111/j.1467-9507.1994.tb00031.x.CrossRef

Gioia, G., Isquith, P., Guy, S., & Kenworthy, L. (2000). BRIEF-Behavior Rating Inventory of Executive Function, Professional manual. Psychological Assessment Resources.

Happé, F., & Frith, U. (1996). The neuropsychology of autism. Brain, 119, 1377–1400. https://doi.org/10.1093/brain/119.4.1377.CrossRefPubMed

Happé, F. G. E. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843–855. https://doi.org/10.2307/1131954.CrossRefPubMed

Hoogenhout, M., & Malcolm-Smith, S. (2014). Theory of mind in autism spectrum disorder: Does DSM classification predict development? Research in Autism Spectrum Disorders, 8, 597–607. https://doi.org/10.1016/j.rasd.2014.02.005.CrossRef

Hutchins, T. L., Allen, L., & Schefer, M. (2017). Using the theory of mind inventory to detect a broad range of theory of mind challenges in children with hearing loss: A pilot study. Deafness & Education International, 19, 2–12. https://doi.org/10.1080/14643154.2016.1274089.CrossRef

Hutchins, T. L., Prelock, P. A., & Bonazinga, L. (2012). Psychometric evaluation of the Theory of Mind Inventory (ToMI): A study of typically developing children and children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 327–341. https://doi.org/10.1007/s10803-011-1244-7.CrossRefPubMed

Hutchins, T. L., Prelock, P. A., Morris, H., Benner, J., LaVigne, T., & Hoza, B. (2016). Explicit vs. applied theory of mind competence: A comparison of typically developing males, males with ASD, and males with ADHD. Research in Autism Spectrum Disorders, 21, 94–108. https://doi.org/10.1016/j.rasd.2015.10.004.CrossRef

Imuta, K., Henry, J. D., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behavior in childhood: A meta-analytic review. Developmental Psychology, 52, 1192–1205. https://doi.org/10.1037/dev0000140.CrossRefPubMed

Jang, M., & Shin, N. (2018). Effects of maternal parenting behavior and preschoolers’ executive function on preschoolers’ theory of mind. Korean Journal of Child Studies, 39, 103–117. https://doi.org/10.5723/kjcs.2018.39.1.103.CrossRef

Joseph, R. M., & Tager-Flusberg, H. (2004). The relationship of theory of mind and executive functions to symptom type and severity in children with autism. Development and Psychopathology, 16, 137–155. https://doi.org/10.1017/s095457940404444x.CrossRefPubMedPubMedCentral

Kaland, N., Callesen, K., Møller-Nielsen, A., Mortensen, E. L., & Smith, L. (2008). Performance of children and adolescents with Asperger syndrome or high-functioning autism on advanced theory of mind tasks. Journal of Autism and Developmental Disorders, 38, 1112–1123. https://doi.org/10.1007/s10803-007-0496-8.CrossRefPubMed

Kelley, E., Paul, J., Fein, D., & Naigles, L. (2006). Residual language deficits in children with a history of autism. Journal of Autism and Developmental Disorders, 36, 807–828. https://doi.org/10.1007/s10803-006-0111-4.CrossRefPubMed

Kerr, S., & Durkin, K. (2004). Understanding of thought bubbles as mental representations in children with autism: Implications for theory of mind. Journal of Autism and Developmental Disorders, 34, 637–648. https://doi.org/10.1007/s10803-004-5285-z.CrossRefPubMed

Kleinman, J., Marciano, P. L., & Ault, R. L. (2001). Advanced theory of mind in high-functioning adults with autism. Journal of Autism and Developmental Disorders, 31, 29–36. https://doi.org/10.1023/A:1005657512379.CrossRefPubMed

Korucu, I., Selcuk, B., & Harma, M. (2016). Self‐regulation: Relations with theory of mind and social behaviour. Infant and Child Development, 26, 1–23. https://doi.org/10.1002/icd.1988.CrossRef

Kovács, A. M., Téglás, E., & Endress, A. D. (2010). The social sense: Susceptibility to others’ beliefs in human infants and adults. Science, 330, 1830–1834. https://doi.org/10.1126/science.1190792.CrossRefPubMed

LaFreniere, P. J., & Dumas, J. E. (1996). Social competence and behavior evaluation in children ages 3 to 6 years: The short form (SCBE-30). Psychological Assessment, 8, 369–377. https://doi.org/10.1037/1040-3590.8.4.369.CrossRef

Leigh, J., Dettman, S., Dowell, R., & Briggs, R. (2013). Communication development in children who receive a cochlear implant by 12 months of age. Otology & Neurotology, 34, 443–450. https://doi.org/10.1097/MAO.0b013e3182814d2c.CrossRef

Lonigro, A., Laghi, F., Baiocco, R., & Baumgartner, E. (2013). Mind reading skills and empathy: Evidence for nice and nasty tom behaviours in school-aged children. Journal of Child and Family Studies, 23, 581–590. https://doi.org/10.1007/s10826-013-9722-5.CrossRef

Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78, 622–646. https://doi.org/10.1111/j.1467-8624.2007.01018.x.CrossRefPubMed

Muris, P., Steerneman, P., Meesters, C., Merckelbach, H., Horselenberg, R., van den Hogen, T., & van Dongen, L. (1999). The TOM Test: A new instrument for assessing theory of mind in normal children and children with Pervasive Developmental Disorders. Journal of Autism and Developmental Disorders, 29, 67–80. https://doi.org/10.1023/A:1025922717020.CrossRefPubMed

Nader-Grosbois, N., Houssa, M., & Mazzone, S. (2013). How could theory of mind contribute to the differentiation of social adjustment profiles of children with externalizing behavior disorders and children with intellectual disabilities? Research in Developmental Disabilities, 34, 2642–2660. https://doi.org/10.1016/j.ridd.2013.05.010.CrossRefPubMed

Pavarini, G., de Hollanda Souza, D., & Hawk, C. K. (2012). Parental practices and theory of mind development. Journal of Child and Family Studies, 22, 844–853. https://doi.org/10.1007/s10826-012-9643-8.CrossRef

Peskin, J., & Ardino, V. (2003). Representing the mental world in children’s social behavior: Playing hide-and-seek and keeping a secret. Social Development, 12, 496–512. https://doi.org/10.1111/1467-9507.00245.CrossRef

Peterson, C. C. (2003). The social face of theory of mind: The development of concepts of emotion, desire, visual perspective, and false belief in deaf and hearing children. In B. Repacholi & V. Slaughter (Eds.), Individual differences in theory of mind: Implications for typical and atypical development (pp. 172–196). Psychology Press.

Peterson, C. C., Garnett, M., Kelly, A., & Attwood, T. (2009). Everyday social and conversation applications of theory-of-mind understanding by children with autism-spectrum disorders or typical development. European Child & Adolescent Psychiatry, 18, 105–115. https://doi.org/10.1007/s00787-008-0711-y.CrossRef

Peterson, C. C., & Siegal, M. (2000). Insights into theory of mind from deafness and autism. Mind & Language, 15, 123–145. https://doi.org/10.1111/1468-0017.00126.CrossRef

Peterson, C. C., Slaughter, V. P., & Paynter, J. (2007). Social maturity and theory of mind in typically developing children and those on the autism spectrum. Journal of Child Psychology and Psychiatry, 48, 1243–1250. https://doi.org/10.1111/j.1469-7610.2007.01810.x.CrossRefPubMed

Peterson, C. C., & Wellman, H. M. (2009). From fancy to reason: Scaling deaf and hearing children’s understanding of theory of mind and pretence. British Journal of Developmental Psychology, 27, 297–310. https://doi.org/10.1348/026151008X299728.CrossRefPubMed

Peterson, C. C., Wellman, H. M., & Liu, D. (2005). Steps in theory of mind development among children with autism, deafness or typical development. Child Development, 76, 502–517. https://doi.org/10.1111/j.1467-8624.2005.00859.x.CrossRefPubMed

Peterson, C. C., Wellman, H. M., & Slaughter, V. (2012). The mind behind the message: Advancing theory of mind scales for typically developing children, and those with deafness, autism, or Asperger syndrome. Child Development, 83, 469–485. https://doi.org/10.1111/j.1467-8624.2011.01728.x.CrossRefPubMedPubMedCentral

Raven, J. C. (1938). Progressive Matrices: A perceptual test of intelligence, individual form. K.K. Lewis.

Raver, C. C., & Leadbeater, B. J. (1993). The problem of the other in research on theory of mind and social development. Human Development, 36, 350–362. https://doi.org/10.1159/000278223.CrossRef

Roth, D., & Leslie, A. M. (1998). Solving belief problems: Toward a task analysis. Cognition, 66, 1–31. https://doi.org/10.1016/S0010-0277(98)00005-5.CrossRefPubMed

San José Cáceres, A., Keren, N., Booth, R., & Happé, F. (2014). Assessing theory of mind nonverbally in those with intellectual disability and ASD: The penny hiding game. Autism Research, 7, 608–616. https://doi.org/10.1002/aur.1405.CrossRefPubMed

Senju, A., Southgate, V., Miura, Y., Matsui, T., Hasegawa, T., Tojo, Y., Osanai, H., & Csibra, G. (2010). Absence of spontaneous action anticipation by false belief attribution in children with autism spectrum disorder. Development and Psychopathology, 22, 353–360. https://doi.org/10.1017/S0954579410000106.CrossRefPubMed

Smogorzewska, J., Szumski, G., & Grygiel, P. (2019). The Children’s Social Understanding Scale: An advanced analysis of a parent-report measure for assessing theory of mind in Polish children with and without disabilities. Developmental Psychology, 55, 835–845. https://doi.org/10.1037/dev0000673.CrossRefPubMed

Spek, A. A., Scholte, E. M., & Van Berckelaer-Onnes, I. A. (2010). Theory of mind in adults with HFA and Asperger syndrome. Journal of Autism and Developmental Disorders, 40, 280–289. https://doi.org/10.1007/s10803-009-0860-y.CrossRefPubMed

Tager-Flusberg, H. (1996). Brief report: Current theory and research on language and communication in autism. Journal of Autism and Developmental Disorders, 26, 169–172. https://doi.org/10.1007/BF02172006.CrossRefPubMed

Tager-Flusberg, H. (2007). Evaluating the theory-of-mind hypothesis of autism. Current Directions in Psychological Science, 16, 311–315. https://doi.org/10.1111/j.1467-8721.2007.00527.x.CrossRef

Tahiroglu, D., Moses, L. J., Carlson, S. M., Mahy, C. E., Olofson, E. L., & Sabbagh, M. A. (2014). The Children’s Social Understanding Scale: Construction and validation of a parent-report measure for assessing individual differences in children’s theories of mind. Developmental Psychology, 50, 2485–2497. https://doi.org/10.1037/a0037914.CrossRefPubMed

Tahiroglu, D., & Yagmurlu, B. (2014). Turkish adaptation and psychometric properties of the first parent-report theory of mind scale. [Poster presentation]. 18^th National Congress of Psychology, Bursa, Turkey.

Van Herwegen, J., Dimitriou, D., & Rundblad, G. (2013). Performance on verbal and low-verbal false belief tasks: Evidence from children with Williams syndrome. Journal of Communication Disorders, 46, 440–448. https://doi.org/10.1016/j.jcomdis.2013.10.002.CrossRefPubMed

Wellman, H. M. (2012). Theory of mind: Better methods, clearer findings, more development. European Journal of Developmental Psychology, 9, 313–330. https://doi.org/10.1080/17405629.2012.680297.CrossRef

Wellman, H. M. (2014). Making minds: How theory of mind develops. Oxford University Press.

Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72, 655–684. https://doi.org/10.1111/1467-8624.00304.CrossRefPubMed

Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75, 523–541. https://doi.org/10.1111/j.1467-8624.2004.00691.x.CrossRefPubMed

Wellman, H. M., & Peterson, C. C. (2013). Theory of mind, development, and deafness. In S. Baron-Cohen, H. Tager-Flusberg, & M. V. Lombardo (Eds.), Understanding other minds. Perspectives from developmental social neuroscience (pp. 51–71). Oxford University Press.

Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103–128. https://doi.org/10.1016/0010-0277(83)90004-5.CrossRefPubMed

Woolfe, T., Want, S. C., & Siegal, M. (2002). Signposts to development: Theory of mind in deaf children. Child Development, 73, 768–778. https://doi.org/10.1111/1467-8624.00437.CrossRefPubMed

Yagmurlu, B., Berument, S. K., & Celimli, S. (2005). The role of institution and home contexts in theory of mind development. Journal of Applied Developmental Psychology, 26, 521–537. https://doi.org/10.1016/j.appdev.2005.06.00.CrossRef

Yirmiya, N., Erel, O., Shaked, M., & Solomonica-Levi, D. (1998). Meta-analyses comparing theory of mind abilities of individuals with autism, individuals with mental retardation, and normally developing individuals. Psychological Bulletin, 124, 283–307. https://doi.org/10.1037/0033-2909.124.3.283.CrossRefPubMed

Titel: The Psychometric Properties of the Children’s Social Understanding Scale among Atypically Developing Children and Adolescents
Auteurs: Burcu Besiroglu
Ayca Alayli
Deniz Tahiroglu
Bilge Selcuk
Publicatiedatum: 26-01-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 8/2022
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-022-02238-9

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 8/2022

Correction to: Multi-Informant Assessment of High-Achieving Students’ Behavioral and Emotional Strengths

A Pilot Study of a Co-parenting Intervention for Parents of Children with Autism Spectrum Disorder

Effects of Socioeconomic Status, Parental Stress, and Family Support on Children’s Physical and Emotional Health During the COVID-19 Pandemic

A Qualitative Examination of the Impact of the COVID-19 Pandemic on Individuals with Neuro-developmental Disabilities and their Families

Development and Validation of a Short-Form Parenting Self-Efficacy Scale: Me as a Parent Scale (MaaPs-SF)

Relationship-Based Home Visiting Services for Families Affected by Substance Use Disorders: A Qualitative Study