Theory of Mind and the Performance of Children With Intellectual Disability and Down Syndrome on Fantasy-Reality Distinction Tasks

Abstract

This chapter investigates theory of mind (ToM) development and performance on fantasy-reality distinction tasks in children with intellectual disabilities (ID) of different etiologies. ToM is crucial for understanding others' mental states, while the ability to distinguish between fantasy and reality is essential for cognitive flexibility. Children with ID often face challenges in these domains, impacting their social and adaptive functioning. In this study, 106 children were examined: forty-two children with typical development (TD), forty-one children with intellectual disability (ID) of unknown etiology, and twenty-three children with Down syndrome (DS). A set of fantasy-reality discrimination tasks was used. The findings contribute to advancing our understanding of ToM development and the fantasy-reality distinction in children with ID and DS, fostering inclusive education, and promoting social inclusion for these individuals.