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Using Virtual Environments for Teaching Social Understanding to 6 Adolescents with Autistic Spectrum Disorders / Peter MITCHELL in Journal of Autism and Developmental Disorders, 37-3 (March 2007)
[article]
Titre : Using Virtual Environments for Teaching Social Understanding to 6 Adolescents with Autistic Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Peter MITCHELL, Auteur ; Sarah PARSONS, Auteur ; Anne LEONARD, Auteur Année de publication : 2007 Article en page(s) : p.589-600 Langues : Anglais (eng) Mots-clés : Virtual reality Single user virtual environments Asperger’s syndrome Social understanding Index. décimale : PER Périodiques Résumé : Six teenagers with Autistic Spectrum Disorders (ASDs) experienced a Virtual Environment (VE) of a café. They also watched three sets of videos of real cafés and buses and judged where they would sit and explained why. Half of the participants received their VE experience between the first and second sets of videos, and half experienced it between the second and third. Ten naïve raters independently coded participants’ judgments and reasoning. In direct relation to the timing of VE use, there were several instances of significant improvement in judgments and explanations about where to sit, both in a video of a café and a bus. The results demonstrate the potential of Virtual Reality for teaching social skills. En ligne : http://dx.doi.org/10.1007/s10803-006-0189-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=662
in Journal of Autism and Developmental Disorders > 37-3 (March 2007) . - p.589-600[article] Using Virtual Environments for Teaching Social Understanding to 6 Adolescents with Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Peter MITCHELL, Auteur ; Sarah PARSONS, Auteur ; Anne LEONARD, Auteur . - 2007 . - p.589-600.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-3 (March 2007) . - p.589-600
Mots-clés : Virtual reality Single user virtual environments Asperger’s syndrome Social understanding Index. décimale : PER Périodiques Résumé : Six teenagers with Autistic Spectrum Disorders (ASDs) experienced a Virtual Environment (VE) of a café. They also watched three sets of videos of real cafés and buses and judged where they would sit and explained why. Half of the participants received their VE experience between the first and second sets of videos, and half experienced it between the second and third. Ten naïve raters independently coded participants’ judgments and reasoning. In direct relation to the timing of VE use, there were several instances of significant improvement in judgments and explanations about where to sit, both in a video of a café and a bus. The results demonstrate the potential of Virtual Reality for teaching social skills. En ligne : http://dx.doi.org/10.1007/s10803-006-0189-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=662 Autistic children who create imaginary companions: Evidence of social benefits / Paige E. DAVIS in Autism, 27-1 (January 2023)
[article]
Titre : Autistic children who create imaginary companions: Evidence of social benefits Type de document : Texte imprimé et/ou numérique Auteurs : Paige E. DAVIS, Auteur ; Jessica SLATER, Auteur ; David MARSHALL, Auteur ; Diana L. ROBINS, Auteur Article en page(s) : p.244-252 Langues : Anglais (eng) Mots-clés : autism spectrum disorders imaginary companions social understanding theory of mind Index. décimale : PER Périodiques Résumé : Past research shows that autistic children can and do create imaginary companions (ICs), and that these ICs resemble those that neurotypical children create. Neurotypical children creating ICs have been found to have significantly more developed theory of mind (ToM) and social understanding among other enhanced social cognitive skills. The study set out to determine if this finding applies to autistic children. Parents of 124 (38 female) autistic children, ages from 5 to -12 years old, completed questionnaires evaluating communication, social understanding, and social skills. Children with ICs had significantly higher ToM and social skills scores regardless of their communication abilities. Findings suggest that there is a variability in ToM and social skills in autistic children in reference to an IC play profile. Results are discussed in terms of direction of causality and lab-based investigations. Lay abstract Research on neurotypical children with imaginary friends has found that those with imaginary friends have better social skills and are more able to think about how other people’s minds work compared to children without imaginary friends. Research shows that some autistic children also create imaginary friends. This article is the first to look at whether or not autistic children with imaginary friends have stronger social skills and an improved ability to think about others’ minds than those without imaginary friends. We asked parents to report about their children aged 5 to 12. Finding almost half reported their child had an imaginary friend, a much larger number than previous research with younger children. Our findings also suggested that autistic children with imaginary friends were better able to understand others’ minds and had stronger social skills than their peers without imaginary friends. The children’s language ability did not influence this. The findings of this study add to the evidence that with respect to the creation imaginary friends and their potential benefits, the play profiles of autistic children are similar to the general population. It also provides more evidence that the understanding of others’ minds is not all or nothing in autism and gives reason for researchers to investigate whether the causes of these differences are the same or different for autistic children. En ligne : http://dx.doi.org/10.1177/13623613221092195 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism > 27-1 (January 2023) . - p.244-252[article] Autistic children who create imaginary companions: Evidence of social benefits [Texte imprimé et/ou numérique] / Paige E. DAVIS, Auteur ; Jessica SLATER, Auteur ; David MARSHALL, Auteur ; Diana L. ROBINS, Auteur . - p.244-252.
Langues : Anglais (eng)
in Autism > 27-1 (January 2023) . - p.244-252
Mots-clés : autism spectrum disorders imaginary companions social understanding theory of mind Index. décimale : PER Périodiques Résumé : Past research shows that autistic children can and do create imaginary companions (ICs), and that these ICs resemble those that neurotypical children create. Neurotypical children creating ICs have been found to have significantly more developed theory of mind (ToM) and social understanding among other enhanced social cognitive skills. The study set out to determine if this finding applies to autistic children. Parents of 124 (38 female) autistic children, ages from 5 to -12 years old, completed questionnaires evaluating communication, social understanding, and social skills. Children with ICs had significantly higher ToM and social skills scores regardless of their communication abilities. Findings suggest that there is a variability in ToM and social skills in autistic children in reference to an IC play profile. Results are discussed in terms of direction of causality and lab-based investigations. Lay abstract Research on neurotypical children with imaginary friends has found that those with imaginary friends have better social skills and are more able to think about how other people’s minds work compared to children without imaginary friends. Research shows that some autistic children also create imaginary friends. This article is the first to look at whether or not autistic children with imaginary friends have stronger social skills and an improved ability to think about others’ minds than those without imaginary friends. We asked parents to report about their children aged 5 to 12. Finding almost half reported their child had an imaginary friend, a much larger number than previous research with younger children. Our findings also suggested that autistic children with imaginary friends were better able to understand others’ minds and had stronger social skills than their peers without imaginary friends. The children’s language ability did not influence this. The findings of this study add to the evidence that with respect to the creation imaginary friends and their potential benefits, the play profiles of autistic children are similar to the general population. It also provides more evidence that the understanding of others’ minds is not all or nothing in autism and gives reason for researchers to investigate whether the causes of these differences are the same or different for autistic children. En ligne : http://dx.doi.org/10.1177/13623613221092195 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 Brief Report: Do You See What I See? The Perception of Bullying in Male Adolescents with Autism Spectrum Disorder / Zoe HODGINS in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
[article]
Titre : Brief Report: Do You See What I See? The Perception of Bullying in Male Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Zoe HODGINS, Auteur ; Elizabeth KELLEY, Auteur ; Patricia KLOOSTERMAN, Auteur ; Layla HALL, Auteur ; Chloe C HUDSON, Auteur ; Rosaria FURLANO, Auteur ; Wendy M. CRAIG, Auteur Article en page(s) : p.1822-1826 Langues : Anglais (eng) Mots-clés : Adolescents Autism Bullying Social cognition Social understanding Victimization Index. décimale : PER Périodiques Résumé : Although there is evidence to suggest that adolescents with autism spectrum disorder (ASD) have difficulty interpreting complex social situations, little is known about their understanding of bullying. Given the high rates of victimization in this population, it is important to investigate how adolescents with ASD comprehend bullying. Male adolescents with ASD and IQ-matched typically-developing (TD) controls (Mage = 14.62, SD = 1.91) watched six videos portraying bullying scenarios and were interviewed after each video. The interviews were coded for the participants' understanding of the bullying scenarios. Results indicated that adolescents with ASD had significantly lower bullying understanding scores than TD adolescents. These novel findings suggest that male adolescents with ASD understand bullying differently than their TD peers. Implications for experiences with victimization are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3739-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1822-1826[article] Brief Report: Do You See What I See? The Perception of Bullying in Male Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Zoe HODGINS, Auteur ; Elizabeth KELLEY, Auteur ; Patricia KLOOSTERMAN, Auteur ; Layla HALL, Auteur ; Chloe C HUDSON, Auteur ; Rosaria FURLANO, Auteur ; Wendy M. CRAIG, Auteur . - p.1822-1826.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1822-1826
Mots-clés : Adolescents Autism Bullying Social cognition Social understanding Victimization Index. décimale : PER Périodiques Résumé : Although there is evidence to suggest that adolescents with autism spectrum disorder (ASD) have difficulty interpreting complex social situations, little is known about their understanding of bullying. Given the high rates of victimization in this population, it is important to investigate how adolescents with ASD comprehend bullying. Male adolescents with ASD and IQ-matched typically-developing (TD) controls (Mage = 14.62, SD = 1.91) watched six videos portraying bullying scenarios and were interviewed after each video. The interviews were coded for the participants' understanding of the bullying scenarios. Results indicated that adolescents with ASD had significantly lower bullying understanding scores than TD adolescents. These novel findings suggest that male adolescents with ASD understand bullying differently than their TD peers. Implications for experiences with victimization are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3739-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 Rethinking theory of mind in high-functioning autism spectrum disorder / Anke M. SCHEEREN in Journal of Child Psychology and Psychiatry, 54-6 (June 2013)
[article]
Titre : Rethinking theory of mind in high-functioning autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Anke M. SCHEEREN, Auteur ; Marc DE ROSNAY, Auteur ; Hans M. KOOT, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.628-635 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder advanced theory of mind children and adolescents high-functioning social understanding Index. décimale : PER Périodiques Résumé : Background: The sociocommunicative problems in autism spectrum disorder (ASD) are traditionally linked to impairments in Theory of Mind (ToM), the ability to ascribe mental states to others. Although ToM impairments are consistently reported in young children with ASD, findings on more advanced ToM understanding in older individuals with high-functioning ASD (HFASD) are less straightforward. Therefore, we assessed the advanced ToM abilities of a large sample of school-aged children and adolescents with HFASD (n = 194; 6–20 years) and compared them to a typically developing (TD) comparison group (n = 60). Methods: Participants’ advanced ToM was assessed with five social stories containing second-order false beliefs, display rules, double bluff, faux pas, and sarcasm. Results: Participants with HFASD performed equally well on each of the ToM stories as their TD peers. Consistent age effects were noticed with adolescents outperforming the children. Furthermore, advanced ToM was positively associated with participants’ age, verbal abilities, and general reasoning abilities. Conclusions: Counter to what the ToM theory of ASD would predict, school-aged children and adolescents with HFASD seem to be able to master the theoretical principles of advanced mental state reasoning. However, they may still fail to apply these theoretical principles during everyday social interactions. En ligne : http://dx.doi.org/10.1111/jcpp.12007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Journal of Child Psychology and Psychiatry > 54-6 (June 2013) . - p.628-635[article] Rethinking theory of mind in high-functioning autism spectrum disorder [Texte imprimé et/ou numérique] / Anke M. SCHEEREN, Auteur ; Marc DE ROSNAY, Auteur ; Hans M. KOOT, Auteur ; Sander BEGEER, Auteur . - p.628-635.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-6 (June 2013) . - p.628-635
Mots-clés : Autism spectrum disorder advanced theory of mind children and adolescents high-functioning social understanding Index. décimale : PER Périodiques Résumé : Background: The sociocommunicative problems in autism spectrum disorder (ASD) are traditionally linked to impairments in Theory of Mind (ToM), the ability to ascribe mental states to others. Although ToM impairments are consistently reported in young children with ASD, findings on more advanced ToM understanding in older individuals with high-functioning ASD (HFASD) are less straightforward. Therefore, we assessed the advanced ToM abilities of a large sample of school-aged children and adolescents with HFASD (n = 194; 6–20 years) and compared them to a typically developing (TD) comparison group (n = 60). Methods: Participants’ advanced ToM was assessed with five social stories containing second-order false beliefs, display rules, double bluff, faux pas, and sarcasm. Results: Participants with HFASD performed equally well on each of the ToM stories as their TD peers. Consistent age effects were noticed with adolescents outperforming the children. Furthermore, advanced ToM was positively associated with participants’ age, verbal abilities, and general reasoning abilities. Conclusions: Counter to what the ToM theory of ASD would predict, school-aged children and adolescents with HFASD seem to be able to master the theoretical principles of advanced mental state reasoning. However, they may still fail to apply these theoretical principles during everyday social interactions. En ligne : http://dx.doi.org/10.1111/jcpp.12007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200