Conceptualizing Functioning Levels of Theory of Mind Ability and Performance in Preschool to School-Aged Autistic and Neurotypical Children / Shih-Chieh LEE in Autism Research, 19-7 (July 2026)  

Public ISBD [article]  inAutism Research > 19-7 (July 2026) . - p.e70264 Titre : Conceptualizing Functioning Levels of Theory of Mind Ability and Performance in Preschool to School-Aged Autistic and Neurotypical Children Type de document : texte imprimé Auteurs : Shih-Chieh LEE, Auteur ; Chien-Yu HUANG, Auteur ; Tzu-Yun HUANG, Auteur ; Wei-Chun HSU, Auteur ; Cian-Ya LAN, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.e70264 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  psychometrics  Rasch analysis  theory of mind Index. décimale : PER Périodiques Résumé : ABSTRACT Autistic children often show reduced theory of mind (ToM). However, existing ToM measures neither sufficiently distinguish ToM ability from performance nor interpret both scores effectively, limiting their interpretability and clinical utility. To resolve these limitations, we characterized the measurement-based functioning levels and correspondence between ToM ability and performance among preschool to school-aged children. Data from 288 autistic and 168 neurotypical children were analyzed using a multidimensional Rasch model. The functioning levels and correspondence were established using expected responses across statistically distinguishable ToM levels. The results revealed three levels of ToM ability?Early (failure on all items), Basic (success on desire-based emotion), and Advanced (success on all items)?and five levels of ToM performance: Pre-ToM (understanding needs and wants), Emerging (simple emotion recognition), Transition (first-order false belief), Premature (contextual understanding), and Mature (pragmatic understanding). Importantly, while ToM performance tended to improve with ToM ability, only 20% of the items were comparable with neurotypical children. In conclusion, our findings highlight a critical gap in autistic children and provide the first empirically derived functioning framework linking ToM ability and performance. Beyond theoretical contribution, this study offers a practical pathway toward valid assessments and tailored interventions that target children's specific social-cognitive needs. En ligne : https://doi.org/10.1002/aur.70264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589 [article] Conceptualizing Functioning Levels of Theory of Mind Ability and Performance in Preschool to School-Aged Autistic and Neurotypical Children [texte imprimé] / Shih-Chieh LEE, Auteur ; Chien-Yu HUANG, Auteur ; Tzu-Yun HUANG, Auteur ; Wei-Chun HSU, Auteur ; Cian-Ya LAN, Auteur ; Kuan-Lin CHEN, Auteur . - p.e70264. Langues : Anglais (eng) in Autism Research > 19-7 (July 2026) . - p.e70264 Mots-clés : autism spectrum disorder  psychometrics  Rasch analysis  theory of mind Index. décimale : PER Périodiques Résumé : ABSTRACT Autistic children often show reduced theory of mind (ToM). However, existing ToM measures neither sufficiently distinguish ToM ability from performance nor interpret both scores effectively, limiting their interpretability and clinical utility. To resolve these limitations, we characterized the measurement-based functioning levels and correspondence between ToM ability and performance among preschool to school-aged children. Data from 288 autistic and 168 neurotypical children were analyzed using a multidimensional Rasch model. The functioning levels and correspondence were established using expected responses across statistically distinguishable ToM levels. The results revealed three levels of ToM ability?Early (failure on all items), Basic (success on desire-based emotion), and Advanced (success on all items)?and five levels of ToM performance: Pre-ToM (understanding needs and wants), Emerging (simple emotion recognition), Transition (first-order false belief), Premature (contextual understanding), and Mature (pragmatic understanding). Importantly, while ToM performance tended to improve with ToM ability, only 20% of the items were comparable with neurotypical children. In conclusion, our findings highlight a critical gap in autistic children and provide the first empirically derived functioning framework linking ToM ability and performance. Beyond theoretical contribution, this study offers a practical pathway toward valid assessments and tailored interventions that target children's specific social-cognitive needs. En ligne : https://doi.org/10.1002/aur.70264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589

Correlates of health-related quality of life and the perception of its importance in caregivers of children with autism / Li-Chen TUNG in Research in Autism Spectrum Disorders, 8-9 (September 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1235-1242 Titre : Correlates of health-related quality of life and the perception of its importance in caregivers of children with autism Type de document : texte imprimé Auteurs : Li-Chen TUNG, Auteur ; Chien-Yu HUANG, Auteur ; Mei-Hui TSENG, Auteur ; Hsui-Chen YEN, Auteur ; Yu-Pei TSAI, Auteur ; Yu-Ching LIN, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.1235-1242 Langues : Anglais (eng) Mots-clés : Health-related quality of life  Autism  Parenting stress  Behavior problems Index. décimale : PER Périodiques Résumé : Abstract This study aims to investigate the correlates of health-related quality of life (HRQOL) and perceptions of the importance of each HRQOL domain in caregivers of children with autism. Eighty-two caregivers completed the World Health Organization Quality of Life and Parenting Stress Index Short Form to respectively measure the caregivers’ HRQOL and parenting stress. The Childhood Autism Rating Scale and the Strength and Difficulties Questionnaire were used to respectively assess severity of autism and children's behavior problems. Results revealed that severity of autism, behavior problems, and parenting stress individually had low to moderate associations with HRQOL. However, all variables considered together, only parental distress (parent-related stress) significantly contributed to the four HRQOL domains. In addition, the physical domain was the most important HRQOL domain to caregivers, and environmental domain, the least. Knowledge of the correlates of HRQOL and the importance of each HRQOL domain could serve as guides for clinicians to improve the HRQOL of caregivers of children with autism by targeting parental distress and focusing on the HRQOL domains perceived as most important by caregivers. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Correlates of health-related quality of life and the perception of its importance in caregivers of children with autism [texte imprimé] / Li-Chen TUNG, Auteur ; Chien-Yu HUANG, Auteur ; Mei-Hui TSENG, Auteur ; Hsui-Chen YEN, Auteur ; Yu-Pei TSAI, Auteur ; Yu-Ching LIN, Auteur ; Kuan-Lin CHEN, Auteur . - p.1235-1242. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1235-1242 Mots-clés : Health-related quality of life  Autism  Parenting stress  Behavior problems Index. décimale : PER Périodiques Résumé : Abstract This study aims to investigate the correlates of health-related quality of life (HRQOL) and perceptions of the importance of each HRQOL domain in caregivers of children with autism. Eighty-two caregivers completed the World Health Organization Quality of Life and Parenting Stress Index Short Form to respectively measure the caregivers’ HRQOL and parenting stress. The Childhood Autism Rating Scale and the Strength and Difficulties Questionnaire were used to respectively assess severity of autism and children's behavior problems. Results revealed that severity of autism, behavior problems, and parenting stress individually had low to moderate associations with HRQOL. However, all variables considered together, only parental distress (parent-related stress) significantly contributed to the four HRQOL domains. In addition, the physical domain was the most important HRQOL domain to caregivers, and environmental domain, the least. Knowledge of the correlates of HRQOL and the importance of each HRQOL domain could serve as guides for clinicians to improve the HRQOL of caregivers of children with autism by targeting parental distress and focusing on the HRQOL domains perceived as most important by caregivers. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Correlation patterns between pretend play and playfulness in children with autism spectrum disorder, developmental delay, and typical development / Ya-Chen LEE in Research in Autism Spectrum Disorders, 24 (April 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 24 (April 2016) . - p.29-38 Titre : Correlation patterns between pretend play and playfulness in children with autism spectrum disorder, developmental delay, and typical development Type de document : texte imprimé Auteurs : Ya-Chen LEE, Auteur ; Ping-Chen CHAN, Auteur ; Shu-Kai LIN, Auteur ; Cheng-Te CHEN, Auteur ; Chien-Yu HUANG, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.29-38 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Pretend play  Playfulness Index. décimale : PER Périodiques Résumé : Abstract This study aims to explore the relationships between pretend play and playfulness in children with autism spectrum disorder (ASD), children with developmental delay (DD), and typically developing (TD) children. Twenty children with ASD, 20 children with DD, and 20 TD children aged 3–7 years 11 months entered the play conditions for the assessments of pretend play and playfulness. Data were analyzed using the Pearson correlation coefficient and a regression analysis. Results revealed that the play patterns of the ASD group indicated greater reliance on others to generate novel ideas of how to play. The number of imitated actions and amount of elaborate pretend play were positively associated with the suspension of reality and framing dimensions of playfulness, respectively. In the DD group, pretend play performance was more closely related to the internal locus of control of playfulness. The play patterns for the TD group, as expected, involved more symbolic play and internal control. The results of this study provide further understanding of the relationships between pretend play and playfulness in children with ASD, children with DD, and TD children. Assisting children with ASD to engage in elaborate pretend play through adult facilitation may help improve the framing and suspension of reality dimensions of their playfulness. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283 [article] Correlation patterns between pretend play and playfulness in children with autism spectrum disorder, developmental delay, and typical development [texte imprimé] / Ya-Chen LEE, Auteur ; Ping-Chen CHAN, Auteur ; Shu-Kai LIN, Auteur ; Cheng-Te CHEN, Auteur ; Chien-Yu HUANG, Auteur ; Kuan-Lin CHEN, Auteur . - p.29-38. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 24 (April 2016) . - p.29-38 Mots-clés : Autism spectrum disorder  Pretend play  Playfulness Index. décimale : PER Périodiques Résumé : Abstract This study aims to explore the relationships between pretend play and playfulness in children with autism spectrum disorder (ASD), children with developmental delay (DD), and typically developing (TD) children. Twenty children with ASD, 20 children with DD, and 20 TD children aged 3–7 years 11 months entered the play conditions for the assessments of pretend play and playfulness. Data were analyzed using the Pearson correlation coefficient and a regression analysis. Results revealed that the play patterns of the ASD group indicated greater reliance on others to generate novel ideas of how to play. The number of imitated actions and amount of elaborate pretend play were positively associated with the suspension of reality and framing dimensions of playfulness, respectively. In the DD group, pretend play performance was more closely related to the internal locus of control of playfulness. The play patterns for the TD group, as expected, involved more symbolic play and internal control. The results of this study provide further understanding of the relationships between pretend play and playfulness in children with ASD, children with DD, and TD children. Assisting children with ASD to engage in elaborate pretend play through adult facilitation may help improve the framing and suspension of reality dimensions of their playfulness. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283

Differences Between the Childhood Autism Rating Scale and the Social Responsiveness Scale in Assessing Symptoms of Children with Autistic Spectrum Disorder / Kuan-Lin CHEN in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3191-3198 Titre : Differences Between the Childhood Autism Rating Scale and the Social Responsiveness Scale in Assessing Symptoms of Children with Autistic Spectrum Disorder Type de document : texte imprimé Auteurs : Kuan-Lin CHEN, Auteur ; Chien-Ho LIN, Auteur ; Tzu-Ying YU, Auteur ; Chien-Yu HUANG, Auteur ; Ying-Dar CHEN, Auteur Article en page(s) : p.3191-3198 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Childhood Autism Rating Scale  Children  Social Responsiveness Scale Index. décimale : PER Périodiques Résumé : This study aimed to compare symptoms of autism spectrum disorder using the Childhood Autism Rating Scale (CARS) and the Social Responsiveness Scale (SRS-2) and to investigate their influencing factors. The diagnostic agreement was 92.7%, but with a fair Kappa value (0.247). Children's verbal comprehension was related to the CARS scores, and no variables were related to the SRS-2 scores. Generally, significant small correlations were found between the two measures in children with normal or borderline to below average verbal comprehension (rs = 0.32 ~ 0.49, p < .005), but not in those with impaired verbal comprehension. The CARS and the SRS-2 may contain different explicit behaviors and collect different perspectives (i.e., those of caregivers and professionals). Therefore, they appear to complement each other. En ligne : http://dx.doi.org/10.1007/s10803-018-3585-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Differences Between the Childhood Autism Rating Scale and the Social Responsiveness Scale in Assessing Symptoms of Children with Autistic Spectrum Disorder [texte imprimé] / Kuan-Lin CHEN, Auteur ; Chien-Ho LIN, Auteur ; Tzu-Ying YU, Auteur ; Chien-Yu HUANG, Auteur ; Ying-Dar CHEN, Auteur . - p.3191-3198. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3191-3198 Mots-clés : Autism spectrum disorder  Childhood Autism Rating Scale  Children  Social Responsiveness Scale Index. décimale : PER Périodiques Résumé : This study aimed to compare symptoms of autism spectrum disorder using the Childhood Autism Rating Scale (CARS) and the Social Responsiveness Scale (SRS-2) and to investigate their influencing factors. The diagnostic agreement was 92.7%, but with a fair Kappa value (0.247). Children's verbal comprehension was related to the CARS scores, and no variables were related to the SRS-2 scores. Generally, significant small correlations were found between the two measures in children with normal or borderline to below average verbal comprehension (rs = 0.32 ~ 0.49, p < .005), but not in those with impaired verbal comprehension. The CARS and the SRS-2 may contain different explicit behaviors and collect different perspectives (i.e., those of caregivers and professionals). Therefore, they appear to complement each other. En ligne : http://dx.doi.org/10.1007/s10803-018-3585-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Impacts of Autistic Behaviors, Emotional and Behavioral Problems on Parenting Stress in Caregivers of Children with Autism / Chien-Yu HUANG in Journal of Autism and Developmental Disorders, 44-6 (June 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1383-1390 Titre : Impacts of Autistic Behaviors, Emotional and Behavioral Problems on Parenting Stress in Caregivers of Children with Autism Type de document : texte imprimé Auteurs : Chien-Yu HUANG, Auteur ; Hsui-Chen YEN, Auteur ; Mei-Hui TSENG, Auteur ; Li-Chen TUNG, Auteur ; Ying-Dar CHEN, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.1383-1390 Langues : Anglais (eng) Mots-clés : Autistic behaviors  Emotional and behavioral problems  Parenting stress  Autism Index. décimale : PER Périodiques Résumé : This study examined the effects of autistic behaviors and individual emotional and behavioral problems on parenting stress in caregivers of children with autism. Caregivers were interviewed with the Childhood Autism Rating Scale and completed the Strength and Difficulties Questionnaire and the Parenting Stress Index Short Form. Results revealed that caregivers of children with mild/moderate autistic behavior problems perceived lower parenting stress than did those of children with no or severe problems. In addition, prosocial behaviors and conduct problems respectively predicted stress in the parent–child relationship and child-related stress. The findings can provide guidance in evaluations and interventions with a focus on mitigating parenting stress in caregivers of children with autism. En ligne : http://dx.doi.org/10.1007/s10803-013-2000-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Impacts of Autistic Behaviors, Emotional and Behavioral Problems on Parenting Stress in Caregivers of Children with Autism [texte imprimé] / Chien-Yu HUANG, Auteur ; Hsui-Chen YEN, Auteur ; Mei-Hui TSENG, Auteur ; Li-Chen TUNG, Auteur ; Ying-Dar CHEN, Auteur ; Kuan-Lin CHEN, Auteur . - p.1383-1390. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1383-1390 Mots-clés : Autistic behaviors  Emotional and behavioral problems  Parenting stress  Autism Index. décimale : PER Périodiques Résumé : This study examined the effects of autistic behaviors and individual emotional and behavioral problems on parenting stress in caregivers of children with autism. Caregivers were interviewed with the Childhood Autism Rating Scale and completed the Strength and Difficulties Questionnaire and the Parenting Stress Index Short Form. Results revealed that caregivers of children with mild/moderate autistic behavior problems perceived lower parenting stress than did those of children with no or severe problems. In addition, prosocial behaviors and conduct problems respectively predicted stress in the parent–child relationship and child-related stress. The findings can provide guidance in evaluations and interventions with a focus on mitigating parenting stress in caregivers of children with autism. En ligne : http://dx.doi.org/10.1007/s10803-013-2000-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Interpreting the results of explicit and applied theory of mind collectively in autistic children: A solution from Rasch analysis / Chien-Yu HUANG ; I. Ning FU ; Kuan-Lin CHEN in Autism, 28-2 (February 2024)  

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Response to the Letter to the Editor: Impacts of Autistic Behaviors, Emotional and Behavioral Problems on Parenting Stress in Caregivers of Children with Autism: Errors and Discrepancies / Chien-Yu HUANG in Journal of Autism and Developmental Disorders, 45-4 (April 2015)  

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Theory of Mind Predicts Social Interaction in Children with Autism Spectrum Disorder: A Two-Year Follow-Up Study / Hsiu-Man CHIU in Journal of Autism and Developmental Disorders, 53-9 (September 2023)  

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