Perceived Autonomy Support in Children with Autism Spectrum Disorder / Nicole M. SHEA in Autism - Open Access, 3-2 (September 2013)  

Public ISBD [article]  inAutism - Open Access > 3-2 (September 2013) . - 6 p. Titre : Perceived Autonomy Support in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nicole M. SHEA, Auteur ; Margaret A. MILLEA, Auteur ; Joshua John DIEHL, Auteur Année de publication : 2013 Article en page(s) : 6 p. Langues : Anglais (eng) Mots-clés : Autism  Autonomy  Self-determination  Intrinsic motivation  Extrinsic motivation  School  Social skills  Academics  Friendship Index. décimale : PER Périodiques Résumé : Autonomy support has been found to be critical for typically developing children, but not as much is known about its importance for children with Autism Spectrum Disorder (ASD). The current study examined the relationship between autonomy support, self-determination, scholastic competence and social acceptance in ASD. Twenty-six participants with high-functioning ASD completed self-report measures related to autonomy support, friendship, and academics. We found that greater teacher autonomy support was related to higher self-determination in school, and in turn, higher scholastic competence. Self-determination in friendship did not function as a mediator between mother/father autonomy support and social acceptance, but self-determination in friendship was significantly related to social acceptance. This study highlights the importance of fostering self-determination in both the academic and social lives of individuals with ASD. Future studies should examine best practices for incorporating autonomy support into existing scholastic settings and interventions. En ligne : http://dx.doi.org/10.4172/2165-7890.1000114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 [article] Perceived Autonomy Support in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nicole M. SHEA, Auteur ; Margaret A. MILLEA, Auteur ; Joshua John DIEHL, Auteur . - 2013 . - 6 p. Langues : Anglais (eng) in Autism - Open Access > 3-2 (September 2013) . - 6 p. Mots-clés : Autism  Autonomy  Self-determination  Intrinsic motivation  Extrinsic motivation  School  Social skills  Academics  Friendship Index. décimale : PER Périodiques Résumé : Autonomy support has been found to be critical for typically developing children, but not as much is known about its importance for children with Autism Spectrum Disorder (ASD). The current study examined the relationship between autonomy support, self-determination, scholastic competence and social acceptance in ASD. Twenty-six participants with high-functioning ASD completed self-report measures related to autonomy support, friendship, and academics. We found that greater teacher autonomy support was related to higher self-determination in school, and in turn, higher scholastic competence. Self-determination in friendship did not function as a mediator between mother/father autonomy support and social acceptance, but self-determination in friendship was significantly related to social acceptance. This study highlights the importance of fostering self-determination in both the academic and social lives of individuals with ASD. Future studies should examine best practices for incorporating autonomy support into existing scholastic settings and interventions. En ligne : http://dx.doi.org/10.4172/2165-7890.1000114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228

Understanding the Interaction of Temperament and Social Skills in the Development of Social Anxiety in Children with Autism Spectrum Disorders / Margaret A. MILLEA in Autism - Open Access, 3-2 (September 2013)  

Public ISBD [article]  inAutism - Open Access > 3-2 (September 2013) . - 7 p. Titre : Understanding the Interaction of Temperament and Social Skills in the Development of Social Anxiety in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Margaret A. MILLEA, Auteur ; Nicole M. SHEA, Auteur ; Joshua John DIEHL, Auteur Année de publication : 2013 Article en page(s) : 7 p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Temperament  Anxiety  Social skills  Socialization Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorders (ASD) often have comorbid psychopathology in addition to socialcommunication difficulties. Social anxiety is of particular interest because it has been linked to downstream deficits in social functioning. Bellini found a link between social skills, temperament, and the development of social anxiety. The current paper examines whether negative affectivity moderates the relationship between social skills and social anxiety. Twenty-five high-functioning children diagnosed with ASD were administered self and parent report questionnaires measuring pragmatics ability, socialization behaviors, negative affectivity, and social anxiety. High negative affectivity was related to social anxiety, and moderated the relationship between socialization behaviors and social anxiety. Pragmatics ability was not related to social anxiety. Together, these results indicate that negative affectivity is an important factor in the relationship between social skills and social anxiety, and that not all social skills deficits contribute to social anxiety. En ligne : http://dx.doi.org/10.4172/2165-7890.1000115 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 [article] Understanding the Interaction of Temperament and Social Skills in the Development of Social Anxiety in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Margaret A. MILLEA, Auteur ; Nicole M. SHEA, Auteur ; Joshua John DIEHL, Auteur . - 2013 . - 7 p. Langues : Anglais (eng) in Autism - Open Access > 3-2 (September 2013) . - 7 p. Mots-clés : Autism spectrum disorders  Temperament  Anxiety  Social skills  Socialization Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorders (ASD) often have comorbid psychopathology in addition to socialcommunication difficulties. Social anxiety is of particular interest because it has been linked to downstream deficits in social functioning. Bellini found a link between social skills, temperament, and the development of social anxiety. The current paper examines whether negative affectivity moderates the relationship between social skills and social anxiety. Twenty-five high-functioning children diagnosed with ASD were administered self and parent report questionnaires measuring pragmatics ability, socialization behaviors, negative affectivity, and social anxiety. High negative affectivity was related to social anxiety, and moderated the relationship between socialization behaviors and social anxiety. Pragmatics ability was not related to social anxiety. Together, these results indicate that negative affectivity is an important factor in the relationship between social skills and social anxiety, and that not all social skills deficits contribute to social anxiety. En ligne : http://dx.doi.org/10.4172/2165-7890.1000115 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228

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