Beyond False Beliefs: The Development and Psychometric Evaluation of the Perceptions of Children’s Theory of Mind Measure—Experimental Version (PCToMM-E) / Tiffany L. HUTCHINS in Journal of Autism and Developmental Disorders, 38-1 (January 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-1 (January 2008) . - p.143-155 Titre : Beyond False Beliefs: The Development and Psychometric Evaluation of the Perceptions of Children’s Theory of Mind Measure—Experimental Version (PCToMM-E) Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany L. HUTCHINS, Auteur ; Laura A. BONAZINGA, Auteur ; Patricia A. PRELOCK, Auteur ; Rebecca S. TAYLOR, Auteur Année de publication : 2008 Article en page(s) : p.143-155 Langues : Anglais (eng) Mots-clés : Autism Theory-of-mind Assessment Children False-belief Index. décimale : PER Périodiques Résumé : The Perceptions of Children’s Theory of Mind Measure (Experimental version; PCToMM-E) is an informant measure designed to tap children’s theory of mind competence. Study one evaluated the measure when completed by primary caregivers of children with autism spectrum disorder. Scores demonstrated high test–retest reliability and correlated with verbal mental age and ToM task battery performance. No ceiling effects were observed. In addition, caregivers accurately predicted their children’s ToM task battery performance. In study two the scores of primary caregivers of typically developing children demonstrated high test–retest reliability and distinguished children on the basis of age and developmental status. Ceiling effects were not evident until late childhood. The utility of the PCToMM-E and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0377-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 [article] Beyond False Beliefs: The Development and Psychometric Evaluation of the Perceptions of Children’s Theory of Mind Measure—Experimental Version (PCToMM-E) [Texte imprimé et/ou numérique] / Tiffany L. HUTCHINS, Auteur ; Laura A. BONAZINGA, Auteur ; Patricia A. PRELOCK, Auteur ; Rebecca S. TAYLOR, Auteur . - 2008 . - p.143-155. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-1 (January 2008) . - p.143-155 Mots-clés : Autism Theory-of-mind Assessment Children False-belief Index. décimale : PER Périodiques Résumé : The Perceptions of Children’s Theory of Mind Measure (Experimental version; PCToMM-E) is an informant measure designed to tap children’s theory of mind competence. Study one evaluated the measure when completed by primary caregivers of children with autism spectrum disorder. Scores demonstrated high test–retest reliability and correlated with verbal mental age and ToM task battery performance. No ceiling effects were observed. In addition, caregivers accurately predicted their children’s ToM task battery performance. In study two the scores of primary caregivers of typically developing children demonstrated high test–retest reliability and distinguished children on the basis of age and developmental status. Ceiling effects were not evident until late childhood. The utility of the PCToMM-E and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0377-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

Brief Report: Preliminary Evaluation of the Theory of Mind Inventory and its Relationship to Measures of Social Skills / Matthew D. LERNER in Journal of Autism and Developmental Disorders, 41-4 (April 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-4 (April 2011) . - p.512-517 Titre : Brief Report: Preliminary Evaluation of the Theory of Mind Inventory and its Relationship to Measures of Social Skills Type de document : Texte imprimé et/ou numérique Auteurs : Matthew D. LERNER, Auteur ; Tiffany L. HUTCHINS, Auteur ; Patricia A. PRELOCK, Auteur Année de publication : 2011 Article en page(s) : p.512-517 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Theory of Mind  Social skills  Scale evaluation  Psychometrics  Validity Index. décimale : PER Périodiques Résumé : This study presents updated information on a parent-report measure of Theory of Mind (ToM), formerly called the Perception of Children’s Theory of Mind Measure (Hutchins et al., J Autism Dev Disord 38:143–155, 2008), renamed the Theory of Mind Inventory (ToMI), for use with parents of children with autism spectrum disorder (ASD). This study examines the responses of parents of adolescents with ASDs and explores the relationship of parental responses on the ToMI to measures of autistic symptoms and social skills. Descriptive statistics were compared to previous samples; correlations and regressions were conducted to examine the ToMI’s criterion-related validity with social skills and ASD symptoms. Results support use of the ToMI with adolescent samples and its relationship to social impairments in ASDs. En ligne : http://dx.doi.org/10.1007/s10803-010-1066-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Brief Report: Preliminary Evaluation of the Theory of Mind Inventory and its Relationship to Measures of Social Skills [Texte imprimé et/ou numérique] / Matthew D. LERNER, Auteur ; Tiffany L. HUTCHINS, Auteur ; Patricia A. PRELOCK, Auteur . - 2011 . - p.512-517. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-4 (April 2011) . - p.512-517 Mots-clés : Autism spectrum disorder  Theory of Mind  Social skills  Scale evaluation  Psychometrics  Validity Index. décimale : PER Périodiques Résumé : This study presents updated information on a parent-report measure of Theory of Mind (ToM), formerly called the Perception of Children’s Theory of Mind Measure (Hutchins et al., J Autism Dev Disord 38:143–155, 2008), renamed the Theory of Mind Inventory (ToMI), for use with parents of children with autism spectrum disorder (ASD). This study examines the responses of parents of adolescents with ASDs and explores the relationship of parental responses on the ToMI to measures of autistic symptoms and social skills. Descriptive statistics were compared to previous samples; correlations and regressions were conducted to examine the ToMI’s criterion-related validity with social skills and ASD symptoms. Results support use of the ToMI with adolescent samples and its relationship to social impairments in ASDs. En ligne : http://dx.doi.org/10.1007/s10803-010-1066-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Checklist for Autism Spectrum Disorder-Short Form / Damien C. CORMIER

Public ISBD contenu dans The Twenty-First Mental Measurements Yearbook / Janet F. CARLSON Titre : Checklist for Autism Spectrum Disorder-Short Form Type de document : Texte imprimé et/ou numérique Auteurs : Damien C. CORMIER, Auteur ; Rosemary FLANAGAN, Auteur ; Tiffany L. HUTCHINS, Auteur Année de publication : 2021 Importance : p.126-130 Langues : Anglais (eng) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=447 contenu dans The Twenty-First Mental Measurements Yearbook / Janet F. CARLSON Checklist for Autism Spectrum Disorder-Short Form [Texte imprimé et/ou numérique] / Damien C. CORMIER, Auteur ; Rosemary FLANAGAN, Auteur ; Tiffany L. HUTCHINS, Auteur . - 2021 . - p.126-130. Langues : Anglais (eng) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=447

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Conversational topic moderates social attention in autism spectrum disorder: Talking about emotions is like driving in a snowstorm / Tiffany L. HUTCHINS in Research in Autism Spectrum Disorders, 26 (June 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 26 (June 2016) . - p.99-110 Titre : Conversational topic moderates social attention in autism spectrum disorder: Talking about emotions is like driving in a snowstorm Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany L. HUTCHINS, Auteur ; Ashley R. BRIEN, Auteur Article en page(s) : p.99-110 Langues : Anglais (eng) Mots-clés : Autism  Social cognition  Face processing  Conversation  Executive function  Visual attention Index. décimale : PER Périodiques Résumé : We compared the visual attention of typically developing (TD) children and age-matched children with ASD in two conversational contexts. Compared to the TD group, the ASD group had significantly fewer fixations to eyes and increased fixation time to mouths during a conversation about ‘how people feel’ but not about ‘what people do’. This shift away from eyes and towards the mouth in ASD was associated with higher autism severity, more limited executive function (EF), and poorer verbal and intellectual ability. One particularly striking result was that eye-fixation and mouth-time data correlated with different EF subdomains. We argue that talk about emotions strains EF which may contribute to atypical visual attention to faces and that eye-fixation and mouth-time data may be under the control of different facets of EF. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] Conversational topic moderates social attention in autism spectrum disorder: Talking about emotions is like driving in a snowstorm [Texte imprimé et/ou numérique] / Tiffany L. HUTCHINS, Auteur ; Ashley R. BRIEN, Auteur . - p.99-110. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 26 (June 2016) . - p.99-110 Mots-clés : Autism  Social cognition  Face processing  Conversation  Executive function  Visual attention Index. décimale : PER Périodiques Résumé : We compared the visual attention of typically developing (TD) children and age-matched children with ASD in two conversational contexts. Compared to the TD group, the ASD group had significantly fewer fixations to eyes and increased fixation time to mouths during a conversation about ‘how people feel’ but not about ‘what people do’. This shift away from eyes and towards the mouth in ASD was associated with higher autism severity, more limited executive function (EF), and poorer verbal and intellectual ability. One particularly striking result was that eye-fixation and mouth-time data correlated with different EF subdomains. We argue that talk about emotions strains EF which may contribute to atypical visual attention to faces and that eye-fixation and mouth-time data may be under the control of different facets of EF. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

Explicit vs. applied theory of mind competence: A comparison of typically developing males, males with ASD, and males with ADHD / Tiffany L. HUTCHINS in Research in Autism Spectrum Disorders, 21 (January 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 21 (January 2016) . - p.94-108 Titre : Explicit vs. applied theory of mind competence: A comparison of typically developing males, males with ASD, and males with ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany L. HUTCHINS, Auteur ; Patricia A. PRELOCK, Auteur ; Hope MORRIS, Auteur ; Joy BENNER, Auteur ; Timothy LAVIGNE, Auteur ; Betsy HOZA, Auteur Article en page(s) : p.94-108 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Attention deficit hyperactivity disorder  Theory of mind  Assessment  Children Index. décimale : PER Périodiques Résumé : Using laboratory-type Theory of Mind (ToM) tasks (our measure of ‘explicit’ ToM competence) and a more ecologically-valid measure of ToM (our measure of ‘applied’ ToM competence), we found that for composite scores, typically developing (TD) males performed near ceiling levels on both indices and age-matched males with autism spectrum disorder (ASD) performed near floor levels on both indices. The scores for age-matched males with attention-deficit hyperactivity disorder (ADHD) showed a different pattern such that the ADHD group had high scores on the explicit measure and low scores on the applied measure. Subscale scores (early, basic, advanced ToM) for the two indices also revealed that (1) despite variable complexity, explicit ToM almost always distinguished the ASD group from the other two groups but never distinguished the ADHD and TD groups and (2) level of complexity was critical for distinguishing groups with regard to applied ToM. We suggest that although children with ADHD can calculate the content of traditional laboratory ToM tasks, this explicit ToM competence fails to be applied and expressed in real world demonstrations of ToM (especially when advanced ToM skills are assessed). By contrast, the ToM difficulties of children with ASD seem to be attributable to a deeper metarepresentational deficit. Our results have implications for practice and extend current models of social cognition in developmental disabilities by isolating variable aspects of competence that predict specific and testable models for future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.10.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274 [article] Explicit vs. applied theory of mind competence: A comparison of typically developing males, males with ASD, and males with ADHD [Texte imprimé et/ou numérique] / Tiffany L. HUTCHINS, Auteur ; Patricia A. PRELOCK, Auteur ; Hope MORRIS, Auteur ; Joy BENNER, Auteur ; Timothy LAVIGNE, Auteur ; Betsy HOZA, Auteur . - p.94-108. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 21 (January 2016) . - p.94-108 Mots-clés : Autism spectrum disorder  Attention deficit hyperactivity disorder  Theory of mind  Assessment  Children Index. décimale : PER Périodiques Résumé : Using laboratory-type Theory of Mind (ToM) tasks (our measure of ‘explicit’ ToM competence) and a more ecologically-valid measure of ToM (our measure of ‘applied’ ToM competence), we found that for composite scores, typically developing (TD) males performed near ceiling levels on both indices and age-matched males with autism spectrum disorder (ASD) performed near floor levels on both indices. The scores for age-matched males with attention-deficit hyperactivity disorder (ADHD) showed a different pattern such that the ADHD group had high scores on the explicit measure and low scores on the applied measure. Subscale scores (early, basic, advanced ToM) for the two indices also revealed that (1) despite variable complexity, explicit ToM almost always distinguished the ASD group from the other two groups but never distinguished the ADHD and TD groups and (2) level of complexity was critical for distinguishing groups with regard to applied ToM. We suggest that although children with ADHD can calculate the content of traditional laboratory ToM tasks, this explicit ToM competence fails to be applied and expressed in real world demonstrations of ToM (especially when advanced ToM skills are assessed). By contrast, the ToM difficulties of children with ASD seem to be attributable to a deeper metarepresentational deficit. Our results have implications for practice and extend current models of social cognition in developmental disabilities by isolating variable aspects of competence that predict specific and testable models for future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.10.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274

Mothers’ and Children’s Story-Telling: A Study of Dyads with Typically Developing Children and Children with ASD / Tiffany L. HUTCHINS in Journal of Autism and Developmental Disorders, 47-5 (May 2017)  

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Natural language acquisition and gestalt language processing: A critical analysis of their application to autism and speech language therapy / Tiffany L. HUTCHINS in Autism & Developmental Language Impairments, 9 (January-December 2024)  

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Psychometric Evaluation of the Theory of Mind Inventory (ToMI): A Study of Typically Developing Children and Children with Autism Spectrum Disorder / Tiffany L. HUTCHINS in Journal of Autism and Developmental Disorders, 42-3 (March 2012)  

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Social Stories™ / Tiffany L. HUTCHINS

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Test of Early Language Development-Fourth Edition / Tiffany L. HUTCHINS

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Test-Retest Reliability of a Theory of Mind Task Battery for Children With Autism Spectrum Disorders / Tiffany L. HUTCHINS in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)  

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