Measuring Individual Differences in Cognitive, Affective, and Spontaneous Theory of Mind Among School-Aged Children with Autism Spectrum Disorder / M. ALTSCHULER in Journal of Autism and Developmental Disorders, 48-11 (November 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3945-3957 Titre : Measuring Individual Differences in Cognitive, Affective, and Spontaneous Theory of Mind Among School-Aged Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : M. ALTSCHULER, Auteur ; G. SIDERIDIS, Auteur ; S. KALA, Auteur ; M. WARSHAWSKY, Auteur ; R. GILBERT, Auteur ; D. CARROLL, Auteur ; R. BURGER-CAPLAN, Auteur ; S. FAJA, Auteur Article en page(s) : p.3945-3957 Langues : Anglais (eng) Mots-clés : Affective functioning  Autism spectrum disorder  Social cognition  Symptom severity  Theory of mind Index. décimale : PER Périodiques Résumé : The present study examined individual differences in theory of mind (ToM) among a group of 60 children (7-11 years-old) with autism spectrum disorder (ASD) and average intelligence. Using open-ended and structured tasks to measure affective ToM, cognitive ToM, and spontaneous social attribution, we explored the nature of ToM and assessed whether ToM predicts the phenotypic heterogeneity in ASD through structural equation modeling. Affective ToM uniquely predicted social symptom severity, whereas no ToM types predicted parent reported social functioning. Our findings suggest that differentiating among theoretical components is crucial for future ToM research in ASD, and ToM challenges related to reasoning about others' emotions may be particularly useful in distinguishing children with worse social symptoms of ASD. En ligne : http://dx.doi.org/10.1007/s10803-018-3663-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Measuring Individual Differences in Cognitive, Affective, and Spontaneous Theory of Mind Among School-Aged Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / M. ALTSCHULER, Auteur ; G. SIDERIDIS, Auteur ; S. KALA, Auteur ; M. WARSHAWSKY, Auteur ; R. GILBERT, Auteur ; D. CARROLL, Auteur ; R. BURGER-CAPLAN, Auteur ; S. FAJA, Auteur . - p.3945-3957. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3945-3957 Mots-clés : Affective functioning  Autism spectrum disorder  Social cognition  Symptom severity  Theory of mind Index. décimale : PER Périodiques Résumé : The present study examined individual differences in theory of mind (ToM) among a group of 60 children (7-11 years-old) with autism spectrum disorder (ASD) and average intelligence. Using open-ended and structured tasks to measure affective ToM, cognitive ToM, and spontaneous social attribution, we explored the nature of ToM and assessed whether ToM predicts the phenotypic heterogeneity in ASD through structural equation modeling. Affective ToM uniquely predicted social symptom severity, whereas no ToM types predicted parent reported social functioning. Our findings suggest that differentiating among theoretical components is crucial for future ToM research in ASD, and ToM challenges related to reasoning about others' emotions may be particularly useful in distinguishing children with worse social symptoms of ASD. En ligne : http://dx.doi.org/10.1007/s10803-018-3663-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice / R. BURGER-CAPLAN in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.952-962 Titre : Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice Type de document : Texte imprimé et/ou numérique Auteurs : R. BURGER-CAPLAN, Auteur ; Celine A. SAULNIER, Auteur ; Warren JONES, Auteur ; Ami KLIN, Auteur Article en page(s) : p.952-962 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  communicative ability  social ability  social attribution  social cognition  Vineland Index. décimale : PER Périodiques Résumé : The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The 19-question Social Attribution Task, Multiple Choice, which presents ambiguous stimuli meant to elicit social attribution, was administered to children with autism spectrum disorder (N?=?23) and to age-matched and verbal IQ–matched typically developing children (N?=?57). The Social Attribution Task, Multiple Choice performance differed between autism spectrum disorder and typically developing groups, with typically developing children performing significantly better than children with autism spectrum disorder. The Social Attribution Task, Multiple Choice scores were positively correlated with age (r?=?0.474) while being independent from verbal IQ (r?=?0.236). The Social Attribution Task, Multiple Choice was strongly correlated with Vineland Adaptive Behavior Scales Communication (r?=?0.464) and Socialization (r?=?0.482) scores, but not with Daily Living Skills scores (r?=?0.116), suggesting that the implicit social cognitive ability underlying performance on the Social Attribution Task, Multiple Choice is associated with real-life social adaptive function. En ligne : http://dx.doi.org/10.1177/1362361315617589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice [Texte imprimé et/ou numérique] / R. BURGER-CAPLAN, Auteur ; Celine A. SAULNIER, Auteur ; Warren JONES, Auteur ; Ami KLIN, Auteur . - p.952-962. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.952-962 Mots-clés : autism spectrum disorder  communicative ability  social ability  social attribution  social cognition  Vineland Index. décimale : PER Périodiques Résumé : The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The 19-question Social Attribution Task, Multiple Choice, which presents ambiguous stimuli meant to elicit social attribution, was administered to children with autism spectrum disorder (N?=?23) and to age-matched and verbal IQ–matched typically developing children (N?=?57). The Social Attribution Task, Multiple Choice performance differed between autism spectrum disorder and typically developing groups, with typically developing children performing significantly better than children with autism spectrum disorder. The Social Attribution Task, Multiple Choice scores were positively correlated with age (r?=?0.474) while being independent from verbal IQ (r?=?0.236). The Social Attribution Task, Multiple Choice was strongly correlated with Vineland Adaptive Behavior Scales Communication (r?=?0.464) and Socialization (r?=?0.482) scores, but not with Daily Living Skills scores (r?=?0.116), suggesting that the implicit social cognitive ability underlying performance on the Social Attribution Task, Multiple Choice is associated with real-life social adaptive function. En ligne : http://dx.doi.org/10.1177/1362361315617589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

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