Children With ASD Do Not Understand Hidden Emotions Before False Belief Attribution / Morgane BURNEL in Autism Research, 19-2 (February 2026)  

Public ISBD [article]  inAutism Research > 19-2 (February 2026) . - e70170 Titre : Children With ASD Do Not Understand Hidden Emotions Before False Belief Attribution Type de document : texte imprimé Auteurs : Morgane BURNEL, Auteur ; Stephanie DURRLEMAN, Auteur ; Anne REBOUL, Auteur ; Jean PYLOUSTER, Auteur ; Monica BACIU, Auteur ; Marcela PERRONE-BERTOLOTTI, Auteur Article en page(s) : e70170 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  development  Guttman  Rasch  theory of mind Index. décimale : PER Périodiques Résumé : ABSTRACT Previous studies concluded that theory of mind (ToM) development is deviant in autism spectrum disorders (ASD). Typically developing children's ability to understand that one may hide their emotion would be acquired before false belief understanding in children with ASD (e.g., Peterson and Wellman 2019), but with contradictory results (e.g., Zhang et al. 2016). In the current work, we aim to determine whether the order of acquisition of ToM-related concepts in ASD differs, using methodological improvements compared to previous studies. Our results support the conclusion of a non-deviant developmental trajectory for ToM in individuals with ASD, with a general ability to understand hidden emotions that is not mastered before false belief attribution. En ligne : https://doi.org/10.1002/aur.70170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Children With ASD Do Not Understand Hidden Emotions Before False Belief Attribution [texte imprimé] / Morgane BURNEL, Auteur ; Stephanie DURRLEMAN, Auteur ; Anne REBOUL, Auteur ; Jean PYLOUSTER, Auteur ; Monica BACIU, Auteur ; Marcela PERRONE-BERTOLOTTI, Auteur . - e70170. Langues : Anglais (eng) in Autism Research > 19-2 (February 2026) . - e70170 Mots-clés : autism spectrum disorders  development  Guttman  Rasch  theory of mind Index. décimale : PER Périodiques Résumé : ABSTRACT Previous studies concluded that theory of mind (ToM) development is deviant in autism spectrum disorders (ASD). Typically developing children's ability to understand that one may hide their emotion would be acquired before false belief understanding in children with ASD (e.g., Peterson and Wellman 2019), but with contradictory results (e.g., Zhang et al. 2016). In the current work, we aim to determine whether the order of acquisition of ToM-related concepts in ASD differs, using methodological improvements compared to previous studies. Our results support the conclusion of a non-deviant developmental trajectory for ToM in individuals with ASD, with a general ability to understand hidden emotions that is not mastered before false belief attribution. En ligne : https://doi.org/10.1002/aur.70170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Connections Among Complementation Sentences, Executive Functioning, and Theory of Mind in Autism / Stephanie DURRLEMAN-TAME  

Public ISBD in Innovative Investigations of Language in Autism Spectrum Disorder / Letitia R. NAIGLES Titre : Connections Among Complementation Sentences, Executive Functioning, and Theory of Mind in Autism Type de document : texte imprimé Auteurs : Stephanie DURRLEMAN-TAME, Auteur ; Morgane BURNEL, Auteur ; Anne REBOUL, Auteur Année de publication : 2016 Importance : p.163-182 Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie En ligne : http://dx.doi.org/10.1515/9783110409871-009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Innovative Investigations of Language in Autism Spectrum Disorder / Letitia R. NAIGLES Connections Among Complementation Sentences, Executive Functioning, and Theory of Mind in Autism [texte imprimé] / Stephanie DURRLEMAN-TAME, Auteur ; Morgane BURNEL, Auteur ; Anne REBOUL, Auteur . - 2016 . - p.163-182. Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie En ligne : http://dx.doi.org/10.1515/9783110409871-009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

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School participation in autistic girls and boys: The role of social-communication abilities and extrinsic barriers / Adeline LACROIX in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1242-1262 Titre : School participation in autistic girls and boys: The role of social-communication abilities and extrinsic barriers Type de document : texte imprimé Auteurs : Adeline LACROIX, Auteur ; Morgane BURNEL, Auteur ; Monica BACIU, Auteur ; Pauline OCCELLI, Auteur ; Marcela PERRONE-BERTOLOTTI, Auteur ; Marie DAVID, Auteur ; Anne EGO, Auteur Article en page(s) : p.1242-1262 Langues : Anglais (eng) Mots-clés : autism  autistic behaviors  executive functions  participation  school  SEM  sex differences  structural equation modeling Index. décimale : PER Périodiques Résumé : This study aimed to offer a depiction and comprehensive understanding of school participation in autistic youth, which has received limited exploration. Parents of 871 autistic youth aged 7 or 15 were invited to participate in a study, among whom 600 agreed, allowing data collection on diagnosis, comorbidities, school, professional support, and parental characteristics. They were asked to fill in questionnaires assessing executive functions, social-communication difficulties, and school participation, completed by 241. Structural equation modeling and descriptive methods were employed to examine factors influencing school participation and the desire for change. Social-communication abilities stand out as the sole intrinsic determinant associated with school participation. Being a female and having an intellectual disability might negatively impact mainstream school attendance, without exerting a similar influence on activity attendance and involvement. Caregivers identified school demands and the sensory environment as extrinsic barriers to school participation, while teachers’ attitudes and peer relationships were seen as both potential barriers and facilitators. Finally, 36%–58% indicated a desire for increased participation in at least one school activity. Our findings highlight the need to reduce stigma around autism, improve school support, and give special consideration to the schooling experiences of autistic girls.Lay Abstract School participation factors in autism have received limited attention. We examined this question using structural equation modeling and descriptive methods. Our findings indicate that heightened social-communication difficulties, rather than executive dysfunctions and comorbidities, are associated with decreased school participation of autistic youths. Furthermore, exploratory analyses showed that being female and having an intellectual disability negatively affect attending mainstream school for autistic children and teenagers, but not their attendance and involvement in school activities. Caregivers point out school demands, sensory environment, and teachers’ and peers’ attitudes as major factors affecting participation, often expressing a desire for increased participation for their child. These results hold significant implications for improving educational environments for autistic girls and boys. En ligne : https://dx.doi.org/10.1177/13623613261428668 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] School participation in autistic girls and boys: The role of social-communication abilities and extrinsic barriers [texte imprimé] / Adeline LACROIX, Auteur ; Morgane BURNEL, Auteur ; Monica BACIU, Auteur ; Pauline OCCELLI, Auteur ; Marcela PERRONE-BERTOLOTTI, Auteur ; Marie DAVID, Auteur ; Anne EGO, Auteur . - p.1242-1262. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1242-1262 Mots-clés : autism  autistic behaviors  executive functions  participation  school  SEM  sex differences  structural equation modeling Index. décimale : PER Périodiques Résumé : This study aimed to offer a depiction and comprehensive understanding of school participation in autistic youth, which has received limited exploration. Parents of 871 autistic youth aged 7 or 15 were invited to participate in a study, among whom 600 agreed, allowing data collection on diagnosis, comorbidities, school, professional support, and parental characteristics. They were asked to fill in questionnaires assessing executive functions, social-communication difficulties, and school participation, completed by 241. Structural equation modeling and descriptive methods were employed to examine factors influencing school participation and the desire for change. Social-communication abilities stand out as the sole intrinsic determinant associated with school participation. Being a female and having an intellectual disability might negatively impact mainstream school attendance, without exerting a similar influence on activity attendance and involvement. Caregivers identified school demands and the sensory environment as extrinsic barriers to school participation, while teachers’ attitudes and peer relationships were seen as both potential barriers and facilitators. Finally, 36%–58% indicated a desire for increased participation in at least one school activity. Our findings highlight the need to reduce stigma around autism, improve school support, and give special consideration to the schooling experiences of autistic girls.Lay Abstract School participation factors in autism have received limited attention. We examined this question using structural equation modeling and descriptive methods. Our findings indicate that heightened social-communication difficulties, rather than executive dysfunctions and comorbidities, are associated with decreased school participation of autistic youths. Furthermore, exploratory analyses showed that being female and having an intellectual disability negatively affect attending mainstream school for autistic children and teenagers, but not their attendance and involvement in school activities. Caregivers point out school demands, sensory environment, and teachers’ and peers’ attitudes as major factors affecting participation, often expressing a desire for increased participation for their child. These results hold significant implications for improving educational environments for autistic girls and boys. En ligne : https://dx.doi.org/10.1177/13623613261428668 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

The language cognition interface in ASD: Complement sentences and false belief reasoning / Stephanie DURRLEMAN in Research in Autism Spectrum Disorders, 21 (January 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 21 (January 2016) . - p.109-120 Titre : The language cognition interface in ASD: Complement sentences and false belief reasoning Type de document : texte imprimé Auteurs : Stephanie DURRLEMAN, Auteur ; Morgane BURNEL, Auteur ; E. THOMMEN, Auteur ; N. FOUDON, Auteur ; Sandrine SONIE, Auteur ; A. REBOUL, Auteur ; Pierre FOURNERET, Auteur Article en page(s) : p.109-120 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Complement sentences  False belief  Linguistic determinism  Theory of Mind Index. décimale : PER Périodiques Résumé : Theory of Mind (ToM) deficits are often attested in Autism Spectrum Disorders (ASD). Previous work on ASD has identified links between ToM abilities and knowledge of sentential complements, with the hypothesis that this component of language provides a tool for individuals with ASD to figure out solutions to ToM tasks. However studies on ASD are yet to show if the impact of complementation on ToM performance carries over to instances where ToM is assessed nonverbally. As such, the links identified between ToM tasks and complementation tasks may stem from linguistic difficulties that impact scores across the measures used, rather than from the role played by sentential complements in mental representation. This study is the first to evaluate associations between complements and nonverbal ToM in children with ASD compared to typically developing children of similar nonverbal intellectual ability and general language level. Correlations controlling for nonverbal abilities were found between complements and non-verbal ToM success in the ASD group only. Furthermore, regression analyses showed that competence with complement sentences of verbs of communication explained 30% of the variance in their performance at non-verbal ToM. These findings provide new evidence in favour of the view that sentential complements play a role in ToM reasoning in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274 [article] The language cognition interface in ASD: Complement sentences and false belief reasoning [texte imprimé] / Stephanie DURRLEMAN, Auteur ; Morgane BURNEL, Auteur ; E. THOMMEN, Auteur ; N. FOUDON, Auteur ; Sandrine SONIE, Auteur ; A. REBOUL, Auteur ; Pierre FOURNERET, Auteur . - p.109-120. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 21 (January 2016) . - p.109-120 Mots-clés : Autism spectrum disorders  Complement sentences  False belief  Linguistic determinism  Theory of Mind Index. décimale : PER Périodiques Résumé : Theory of Mind (ToM) deficits are often attested in Autism Spectrum Disorders (ASD). Previous work on ASD has identified links between ToM abilities and knowledge of sentential complements, with the hypothesis that this component of language provides a tool for individuals with ASD to figure out solutions to ToM tasks. However studies on ASD are yet to show if the impact of complementation on ToM performance carries over to instances where ToM is assessed nonverbally. As such, the links identified between ToM tasks and complementation tasks may stem from linguistic difficulties that impact scores across the measures used, rather than from the role played by sentential complements in mental representation. This study is the first to evaluate associations between complements and nonverbal ToM in children with ASD compared to typically developing children of similar nonverbal intellectual ability and general language level. Correlations controlling for nonverbal abilities were found between complements and non-verbal ToM success in the ASD group only. Furthermore, regression analyses showed that competence with complement sentences of verbs of communication explained 30% of the variance in their performance at non-verbal ToM. These findings provide new evidence in favour of the view that sentential complements play a role in ToM reasoning in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274

Theory of mind in Chinese autistic children: Evidence for a delayed and unexpectedly deviant pattern / Muyu ZHOU in Research in Autism, 129 (January 2026)  

Public ISBD [article]  inResearch in Autism > 129 (January 2026) . - 202747 Titre : Theory of mind in Chinese autistic children: Evidence for a delayed and unexpectedly deviant pattern Type de document : texte imprimé Auteurs : Muyu ZHOU, Auteur ; Yi SU, Auteur ; Morgane BURNEL, Auteur ; Xiaying CHU, Auteur ; Wenwen HOU, Auteur ; Li LI, Auteur Année de publication : 2026 Article en page(s) : 202747 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  ToM  Developmental Pattern  Low-verbal Assessment Index. décimale : PER Périodiques Résumé : Theory of Mind (ToM) development in autistic children is widely considered both delayed and deviant. However, such findings may be affected by methodological limitations related to high linguistic and executive burdens and the choice of scoring approaches. The present study employed an improved Low-Verbal ToM Scale With ExtEnded Trials (LV-ToM-SWEET) to assess ToM abilities in 46 Mandarin-speaking Chinese autistic children aged 4.0-12.3 years (Mean age = 7.3 yrs, SD = 1.8 yrs, 41 boys). Using the improved Exclude Coding Scheme (Sobel & Austerweil, 2016) in the Rasch analyses, we identified the following developmental sequence of ToM abilities: Diverse Desires (DD) < Diverse Beliefs (DB) < Content False Belief (CFB) < Knowledge Access (KA) < Explicit False Belief (EFB) < Hidden Emotion (HE). Results indicated that ToM development in autistic children was overall delayed, and with deviations in the later steps of ToM progression. These deviations, differing from those reported in previous autism studies, may reflect the impact of improved measurement approaches. Overall, the present study highlights the importance of improved tools and scoring approaches in capturing the delayed yet partially deviant ToM development in Mandarin-speaking Chinese autistic children. These tools offer promise for broader clinical application in the future. En ligne : https://doi.org/10.1016/j.reia.2025.202747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573 [article] Theory of mind in Chinese autistic children: Evidence for a delayed and unexpectedly deviant pattern [texte imprimé] / Muyu ZHOU, Auteur ; Yi SU, Auteur ; Morgane BURNEL, Auteur ; Xiaying CHU, Auteur ; Wenwen HOU, Auteur ; Li LI, Auteur . - 2026 . - 202747. Langues : Anglais (eng) in Research in Autism > 129 (January 2026) . - 202747 Mots-clés : Autism Spectrum Disorder  ToM  Developmental Pattern  Low-verbal Assessment Index. décimale : PER Périodiques Résumé : Theory of Mind (ToM) development in autistic children is widely considered both delayed and deviant. However, such findings may be affected by methodological limitations related to high linguistic and executive burdens and the choice of scoring approaches. The present study employed an improved Low-Verbal ToM Scale With ExtEnded Trials (LV-ToM-SWEET) to assess ToM abilities in 46 Mandarin-speaking Chinese autistic children aged 4.0-12.3 years (Mean age = 7.3 yrs, SD = 1.8 yrs, 41 boys). Using the improved Exclude Coding Scheme (Sobel & Austerweil, 2016) in the Rasch analyses, we identified the following developmental sequence of ToM abilities: Diverse Desires (DD) < Diverse Beliefs (DB) < Content False Belief (CFB) < Knowledge Access (KA) < Explicit False Belief (EFB) < Hidden Emotion (HE). Results indicated that ToM development in autistic children was overall delayed, and with deviations in the later steps of ToM progression. These deviations, differing from those reported in previous autism studies, may reflect the impact of improved measurement approaches. Overall, the present study highlights the importance of improved tools and scoring approaches in capturing the delayed yet partially deviant ToM development in Mandarin-speaking Chinese autistic children. These tools offer promise for broader clinical application in the future. En ligne : https://doi.org/10.1016/j.reia.2025.202747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573

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