Theory of Mind and Executive Function: Children with Autism Spectrum Disorder and Typically Developing Children

Biological and environmental factors influencing autism spectrum disorder (ASD) symptoms are believed to be significantly shaped by cognitive processes. Executive functions (EF) encompass interactive cognitive processes supported by the frontal lobe, explicitly regulating complex, novel, and goal-directed behaviors. Individuals with ASD experience challenges across various executive functions (EF) aspects, including planning, inhibition, cognitive flexibility, productivity, and working memory (Hill, 2004). Studies indicate that challenges faced by individuals with ASD in understanding their own and others' mental states may be connected to executive function (EF) deficits (Pennington et al., 1997; Russell, 1997). Impairments in both theory of mind and EF are frequently linked to the autism spectrum phenotype and are thought to significantly contribute to the emergence of the disorder. This study investigated the relationship between theory of mind and executive function skills in children with autism and their peers with typical development. The study included 40 children with autism who were diagnosed with autism spectrum disorder as a result of medical evaluations and who were receiving education in special education and rehabilitation centers. 40 children with autism aged 4-6 years with non-verbal intelligence level and 40 children with typical development in the same age group were included in the study. This study was designed with a causal comparison model. The Raven Color Progressive Matrices test, a non-verbal intelligence test, was used in sample selection. The appearance-reality, displacement procedure, and unexpected content, which are false belief procedures, among the ToM assessment procedures, were used as a data collection tool. In addition, working memory, cognitive flexibility, and inhibition tasks were used in executive function assessments. Data were analyzed in the SPSS 23 program, and descriptive statistics and Pearson correlation analysis were used. The study's results showed that inhibition and cognitive flexibility components of executive function were associated with total ToM scores in children with autism. In contrast, all aspects of executive function were found to correlate with ToM scores in typically developing children. When age groups are analyzed, in the autistic 4-year-old group, the total ToM score was associated with the inhibition component, and in the 6-year-old group, ToM was associated with the working memory component. In typically developing children, the total ToM score was linked to inhibition at age 4, to both inhibition and working memory at age 5, and to cognitive flexibility and working memory at age 6. These findings indicate that executive function and Theory of Mind emerge in early childhood and remain interconnected as children grow older. Additionally, the study discussed the implications of the relationship between social-cognitive impairments and ASD.