. 2018 Oct 1;13(10):e0202553. doi: 10.1371/journal.pone.0202553

Table 1. A percentage of children passing theory of mind tasks.

Task	All children	Children without disabilities	Children with MID	Children with HI
Diverse Desires Diverse Beliefs Knowledge Access False Belief Hidden Emotions Faux Pas 1* Faux Pas 2 Faux Pas 3* Faux Pas 4 Faux Pas 5* Faux Pas 6 Faux Pas 7* Faux Pas 8 Faux Pas 9* Faux Pas 10	76.3 72.3 63.2 44.4 31.8 35 38.8 24 39.7 48.6 29 18.3 25.9 41.5 53.6	83.6^a 82.8^a ^b 80.8^a ^b 64.4^a ^b 52^a ^b 56.4^a ^b 38.8 34.4^a ^b 51.6^a ^b 72^a ^b 34^a 25.6^a ^b 25.6 66^a ^b 58^a	69^a 65.5^a 53.1^a 26^a ^c 15.1^a ^c 13.6^a ^c 36.4 15.1^a 29.8^a 27.9^a ^c 22.1^a 12.8^a 26.7 19.4^a ^c 43^a ^c	76.5 69.1^b 56.6^b 43.4^b ^c 29^b ^c 35.7^b ^c 41.2 22.8^b 38.2^b 46.7^b ^c 30.9 16.9^b 25.4 40.1^b ^c 59.6^c

Note: Tasks with asterix (*) indicate stories with faux pas. MID–mild intellectual disability, HI–hearing impairment

^a significant differences between children without disabilities and children with MID, p < 0.05

^b significant differences between children without disabilities and children with HI, p < 0.05

^c significant differences between children with MID and with HI, p < 0.05.