Agent familiarity and emotional context influence the everyday empathic responding of young children with autism / Kristelle HUDRY in Research in Autism Spectrum Disorders, 3-1 (January 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-1 (January 2009) . - p.74-85 Titre : Agent familiarity and emotional context influence the everyday empathic responding of young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Kristelle HUDRY, Auteur ; Virginia P. SLAUGHTER, Auteur Année de publication : 2009 Article en page(s) : p.74-85 Langues : Anglais (eng) Mots-clés : Autism Children Empathy Emotion Parent-report Moderators Familiarity Index. décimale : PER Périodiques Résumé : Whereas research addressing empathy in autism spectrum disorders (ASD) tends to employ pencil-and-paper and laboratory-based behavioural methods, the current study is novel in eliciting parent-report data regarding everyday empathy, sampling various emotional situations regularly encountered by children. Parents of typically-developing children and children diagnosed with ASD and DS completed the newly-developed Day-to-Day Child Empathy Questionnaire. Analysis of descriptions of their children's responses to the various empathy-inducing situations supports the notion of an empathy deficit in ASD, confirming previous laboratory-based findings. However, important moderation effects were also demonstrated, for both control and clinical groups. In particular, parents reported children in all groups to be more likely to respond empathically to a familiar agent. The nature of children's responses also varied according to the specific emotional context. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648 [article] Agent familiarity and emotional context influence the everyday empathic responding of young children with autism [Texte imprimé et/ou numérique] / Kristelle HUDRY, Auteur ; Virginia P. SLAUGHTER, Auteur . - 2009 . - p.74-85. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.74-85 Mots-clés : Autism Children Empathy Emotion Parent-report Moderators Familiarity Index. décimale : PER Périodiques Résumé : Whereas research addressing empathy in autism spectrum disorders (ASD) tends to employ pencil-and-paper and laboratory-based behavioural methods, the current study is novel in eliciting parent-report data regarding everyday empathy, sampling various emotional situations regularly encountered by children. Parents of typically-developing children and children diagnosed with ASD and DS completed the newly-developed Day-to-Day Child Empathy Questionnaire. Analysis of descriptions of their children's responses to the various empathy-inducing situations supports the notion of an empathy deficit in ASD, confirming previous laboratory-based findings. However, important moderation effects were also demonstrated, for both control and clinical groups. In particular, parents reported children in all groups to be more likely to respond empathically to a familiar agent. The nature of children's responses also varied according to the specific emotional context. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648

Brief Report: Human Figure Drawings by Children with Asperger’s Syndrome / Hui Keow LIM in Journal of Autism and Developmental Disorders, 38-5 (May 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-5 (May 2008) . - p.988-994 Titre : Brief Report: Human Figure Drawings by Children with Asperger’s Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Hui Keow LIM, Auteur ; Virginia P. SLAUGHTER, Auteur Année de publication : 2008 Article en page(s) : p.988-994 Langues : Anglais (eng) Mots-clés : Asperger’s syndrome Human-figure-drawing Pictorial-representation Draw-a-person-test Vineland-adaptive-behaviour-scales Index. décimale : PER Périodiques Résumé : Twenty-nine children with Asperger’s syndrome and 28 typically developing children, matched on gender, chronological age and nonverbal IQ, were asked to produce a free drawing, then requested to draw a person, a house and a tree. The drawings were scored using standardized procedures for assessing accuracy, detail and complexity. There were no differences between the diagnostic groups on the tree or house drawing scores. The human figure drawing scores of children with Asperger’s syndrome were significantly lower than those of the typically developing children, and there was a positive correlation between human figure drawing scores and communication sub-scores on the Vineland Adaptive Behaviour Scales, for the Asperger’s group. These results suggest that the selective deficit in generating human figure representations may derive from a relative lack of interest in the social world, and/or limited practice in drawing people. En ligne : http://dx.doi.org/10.1007/s10803-007-0468-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 [article] Brief Report: Human Figure Drawings by Children with Asperger’s Syndrome [Texte imprimé et/ou numérique] / Hui Keow LIM, Auteur ; Virginia P. SLAUGHTER, Auteur . - 2008 . - p.988-994. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-5 (May 2008) . - p.988-994 Mots-clés : Asperger’s syndrome Human-figure-drawing Pictorial-representation Draw-a-person-test Vineland-adaptive-behaviour-scales Index. décimale : PER Périodiques Résumé : Twenty-nine children with Asperger’s syndrome and 28 typically developing children, matched on gender, chronological age and nonverbal IQ, were asked to produce a free drawing, then requested to draw a person, a house and a tree. The drawings were scored using standardized procedures for assessing accuracy, detail and complexity. There were no differences between the diagnostic groups on the tree or house drawing scores. The human figure drawing scores of children with Asperger’s syndrome were significantly lower than those of the typically developing children, and there was a positive correlation between human figure drawing scores and communication sub-scores on the Vineland Adaptive Behaviour Scales, for the Asperger’s group. These results suggest that the selective deficit in generating human figure representations may derive from a relative lack of interest in the social world, and/or limited practice in drawing people. En ligne : http://dx.doi.org/10.1007/s10803-007-0468-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418

Object-Directed Imitation in Children With High-Functioning Autism: Testing the Social Motivation Hypothesis / Mark NIELSEN in Autism Research, 6-1 (February 2013)  

Public ISBD [article]  inAutism Research > 6-1 (February 2013) . - p.23-32 Titre : Object-Directed Imitation in Children With High-Functioning Autism: Testing the Social Motivation Hypothesis Type de document : Texte imprimé et/ou numérique Auteurs : Mark NIELSEN, Auteur ; Virginia P. SLAUGHTER, Auteur ; Cheryl DISSANAYAKE, Auteur Année de publication : 2013 Article en page(s) : p.23-32 Langues : Anglais (eng) Mots-clés : social cognition  overimitation  synchronic imitation  social learning  autism Index. décimale : PER Périodiques Résumé : Children with autism show clear deficits in copying others' bodily oriented actions whereas their capacity for replicating others' object-directed actions appears relatively spared. One explanation is that unlike bodily oriented actions, object-directed actions have tangible, functional outcomes and hence rely far less on social motivations for their production. To investigate this, we compared the performance of a group of children with high-functioning autism (HFA) and a group of typically developing (TD) children on two distinct object-directed tasks that are considered highly social: overimitation and synchronic imitation. Our findings were surprising. The HFA children copied all of a modeling adult's actions, including those that had no function or purpose (i.e. they overimitated), and they entered into extended bouts repeating an arbitrary action along with the adult who had a similar object to play with (i.e. they engaged in synchronic imitation). Moreover, they did so at rates indistinguishable from the TD children. This work demonstrates that the capacity and propensity for overimitation and synchronic imitation are intact in children with HFA, and questions whether socially based imitation should be considered an autism-specific deficit. En ligne : http://dx.doi.org/10.1002/aur.1261 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Object-Directed Imitation in Children With High-Functioning Autism: Testing the Social Motivation Hypothesis [Texte imprimé et/ou numérique] / Mark NIELSEN, Auteur ; Virginia P. SLAUGHTER, Auteur ; Cheryl DISSANAYAKE, Auteur . - 2013 . - p.23-32. Langues : Anglais (eng) in Autism Research > 6-1 (February 2013) . - p.23-32 Mots-clés : social cognition  overimitation  synchronic imitation  social learning  autism Index. décimale : PER Périodiques Résumé : Children with autism show clear deficits in copying others' bodily oriented actions whereas their capacity for replicating others' object-directed actions appears relatively spared. One explanation is that unlike bodily oriented actions, object-directed actions have tangible, functional outcomes and hence rely far less on social motivations for their production. To investigate this, we compared the performance of a group of children with high-functioning autism (HFA) and a group of typically developing (TD) children on two distinct object-directed tasks that are considered highly social: overimitation and synchronic imitation. Our findings were surprising. The HFA children copied all of a modeling adult's actions, including those that had no function or purpose (i.e. they overimitated), and they entered into extended bouts repeating an arbitrary action along with the adult who had a similar object to play with (i.e. they engaged in synchronic imitation). Moreover, they did so at rates indistinguishable from the TD children. This work demonstrates that the capacity and propensity for overimitation and synchronic imitation are intact in children with HFA, and questions whether socially based imitation should be considered an autism-specific deficit. En ligne : http://dx.doi.org/10.1002/aur.1261 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Sibling influences on theory of mind development for children with ASD / Karen O’BRIEN in Journal of Child Psychology and Psychiatry, 52-6 (June 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-6 (June 2011) . - p.713-719 Titre : Sibling influences on theory of mind development for children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Karen O’BRIEN, Auteur ; Virginia P. SLAUGHTER, Auteur ; Candida C. PETERSON, Auteur Année de publication : 2011 Article en page(s) : p.713-719 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  siblings  theory of mind Index. décimale : PER Périodiques Résumé : Background:  Research indicates that having child siblings is positively associated with theory of mind (ToM) in typically developing children. As ToM is important to everyday social behaviours it is important to extend this research to examine whether there are similar sibling effects for children with autism spectrum disorders (ASD). Methods:  Theory of mind and executive functioning abilities of 60 children clinically diagnosed with ASD were assessed with batteries of standard tasks. Verbal mental age (VMA) and severity of autism symptoms were also measured together with number of child-aged siblings (1 to 12 years) and position in the sibling constellation. Results:  Having older siblings was a significant negative predictor of ToM performance for children with ASD, even after controlling for age, VMA, executive function and autism symptom severity. A weaker ToM benefit of younger siblings was not statistically significant independently of control variables. Conclusions:  In sharp contrast to findings for typically developing preschoolers, having an older sibling was a disadvantage for ToM development in children with ASD. Conceivably, older siblings may over-compensate for their younger ASD siblings in social interactions, thereby limiting opportunities for social-cognitive growth. Parental attitudes, family resources, cultural norms and access to educational interventions may also conceivably be relevant and clearly warrant further research. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02389.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Sibling influences on theory of mind development for children with ASD [Texte imprimé et/ou numérique] / Karen O’BRIEN, Auteur ; Virginia P. SLAUGHTER, Auteur ; Candida C. PETERSON, Auteur . - 2011 . - p.713-719. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-6 (June 2011) . - p.713-719 Mots-clés : Autism spectrum disorders  siblings  theory of mind Index. décimale : PER Périodiques Résumé : Background:  Research indicates that having child siblings is positively associated with theory of mind (ToM) in typically developing children. As ToM is important to everyday social behaviours it is important to extend this research to examine whether there are similar sibling effects for children with autism spectrum disorders (ASD). Methods:  Theory of mind and executive functioning abilities of 60 children clinically diagnosed with ASD were assessed with batteries of standard tasks. Verbal mental age (VMA) and severity of autism symptoms were also measured together with number of child-aged siblings (1 to 12 years) and position in the sibling constellation. Results:  Having older siblings was a significant negative predictor of ToM performance for children with ASD, even after controlling for age, VMA, executive function and autism symptom severity. A weaker ToM benefit of younger siblings was not statistically significant independently of control variables. Conclusions:  In sharp contrast to findings for typically developing preschoolers, having an older sibling was a disadvantage for ToM development in children with ASD. Conceivably, older siblings may over-compensate for their younger ASD siblings in social interactions, thereby limiting opportunities for social-cognitive growth. Parental attitudes, family resources, cultural norms and access to educational interventions may also conceivably be relevant and clearly warrant further research. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02389.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

Social maturity and theory of mind in typically developing children and those on the autism spectrum / Candida C. PETERSON in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1243–1250 Titre : Social maturity and theory of mind in typically developing children and those on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Candida C. PETERSON, Auteur ; Virginia P. SLAUGHTER, Auteur ; Jessica PAYNTER, Auteur Année de publication : 2007 Article en page(s) : p.1243–1250 Langues : Anglais (eng) Mots-clés : Autism Asperger's-disorder theory-of-mind social-maturity Index. décimale : PER Périodiques Résumé : Background: Results of several studies using the Vineland scale to explore links between social behavior and theory of mind (ToM) have produced mixed results, especially for children on the autism spectrum. The present pair of studies developed a psychometrically sound, age-referenced measure of social maturity to explore these issues further. Method: In Study 1, 37 typically developing preschoolers took a battery of standard false belief tests of ToM and were rated by their teachers on a newly developed age-referenced social maturity scale with 7 items. In Study 2, a further group of 43 children aged 4 to 12 years (13 with autism, 14 with Asperger's disorder and 16 with typical development) took part in the same procedure. Results: In Study 1, ToM was found to predict typical preschoolers’ social maturity independently of age and verbal maturity. In Study 2, children with autism scored below age-matched and younger typical developers in both ToM and social maturity. Those with Asperger's disorder did well on ToM but poorly on social maturity. Study 2 replicated Study 1’s finding (for typical children and for the full sample) that ToM was linked with social maturity independently of age and verbal ability, although the link was not independent of autism diagnosis. Conclusions: Teachers are capable of rating children's social behavior with peers as advanced, on-time or delayed for their age. Suggestive links between these ratings and ToM require further investigation, especially among children on the autism spectrum. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01810.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] Social maturity and theory of mind in typically developing children and those on the autism spectrum [Texte imprimé et/ou numérique] / Candida C. PETERSON, Auteur ; Virginia P. SLAUGHTER, Auteur ; Jessica PAYNTER, Auteur . - 2007 . - p.1243–1250. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1243–1250 Mots-clés : Autism Asperger's-disorder theory-of-mind social-maturity Index. décimale : PER Périodiques Résumé : Background: Results of several studies using the Vineland scale to explore links between social behavior and theory of mind (ToM) have produced mixed results, especially for children on the autism spectrum. The present pair of studies developed a psychometrically sound, age-referenced measure of social maturity to explore these issues further. Method: In Study 1, 37 typically developing preschoolers took a battery of standard false belief tests of ToM and were rated by their teachers on a newly developed age-referenced social maturity scale with 7 items. In Study 2, a further group of 43 children aged 4 to 12 years (13 with autism, 14 with Asperger's disorder and 16 with typical development) took part in the same procedure. Results: In Study 1, ToM was found to predict typical preschoolers’ social maturity independently of age and verbal maturity. In Study 2, children with autism scored below age-matched and younger typical developers in both ToM and social maturity. Those with Asperger's disorder did well on ToM but poorly on social maturity. Study 2 replicated Study 1’s finding (for typical children and for the full sample) that ToM was linked with social maturity independently of age and verbal ability, although the link was not independent of autism diagnosis. Conclusions: Teachers are capable of rating children's social behavior with peers as advanced, on-time or delayed for their age. Suggestive links between these ratings and ToM require further investigation, especially among children on the autism spectrum. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01810.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310

Theory of mind (ToM) in children with autism or typical development: Links between eye-reading and false belief understanding / Candida C. PETERSON in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

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