Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development / Nirit BAUMINGER-ZVIELY in Journal of Child Psychology and Psychiatry, 55-4 (April 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-4 (April 2014) . - p.363-373 Titre : Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER-ZVIELY, Auteur ; Eynat KARIN, Auteur ; Yael KIMHI, Auteur ; Galit AGAM-BEN-ARTZI, Auteur Article en page(s) : p.363-373 Mots-clés : High-functioning children with autism spectrum disorder (ASD)  preschool  friendship  pragmatics  social conversation Index. décimale : PER Périodiques Résumé : Background In typical development, early peer talk is crucial for pragmatic development. The pragmatic deficit, reflected in remarkably deficient conversational capabilities, is considered the hallmark of the language deficit in autism spectrum disorder (ASD); yet, spontaneous peer talk in preschoolers with ASD was rarely explored. Method We conducted comparative assessment of spontaneous peer talk during 10-min free-play scenarios in preschoolers with high-functioning ASD (HFASD; n = 27) versus those with typical development (n = 30). Groups were matched on SES, verbal/nonverbal MA, IQ, and CA. Correlations with CA, IQ, VMA, and NVMA were examined. We compared the two groups' interactions with a friend-partner versus a nonfriend partner; in addition, in the HFASD group, we examined interactions with a typical partner (mixed dyads) versus a partner with HFASD (nonmixed dyads). Children's conversations were videotaped and coded to tap pragmatic capabilities and conversational quality. Results Findings revealed group differences in pragmatic abilities and conversational quality, with the typical group showing more intact capacities than the HFASD group. However, in the HFASD group, interactions with friends surpassed interactions with nonfriends on several key pragmatic capabilities and on all conversational quality measures (meshing, assertiveness, and responsiveness), thus suggesting that friendship may enable children to converse in a more socially complex and coregulated way. Also, children with higher cognitive capabilities, especially in the HFASD group, demonstrated more intact pragmatic capacities. Conclusion Despite the robust pragmatic deficit in HFASD, reflected in conversational capabilities, involvement in friendship relationships and high cognitive capabilities were linked to more intact pragmatic capacities. Theoretical and therapeutic implications are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230 [article] Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development [Texte imprimé et/ou numérique] / Nirit BAUMINGER-ZVIELY, Auteur ; Eynat KARIN, Auteur ; Yael KIMHI, Auteur ; Galit AGAM-BEN-ARTZI, Auteur . - p.363-373. in Journal of Child Psychology and Psychiatry > 55-4 (April 2014) . - p.363-373 Mots-clés : High-functioning children with autism spectrum disorder (ASD)  preschool  friendship  pragmatics  social conversation Index. décimale : PER Périodiques Résumé : Background In typical development, early peer talk is crucial for pragmatic development. The pragmatic deficit, reflected in remarkably deficient conversational capabilities, is considered the hallmark of the language deficit in autism spectrum disorder (ASD); yet, spontaneous peer talk in preschoolers with ASD was rarely explored. Method We conducted comparative assessment of spontaneous peer talk during 10-min free-play scenarios in preschoolers with high-functioning ASD (HFASD; n = 27) versus those with typical development (n = 30). Groups were matched on SES, verbal/nonverbal MA, IQ, and CA. Correlations with CA, IQ, VMA, and NVMA were examined. We compared the two groups' interactions with a friend-partner versus a nonfriend partner; in addition, in the HFASD group, we examined interactions with a typical partner (mixed dyads) versus a partner with HFASD (nonmixed dyads). Children's conversations were videotaped and coded to tap pragmatic capabilities and conversational quality. Results Findings revealed group differences in pragmatic abilities and conversational quality, with the typical group showing more intact capacities than the HFASD group. However, in the HFASD group, interactions with friends surpassed interactions with nonfriends on several key pragmatic capabilities and on all conversational quality measures (meshing, assertiveness, and responsiveness), thus suggesting that friendship may enable children to converse in a more socially complex and coregulated way. Also, children with higher cognitive capabilities, especially in the HFASD group, demonstrated more intact pragmatic capacities. Conclusion Despite the robust pragmatic deficit in HFASD, reflected in conversational capabilities, involvement in friendship relationships and high cognitive capabilities were linked to more intact pragmatic capacities. Theoretical and therapeutic implications are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230

Theory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder / Yael KIMHI in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2341-2354 Titre : Theory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur ; Dana SHOAM-KUGELMAS, Auteur ; Galit AGAM-BEN-ARTZI, Auteur ; Inbal BEN-MOSHE, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : p.2341-2354 Langues : Anglais (eng) Mots-clés : ASD  Theory of mind  Executive functions  Preschool Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have difficulties in theory of mind (ToM) and executive function (EF), which may be linked because one domain (EF) affects the other (ToM). Group differences (ASD vs. typical development) were examined in both cognitive domains, as well as EF’s associations and regressions with ToM. Participants included 29 intellectually able preschoolers with ASD and 30 typical preschoolers, aged 3–6 years. EF tasks included planning and cognitive shifting measures. ToM tasks included predicting and explaining affective and location false-belief tasks. The novelty of this study lies in its in-depth examination of ToM explanation abilities in ASD alongside the role of verbal abilities (VIQ). Significant group differences emerged on most EF and ToM measures, in favor of typically developing children. Overall in the study group, EF-planning skills, EF-cognitive shifting and VIQ significantly contributed to the explained variance of ToM measures. Implications are discussed regarding the social-cognitive deficit in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2104-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Theory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur ; Dana SHOAM-KUGELMAS, Auteur ; Galit AGAM-BEN-ARTZI, Auteur ; Inbal BEN-MOSHE, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - p.2341-2354. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2341-2354 Mots-clés : ASD  Theory of mind  Executive functions  Preschool Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have difficulties in theory of mind (ToM) and executive function (EF), which may be linked because one domain (EF) affects the other (ToM). Group differences (ASD vs. typical development) were examined in both cognitive domains, as well as EF’s associations and regressions with ToM. Participants included 29 intellectually able preschoolers with ASD and 30 typical preschoolers, aged 3–6 years. EF tasks included planning and cognitive shifting measures. ToM tasks included predicting and explaining affective and location false-belief tasks. The novelty of this study lies in its in-depth examination of ToM explanation abilities in ASD alongside the role of verbal abilities (VIQ). Significant group differences emerged on most EF and ToM measures, in favor of typically developing children. Overall in the study group, EF-planning skills, EF-cognitive shifting and VIQ significantly contributed to the explained variance of ToM measures. Implications are discussed regarding the social-cognitive deficit in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2104-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Young Friendship in HFASD and Typical Development: Friend Versus Non-friend Comparisons / Nirit BAUMINGER-ZVIELY in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1733-1748 Titre : Young Friendship in HFASD and Typical Development: Friend Versus Non-friend Comparisons Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER-ZVIELY, Auteur ; Galit AGAM-BEN-ARTZI, Auteur Article en page(s) : p.1733-1748 Langues : Anglais (eng) Mots-clés : High-functioning children with autism spectrum disorder (ASD)  Preschool  Friendship  Dyads  Peer relations  Peer interaction Index. décimale : PER Périodiques Résumé : This study conducted comparative assessment of friendship in preschoolers with high-functioning autism spectrum disorder (HFASD, n = 29) versus preschoolers with typical development (n = 30), focusing on interactions with friends versus acquaintances. Groups were matched on SES, verbal/nonverbal MA, IQ, and CA. Multidimensional assessments included: mothers’ and teachers’ reports about friends’ and friendship characteristics and observed individual and dyadic behaviors throughout interactions with friends versus non-friends during construction, drawing, and free-play situations. Findings revealed group differences in peer interaction favoring the typical development group, thus supporting the neuropsychological profile of HFASD. However, both groups’ interactions with friends surpassed interactions with acquaintances on several key socio-communicative and intersubjective capabilities, thus suggesting that friendship may contribute to enhancement and practice of social interaction in HFASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2052-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 [article] Young Friendship in HFASD and Typical Development: Friend Versus Non-friend Comparisons [Texte imprimé et/ou numérique] / Nirit BAUMINGER-ZVIELY, Auteur ; Galit AGAM-BEN-ARTZI, Auteur . - p.1733-1748. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1733-1748 Mots-clés : High-functioning children with autism spectrum disorder (ASD)  Preschool  Friendship  Dyads  Peer relations  Peer interaction Index. décimale : PER Périodiques Résumé : This study conducted comparative assessment of friendship in preschoolers with high-functioning autism spectrum disorder (HFASD, n = 29) versus preschoolers with typical development (n = 30), focusing on interactions with friends versus acquaintances. Groups were matched on SES, verbal/nonverbal MA, IQ, and CA. Multidimensional assessments included: mothers’ and teachers’ reports about friends’ and friendship characteristics and observed individual and dyadic behaviors throughout interactions with friends versus non-friends during construction, drawing, and free-play situations. Findings revealed group differences in peer interaction favoring the typical development group, thus supporting the neuropsychological profile of HFASD. However, both groups’ interactions with friends surpassed interactions with acquaintances on several key socio-communicative and intersubjective capabilities, thus suggesting that friendship may contribute to enhancement and practice of social interaction in HFASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2052-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236

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