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Brief Report: Impression Formation in High-Functioning Autism: Role of Nonverbal Behavior and Stereotype Activating Information / Caroline SCHWARTZ in Journal of Autism and Developmental Disorders, 44-7 (July 2014)
[article]
Titre : Brief Report: Impression Formation in High-Functioning Autism: Role of Nonverbal Behavior and Stereotype Activating Information Type de document : Texte imprimé et/ou numérique Auteurs : Caroline SCHWARTZ, Auteur ; Thomas DRATSCH, Auteur ; Kai VOGELEY, Auteur ; Gary BENTE, Auteur Article en page(s) : p.1759-1765 Langues : Anglais (eng) Mots-clés : High-functioning autism (HFA) Impression formation Nonverbal behavior Stereotype Virtual characters Index. décimale : PER Périodiques Résumé : Little is known about whether stereotypes influence social judgments of autistic individuals, in particular when they compete with tacit face-to-face cues. We compared impression formation of 17 subjects with high-functioning autism (HFA) and 17 age-, gender- and IQ-matched controls. Information about the profession of a job applicant served as stereotype activating information. The target person’s nonverbal behavior was presented as a computer animation showing two virtual characters in interaction. Contrary to our hypothesis, HFA participants were as sensitive to nonverbal cues as controls. Moreover, HFA showed a tendency to evaluate persons more positively. This might indicate a routine HFA apply in impression formation in order to compensate for their deficit in intuitive understanding of nonverbal communication cues. En ligne : http://dx.doi.org/10.1007/s10803-013-2021-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236
in Journal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1759-1765[article] Brief Report: Impression Formation in High-Functioning Autism: Role of Nonverbal Behavior and Stereotype Activating Information [Texte imprimé et/ou numérique] / Caroline SCHWARTZ, Auteur ; Thomas DRATSCH, Auteur ; Kai VOGELEY, Auteur ; Gary BENTE, Auteur . - p.1759-1765.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1759-1765
Mots-clés : High-functioning autism (HFA) Impression formation Nonverbal behavior Stereotype Virtual characters Index. décimale : PER Périodiques Résumé : Little is known about whether stereotypes influence social judgments of autistic individuals, in particular when they compete with tacit face-to-face cues. We compared impression formation of 17 subjects with high-functioning autism (HFA) and 17 age-, gender- and IQ-matched controls. Information about the profession of a job applicant served as stereotype activating information. The target person’s nonverbal behavior was presented as a computer animation showing two virtual characters in interaction. Contrary to our hypothesis, HFA participants were as sensitive to nonverbal cues as controls. Moreover, HFA showed a tendency to evaluate persons more positively. This might indicate a routine HFA apply in impression formation in order to compensate for their deficit in intuitive understanding of nonverbal communication cues. En ligne : http://dx.doi.org/10.1007/s10803-013-2021-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 Recognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study / Alana WHITLOCK in Autism Research, 13-8 (August 2020)
[article]
Titre : Recognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study Type de document : Texte imprimé et/ou numérique Auteurs : Alana WHITLOCK, Auteur ; Kate FULTON, Auteur ; Meng-Chuan LAI, Auteur ; Elizabeth PELLICANO, Auteur ; William MANDY, Auteur Article en page(s) : p.1358-1372 Langues : Anglais (eng) Mots-clés : autism educator female gender recognition sex stereotype teacher Index. décimale : PER Périodiques Résumé : Autism has long been considered a predominantly male condition. It is increasingly understood, however, that autistic females are under-recognized. This may reflect gender stereotyping, whereby symptoms are missed in females, because it is assumed that autism is mainly a male condition. Also, some autistic girls and women may go unrecognized because there is a "female autism phenotype" (i.e., a female-typical autism presentation), which does not fit current, male-centric views of autism. Potential biases shown by educators, in their role as gatekeepers for an autism assessment, may represent a barrier to the recognition of autism in females. We used vignettes describing autistic children to test: (a) whether gender stereotyping occurs, whereby educators rate males as more likely to be autistic, compared to females with identical symptoms; (b) whether recognition is affected by sex/gender influences on autistic presentation, whereby children showing the male autism phenotype are rated as more likely to be autistic than those with the female phenotype. Ratings by primary school educators showed a significant main effect of both gender and presentation (male phenotype vs. female phenotype) on estimations of the child in the vignette being autistic: respondents showed a bias against girls and the female autism phenotype. There was also an interaction: female gender had an effect on ratings of the female phenotype, but not on the male phenotype vignette. These findings suggest that primary school educators are less sensitive to autism in girls, through under-recognition of the female autism phenotype and a higher sensitivity to autism in males. LAY SUMMARY: Educators have an important role in identifying children who need an autism assessment, so gaps in their knowledge about how autism presents in girls could contribute to the under-diagnosis of autistic girls. By asking educators to identify autism when presented with fictional descriptions of children, this study found that educators were less able to recognize what autism "looks like" in girls. Also, when given identical descriptions of autistic boys and girls, educators were more likely to identify autism in boys. These results suggest that primary school educators might need extra help to improve the recognition of girls on the autism spectrum. Autism Res 2020, 13: 1358-1372. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Autism Research > 13-8 (August 2020) . - p.1358-1372[article] Recognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study [Texte imprimé et/ou numérique] / Alana WHITLOCK, Auteur ; Kate FULTON, Auteur ; Meng-Chuan LAI, Auteur ; Elizabeth PELLICANO, Auteur ; William MANDY, Auteur . - p.1358-1372.
Langues : Anglais (eng)
in Autism Research > 13-8 (August 2020) . - p.1358-1372
Mots-clés : autism educator female gender recognition sex stereotype teacher Index. décimale : PER Périodiques Résumé : Autism has long been considered a predominantly male condition. It is increasingly understood, however, that autistic females are under-recognized. This may reflect gender stereotyping, whereby symptoms are missed in females, because it is assumed that autism is mainly a male condition. Also, some autistic girls and women may go unrecognized because there is a "female autism phenotype" (i.e., a female-typical autism presentation), which does not fit current, male-centric views of autism. Potential biases shown by educators, in their role as gatekeepers for an autism assessment, may represent a barrier to the recognition of autism in females. We used vignettes describing autistic children to test: (a) whether gender stereotyping occurs, whereby educators rate males as more likely to be autistic, compared to females with identical symptoms; (b) whether recognition is affected by sex/gender influences on autistic presentation, whereby children showing the male autism phenotype are rated as more likely to be autistic than those with the female phenotype. Ratings by primary school educators showed a significant main effect of both gender and presentation (male phenotype vs. female phenotype) on estimations of the child in the vignette being autistic: respondents showed a bias against girls and the female autism phenotype. There was also an interaction: female gender had an effect on ratings of the female phenotype, but not on the male phenotype vignette. These findings suggest that primary school educators are less sensitive to autism in girls, through under-recognition of the female autism phenotype and a higher sensitivity to autism in males. LAY SUMMARY: Educators have an important role in identifying children who need an autism assessment, so gaps in their knowledge about how autism presents in girls could contribute to the under-diagnosis of autistic girls. By asking educators to identify autism when presented with fictional descriptions of children, this study found that educators were less able to recognize what autism "looks like" in girls. Also, when given identical descriptions of autistic boys and girls, educators were more likely to identify autism in boys. These results suggest that primary school educators might need extra help to improve the recognition of girls on the autism spectrum. Autism Res 2020, 13: 1358-1372. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Teachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties / Mickaël JURY in Research in Autism Spectrum Disorders, 83 (May 2021)
[article]
Titre : Teachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Mickaël JURY, Auteur ; Anne-Laure PERRIN, Auteur ; Caroline DESOMBRE, Auteur ; Odile ROHMER, Auteur Article en page(s) : 101746 Langues : Anglais (eng) Mots-clés : Inclusive education Attitudes Autism spectrum disorder Stereotype Index. décimale : PER Périodiques Résumé : Background Students with autism spectrum disorder (ASD) are less included within mainstream educational systems. We argued that teachers’ attitudes toward their inclusion represent a key factor to understand this issue. Based on previous research showing that teachers are frequently reluctant to include them in mainstream education, we hypothesized that teachers’ attitudes could be predicted by the specific difficulties faced by these students. Method One thousand and sixty-four teachers were asked to express their attitudes toward the inclusion of students with ASD in an online questionnaire. The co-occurring difficulties that students with ASD could face were experimentally manipulated through brief information depicting specific set of difficulties. Results Teachers expressed more positive attitudes toward the inclusion of students with ASD with no difficulties, in comparison with those with behavioral difficulties, behavioral and cognitive difficulties, or those for whom difficulties were not specified – the control condition. Unexpectedly, teachers were not more positive regarding the inclusion of students with ASD with no difficulties in comparison with those with cognitive difficulties. Conclusions Without specific information, it seems that teachers spontaneously associated ASD with behavioral difficulties and that teachers’ attitudes were the most negative for students facing such difficulties (regardless of the presence or absence of cognitive difficulties). Nonetheless, by also suggesting that attitudes toward the inclusion of these students can be positive, these results seem to corroborate that the use of broader categories like “students with ASD” could be discussed. En ligne : https://doi.org/10.1016/j.rasd.2021.101746 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446
in Research in Autism Spectrum Disorders > 83 (May 2021) . - 101746[article] Teachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties [Texte imprimé et/ou numérique] / Mickaël JURY, Auteur ; Anne-Laure PERRIN, Auteur ; Caroline DESOMBRE, Auteur ; Odile ROHMER, Auteur . - 101746.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 83 (May 2021) . - 101746
Mots-clés : Inclusive education Attitudes Autism spectrum disorder Stereotype Index. décimale : PER Périodiques Résumé : Background Students with autism spectrum disorder (ASD) are less included within mainstream educational systems. We argued that teachers’ attitudes toward their inclusion represent a key factor to understand this issue. Based on previous research showing that teachers are frequently reluctant to include them in mainstream education, we hypothesized that teachers’ attitudes could be predicted by the specific difficulties faced by these students. Method One thousand and sixty-four teachers were asked to express their attitudes toward the inclusion of students with ASD in an online questionnaire. The co-occurring difficulties that students with ASD could face were experimentally manipulated through brief information depicting specific set of difficulties. Results Teachers expressed more positive attitudes toward the inclusion of students with ASD with no difficulties, in comparison with those with behavioral difficulties, behavioral and cognitive difficulties, or those for whom difficulties were not specified – the control condition. Unexpectedly, teachers were not more positive regarding the inclusion of students with ASD with no difficulties in comparison with those with cognitive difficulties. Conclusions Without specific information, it seems that teachers spontaneously associated ASD with behavioral difficulties and that teachers’ attitudes were the most negative for students facing such difficulties (regardless of the presence or absence of cognitive difficulties). Nonetheless, by also suggesting that attitudes toward the inclusion of these students can be positive, these results seem to corroborate that the use of broader categories like “students with ASD” could be discussed. En ligne : https://doi.org/10.1016/j.rasd.2021.101746 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446