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 et/ou numérique 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 et/ou numérique] / 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

Development and psychometric evidence of the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2) in children with autism spectrum disorder / Kuan-Lin CHEN in Research in Autism Spectrum Disorders, 103 (May 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 103 (May 2023) . - p.102132 Titre : Development and psychometric evidence of the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2) in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kuan-Lin CHEN, Auteur ; Dai-Rong JIANG, Auteur ; Yen-Ting YU, Auteur ; Ya-Chen LEE, Auteur Article en page(s) : p.102132 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Theory of mind  Children  Assessment  Psychometrics properties Index. décimale : PER Périodiques Résumé : Background Theory of mind (ToM) is an important social cognitive ability of humans to understand the mental states of themselves and others. Children with autism spectrum disorder (ASD) are believed to have impaired ToM. In this study, for application in Chinese children with ASD in clinical and research settings, the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2-C) was developed with cultural adaptations. The psychometric properties of ToMI-2-C were then evaluated in Chinese children with ASD. Methods The ToMI-2-C was developed and culturally adapted through a standard translation process: forward translation, back-translation, synthesis, expert validation and content validity, and a pilot study. A total of 166 children with ASD and 54 children with typical development, all aged 3-12 years, were then assessed with the ToMI-2-C and with measures of symptom severity, social adaptive behavior skills, and verbal ability. Results The ToMI-2-C was found to have high internal consistency (Cronbach?s ? = 0.965) and good test-retest reliability (Intraclass correlation coefficient = 0.88), convergent validity (r = ? 0.436 to 0.591, all p < 0.001), and discriminative validity (t = 8.172, p < 0.01; Cohen's d = 1.57; area-under-the-curve = 0.87) for differentiating children with ASD and those with typical development. Conclusions The empirical results show that the ToMI-2-C could be a useful measure for clinicians and researchers to reliably and validly evaluate the daily performance of ToM in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Development and psychometric evidence of the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2) in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Kuan-Lin CHEN, Auteur ; Dai-Rong JIANG, Auteur ; Yen-Ting YU, Auteur ; Ya-Chen LEE, Auteur . - p.102132. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 103 (May 2023) . - p.102132 Mots-clés : Autism spectrum disorder  Theory of mind  Children  Assessment  Psychometrics properties Index. décimale : PER Périodiques Résumé : Background Theory of mind (ToM) is an important social cognitive ability of humans to understand the mental states of themselves and others. Children with autism spectrum disorder (ASD) are believed to have impaired ToM. In this study, for application in Chinese children with ASD in clinical and research settings, the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2-C) was developed with cultural adaptations. The psychometric properties of ToMI-2-C were then evaluated in Chinese children with ASD. Methods The ToMI-2-C was developed and culturally adapted through a standard translation process: forward translation, back-translation, synthesis, expert validation and content validity, and a pilot study. A total of 166 children with ASD and 54 children with typical development, all aged 3-12 years, were then assessed with the ToMI-2-C and with measures of symptom severity, social adaptive behavior skills, and verbal ability. Results The ToMI-2-C was found to have high internal consistency (Cronbach?s ? = 0.965) and good test-retest reliability (Intraclass correlation coefficient = 0.88), convergent validity (r = ? 0.436 to 0.591, all p < 0.001), and discriminative validity (t = 8.172, p < 0.01; Cohen's d = 1.57; area-under-the-curve = 0.87) for differentiating children with ASD and those with typical development. Conclusions The empirical results show that the ToMI-2-C could be a useful measure for clinicians and researchers to reliably and validly evaluate the daily performance of ToM in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

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