Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment / Nirit BAUMINGER-ZVIELY in Autism, 17-3 (May 2013)  

Public ISBD [article]  inAutism > 17-3 (May 2013) . - p.317-339 Titre : Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment Type de document : texte imprimé Auteurs : Nirit BAUMINGER-ZVIELY, Auteur ; Sigal EDEN, Auteur ; Massimo ZANCANARO, Auteur ; Patrice L. WEISS, Auteur ; Eynat GAL, Auteur Article en page(s) : p.317-339 Langues : Anglais (eng) Mots-clés : children with high-functioning autism spectrum disorder  cognitive behavioral therapy  social engagement  technology Index. décimale : PER Périodiques Résumé : This study examined the effectiveness of a school-based, collaborative technology intervention combined with cognitive behavioral therapy to teach the concepts of social collaboration and social conversation to children with high-functioning autism spectrum disorders (n = 22) as well as to enhance their actual social engagement behaviors (collaboration and social conversation) with peers. Two computer programs were included in the intervention: “Join-In” to teach collaboration and “No-Problem” to teach conversation. Assessment in the socio-cognitive area included concept perception measures, problem solving, Theory of Mind, and a dyadic drawing collaborative task to examine change in children’s social engagement. Results demonstrated improvement in the socio-cognitive area with children providing more active social solutions to social problems and revealing more appropriate understanding of collaboration and social conversation after intervention, with some improvement in Theory of Mind. Improvement in actual social engagement was more scattered. En ligne : http://dx.doi.org/10.1177/1362361312472989 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment [texte imprimé] / Nirit BAUMINGER-ZVIELY, Auteur ; Sigal EDEN, Auteur ; Massimo ZANCANARO, Auteur ; Patrice L. WEISS, Auteur ; Eynat GAL, Auteur . - p.317-339. Langues : Anglais (eng) in Autism > 17-3 (May 2013) . - p.317-339 Mots-clés : children with high-functioning autism spectrum disorder  cognitive behavioral therapy  social engagement  technology Index. décimale : PER Périodiques Résumé : This study examined the effectiveness of a school-based, collaborative technology intervention combined with cognitive behavioral therapy to teach the concepts of social collaboration and social conversation to children with high-functioning autism spectrum disorders (n = 22) as well as to enhance their actual social engagement behaviors (collaboration and social conversation) with peers. Two computer programs were included in the intervention: “Join-In” to teach collaboration and “No-Problem” to teach conversation. Assessment in the socio-cognitive area included concept perception measures, problem solving, Theory of Mind, and a dyadic drawing collaborative task to examine change in children’s social engagement. Results demonstrated improvement in the socio-cognitive area with children providing more active social solutions to social problems and revealing more appropriate understanding of collaboration and social conversation after intervention, with some improvement in Theory of Mind. Improvement in actual social engagement was more scattered. En ligne : http://dx.doi.org/10.1177/1362361312472989 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Is the Association Between Emotion Recognition and Social Functioning Mediated by Cognitive Empathy and Emotional Language? An Examination of School-Aged Autistic Children / Ifat BAR in Autism Research, 18-9 (September 2025)  

Public ISBD [article]  inAutism Research > 18-9 (September 2025) . - p.1830-1839 Titre : Is the Association Between Emotion Recognition and Social Functioning Mediated by Cognitive Empathy and Emotional Language? An Examination of School-Aged Autistic Children Type de document : texte imprimé Auteurs : Ifat BAR, Auteur ; Sigal EDEN, Auteur ; Ofer GOLAN, Auteur Article en page(s) : p.1830-1839 Langues : Anglais (eng) Mots-clés : autism  cognitive empathy  emotion recognition  emotional language  social functioning Index. décimale : PER Périodiques Résumé : ABSTRACT Children with autism spectrum disorder (ASD) face substantial challenges in understanding emotions, including difficulty in recognizing emotions through nonverbal cues, interpreting others' affective and mental states, and developing emotional vocabulary. Research suggests that the association between emotion recognition and social functioning is mediated by emotional language and cognitive empathy. However, this relationship remains underexplored in autistic children. Addressing this gap was the primary goal of this study, which comprised 116 autistic children (17 females), aged 7 10 (M=8.26, SD=0.76). Participants completed a comprehensive assessment battery, comprising multi-modal emotion recognition, cognitive empathy, and emotional language tasks. Social functioning was evaluated through naturalistic observations during free play, supplemented by a parent-reported standardized measure. Path analysis results revealed that after controlling for age, cognitive abilities, and autism severity, the relationship between emotion recognition and social functioning was mediated by cognitive empathy. Additionally, emotional language emerged as a contributing factor, enhancing cognitive empathy and further supporting its role in social functioning. These findings present an indirect path between emotion recognition and social functioning through emotional language and cognitive empathy, highlighting the importance of targeting these components in interventions aimed at promoting social communication and adaptive social skills in autistic children. En ligne : https://doi.org/10.1002/aur.70082 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568 [article] Is the Association Between Emotion Recognition and Social Functioning Mediated by Cognitive Empathy and Emotional Language? An Examination of School-Aged Autistic Children [texte imprimé] / Ifat BAR, Auteur ; Sigal EDEN, Auteur ; Ofer GOLAN, Auteur . - p.1830-1839. Langues : Anglais (eng) in Autism Research > 18-9 (September 2025) . - p.1830-1839 Mots-clés : autism  cognitive empathy  emotion recognition  emotional language  social functioning Index. décimale : PER Périodiques Résumé : ABSTRACT Children with autism spectrum disorder (ASD) face substantial challenges in understanding emotions, including difficulty in recognizing emotions through nonverbal cues, interpreting others' affective and mental states, and developing emotional vocabulary. Research suggests that the association between emotion recognition and social functioning is mediated by emotional language and cognitive empathy. However, this relationship remains underexplored in autistic children. Addressing this gap was the primary goal of this study, which comprised 116 autistic children (17 females), aged 7 10 (M=8.26, SD=0.76). Participants completed a comprehensive assessment battery, comprising multi-modal emotion recognition, cognitive empathy, and emotional language tasks. Social functioning was evaluated through naturalistic observations during free play, supplemented by a parent-reported standardized measure. Path analysis results revealed that after controlling for age, cognitive abilities, and autism severity, the relationship between emotion recognition and social functioning was mediated by cognitive empathy. Additionally, emotional language emerged as a contributing factor, enhancing cognitive empathy and further supporting its role in social functioning. These findings present an indirect path between emotion recognition and social functioning through emotional language and cognitive empathy, highlighting the importance of targeting these components in interventions aimed at promoting social communication and adaptive social skills in autistic children. En ligne : https://doi.org/10.1002/aur.70082 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568

---

1 (1 - 2 / 2) Par page : 25 50 100 200