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The developmental sequence of social-communicative skills in young children with autism: A longitudinal study / Chin-Chin WU in Autism, 18-4 (May 2014)
[article]
Titre : The developmental sequence of social-communicative skills in young children with autism: A longitudinal study Type de document : Texte imprimé et/ou numérique Auteurs : Chin-Chin WU, Auteur ; Chung-Hsin CHIANG, Auteur Article en page(s) : p.385-392 Langues : Anglais (eng) Mots-clés : autism developmental sequence social-communicative skills Index. décimale : PER Périodiques Résumé : To explore the different developmental trajectories of social-communicative skills in children with autism and typically developing infants, two longitudinal studies were conducted. In Study 1, we examined the developmental sequence of social-communicative skills in 26 typically developing infants when they were 9 months old and reexamined them when they were 12 and 15 months old. The results indicated a reliable developmental sequence of social-communicative skills in infants with typical development. In Study 2, we explored the emergence sequence of social-communicative skills of 23 children with autism and 23 children with developmental delay between the ages of 2 and 4 years. The results demonstrated that the developmental sequence of social-communicative skills in young children with autism and children with developmental delays was different. En ligne : http://dx.doi.org/10.1177/1362361313479832 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Autism > 18-4 (May 2014) . - p.385-392[article] The developmental sequence of social-communicative skills in young children with autism: A longitudinal study [Texte imprimé et/ou numérique] / Chin-Chin WU, Auteur ; Chung-Hsin CHIANG, Auteur . - p.385-392.
Langues : Anglais (eng)
in Autism > 18-4 (May 2014) . - p.385-392
Mots-clés : autism developmental sequence social-communicative skills Index. décimale : PER Périodiques Résumé : To explore the different developmental trajectories of social-communicative skills in children with autism and typically developing infants, two longitudinal studies were conducted. In Study 1, we examined the developmental sequence of social-communicative skills in 26 typically developing infants when they were 9 months old and reexamined them when they were 12 and 15 months old. The results indicated a reliable developmental sequence of social-communicative skills in infants with typical development. In Study 2, we explored the emergence sequence of social-communicative skills of 23 children with autism and 23 children with developmental delay between the ages of 2 and 4 years. The results demonstrated that the developmental sequence of social-communicative skills in young children with autism and children with developmental delays was different. En ligne : http://dx.doi.org/10.1177/1362361313479832 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Developmental steps in theory of mind of typical Chinese children and Chinese children with autism spectrum disorder / Ting ZHANG in Research in Autism Spectrum Disorders, 23 (March 2016)
[article]
Titre : Developmental steps in theory of mind of typical Chinese children and Chinese children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ting ZHANG, Auteur ; Zhi SHAO, Auteur ; Yaru ZHANG, Auteur Article en page(s) : p.210-220 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder China Developmental sequence Scale of theory of mind Index. décimale : PER Périodiques Résumé : Abstract This study investigated the developmental sequence of theory of mind (ToM) of 76 typical preschool children and 34 children with autism spectrum disorder (ASD) using the five-task scale of ToM. Results showed that the developmental sequence of typical children in the five ToM tasks differed from that of children with ASD. Specifically, typical children had the following sequence for the five tasks from the easiest to the hardest: diverse desire, knowledge access, diverse belief, content false belief, and hidden emotion tasks. Children with ASD had a significantly poorer performance on ToM tasks than typical children and had a varied sequence for diverse belief and knowledge. The developmental sequence of ToM of both Chinese typical children and children with ASD is different from those of children from other countries as presented by previous studies. The present study provides substantial evidence supporting the cultural and atypical developmental influence on ToM development. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.10.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283
in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.210-220[article] Developmental steps in theory of mind of typical Chinese children and Chinese children with autism spectrum disorder [Texte imprimé et/ou numérique] / Ting ZHANG, Auteur ; Zhi SHAO, Auteur ; Yaru ZHANG, Auteur . - p.210-220.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.210-220
Mots-clés : Autism spectrum disorder China Developmental sequence Scale of theory of mind Index. décimale : PER Périodiques Résumé : Abstract This study investigated the developmental sequence of theory of mind (ToM) of 76 typical preschool children and 34 children with autism spectrum disorder (ASD) using the five-task scale of ToM. Results showed that the developmental sequence of typical children in the five ToM tasks differed from that of children with ASD. Specifically, typical children had the following sequence for the five tasks from the easiest to the hardest: diverse desire, knowledge access, diverse belief, content false belief, and hidden emotion tasks. Children with ASD had a significantly poorer performance on ToM tasks than typical children and had a varied sequence for diverse belief and knowledge. The developmental sequence of ToM of both Chinese typical children and children with ASD is different from those of children from other countries as presented by previous studies. The present study provides substantial evidence supporting the cultural and atypical developmental influence on ToM development. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.10.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283