| Summary: | 碩士 === 輔仁大學 === 心理學系 === 95 === The Difference between Attention-Deficit/Hyperactivity Disorder and High-Functioning Autism in Theory of Mind Abilities
Chun-Line Hsu
Abstract
Introduction： To discriminate between attention deficit/hyperactivity disorder (ADHD) and high functioning autism (HFA) of school-age children in a clinical setting is quite difficult. In order to enhance an appropriate diagnosis, the fundamental differences in social cognitive abilities between ADHD and HFA should be investigated. It has been demonstrated that theory of mind can be an index of autistic children’s development in both social interaction and communication. In addition it has been found a valid index to discriminate autism from other psychiatric disorders. However, there has been relatively little research that has explicitly examined the difference between HFA and ADHD in theory of mind abilities. Hence, the purpose of this study was to examine the difference between each developmental stage of theory of mind in school-age children with ADHD and HFA in Taipei, as measured by Theory of Mind test which was adapted from local Theory of Mind test.
Methods：The subjects were recruited from communities, hospitals, and elementary schools in the great Taipei area. Fifteen HFA children (14 boys and one girl, mean age=7.89, mean grade=1.87), 15 ADHD children (14 boys and one girl, mean age=9.35, mean grade=3.27) and 15 normal school-age children (14 boys and one girl, mean age=8.03, mean grade=1.80) were involved in the study. Prior to the ToM test, parents of the subjects were invited to complete the Abnormal Behavioral Screening Questionnaire-School Children Edition (Parent Edition) and the Childhood Autism Screening Questionnaire. All the subjects were given the Chinese version of the Wechsler Intelligence Scale for Children Third Edition (WISC-III) and a Theory of Mind test.
Result：After controlling for IQ, age and sex, the results of the present study revealed that children with HFA had significant lower ToM scores (includes total score, seven subtest scores, comprehensive ability scores of level two and level three, justified ability scores of three levels) than children with ADHD and normal children, but there is no significant difference in comprehensive ability scores in level one among the groups. The result also showed that children with ADHD performed as well as normal children.
Conclusion：In contrast to ADHD and normal children, school-age children with HFA in Taipei showed a lower development in three stages of theory of mind, including precursors of theory of mind, first manifestations of a real theory of mind, and advanced theory of mind. However, children with ADHD did not differ significantly from normal children. The results indicated that HFA children had deficits in theory of mind abilities but children with ADHD can develop theory of mind abilities normally. The present findings imply that the ToM test has the potential to discriminate ADHD from HFA in school-age children, and thus proved an useful tool for assessing the patient’s ToM developmental level.
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