Bullying-related behaviour in a mainstream high school versus a high school for autism: Self-report and peer-report / Sander BEGEER in Autism, 20-5 (July 2016)  

Public ISBD [article]  inAutism > 20-5 (July 2016) . - p.562-571 Titre : Bullying-related behaviour in a mainstream high school versus a high school for autism: Self-report and peer-report Type de document : Texte imprimé et/ou numérique Auteurs : Sander BEGEER, Auteur ; Elian FINK, Auteur ; Sandra VAN DER MEIJDEN, Auteur ; Frits GOOSSENS, Auteur ; Tjeert OLTHOF, Auteur Article en page(s) : p.562-571 Langues : Anglais (eng) Mots-clés : autism  bullying  defending behaviour  peer-report  self-report victimisation Index. décimale : PER Périodiques Résumé : This study examined the frequency of bullying, victimisation and defending behaviours among children with autism spectrum disorder and normal intelligence, using both self-report and peer-report information. Peer-report and self-report data were collected on a single classroom of 26 early adolescent boys attending a special school for children with autism and compared with 23 typically developing boys attending a single mainstream secondary school. Results showed that self- and peer-reported bully and victimisation rates did not differ between boys with autism spectrum disorder and typically developing boys. However, self-reported defending behaviour was less likely to be reported by boys in the autism spectrum disorder school compared to boys in the mainstream school, although there was no such difference for peer-reported defending. En ligne : http://dx.doi.org/10.1177/1362361315597525 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Bullying-related behaviour in a mainstream high school versus a high school for autism: Self-report and peer-report [Texte imprimé et/ou numérique] / Sander BEGEER, Auteur ; Elian FINK, Auteur ; Sandra VAN DER MEIJDEN, Auteur ; Frits GOOSSENS, Auteur ; Tjeert OLTHOF, Auteur . - p.562-571. Langues : Anglais (eng) in Autism > 20-5 (July 2016) . - p.562-571 Mots-clés : autism  bullying  defending behaviour  peer-report  self-report victimisation Index. décimale : PER Périodiques Résumé : This study examined the frequency of bullying, victimisation and defending behaviours among children with autism spectrum disorder and normal intelligence, using both self-report and peer-report information. Peer-report and self-report data were collected on a single classroom of 26 early adolescent boys attending a special school for children with autism and compared with 23 typically developing boys attending a single mainstream secondary school. Results showed that self- and peer-reported bully and victimisation rates did not differ between boys with autism spectrum disorder and typically developing boys. However, self-reported defending behaviour was less likely to be reported by boys in the autism spectrum disorder school compared to boys in the mainstream school, although there was no such difference for peer-reported defending. En ligne : http://dx.doi.org/10.1177/1362361315597525 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Understanding emotional transfer in children with autism spectrum disorders / Sander BEGEER in Autism, 14-6 (November 2010)  

Public ISBD [article]  inAutism > 14-6 (November 2010) . - p.629-640 Titre : Understanding emotional transfer in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sander BEGEER, Auteur ; Mark MEERUM TERWOGT, Auteur ; Carolien RIEFFE, Auteur ; Hedy STEGGE, Auteur ; Tjeert OLTHOF, Auteur ; Hans M. KOOT, Auteur Année de publication : 2010 Article en page(s) : p.629-640 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The present study examined the understanding of emotional transfer in 11 children with autism, 20 children with PDD-NOS and 31 typically developing children, aged 6 to 12 years. Children were asked about their emotional responses to successive, conflicting emotional situations. All children reported that preceding emotional situations would influence their emotional response towards a successive situation. Children from the typically developing group reported a stronger influence of preceding negative versus positive emotions. However, children with autism reported equal effects of preceding positive and negative emotions, and children with PDD-NOS were relatively unaffected by the preceding emotions. These findings may indicate a scripted understanding of emotions in children with autism in contrast to a more personalized understanding of typically developing children. En ligne : http://dx.doi.org/10.1177/1362361310378322 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Understanding emotional transfer in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Sander BEGEER, Auteur ; Mark MEERUM TERWOGT, Auteur ; Carolien RIEFFE, Auteur ; Hedy STEGGE, Auteur ; Tjeert OLTHOF, Auteur ; Hans M. KOOT, Auteur . - 2010 . - p.629-640. Langues : Anglais (eng) in Autism > 14-6 (November 2010) . - p.629-640 Index. décimale : PER Périodiques Résumé : The present study examined the understanding of emotional transfer in 11 children with autism, 20 children with PDD-NOS and 31 typically developing children, aged 6 to 12 years. Children were asked about their emotional responses to successive, conflicting emotional situations. All children reported that preceding emotional situations would influence their emotional response towards a successive situation. Children from the typically developing group reported a stronger influence of preceding negative versus positive emotions. However, children with autism reported equal effects of preceding positive and negative emotions, and children with PDD-NOS were relatively unaffected by the preceding emotions. These findings may indicate a scripted understanding of emotions in children with autism in contrast to a more personalized understanding of typically developing children. En ligne : http://dx.doi.org/10.1177/1362361310378322 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

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