Concurrent Validity and Clinical Usefulness of Several Individually Administered Tests of Children's Social–Emotional Cognition / Clark MCKOWN in Journal of Clinical Child & Adolescent Psychology, 36-1 (January-March 2007)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 36-1 (January-March 2007) . - p.29-41 Titre : Concurrent Validity and Clinical Usefulness of Several Individually Administered Tests of Children's Social–Emotional Cognition Type de document : Texte imprimé et/ou numérique Auteurs : Clark MCKOWN, Auteur Année de publication : 2007 Article en page(s) : p.29-41 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this study, the validity of 5 tests of children's social–emotional cognition, defined as their encoding, memory, and interpretation of social information, was tested. Participants were 126 clinic-referred children between the ages of 5 and 17. All 5 tests were evaluated in terms of their (a) concurrent validity, (b) incremental validity, and (c) clinical usefulness in predicting social functioning. Tests included measures of nonverbal sensitivity, social language, and social problem solving. Criterion measures included parent and teacher report of social functioning. Analyses support the concurrent validity of all measures, and the incremental validity and clinical usefulness of tests of pragmatic language and problem solving. En ligne : http://dx.doi.org/10.1080/15374410709336566 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=135 [article] Concurrent Validity and Clinical Usefulness of Several Individually Administered Tests of Children's Social–Emotional Cognition [Texte imprimé et/ou numérique] / Clark MCKOWN, Auteur . - 2007 . - p.29-41. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 36-1 (January-March 2007) . - p.29-41 Index. décimale : PER Périodiques Résumé : In this study, the validity of 5 tests of children's social–emotional cognition, defined as their encoding, memory, and interpretation of social information, was tested. Participants were 126 clinic-referred children between the ages of 5 and 17. All 5 tests were evaluated in terms of their (a) concurrent validity, (b) incremental validity, and (c) clinical usefulness in predicting social functioning. Tests included measures of nonverbal sensitivity, social language, and social problem solving. Criterion measures included parent and teacher report of social functioning. Analyses support the concurrent validity of all measures, and the incremental validity and clinical usefulness of tests of pragmatic language and problem solving. En ligne : http://dx.doi.org/10.1080/15374410709336566 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=135

Examining the Process and Impact of Social Problem Solving in Autistic Children / Morgan L. MCNAIR in Journal of Autism and Developmental Disorders, 55-3 (March 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.789-802 Titre : Examining the Process and Impact of Social Problem Solving in Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Morgan L. MCNAIR, Auteur ; Victoria MONDEJAR, Auteur ; Erin J. LIBSACK, Auteur ; Nicole H. MORDEKAI, Auteur ; Clark MCKOWN, Auteur ; Nicole M. RUSSO-PONSARAN, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.789-802 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social problem solving (SPS) represents a social cognitive reasoning process that gives way to behavior when individuals are navigating challenging social situations. Autistic individuals have been shown to struggle with specific aspects of SPS, which, in turn, has been related to social difficulties in children. However, no previous work has measured how SPS components not only relate to one another but also discretely and conjointly predict autism-related symptoms and social difficulties in autistic children, specifically. Fifty-eight autistic children (44 male; 6-10 years old, Mage=8.67, SDage=1.31) completed a self-administered, computerized assessment of SPS. To elucidate how SPS components discretely, and combined, contribute to autism-related symptoms and social difficulties, commonality analyses were conducted for each measure assessing autism-related symptoms and social difficulties. Socially normative problem identification, goal preference, and solution preference were related to fewer parent-reported autism-related social difficulties. Measures related to autism symptomatology, social perspective taking, and emotion recognition were not significantly associated with discrete SPS components in this sample. The problem identification aspect of SPS contributed the most unique variance to parent-reported autism-related social difficulties, while shared variance across all SPS components accounted for substantial variance in both parent-reported autism-related social difficulties models. Results suggest that SPS components are interrelated, but distinct, constructs in the autistic population. These findings not only further clarify the impact of SPS components on autism-related symptoms and social difficulties, but also have implications for refining SPS-focused interventions in the autistic population. En ligne : https://doi.org/10.1007/s10803-024-06261-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Examining the Process and Impact of Social Problem Solving in Autistic Children [Texte imprimé et/ou numérique] / Morgan L. MCNAIR, Auteur ; Victoria MONDEJAR, Auteur ; Erin J. LIBSACK, Auteur ; Nicole H. MORDEKAI, Auteur ; Clark MCKOWN, Auteur ; Nicole M. RUSSO-PONSARAN, Auteur ; Matthew D. LERNER, Auteur . - p.789-802. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.789-802 Index. décimale : PER Périodiques Résumé : Social problem solving (SPS) represents a social cognitive reasoning process that gives way to behavior when individuals are navigating challenging social situations. Autistic individuals have been shown to struggle with specific aspects of SPS, which, in turn, has been related to social difficulties in children. However, no previous work has measured how SPS components not only relate to one another but also discretely and conjointly predict autism-related symptoms and social difficulties in autistic children, specifically. Fifty-eight autistic children (44 male; 6-10 years old, Mage=8.67, SDage=1.31) completed a self-administered, computerized assessment of SPS. To elucidate how SPS components discretely, and combined, contribute to autism-related symptoms and social difficulties, commonality analyses were conducted for each measure assessing autism-related symptoms and social difficulties. Socially normative problem identification, goal preference, and solution preference were related to fewer parent-reported autism-related social difficulties. Measures related to autism symptomatology, social perspective taking, and emotion recognition were not significantly associated with discrete SPS components in this sample. The problem identification aspect of SPS contributed the most unique variance to parent-reported autism-related social difficulties, while shared variance across all SPS components accounted for substantial variance in both parent-reported autism-related social difficulties models. Results suggest that SPS components are interrelated, but distinct, constructs in the autistic population. These findings not only further clarify the impact of SPS components on autism-related symptoms and social difficulties, but also have implications for refining SPS-focused interventions in the autistic population. En ligne : https://doi.org/10.1007/s10803-024-06261-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

Social-Emotional Correlates of Early Stage Social Information Processing Skills in Children With and Without Autism Spectrum Disorder / Nicole M. RUSSO-PONSARAN in Autism Research, 8-5 (October 2015)  

Public ISBD [article]  inAutism Research > 8-5 (October 2015) . - p.486-496 Titre : Social-Emotional Correlates of Early Stage Social Information Processing Skills in Children With and Without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nicole M. RUSSO-PONSARAN, Auteur ; Clark MCKOWN, Auteur ; Jason K. JOHNSON, Auteur ; Adelaide W. ALLEN, Auteur ; Bernadette EVANS-SMITH, Auteur ; Louis FOGG, Auteur Article en page(s) : p.486-496 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  social information processing  children  emotion recognition  theory of mind  pragmatic language Index. décimale : PER Périodiques Résumé : Difficulty processing social information is a defining feature of autism spectrum disorder (ASD). Yet the failure of children with ASD to process social information effectively is poorly understood. Using Crick and Dodge's model of social information processing (SIP), this study examined the relationship between social-emotional (SE) skills of pragmatic language, theory of mind, and emotion recognition on the one hand, and early stage SIP skills of problem identification and goal generation on the other. The study included a sample of school-aged children with and without ASD. SIP was assessed using hypothetical social situations in the context of a semistructured scenario-based interview. Pragmatic language, theory of mind, and emotion recognition were measured using direct assessments. Social thinking differences between children with and without ASD are largely differences of quantity (overall lower performance in ASD), not discrepancies in cognitive processing patterns. These data support theoretical models of the relationship between SE skills and SIP. Findings have implications for understanding the mechanisms giving rise to SIP deficits in ASD and may ultimately inform treatment development for children with ASD. Autism Res 2015, 8: 486–496. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1463 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Social-Emotional Correlates of Early Stage Social Information Processing Skills in Children With and Without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nicole M. RUSSO-PONSARAN, Auteur ; Clark MCKOWN, Auteur ; Jason K. JOHNSON, Auteur ; Adelaide W. ALLEN, Auteur ; Bernadette EVANS-SMITH, Auteur ; Louis FOGG, Auteur . - p.486-496. Langues : Anglais (eng) in Autism Research > 8-5 (October 2015) . - p.486-496 Mots-clés : autism spectrum disorder  social information processing  children  emotion recognition  theory of mind  pragmatic language Index. décimale : PER Périodiques Résumé : Difficulty processing social information is a defining feature of autism spectrum disorder (ASD). Yet the failure of children with ASD to process social information effectively is poorly understood. Using Crick and Dodge's model of social information processing (SIP), this study examined the relationship between social-emotional (SE) skills of pragmatic language, theory of mind, and emotion recognition on the one hand, and early stage SIP skills of problem identification and goal generation on the other. The study included a sample of school-aged children with and without ASD. SIP was assessed using hypothetical social situations in the context of a semistructured scenario-based interview. Pragmatic language, theory of mind, and emotion recognition were measured using direct assessments. Social thinking differences between children with and without ASD are largely differences of quantity (overall lower performance in ASD), not discrepancies in cognitive processing patterns. These data support theoretical models of the relationship between SE skills and SIP. Findings have implications for understanding the mechanisms giving rise to SIP deficits in ASD and may ultimately inform treatment development for children with ASD. Autism Res 2015, 8: 486–496. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1463 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children / Clark MCKOWN in Journal of Clinical Child & Adolescent Psychology, 38-6 (November-December 2009)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 38-6 (November-December 2009) . - p.858-871 Titre : Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children Type de document : Texte imprimé et/ou numérique Auteurs : Clark MCKOWN, Auteur ; Laura M. GUMBINER, Auteur ; Nicole M. RUSSO, Auteur ; Meryl LIPTON, Auteur Année de publication : 2009 Article en page(s) : p.858-871 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social-emotional learning (SEL) skill includes the ability to encode, interpret, and reason about social and emotional information. In two related studies, we examined the relationship between children's SEL skill, their ability to regulate their own behavior, and the competence of their social interactions. Study 1 included 158 typically developing children ages 4 to 14 years. Study 2 included 126 clinic-referred children ages 5 to 17 years. Findings from both studies supported the conclusion that SEL skill includes three broad factors: awareness of nonverbal cues; the ability to interpret social meaning through theory of mind, empathy, and pragmatic language; and the ability to reason about social problems. Furthermore, the better children perform on measures of SEL skill and the more their parents and teachers report that children can regulate their behavior, the more competent their social interactions. En ligne : http://dx.doi.org/10.1080/15374410903258934 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=881 [article] Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children [Texte imprimé et/ou numérique] / Clark MCKOWN, Auteur ; Laura M. GUMBINER, Auteur ; Nicole M. RUSSO, Auteur ; Meryl LIPTON, Auteur . - 2009 . - p.858-871. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 38-6 (November-December 2009) . - p.858-871 Index. décimale : PER Périodiques Résumé : Social-emotional learning (SEL) skill includes the ability to encode, interpret, and reason about social and emotional information. In two related studies, we examined the relationship between children's SEL skill, their ability to regulate their own behavior, and the competence of their social interactions. Study 1 included 158 typically developing children ages 4 to 14 years. Study 2 included 126 clinic-referred children ages 5 to 17 years. Findings from both studies supported the conclusion that SEL skill includes three broad factors: awareness of nonverbal cues; the ability to interpret social meaning through theory of mind, empathy, and pragmatic language; and the ability to reason about social problems. Furthermore, the better children perform on measures of SEL skill and the more their parents and teachers report that children can regulate their behavior, the more competent their social interactions. En ligne : http://dx.doi.org/10.1080/15374410903258934 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=881

Virtual Environment for Social Information Processing: Assessment of Children with and without Autism Spectrum Disorders / Nicole M. RUSSO-PONSARAN in Autism Research, 11-2 (February 2018)  

Public ISBD [article]  inAutism Research > 11-2 (February 2018) . - p.305-317 Titre : Virtual Environment for Social Information Processing: Assessment of Children with and without Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Nicole M. RUSSO-PONSARAN, Auteur ; Clark MCKOWN, Auteur ; Jason JOHNSON, Auteur ; Jaclyn RUSSO, Auteur ; Jacob CROSSMAN, Auteur ; Ilana REIFE, Auteur Année de publication : 2018 Article en page(s) : p.305-317 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social information processing (SIP) skills are critical for developing and maintaining peer relationships. Building on existing assessment techniques, Virtual Environment for SIP (VESIPTM), a simulation?based assessment that immerses children in social decision?making scenarios, was developed. This study presents preliminary evidence of VESIP's usefulness for measuring SIP skills in children with and without autism spectrum disorders (ASD). Twenty?one children with ASD and 29 control children participated. It was hypothesized that (a) children (8–12 years old), with and without ASD, would understand and interact effectively with VESIP; (b) VESIP scores would be reliable in both populations; and (c) children with ASD would score lower on SIP domains than typically developing peers. Results supported these hypotheses. Finally, response bias was also evaluated, showing that children with ASD have different problem?solving strategies than their peers. VESIP has great potential as a scalable assessment of SIP strengths and challenges in children with and without ASD. Autism Res 2018, 11: 305–317. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Children with autism spectrum disorders (ASDs) often struggle interpreting and responding to social situations. The present study suggests that an animated, simulation?based assessment approach is an effective way to measure how children with or without ASDs problem?solve challenging social situations. VESIP is an easy?to?use assessment tool that can help practitioners understand a child's particular strengths and weaknesses. En ligne : https://doi.org/10.1002/aur.1889 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334 [article] Virtual Environment for Social Information Processing: Assessment of Children with and without Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Nicole M. RUSSO-PONSARAN, Auteur ; Clark MCKOWN, Auteur ; Jason JOHNSON, Auteur ; Jaclyn RUSSO, Auteur ; Jacob CROSSMAN, Auteur ; Ilana REIFE, Auteur . - 2018 . - p.305-317. Langues : Anglais (eng) in Autism Research > 11-2 (February 2018) . - p.305-317 Index. décimale : PER Périodiques Résumé : Social information processing (SIP) skills are critical for developing and maintaining peer relationships. Building on existing assessment techniques, Virtual Environment for SIP (VESIPTM), a simulation?based assessment that immerses children in social decision?making scenarios, was developed. This study presents preliminary evidence of VESIP's usefulness for measuring SIP skills in children with and without autism spectrum disorders (ASD). Twenty?one children with ASD and 29 control children participated. It was hypothesized that (a) children (8–12 years old), with and without ASD, would understand and interact effectively with VESIP; (b) VESIP scores would be reliable in both populations; and (c) children with ASD would score lower on SIP domains than typically developing peers. Results supported these hypotheses. Finally, response bias was also evaluated, showing that children with ASD have different problem?solving strategies than their peers. VESIP has great potential as a scalable assessment of SIP strengths and challenges in children with and without ASD. Autism Res 2018, 11: 305–317. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Children with autism spectrum disorders (ASDs) often struggle interpreting and responding to social situations. The present study suggests that an animated, simulation?based assessment approach is an effective way to measure how children with or without ASDs problem?solve challenging social situations. VESIP is an easy?to?use assessment tool that can help practitioners understand a child's particular strengths and weaknesses. En ligne : https://doi.org/10.1002/aur.1889 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334

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