Irony comprehension and mentalizing ability in children with and without Autism Spectrum Disorder / Ronit SABAN-BEZALEL in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.30-38 Titre : Irony comprehension and mentalizing ability in children with and without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ronit SABAN-BEZALEL, Auteur ; Dror DOLFIN, Auteur ; Nathaniel LAOR, Auteur ; Nira MASHAL, Auteur Article en page(s) : p.30-38 Langues : Anglais (eng) Mots-clés : ASD  Irony  ToM  Hinting test Index. décimale : PER Périodiques Résumé : Background Despite evidence suggesting that individuals with Autism Spectrum Disorder (ASD) may have difficulties in comprehension of figurative language, and irony in particular, previous studies examining this ability among individuals with (ASD) have reported inconsistent findings, resulting in different suggested etiologies of this difficulty. In view of the inconclusive findings, the current study assesses the contribution of various factors to irony comprehension, with specific focus on the association between mentalizing ability and irony comprehension. Method Irony comprehension was examined in 20 individuals with ASD (age range 10–15) as compared to 20 typically developing (TD) peers (age range 10–15) through a task of reading ten ironic comics. Participants were matched by age, gender, vocabulary, executive function abilities, and their results on a second-order false-belief task. Their mentalizing abilities were examined by the Hinting Test for the ability to understand intentions. Results A significant difference in irony comprehension was observed between the groups. Re-adjusting the group matching according to the Hinting Test scores eliminated the group difference in irony comprehension. Multilevel regression with logit link analysis showed that hinting and mental flexibility contributed to irony comprehension. Conclusions The study's findings demonstrated that individuals with ASD showed adequate ability to comprehend irony but nonetheless were outperformed by TD peers (matched on age, language, ToM, and executive functioning abilities). A comparison of the two groups by their mentalizing abilities (through understanding intentions) revealed similar comprehension abilities. These findings highlight the importance of using several tools that each focus on different aspects of mentalizing when assessing this skill in studies of figurative language in ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Irony comprehension and mentalizing ability in children with and without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ronit SABAN-BEZALEL, Auteur ; Dror DOLFIN, Auteur ; Nathaniel LAOR, Auteur ; Nira MASHAL, Auteur . - p.30-38. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.30-38 Mots-clés : ASD  Irony  ToM  Hinting test Index. décimale : PER Périodiques Résumé : Background Despite evidence suggesting that individuals with Autism Spectrum Disorder (ASD) may have difficulties in comprehension of figurative language, and irony in particular, previous studies examining this ability among individuals with (ASD) have reported inconsistent findings, resulting in different suggested etiologies of this difficulty. In view of the inconclusive findings, the current study assesses the contribution of various factors to irony comprehension, with specific focus on the association between mentalizing ability and irony comprehension. Method Irony comprehension was examined in 20 individuals with ASD (age range 10–15) as compared to 20 typically developing (TD) peers (age range 10–15) through a task of reading ten ironic comics. Participants were matched by age, gender, vocabulary, executive function abilities, and their results on a second-order false-belief task. Their mentalizing abilities were examined by the Hinting Test for the ability to understand intentions. Results A significant difference in irony comprehension was observed between the groups. Re-adjusting the group matching according to the Hinting Test scores eliminated the group difference in irony comprehension. Multilevel regression with logit link analysis showed that hinting and mental flexibility contributed to irony comprehension. Conclusions The study's findings demonstrated that individuals with ASD showed adequate ability to comprehend irony but nonetheless were outperformed by TD peers (matched on age, language, ToM, and executive functioning abilities). A comparison of the two groups by their mentalizing abilities (through understanding intentions) revealed similar comprehension abilities. These findings highlight the importance of using several tools that each focus on different aspects of mentalizing when assessing this skill in studies of figurative language in ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Self- and Co-regulation of Anger and Fear in Preschoolers with Autism Spectrum Disorders: The Role of Maternal Parenting Style and Temperament / Yael HIRSCHLER-GUTTENBERG in Journal of Autism and Developmental Disorders, 45-9 (September 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.3004-3014 Titre : Self- and Co-regulation of Anger and Fear in Preschoolers with Autism Spectrum Disorders: The Role of Maternal Parenting Style and Temperament Type de document : Texte imprimé et/ou numérique Auteurs : Yael HIRSCHLER-GUTTENBERG, Auteur ; Ruth FELDMAN, Auteur ; Sharon OSTFELD-ETZION, Auteur ; Nathaniel LAOR, Auteur ; Ofer GOLAN, Auteur Article en page(s) : p.3004-3014 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Preschool children  Emotion regulation  Parenting style  Maternal temperament Index. décimale : PER Périodiques Résumé : Emotion regulation (ER) difficulties are a major concern in children with autism spectrum disorder (ASD). Maternal temperament and parenting style have significant effects on children’s ER. However, these effects have not been studied in children with ASD. Forty preschoolers with ASD and their mothers and forty matched controls engaged in fear and anger ER paradigms, micro-coded for child self- and co-regulatory behaviors and parent’s regulation-facilitation. Mothers’ parenting style and temperament were self-reported. In the ASD group only, maternal authoritarian style predicted higher self-regulation and lower co-regulation of anger and maternal authoritative style predicted higher self-regulation of fear. Maternal temperament did not predict child’s ER. Findings emphasize the importance of maternal flexible parenting style in facilitating ER among children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2464-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Self- and Co-regulation of Anger and Fear in Preschoolers with Autism Spectrum Disorders: The Role of Maternal Parenting Style and Temperament [Texte imprimé et/ou numérique] / Yael HIRSCHLER-GUTTENBERG, Auteur ; Ruth FELDMAN, Auteur ; Sharon OSTFELD-ETZION, Auteur ; Nathaniel LAOR, Auteur ; Ofer GOLAN, Auteur . - p.3004-3014. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.3004-3014 Mots-clés : Autism spectrum disorder  Preschool children  Emotion regulation  Parenting style  Maternal temperament Index. décimale : PER Périodiques Résumé : Emotion regulation (ER) difficulties are a major concern in children with autism spectrum disorder (ASD). Maternal temperament and parenting style have significant effects on children’s ER. However, these effects have not been studied in children with ASD. Forty preschoolers with ASD and their mothers and forty matched controls engaged in fear and anger ER paradigms, micro-coded for child self- and co-regulatory behaviors and parent’s regulation-facilitation. Mothers’ parenting style and temperament were self-reported. In the ASD group only, maternal authoritarian style predicted higher self-regulation and lower co-regulation of anger and maternal authoritative style predicted higher self-regulation of fear. Maternal temperament did not predict child’s ER. Findings emphasize the importance of maternal flexible parenting style in facilitating ER among children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2464-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Self-regulated compliance in preschoolers with autism spectrum disorder: The role of temperament and parental disciplinary style / Sharon OSTFELD-ETZION in Autism, 20-7 (October 2016)  

Public ISBD [article]  inAutism > 20-7 (October 2016) . - p.868-878 Titre : Self-regulated compliance in preschoolers with autism spectrum disorder: The role of temperament and parental disciplinary style Type de document : Texte imprimé et/ou numérique Auteurs : Sharon OSTFELD-ETZION, Auteur ; Ruth FELDMAN, Auteur ; Yael HIRSCHLER-GUTTENBERG, Auteur ; Nathaniel LAOR, Auteur ; Ofer GOLAN, Auteur Article en page(s) : p.868-878 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  compliance  parenting  temperament Index. décimale : PER Périodiques Résumé : Regulatory difficulties are common in children with autism spectrum disorder. This study focused on an important aspect of self-regulation—the ability to willingly comply with frustrating demands of socialization agents, termed “self-regulated compliance.” We studied compliance to parental demands in 40 preschoolers with autism spectrum disorder and 40 matched typically developing preschoolers, during separate interactions with mother and father, while engaging in two paradigms: toy pick-up and delayed gratification, which tap the “do” and “don’t” aspects of self-regulated socialization at this age. Parents’ disciplinary style was micro-coded from the two paradigms and child temperament was parent reported. Compared to their typically developing peers, children with autism spectrum disorder showed more noncompliance and less self-regulated compliance to parental demands and prohibitions and greater temperamental difficulties across several domains. No group differences were found in parental disciplinary style. Child self-regulated compliance was associated with parental supportive disciplinary style and with child attention focusing. Findings highlight the importance of parental supportive presence in structuring the development of socialization in children with autism spectrum disorder. Implications for parent–child emotion regulation interventions are discussed. En ligne : http://dx.doi.org/10.1177/1362361315615467 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] Self-regulated compliance in preschoolers with autism spectrum disorder: The role of temperament and parental disciplinary style [Texte imprimé et/ou numérique] / Sharon OSTFELD-ETZION, Auteur ; Ruth FELDMAN, Auteur ; Yael HIRSCHLER-GUTTENBERG, Auteur ; Nathaniel LAOR, Auteur ; Ofer GOLAN, Auteur . - p.868-878. Langues : Anglais (eng) in Autism > 20-7 (October 2016) . - p.868-878 Mots-clés : autism spectrum disorder  compliance  parenting  temperament Index. décimale : PER Périodiques Résumé : Regulatory difficulties are common in children with autism spectrum disorder. This study focused on an important aspect of self-regulation—the ability to willingly comply with frustrating demands of socialization agents, termed “self-regulated compliance.” We studied compliance to parental demands in 40 preschoolers with autism spectrum disorder and 40 matched typically developing preschoolers, during separate interactions with mother and father, while engaging in two paradigms: toy pick-up and delayed gratification, which tap the “do” and “don’t” aspects of self-regulated socialization at this age. Parents’ disciplinary style was micro-coded from the two paradigms and child temperament was parent reported. Compared to their typically developing peers, children with autism spectrum disorder showed more noncompliance and less self-regulated compliance to parental demands and prohibitions and greater temperamental difficulties across several domains. No group differences were found in parental disciplinary style. Child self-regulated compliance was associated with parental supportive disciplinary style and with child attention focusing. Findings highlight the importance of parental supportive presence in structuring the development of socialization in children with autism spectrum disorder. Implications for parent–child emotion regulation interventions are discussed. En ligne : http://dx.doi.org/10.1177/1362361315615467 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

Social (Pragmatic) Communication Disorder and Its Relation to the Autism Spectrum: Dilemmas Arising From the DSM-5 Classification / Yael BRUKNER-WERTMAN in Journal of Autism and Developmental Disorders, 46-8 (August 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-8 (August 2016) . - p.2821-2829 Titre : Social (Pragmatic) Communication Disorder and Its Relation to the Autism Spectrum: Dilemmas Arising From the DSM-5 Classification Type de document : Texte imprimé et/ou numérique Auteurs : Yael BRUKNER-WERTMAN, Auteur ; Nathaniel LAOR, Auteur ; Ofer GOLAN, Auteur Article en page(s) : p.2821-2829 Langues : Anglais (eng) Mots-clés : Social communication disorder  Autism spectrum disorder  Phenotype  Differential diagnosis  Treatment  Services Index. décimale : PER Périodiques Résumé : DSM-5 introduced two diagnoses describing neurodevelopmental deficits in social communication (SC); Autism Spectrum Disorder (ASD) and Social (Pragmatic) Communication Disorder (SPCD). These diagnoses are differentiated by Repetitive and Restricted Behaviors (RRB), required for an ASD diagnosis and absent in SPCD. We highlight the gaps between the research into SPCD and DSM-5’s diagnostic criteria, and discuss the clinical implications of this diagnostic decision. We argue that DSM-5’s demand for full manifestation of both SC and RRB axes when diagnosing ASD, prematurely forced a categorical view on the continual nature of the potentially dependent SC and RRB phenotypes. We conclude by highlighting the implications of this differential diagnostic decision on public health policies, designated therapy, and the need for further research regarding SPCD. En ligne : http://dx.doi.org/10.1007/s10803-016-2814-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291 [article] Social (Pragmatic) Communication Disorder and Its Relation to the Autism Spectrum: Dilemmas Arising From the DSM-5 Classification [Texte imprimé et/ou numérique] / Yael BRUKNER-WERTMAN, Auteur ; Nathaniel LAOR, Auteur ; Ofer GOLAN, Auteur . - p.2821-2829. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-8 (August 2016) . - p.2821-2829 Mots-clés : Social communication disorder  Autism spectrum disorder  Phenotype  Differential diagnosis  Treatment  Services Index. décimale : PER Périodiques Résumé : DSM-5 introduced two diagnoses describing neurodevelopmental deficits in social communication (SC); Autism Spectrum Disorder (ASD) and Social (Pragmatic) Communication Disorder (SPCD). These diagnoses are differentiated by Repetitive and Restricted Behaviors (RRB), required for an ASD diagnosis and absent in SPCD. We highlight the gaps between the research into SPCD and DSM-5’s diagnostic criteria, and discuss the clinical implications of this diagnostic decision. We argue that DSM-5’s demand for full manifestation of both SC and RRB axes when diagnosing ASD, prematurely forced a categorical view on the continual nature of the potentially dependent SC and RRB phenotypes. We conclude by highlighting the implications of this differential diagnostic decision on public health policies, designated therapy, and the need for further research regarding SPCD. En ligne : http://dx.doi.org/10.1007/s10803-016-2814-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291

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