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Cool Executive Function and Verbal Comprehension Mediate the Relation of Hot Executive Function and Theory of Mind in Children with Autism Spectrum Disorder / Yen-Ting YU in Autism Research, 14-5 (May 2021)
[article]
Titre : Cool Executive Function and Verbal Comprehension Mediate the Relation of Hot Executive Function and Theory of Mind in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Yen-Ting YU, Auteur ; Hsing-Jung LI, Auteur ; Ching-Hong TSAI, Auteur ; Chien-Ho LIN, Auteur ; Szu-Shen LAI, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.921-931 Langues : Anglais (eng) Mots-clés : autism spectrum disorder executive functions theory of mind verbal comprehension Index. décimale : PER Périodiques Résumé : Impaired executive function (EF), verbal comprehension, and theory of mind (ToM) may contribute to social difficulties in children with autism spectrum disorder (ASD). The linkage between cool (cognitive) EF and ToM has been widely investigated, but the relations between hot (affective) EF and ToM remain largely unknown. The roles of cool EF and verbal comprehension have not been previously explored together to address hot EF-ToM relations. This study applied mediation analysis to investigate the mediating effects of cool EF and verbal comprehension to further elaborate the link between hot EF and ToM in children with ASD and average intellectual abilities. A total of 97 children with ASD aged from 6 to 12?years participated in this study. Children's cool EF, hot EF, and verbal comprehension were, respectively, measured with the computerized Dimensional Change Card Sort task, Children's Gambling Task, and the verbal comprehension index of the Wechsler Intelligence Scale for Children-fourth edition. Children's ToM was assessed with the Theory of Mind Task Battery. Partial correlation coefficients indicated that hot EF was significantly related with ToM with age controlled for. The results of the mediation analysis showed that cool EF and verbal comprehension mediated the linkage between hot EF and ToM. These findings highlight not only the connections between hot EF and ToM but also the importance of cool EF and verbal comprehension on hot EF-ToM relations in clinical assessments and interventions for school-aged children with ASD and average intellectual abilities. LAY SUMMARY: Relatively few studies have investigated the hot (affective) executive function (EF)-theory of mind (ToM) relations in children with autism spectrum disorder (ASD). This study discovered that hot EF was significantly related to ToM, while cool (cognitive) EF and verbal comprehension mediated the relationship between hot EF and ToM. Therefore, the influence of cool EF and verbal comprehension on hot EF-ToM relations should be considered in studies involving children with ASD. Autism Res 2021, 14: 921-931. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-5 (May 2021) . - p.921-931[article] Cool Executive Function and Verbal Comprehension Mediate the Relation of Hot Executive Function and Theory of Mind in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Yen-Ting YU, Auteur ; Hsing-Jung LI, Auteur ; Ching-Hong TSAI, Auteur ; Chien-Ho LIN, Auteur ; Szu-Shen LAI, Auteur ; Kuan-Lin CHEN, Auteur . - p.921-931.
Langues : Anglais (eng)
in Autism Research > 14-5 (May 2021) . - p.921-931
Mots-clés : autism spectrum disorder executive functions theory of mind verbal comprehension Index. décimale : PER Périodiques Résumé : Impaired executive function (EF), verbal comprehension, and theory of mind (ToM) may contribute to social difficulties in children with autism spectrum disorder (ASD). The linkage between cool (cognitive) EF and ToM has been widely investigated, but the relations between hot (affective) EF and ToM remain largely unknown. The roles of cool EF and verbal comprehension have not been previously explored together to address hot EF-ToM relations. This study applied mediation analysis to investigate the mediating effects of cool EF and verbal comprehension to further elaborate the link between hot EF and ToM in children with ASD and average intellectual abilities. A total of 97 children with ASD aged from 6 to 12?years participated in this study. Children's cool EF, hot EF, and verbal comprehension were, respectively, measured with the computerized Dimensional Change Card Sort task, Children's Gambling Task, and the verbal comprehension index of the Wechsler Intelligence Scale for Children-fourth edition. Children's ToM was assessed with the Theory of Mind Task Battery. Partial correlation coefficients indicated that hot EF was significantly related with ToM with age controlled for. The results of the mediation analysis showed that cool EF and verbal comprehension mediated the linkage between hot EF and ToM. These findings highlight not only the connections between hot EF and ToM but also the importance of cool EF and verbal comprehension on hot EF-ToM relations in clinical assessments and interventions for school-aged children with ASD and average intellectual abilities. LAY SUMMARY: Relatively few studies have investigated the hot (affective) executive function (EF)-theory of mind (ToM) relations in children with autism spectrum disorder (ASD). This study discovered that hot EF was significantly related to ToM, while cool (cognitive) EF and verbal comprehension mediated the relationship between hot EF and ToM. Therefore, the influence of cool EF and verbal comprehension on hot EF-ToM relations should be considered in studies involving children with ASD. Autism Res 2021, 14: 921-931. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 The associations of theory of mind with both general and theory-of-mind-related social interaction in children with autism spectrum disorder / Shih-Yao MAO in Research in Autism Spectrum Disorders, 102 (April 2023)
[article]
Titre : The associations of theory of mind with both general and theory-of-mind-related social interaction in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Shih-Yao MAO, Auteur ; Hsiu Man CHIU, Auteur ; Yen-Ting YU, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.102107 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Social interaction Theory of mind Symptom severity Verbal comprehension Index. décimale : PER Périodiques Résumé : Background Theory of mind (ToM) appears to be associated with social interaction impairment in children with autism spectrum disorder (ASD). However, limited studies have examined the relationship between ToM and social interaction in children with ASD by separating social interaction into general and ToM-related categories. Therefore, this study examined whether ToM was a predictor of general and ToM-related social interaction in children with ASD, controlling for symptom severity and verbal comprehension. Method A total of 135 children with ASD (mean age: 8.41 + 1.73 years old) and their caregivers participated. Children were assessed with the Theory of Mind Task Battery, Vineland Adaptive Behavior Scales-Socialization domain, and Interactive Scale of Social Skills Questionnaire-Parent form. Results The correlational findings revealed moderate correlations of ToM with general and ToM-related social interaction (r = 0.557 and r = 0.464, p < .001). Symptom severity and verbal comprehension were also moderately correlated with general (r = ?0.584 and r = 0.497, all p < .001) and ToM-related (r = ?0.507 and r = 0.491, all p < .001) social interaction. The two hierarchical regression models further showed that ToM predicted both general (p = .002) and ToM-related social interaction (p = .038) when symptom severity and verbal comprehension were controlled for. Conclusions Conclusively, ToM was found to be a significant predictor of both general social interaction and ToM-related social interaction. The findings of this study highlight the importance of ToM in planning assessment and intervention for general and ToM-related social interaction in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501
in Research in Autism Spectrum Disorders > 102 (April 2023) . - p.102107[article] The associations of theory of mind with both general and theory-of-mind-related social interaction in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Shih-Yao MAO, Auteur ; Hsiu Man CHIU, Auteur ; Yen-Ting YU, Auteur ; Kuan-Lin CHEN, Auteur . - p.102107.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 102 (April 2023) . - p.102107
Mots-clés : Autism spectrum disorders Social interaction Theory of mind Symptom severity Verbal comprehension Index. décimale : PER Périodiques Résumé : Background Theory of mind (ToM) appears to be associated with social interaction impairment in children with autism spectrum disorder (ASD). However, limited studies have examined the relationship between ToM and social interaction in children with ASD by separating social interaction into general and ToM-related categories. Therefore, this study examined whether ToM was a predictor of general and ToM-related social interaction in children with ASD, controlling for symptom severity and verbal comprehension. Method A total of 135 children with ASD (mean age: 8.41 + 1.73 years old) and their caregivers participated. Children were assessed with the Theory of Mind Task Battery, Vineland Adaptive Behavior Scales-Socialization domain, and Interactive Scale of Social Skills Questionnaire-Parent form. Results The correlational findings revealed moderate correlations of ToM with general and ToM-related social interaction (r = 0.557 and r = 0.464, p < .001). Symptom severity and verbal comprehension were also moderately correlated with general (r = ?0.584 and r = 0.497, all p < .001) and ToM-related (r = ?0.507 and r = 0.491, all p < .001) social interaction. The two hierarchical regression models further showed that ToM predicted both general (p = .002) and ToM-related social interaction (p = .038) when symptom severity and verbal comprehension were controlled for. Conclusions Conclusively, ToM was found to be a significant predictor of both general social interaction and ToM-related social interaction. The findings of this study highlight the importance of ToM in planning assessment and intervention for general and ToM-related social interaction in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501