Decreased Theory of Mind Abilities and Increased Emotional Dysregulation in Adolescents With ASD and ADHD

Abstract

Objective: The aim of this study is to evaluate the possible relationship theory of mind(ToM) and emotion regulation (ER) skills in adolescents diagnosed with autism spectrumdisorder (ASD) and attention deficit hyperactivity disorder (ADHD).Methods: This study comprised 60 individuals with ADHD and 60 individuals with ASDaccording to DSM-5 and between the ages of 12-16, and 60 adolescents without any psychiatricdiagnosis. The Turkish version of the schedule for affective disorders and schizophreniafor school-age children, both present and lifetime versions, was applied to assesspsychopathology and comorbidity. The intelligence level of the patients was assessedwith the Wechsler Intelligence Scale for Children-Revised. Reading the mind in the eyestest, the Faux Pas Test, and the hinting task were given to patients to evaluate the ToMskills. The difficulties in ER Scale were also used to evaluate the skills of regulating emotions.Results: Adolescent patients with ADHD and ASD have difficulties in ToM and ER skills.Adolescents diagnosed with ASD had more difficulty in ToM and ER than adolescents withADHD.Discussion: This study supports the idea that ADHD and ASD are related to deficits in ToMand ER skills. Therefore, further studies are required to confirm the findings of this study.