A mixed methods study investigation on theory of mind and social skill training on autistic teenagers in Otuocha education zone

Abstract

This paper presents a mixed-methods investigation into the relationship between Theory of Mind (ToM) and social skills among autistic teenagers in the Otuocha Education Zone of Anambra State, Nigeria. Theory of Mind, defined as the cognitive ability to understand and interpret one’s own mental states as well as those of others, plays a critical role in effective social interaction. This capacity is often impaired in individuals with Autism Spectrum Disorder (ASD), resulting in significant challenges in communication and social engagement. The study was motivated by the need to understand how autistic teenagers socialize and communicate within the sociocultural context of the Otuocha Education Zone. Many autistic children experience difficulties in language acquisition, which limits their ability to meet the communicative, educational, and social expectations of their communities. Although extensive research has examined these challenges in Western contexts, there remains a significant gap in culturally grounded studies within African settings, particularly those involving the Igbo language and sociocultural environment. A mixed-methods research design was employed to provide both breadth and depth of understanding. Quantitative data were collected using adapted Theory of Mind assessment tasks alongside standardized social communication rating scales administered to a purposive sample of autistic teenagers. Qualitative data were obtained through semi-structured interviews conducted with parents, teachers, and caregivers. The integration of quantitative and qualitative approaches enabled a comprehensive exploration of how Theory of Mind abilities influence real-life communication and how cultural and linguistic factors shape social experiences among autistic adolescents. The findings revealed varying levels of Theory of Mind development and notable challenges in social skills, underscoring the influence of cultural norms, language practices, and educational environments. The study contributes to the growing body of knowledge on autism, pragmatics, and social communication within African contexts. It recommends that educators, clinicians, and policymakers incorporate socio-cultural perspectives when designing interventions and support systems for autistic individuals in Nigerian educational settings.