Social-Emotional Correlates of Early Stage Social Information Processing Skills in Children With and Without Autism Spectrum Disorder / Nicole M. RUSSO-PONSARAN in Autism Research, 8-5 (October 2015)  

Public ISBD [article]  inAutism Research > 8-5 (October 2015) . - p.486-496 Titre : Social-Emotional Correlates of Early Stage Social Information Processing Skills in Children With and Without Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Nicole M. RUSSO-PONSARAN, Auteur ; Clark MCKOWN, Auteur ; Jason K. JOHNSON, Auteur ; Adelaide W. ALLEN, Auteur ; Bernadette EVANS-SMITH, Auteur ; Louis FOGG, Auteur Article en page(s) : p.486-496 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  social information processing  children  emotion recognition  theory of mind  pragmatic language Index. décimale : PER Périodiques Résumé : Difficulty processing social information is a defining feature of autism spectrum disorder (ASD). Yet the failure of children with ASD to process social information effectively is poorly understood. Using Crick and Dodge's model of social information processing (SIP), this study examined the relationship between social-emotional (SE) skills of pragmatic language, theory of mind, and emotion recognition on the one hand, and early stage SIP skills of problem identification and goal generation on the other. The study included a sample of school-aged children with and without ASD. SIP was assessed using hypothetical social situations in the context of a semistructured scenario-based interview. Pragmatic language, theory of mind, and emotion recognition were measured using direct assessments. Social thinking differences between children with and without ASD are largely differences of quantity (overall lower performance in ASD), not discrepancies in cognitive processing patterns. These data support theoretical models of the relationship between SE skills and SIP. Findings have implications for understanding the mechanisms giving rise to SIP deficits in ASD and may ultimately inform treatment development for children with ASD. Autism Res 2015, 8: 486–496. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1463 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Social-Emotional Correlates of Early Stage Social Information Processing Skills in Children With and Without Autism Spectrum Disorder [texte imprimé] / Nicole M. RUSSO-PONSARAN, Auteur ; Clark MCKOWN, Auteur ; Jason K. JOHNSON, Auteur ; Adelaide W. ALLEN, Auteur ; Bernadette EVANS-SMITH, Auteur ; Louis FOGG, Auteur . - p.486-496. Langues : Anglais (eng) in Autism Research > 8-5 (October 2015) . - p.486-496 Mots-clés : autism spectrum disorder  social information processing  children  emotion recognition  theory of mind  pragmatic language Index. décimale : PER Périodiques Résumé : Difficulty processing social information is a defining feature of autism spectrum disorder (ASD). Yet the failure of children with ASD to process social information effectively is poorly understood. Using Crick and Dodge's model of social information processing (SIP), this study examined the relationship between social-emotional (SE) skills of pragmatic language, theory of mind, and emotion recognition on the one hand, and early stage SIP skills of problem identification and goal generation on the other. The study included a sample of school-aged children with and without ASD. SIP was assessed using hypothetical social situations in the context of a semistructured scenario-based interview. Pragmatic language, theory of mind, and emotion recognition were measured using direct assessments. Social thinking differences between children with and without ASD are largely differences of quantity (overall lower performance in ASD), not discrepancies in cognitive processing patterns. These data support theoretical models of the relationship between SE skills and SIP. Findings have implications for understanding the mechanisms giving rise to SIP deficits in ASD and may ultimately inform treatment development for children with ASD. Autism Res 2015, 8: 486–496. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1463 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Virtual Environment for Social Information Processing: Assessment of Children with and without Autism Spectrum Disorders / Nicole M. RUSSO-PONSARAN in Autism Research, 11-2 (February 2018)  

Public ISBD [article]  inAutism Research > 11-2 (February 2018) . - p.305-317 Titre : Virtual Environment for Social Information Processing: Assessment of Children with and without Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Nicole M. RUSSO-PONSARAN, Auteur ; Clark MCKOWN, Auteur ; Jason K. JOHNSON, Auteur ; Jaclyn RUSSO, Auteur ; Jacob CROSSMAN, Auteur ; Ilana REIFE, Auteur Année de publication : 2018 Article en page(s) : p.305-317 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social information processing (SIP) skills are critical for developing and maintaining peer relationships. Building on existing assessment techniques, Virtual Environment for SIP (VESIPTM), a simulation‐based assessment that immerses children in social decision‐making scenarios, was developed. This study presents preliminary evidence of VESIP's usefulness for measuring SIP skills in children with and without autism spectrum disorders (ASD). Twenty‐one children with ASD and 29 control children participated. It was hypothesized that (a) children (8–12 years old), with and without ASD, would understand and interact effectively with VESIP; (b) VESIP scores would be reliable in both populations; and (c) children with ASD would score lower on SIP domains than typically developing peers. Results supported these hypotheses. Finally, response bias was also evaluated, showing that children with ASD have different problem‐solving strategies than their peers. VESIP has great potential as a scalable assessment of SIP strengths and challenges in children with and without ASD. Autism Res 2018, 11: 305–317. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Children with autism spectrum disorders (ASDs) often struggle interpreting and responding to social situations. The present study suggests that an animated, simulation‐based assessment approach is an effective way to measure how children with or without ASDs problem‐solve challenging social situations. VESIP is an easy‐to‐use assessment tool that can help practitioners understand a child's particular strengths and weaknesses. En ligne : https://doi.org/10.1002/aur.1889 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334 [article] Virtual Environment for Social Information Processing: Assessment of Children with and without Autism Spectrum Disorders [texte imprimé] / Nicole M. RUSSO-PONSARAN, Auteur ; Clark MCKOWN, Auteur ; Jason K. JOHNSON, Auteur ; Jaclyn RUSSO, Auteur ; Jacob CROSSMAN, Auteur ; Ilana REIFE, Auteur . - 2018 . - p.305-317. Langues : Anglais (eng) in Autism Research > 11-2 (February 2018) . - p.305-317 Index. décimale : PER Périodiques Résumé : Social information processing (SIP) skills are critical for developing and maintaining peer relationships. Building on existing assessment techniques, Virtual Environment for SIP (VESIPTM), a simulation‐based assessment that immerses children in social decision‐making scenarios, was developed. This study presents preliminary evidence of VESIP's usefulness for measuring SIP skills in children with and without autism spectrum disorders (ASD). Twenty‐one children with ASD and 29 control children participated. It was hypothesized that (a) children (8–12 years old), with and without ASD, would understand and interact effectively with VESIP; (b) VESIP scores would be reliable in both populations; and (c) children with ASD would score lower on SIP domains than typically developing peers. Results supported these hypotheses. Finally, response bias was also evaluated, showing that children with ASD have different problem‐solving strategies than their peers. VESIP has great potential as a scalable assessment of SIP strengths and challenges in children with and without ASD. Autism Res 2018, 11: 305–317. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Children with autism spectrum disorders (ASDs) often struggle interpreting and responding to social situations. The present study suggests that an animated, simulation‐based assessment approach is an effective way to measure how children with or without ASDs problem‐solve challenging social situations. VESIP is an easy‐to‐use assessment tool that can help practitioners understand a child's particular strengths and weaknesses. En ligne : https://doi.org/10.1002/aur.1889 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334

---

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