Brief Report: Do You See What I See? The Perception of Bullying in Male Adolescents with Autism Spectrum Disorder / Zoe HODGINS in Journal of Autism and Developmental Disorders, 50-5 (May 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1822-1826 Titre : Brief Report: Do You See What I See? The Perception of Bullying in Male Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Zoe HODGINS, Auteur ; Elizabeth KELLEY, Auteur ; Patricia KLOOSTERMAN, Auteur ; Layla HALL, Auteur ; Chloe C HUDSON, Auteur ; Rosaria FURLANO, Auteur ; Wendy M. CRAIG, Auteur Article en page(s) : p.1822-1826 Langues : Anglais (eng) Mots-clés : Adolescents  Autism  Bullying  Social cognition  Social understanding  Victimization Index. décimale : PER Périodiques Résumé : Although there is evidence to suggest that adolescents with autism spectrum disorder (ASD) have difficulty interpreting complex social situations, little is known about their understanding of bullying. Given the high rates of victimization in this population, it is important to investigate how adolescents with ASD comprehend bullying. Male adolescents with ASD and IQ-matched typically-developing (TD) controls (Mage = 14.62, SD = 1.91) watched six videos portraying bullying scenarios and were interviewed after each video. The interviews were coded for the participants' understanding of the bullying scenarios. Results indicated that adolescents with ASD had significantly lower bullying understanding scores than TD adolescents. These novel findings suggest that male adolescents with ASD understand bullying differently than their TD peers. Implications for experiences with victimization are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3739-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Brief Report: Do You See What I See? The Perception of Bullying in Male Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Zoe HODGINS, Auteur ; Elizabeth KELLEY, Auteur ; Patricia KLOOSTERMAN, Auteur ; Layla HALL, Auteur ; Chloe C HUDSON, Auteur ; Rosaria FURLANO, Auteur ; Wendy M. CRAIG, Auteur . - p.1822-1826. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1822-1826 Mots-clés : Adolescents  Autism  Bullying  Social cognition  Social understanding  Victimization Index. décimale : PER Périodiques Résumé : Although there is evidence to suggest that adolescents with autism spectrum disorder (ASD) have difficulty interpreting complex social situations, little is known about their understanding of bullying. Given the high rates of victimization in this population, it is important to investigate how adolescents with ASD comprehend bullying. Male adolescents with ASD and IQ-matched typically-developing (TD) controls (Mage = 14.62, SD = 1.91) watched six videos portraying bullying scenarios and were interviewed after each video. The interviews were coded for the participants' understanding of the bullying scenarios. Results indicated that adolescents with ASD had significantly lower bullying understanding scores than TD adolescents. These novel findings suggest that male adolescents with ASD understand bullying differently than their TD peers. Implications for experiences with victimization are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3739-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Do Children with Autism Spectrum Disorder Understand Their Academic Competencies? / Rosaria FURLANO in Journal of Autism and Developmental Disorders, 50-9 (September 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3101-3113 Titre : Do Children with Autism Spectrum Disorder Understand Their Academic Competencies? Type de document : Texte imprimé et/ou numérique Auteurs : Rosaria FURLANO, Auteur ; Elizabeth A. KELLEY, Auteur Article en page(s) : p.3101-3113 Langues : Anglais (eng) Mots-clés : Academic competency  Autism spectrum disorders  Feedback  Metacognition  Self-concept  Self-perception Index. décimale : PER Périodiques Résumé : Research suggests that individuals with autism spectrum disorder (ASD) are unaware of their competencies in many domains. The current study examines whether self-perception of academic competency differs in children with ASD compared to typically-developing (TD) controls and whether estimations change after providing feedback. Sixty participants, 10-15 years of age, completed academic tasks and were asked to predict their performance before and after each task. The ASD group overestimated their performance compared to the TD group except when provided with feedback. The ASD group was significantly more accurate with their perceptions when receiving feedback, which suggests that they are able to process concrete feedback. Future research should attempt to understand the underlying mechanisms and functions of this bias. En ligne : http://dx.doi.org/10.1007/s10803-019-03988-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Do Children with Autism Spectrum Disorder Understand Their Academic Competencies? [Texte imprimé et/ou numérique] / Rosaria FURLANO, Auteur ; Elizabeth A. KELLEY, Auteur . - p.3101-3113. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3101-3113 Mots-clés : Academic competency  Autism spectrum disorders  Feedback  Metacognition  Self-concept  Self-perception Index. décimale : PER Périodiques Résumé : Research suggests that individuals with autism spectrum disorder (ASD) are unaware of their competencies in many domains. The current study examines whether self-perception of academic competency differs in children with ASD compared to typically-developing (TD) controls and whether estimations change after providing feedback. Sixty participants, 10-15 years of age, completed academic tasks and were asked to predict their performance before and after each task. The ASD group overestimated their performance compared to the TD group except when provided with feedback. The ASD group was significantly more accurate with their perceptions when receiving feedback, which suggests that they are able to process concrete feedback. Future research should attempt to understand the underlying mechanisms and functions of this bias. En ligne : http://dx.doi.org/10.1007/s10803-019-03988-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

Self-perception of competencies in adolescents with autism spectrum disorders / Rosaria FURLANO in Autism Research, 8-6 (December 2015)  

Public ISBD [article]  inAutism Research > 8-6 (December 2015) . - p.761-770 Titre : Self-perception of competencies in adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Rosaria FURLANO, Auteur ; Elizabeth A. KELLEY, Auteur ; Layla HALL, Auteur ; Daryl E. WILSON, Auteur Article en page(s) : p.761-770 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  self-perceptions  cognitive development  academic functioning  metacognition  self-concept Index. décimale : PER Périodiques Résumé : Research has demonstrated that, despite difficulties in multiple domains, children with autism spectrum disorders (ASD) show a lack of awareness of these difficulties. A misunderstanding of poor competencies may make it difficult for individuals to adjust their behaviour in accordance with feedback and may lead to greater impairments over time. This study examined self-perceptions of adolescents with ASD (n?=?19) and typically developing (TD) mental-age-matched controls (n?=?22) using actual performance on objective academic tasks as the basis for ratings. Before completing the tasks, participants were asked how well they thought they would do (pre-task prediction). After completing each task, they were asked how well they thought they did (immediate post-performance) and how well they would do in the future (hypothetical future post-performance). Adolescents with ASD had more positively biased self-perceptions of competence than TD controls. The ASD group tended to overestimate their performance on all ratings of self-perceptions (pre-task prediction, immediate, and hypothetical future post-performance). In contrast, while the TD group was quite accurate at estimating their performance immediately before and after performing the task, they showed some tendency to overestimate their future performance. Future investigation is needed to systematically examine possible mechanisms that may be contributing to these biased self-perceptions. Autism Res 2015, 8: 761–770. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1491 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Self-perception of competencies in adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Rosaria FURLANO, Auteur ; Elizabeth A. KELLEY, Auteur ; Layla HALL, Auteur ; Daryl E. WILSON, Auteur . - p.761-770. Langues : Anglais (eng) in Autism Research > 8-6 (December 2015) . - p.761-770 Mots-clés : autism spectrum disorders  self-perceptions  cognitive development  academic functioning  metacognition  self-concept Index. décimale : PER Périodiques Résumé : Research has demonstrated that, despite difficulties in multiple domains, children with autism spectrum disorders (ASD) show a lack of awareness of these difficulties. A misunderstanding of poor competencies may make it difficult for individuals to adjust their behaviour in accordance with feedback and may lead to greater impairments over time. This study examined self-perceptions of adolescents with ASD (n?=?19) and typically developing (TD) mental-age-matched controls (n?=?22) using actual performance on objective academic tasks as the basis for ratings. Before completing the tasks, participants were asked how well they thought they would do (pre-task prediction). After completing each task, they were asked how well they thought they did (immediate post-performance) and how well they would do in the future (hypothetical future post-performance). Adolescents with ASD had more positively biased self-perceptions of competence than TD controls. The ASD group tended to overestimate their performance on all ratings of self-perceptions (pre-task prediction, immediate, and hypothetical future post-performance). In contrast, while the TD group was quite accurate at estimating their performance immediately before and after performing the task, they showed some tendency to overestimate their future performance. Future investigation is needed to systematically examine possible mechanisms that may be contributing to these biased self-perceptions. Autism Res 2015, 8: 761–770. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1491 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

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