Resumen:
Introduction
The aim of this research is to analyze the clinical utility of the "Theory of Mind" (TM) subtest of NEPSY-II (Korkman et al., 2014).
Methodology
TM was applied to 244 school aged children with normal intelligence: a control group (n=194) and clinical groups (n=50): ASD-grade 1 (n= 10); procedural learning disorder ( PLD, n=24); and ADHD (n=16).
Results and Discussion
We do a examination of the factorial structure through a exploratory (KMO=0.62 and MSA=0,54-0,75) and confirmatory (chi =22,75 p=0,504; TLI=1,04; CFI=1; RMSEA=0) analyses. The 21 items of the TM. 3 factors are obtained that explain 62% of the total variance: Theory of mind (items 1/2/7); Social stories comprehension (items 5/8/10/14) and Contextual coherence (items 9/12 / 16-21). The descriptive statistics are provided from the calculation of validity and reliability. None of the groups differ in the first two factors (U-mann-Whitney). In Contextual coherence, the PLD group and the control groups (p=,001) differed significantly of the ASD group (p=,025).
The difficulties in understanding information in a quick and simultaneous way and integrating it coherently have been shown to be part of the neuropsychological profile of the PLD.
Conclusion
Our study provide a new correction an interpretation of the TM that evalautes Central coherence.
