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Normative data and psychometric properties of a farsi translation of the strange stories test / Zahra SHAHRIVAR in Autism Research, 10-12 (December 2017)
[article]
Titre : Normative data and psychometric properties of a farsi translation of the strange stories test Type de document : Texte imprimé et/ou numérique Auteurs : Zahra SHAHRIVAR, Auteur ; Mehdi TEHRANI-DOOST, Auteur ; Anahita KHORRAMI BANARAKI, Auteur ; Azar MOHAMMADZADEH, Auteur ; Francesca HAPPE, Auteur Article en page(s) : p.1960-1967 Langues : Anglais (eng) Mots-clés : strange stories theory of mind reliability validity children Index. décimale : PER Périodiques Résumé : Background and objective The Strange Stories test is one of the most commonly used tests to evaluate advanced “theory of mind,” i.e. attribution of mental states. Normative data and psychometric properties of a new Farsi translation of this test were evaluated in a large community-based sample of Iranian school-aged children. Methods: Through randomized cluster sampling, 398 children aged 9–11 years studying at 20 elementary schools were recruited from 4 central regions of Tehran, Iran. The mean age of the students was 9.96 years (SD?=?0.92), and 51% were girls (n?=?202). The Child Behavior Checklist (CBCL) was completed by parents. The Strange Stories test was completed by all children and repeated for 20% of them after 2–4 weeks to assess the test-retest reliability. Findings: Students in upper grades had higher scores (P?.01); age predicted 2% of variance on the mental state score. Girls had significantly higher mentalizing scores than boys (P?=?.003). The split-half internal reliability coefficient was good (0.73). The test-retest reliability was fair to good. Item-scale score correlations were all significant (P?.01). Conclusion: This new translation of the Strange Stories test is a reliable and valid instrument to evaluate higher level theory of mind abilities in community samples of Farsi speaking children. Autism Res 2017, 10: 1960–1967. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary “Mentalizing” or “theory of mind,” the ability to recognize others' mental states, is a key aspect of social understanding. Mentalizing problems are characteristic of some clinical conditions such as autism. The Strange Stories is a test evaluating mentalizing in every day social situations. It was translated into Farsi language and administered to a group of Iranian school-aged children. The instrument was useful in assessing children's mind reading. Older children and girls were better in mentalizing ability. En ligne : http://dx.doi.org/10.1002/aur.1844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323
in Autism Research > 10-12 (December 2017) . - p.1960-1967[article] Normative data and psychometric properties of a farsi translation of the strange stories test [Texte imprimé et/ou numérique] / Zahra SHAHRIVAR, Auteur ; Mehdi TEHRANI-DOOST, Auteur ; Anahita KHORRAMI BANARAKI, Auteur ; Azar MOHAMMADZADEH, Auteur ; Francesca HAPPE, Auteur . - p.1960-1967.
Langues : Anglais (eng)
in Autism Research > 10-12 (December 2017) . - p.1960-1967
Mots-clés : strange stories theory of mind reliability validity children Index. décimale : PER Périodiques Résumé : Background and objective The Strange Stories test is one of the most commonly used tests to evaluate advanced “theory of mind,” i.e. attribution of mental states. Normative data and psychometric properties of a new Farsi translation of this test were evaluated in a large community-based sample of Iranian school-aged children. Methods: Through randomized cluster sampling, 398 children aged 9–11 years studying at 20 elementary schools were recruited from 4 central regions of Tehran, Iran. The mean age of the students was 9.96 years (SD?=?0.92), and 51% were girls (n?=?202). The Child Behavior Checklist (CBCL) was completed by parents. The Strange Stories test was completed by all children and repeated for 20% of them after 2–4 weeks to assess the test-retest reliability. Findings: Students in upper grades had higher scores (P?.01); age predicted 2% of variance on the mental state score. Girls had significantly higher mentalizing scores than boys (P?=?.003). The split-half internal reliability coefficient was good (0.73). The test-retest reliability was fair to good. Item-scale score correlations were all significant (P?.01). Conclusion: This new translation of the Strange Stories test is a reliable and valid instrument to evaluate higher level theory of mind abilities in community samples of Farsi speaking children. Autism Res 2017, 10: 1960–1967. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary “Mentalizing” or “theory of mind,” the ability to recognize others' mental states, is a key aspect of social understanding. Mentalizing problems are characteristic of some clinical conditions such as autism. The Strange Stories is a test evaluating mentalizing in every day social situations. It was translated into Farsi language and administered to a group of Iranian school-aged children. The instrument was useful in assessing children's mind reading. Older children and girls were better in mentalizing ability. En ligne : http://dx.doi.org/10.1002/aur.1844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323 What am I thinking? Perspective-taking from the perspective of adolescents with autism / G. ATHERTON in Autism, 23-5 (July 2019)
[article]
Titre : What am I thinking? Perspective-taking from the perspective of adolescents with autism Type de document : Texte imprimé et/ou numérique Auteurs : G. ATHERTON, Auteur ; B. LUMMIS, Auteur ; S. X. DAY, Auteur ; L. CROSS, Auteur Article en page(s) : p.1186-1200 Langues : Anglais (eng) Mots-clés : anthropomorphism autism spectrum disorder honesty humor interpretative phenomenological analysis mentalizing neurodiversity qualitative strange stories theory of mind visualization Index. décimale : PER Périodiques Résumé : Autistic people are often described as being impaired with regard to theory of mind, though more recent literature finds flaws in the theory of mind deficit paradigm. In addition, the predominant methods for examining theory of mind often rely on "observational" modes of assessment and do not adequately reflect the dynamic process of real-life perspective taking. Thus, it is imperative that researchers continue to test the autistic theory of mind deficit paradigm and explore theory of mind experiences through more naturalistic approaches. This study qualitatively examined theory of mind in 12 autistic adolescents through a series of semi-structured interviews. Interpretive phenomenological analysis of the data revealed four core themes in participants' theory of mind experiences and strategies, all of which highlighted how a more accurate representation of autistic theory of mind is one of difference rather than deficit. For instance, data showed that autistic heightened perceptual abilities may contribute to mentalizing strengths and that honesty in autism may be less dependent on systemizing rather than personal experience and choice. Such findings suggest that future research should reexamine autistic characteristics in light of their ability to enhance theory of mind processing. Understanding how an autistic theory of mind is uniquely functional is an imperative step toward both destigmatizing the condition and advocating for neurodiversity. En ligne : http://dx.doi.org/10.1177/1362361318793409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Autism > 23-5 (July 2019) . - p.1186-1200[article] What am I thinking? Perspective-taking from the perspective of adolescents with autism [Texte imprimé et/ou numérique] / G. ATHERTON, Auteur ; B. LUMMIS, Auteur ; S. X. DAY, Auteur ; L. CROSS, Auteur . - p.1186-1200.
Langues : Anglais (eng)
in Autism > 23-5 (July 2019) . - p.1186-1200
Mots-clés : anthropomorphism autism spectrum disorder honesty humor interpretative phenomenological analysis mentalizing neurodiversity qualitative strange stories theory of mind visualization Index. décimale : PER Périodiques Résumé : Autistic people are often described as being impaired with regard to theory of mind, though more recent literature finds flaws in the theory of mind deficit paradigm. In addition, the predominant methods for examining theory of mind often rely on "observational" modes of assessment and do not adequately reflect the dynamic process of real-life perspective taking. Thus, it is imperative that researchers continue to test the autistic theory of mind deficit paradigm and explore theory of mind experiences through more naturalistic approaches. This study qualitatively examined theory of mind in 12 autistic adolescents through a series of semi-structured interviews. Interpretive phenomenological analysis of the data revealed four core themes in participants' theory of mind experiences and strategies, all of which highlighted how a more accurate representation of autistic theory of mind is one of difference rather than deficit. For instance, data showed that autistic heightened perceptual abilities may contribute to mentalizing strengths and that honesty in autism may be less dependent on systemizing rather than personal experience and choice. Such findings suggest that future research should reexamine autistic characteristics in light of their ability to enhance theory of mind processing. Understanding how an autistic theory of mind is uniquely functional is an imperative step toward both destigmatizing the condition and advocating for neurodiversity. En ligne : http://dx.doi.org/10.1177/1362361318793409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401