SOCIAL SKILLS IN CHILDREN WITH INTELLECTUAL DISABILITIES: A COMPARATIVE STUDY
The current study focuses on social cognition of children with intellectual disabilities (ID), examining their social skills through their performance on theory of mind (TOM) tasks and comparing them with typically developing (TD) children. The study applied to 80 children (40 DI, 40 DT), chronological ages 4-9 years. IQ: 55-70. Four (TOM) tasks applied recognition of facial expressions, false beliefs, recognition of others' intentions and recognition of others emotional states. Results: significant differences between task performance of (TOM) in favor (DT), difference between success/failure in children (DI) in each task, participants who succeed first task they passed also recognition of others' intentions and recognition of others' emotional states tasks of (TOM).
Keywords: Social Skills, Theory Of Mind, Theory Of Mind Tasks, Intellectual Disabilities (ID).