* Should not occur: raw scores between 0-7 will not be 1 SD above the mean

Treatment is NOT recommended for these areas. Items in this category are of clinical interest in that they may represent an area of ToM strength.

Treatment is NOT recommended for these areas. Items in this category are of clinical interest in that they may represent an area of ToM strength.

Treatment is NOT recommended for these areas. The parent believes this aspect is not developed but the item score is in the normative range. Thus, this aspect of ToM is not yet expected given the child's age.

Treatment is NOT recommended for these areas. The parent is undecided as to whether this skill is developed but the item score is in the normative range. Thus, this aspect is not necessarily expected to be mastered given the child's age and it may even be emerging.

Treatment is NOT recommended for these areas. The parent believes this aspect is developed and the item score is in the normative range. Thus, this aspect is expected given the child's age.

• 2 - pragmatics: verbal irony
• 6 - discrimination of basic emotions
• 10 - mental state term comprehension: cognitive terms (know)
• 15 - certainty
• 17 - emotion recognition: display rules
• 20 - pragmatics: lies versus jokes
• 26 - pretense: engaging in pretense
• 30 - pretense: understanding pretense in others
• 33 - speech acts: performatives (promises)
• 37 - joint attention: initiating
• 38 - joint attention: responding
• 39 - mental state term comprehension: cognitive terms (belief)
• 46 - mixed emotions
• 48 - basic negative emotion recognition (sad)
• 49 - basic negative emotion recognition (mad)
• 53 - mental state term comprehension: desire (need)
• 54 - mental state term comprehension: early desire (want)
• 58 - situation-based disambiguation of emotion
• 59 - desire-based emotion

Treatment in these areas could be pursued, however, caregiver confidence in the presence of this ToM knowledge area is low or very low: competence is not readily apparent, is not actualized, or may exist primarily as a potential. As such, clinicians should consider whether these aspects of ToM are developmentally appropriate targets for intervention. Advanced skills may be unlikely to benefit from intervention directed at this competency at this time. When clinicians target these items, they are encouraged to focus on early and foundational ToM competencies. The clinician might also consider basic level skills as appropriate.

• 5 - second-order false desire attribution
• 18 - pragmatics: complex social judgment
• 21 - visual perspective-taking (level 2)
• 22 - second order understanding of belief
• 23 - second order understanding of emotion
• 27 - complex social judgment
• 34 - true empathy
• 36 - pragmatics: humor (play on words)
• 40 - interpretive theory of mind: biased cognition
• 41 - interpretive theory of mind: ambiguous figure perception
• 44 - social referencing: ambiguous situation
• 47 - common sense: social knowledge
• 52 - complex emotion recognition (embarrassed)
• 55 - complex emotion recognition (guilt)
• 56 - emotional introspection
• 57 - future thinking (self)

Treatment in these areas could be pursued. Especially good candidates may be those areas that are foundational to other, more advanced areas of ToM development. For these items, the caregiver is undecided about child competency which may reflect inconsistent child performance or partial acquisition of a ToM skill. This is generally considered a good starting point for intervention as it suggests some degree of understanding of this ToM aspect. There is potential that training in this area will provide opportunities for meaningful growth.

• 4 - emotion-based behavior
• 14 - pragmatics: lie-telling by others
• 16 - mental-physical distinction
• 24 - intentionality
• 29 - counterfactual reasoning
• 32 - cognitive emotion recognition (disgust)
• 35 - pragmatics: secrets
• 45 - pragmatics: audience adaptation
• 51 - cognitive emotion recognition (surprise)
• 60 - belief-based emotion

Treatment in these areas could be pursued. For these items, the caregiver is indicating that the competency is probably (but not definitely) present although this level of certainty is below that of the normative sample. In short, these areas can be viewed as relative deficits insofar at the normative score is low for the child's age but at the same time, these are also relative strength areas insofar as the raw score is relatively high. Thus, these areas could be a priority for intervention especially when the area is seen as foundational to current and later success or the goal of intervention is to establish competency in this area more consistently (across time, contexts).

• 1 - physiologically-based behavior
• 3 - early empathy
• 7 - mental state term comprehension: cognitive terms (think)
• 8 - false beliefs: unexpected location
• 9 - seeing leads to knowing
• 11 - appearance-reality distinction
• 12 - false beliefs: unexpected contents
• 13 - pragmatics: idiomatic language
• 19 - pragmatics: white lies
• 25 - basic positive emotion recognition (happy)
• 28 - social referencing: reading fear
• 31 - tactical deception
• 42 - attribute-based behavior
• 43 - gaze following
• 50 - basic negative emotion recognition (scared)