Conceptualizing Functioning Levels of Theory of Mind Ability and Performance in Preschool to School-Aged Autistic and Neurotypical Children / Shih-Chieh LEE in Autism Research, 19-7 (July 2026)  

Public ISBD [article]  inAutism Research > 19-7 (July 2026) . - p.e70264 Titre : Conceptualizing Functioning Levels of Theory of Mind Ability and Performance in Preschool to School-Aged Autistic and Neurotypical Children Type de document : texte imprimé Auteurs : Shih-Chieh LEE, Auteur ; Chien-Yu HUANG, Auteur ; Tzu-Yun HUANG, Auteur ; Wei-Chun HSU, Auteur ; Cian-Ya LAN, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.e70264 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  psychometrics  Rasch analysis  theory of mind Index. décimale : PER Périodiques Résumé : ABSTRACT Autistic children often show reduced theory of mind (ToM). However, existing ToM measures neither sufficiently distinguish ToM ability from performance nor interpret both scores effectively, limiting their interpretability and clinical utility. To resolve these limitations, we characterized the measurement-based functioning levels and correspondence between ToM ability and performance among preschool to school-aged children. Data from 288 autistic and 168 neurotypical children were analyzed using a multidimensional Rasch model. The functioning levels and correspondence were established using expected responses across statistically distinguishable ToM levels. The results revealed three levels of ToM ability?Early (failure on all items), Basic (success on desire-based emotion), and Advanced (success on all items)?and five levels of ToM performance: Pre-ToM (understanding needs and wants), Emerging (simple emotion recognition), Transition (first-order false belief), Premature (contextual understanding), and Mature (pragmatic understanding). Importantly, while ToM performance tended to improve with ToM ability, only 20% of the items were comparable with neurotypical children. In conclusion, our findings highlight a critical gap in autistic children and provide the first empirically derived functioning framework linking ToM ability and performance. Beyond theoretical contribution, this study offers a practical pathway toward valid assessments and tailored interventions that target children's specific social-cognitive needs. En ligne : https://doi.org/10.1002/aur.70264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589 [article] Conceptualizing Functioning Levels of Theory of Mind Ability and Performance in Preschool to School-Aged Autistic and Neurotypical Children [texte imprimé] / Shih-Chieh LEE, Auteur ; Chien-Yu HUANG, Auteur ; Tzu-Yun HUANG, Auteur ; Wei-Chun HSU, Auteur ; Cian-Ya LAN, Auteur ; Kuan-Lin CHEN, Auteur . - p.e70264. Langues : Anglais (eng) in Autism Research > 19-7 (July 2026) . - p.e70264 Mots-clés : autism spectrum disorder  psychometrics  Rasch analysis  theory of mind Index. décimale : PER Périodiques Résumé : ABSTRACT Autistic children often show reduced theory of mind (ToM). However, existing ToM measures neither sufficiently distinguish ToM ability from performance nor interpret both scores effectively, limiting their interpretability and clinical utility. To resolve these limitations, we characterized the measurement-based functioning levels and correspondence between ToM ability and performance among preschool to school-aged children. Data from 288 autistic and 168 neurotypical children were analyzed using a multidimensional Rasch model. The functioning levels and correspondence were established using expected responses across statistically distinguishable ToM levels. The results revealed three levels of ToM ability?Early (failure on all items), Basic (success on desire-based emotion), and Advanced (success on all items)?and five levels of ToM performance: Pre-ToM (understanding needs and wants), Emerging (simple emotion recognition), Transition (first-order false belief), Premature (contextual understanding), and Mature (pragmatic understanding). Importantly, while ToM performance tended to improve with ToM ability, only 20% of the items were comparable with neurotypical children. In conclusion, our findings highlight a critical gap in autistic children and provide the first empirically derived functioning framework linking ToM ability and performance. Beyond theoretical contribution, this study offers a practical pathway toward valid assessments and tailored interventions that target children's specific social-cognitive needs. En ligne : https://doi.org/10.1002/aur.70264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589

Factorial validity of the Theory of Mind Inventory-2 in children with autism spectrum disorder / Shih-Chieh LEE in Autism Research, 14-11 (November 2021)  

Public ISBD [article]  inAutism Research > 14-11 (November 2021) . - p.2424-2431 Titre : Factorial validity of the Theory of Mind Inventory-2 in children with autism spectrum disorder Type de document : texte imprimé Auteurs : Shih-Chieh LEE, Auteur ; Ching-Hong TSAI, Auteur ; Yu-Ching LIN, Auteur ; Hsing-Jung LI, Auteur ; Dai-Rong JIANG, Auteur ; I. Ning FU, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.2424-2431 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Factor Analysis, Statistical  Humans  Theory of Mind  factor analysis  psychometrics  statistical  surveys and questionnaires Index. décimale : PER Périodiques Résumé : The Theory of Mind Inventory-2 appears to be a promising measure assessing children's theory of mind. However, a lack of evidence on its factorial structure interferes with score interpretation. To examine whether the currently-available structures of the Theory of Mind Inventory-2 are robust and replicable, confirmatory factor analysis was conducted in 242 children with autism spectrum disorder aged 3-12 years. Two possible structures were examined: the development-based structure, which reflects children's developmental stages of theory of mind (early, basic, and advanced), and the content-based structure, which represents children's social-related functions (emotion recognition, mental state term comprehension, and pragmatics). Four fit indices were adopted simultaneously to examine the model fit of both structures. We found that the development-based structure had a better model fit and was further modified. After modification, the development-based structure showed an improved model fit, but it was not completely acceptable in all fit indices. These findings suggest that the scores of the Theory of Mind Inventory-2 are more appropriate for reflecting children's developmental stages of theory of mind than the social-related functions in children with autism spectrum disorder. However, the domain scores should be cautiously interpreted because the model fits were not completely acceptable. For further revisions, ambiguous terms (e.g., "want" and "need") and confusing concepts assessed by the items (e.g., "recognize" and "understand") could be specified for a better representation of children's developmental stages of theory of mind. Moreover, further validations are needed. LAY SUMMARY: In children with autism spectrum disorder, the scores of the Theory of Mind Inventory-2 are more appropriate for indicating the developmental stages of theory of mind (early, basic, and advanced) than for indicating the social-related functions (emotion recognition, mental state term comprehension, and pragmatics). However, since the factorial validity was not completely acceptable, the domain scores should be interpreted cautiously. Moreover, further revisions and validations are warranted. En ligne : http://dx.doi.org/10.1002/aur.2581 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Factorial validity of the Theory of Mind Inventory-2 in children with autism spectrum disorder [texte imprimé] / Shih-Chieh LEE, Auteur ; Ching-Hong TSAI, Auteur ; Yu-Ching LIN, Auteur ; Hsing-Jung LI, Auteur ; Dai-Rong JIANG, Auteur ; I. Ning FU, Auteur ; Kuan-Lin CHEN, Auteur . - p.2424-2431. Langues : Anglais (eng) in Autism Research > 14-11 (November 2021) . - p.2424-2431 Mots-clés : Autism Spectrum Disorder  Child  Factor Analysis, Statistical  Humans  Theory of Mind  factor analysis  psychometrics  statistical  surveys and questionnaires Index. décimale : PER Périodiques Résumé : The Theory of Mind Inventory-2 appears to be a promising measure assessing children's theory of mind. However, a lack of evidence on its factorial structure interferes with score interpretation. To examine whether the currently-available structures of the Theory of Mind Inventory-2 are robust and replicable, confirmatory factor analysis was conducted in 242 children with autism spectrum disorder aged 3-12 years. Two possible structures were examined: the development-based structure, which reflects children's developmental stages of theory of mind (early, basic, and advanced), and the content-based structure, which represents children's social-related functions (emotion recognition, mental state term comprehension, and pragmatics). Four fit indices were adopted simultaneously to examine the model fit of both structures. We found that the development-based structure had a better model fit and was further modified. After modification, the development-based structure showed an improved model fit, but it was not completely acceptable in all fit indices. These findings suggest that the scores of the Theory of Mind Inventory-2 are more appropriate for reflecting children's developmental stages of theory of mind than the social-related functions in children with autism spectrum disorder. However, the domain scores should be cautiously interpreted because the model fits were not completely acceptable. For further revisions, ambiguous terms (e.g., "want" and "need") and confusing concepts assessed by the items (e.g., "recognize" and "understand") could be specified for a better representation of children's developmental stages of theory of mind. Moreover, further validations are needed. LAY SUMMARY: In children with autism spectrum disorder, the scores of the Theory of Mind Inventory-2 are more appropriate for indicating the developmental stages of theory of mind (early, basic, and advanced) than for indicating the social-related functions (emotion recognition, mental state term comprehension, and pragmatics). However, since the factorial validity was not completely acceptable, the domain scores should be interpreted cautiously. Moreover, further revisions and validations are warranted. En ligne : http://dx.doi.org/10.1002/aur.2581 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Factorial Validity of the Theory of Mind Inventory-2 in Typically Developing Children / Shih-Chieh LEE in Journal of Autism and Developmental Disorders, 53-1 (January 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.310-318 Titre : Factorial Validity of the Theory of Mind Inventory-2 in Typically Developing Children Type de document : texte imprimé Auteurs : Shih-Chieh LEE, Auteur ; I. Ning FU, Auteur ; Meng-Ru LIU, Auteur ; Tzu-Ying YU, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.310-318 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Theory of Mind Inventory-2 (ToMI-2) is a promising measure for assessing theory of mind (ToM) and social-related functions. However, limited evidence on its factorial validity hampers score interpretation. To examine the factorial validity, confirmatory factor analysis for two currently-available structures was performed in 420 typically developing children aged three to seven years. One, the development-based structure, contains three stages of ToM development: the early, basic, and advanced ToM stages. The other, the social-related structure, comprises three social-related ToM functions: emotion recognition, mental state term comprehension, and pragmatics. The results showed that these structures and the unidimensionality of each domain were not supported even after modifications. Thus, further revisions and examinations of the underlying structures of the ToMI-2 are needed. En ligne : https://doi.org/10.1007/s10803-022-05426-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Factorial Validity of the Theory of Mind Inventory-2 in Typically Developing Children [texte imprimé] / Shih-Chieh LEE, Auteur ; I. Ning FU, Auteur ; Meng-Ru LIU, Auteur ; Tzu-Ying YU, Auteur ; Kuan-Lin CHEN, Auteur . - p.310-318. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.310-318 Index. décimale : PER Périodiques Résumé : The Theory of Mind Inventory-2 (ToMI-2) is a promising measure for assessing theory of mind (ToM) and social-related functions. However, limited evidence on its factorial validity hampers score interpretation. To examine the factorial validity, confirmatory factor analysis for two currently-available structures was performed in 420 typically developing children aged three to seven years. One, the development-based structure, contains three stages of ToM development: the early, basic, and advanced ToM stages. The other, the social-related structure, comprises three social-related ToM functions: emotion recognition, mental state term comprehension, and pragmatics. The results showed that these structures and the unidimensionality of each domain were not supported even after modifications. Thus, further revisions and examinations of the underlying structures of the ToMI-2 are needed. En ligne : https://doi.org/10.1007/s10803-022-05426-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

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