Deceptive behaviour in autism: A scoping review / R. BAGNALL in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.293-307 Titre : Deceptive behaviour in autism: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : R. BAGNALL, Auteur ; A. RUSSELL, Auteur ; Mark BROSNAN, Auteur ; K. MARAS, Auteur Article en page(s) : p.293-307 Langues : Anglais (eng) Mots-clés : autism  deception  executive function  scoping review  social learning  theory of mind  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : The ability to deceive others is an important skill that usually develops in early childhood. In this review, we give an overview of studies that have examined deceptive behaviour in autistic children, adolescents and adults. We separated the study findings into three main categories and seven sub-categories: (1) Deception ability and prevalence (1a) gameplay deception; (1b) naturalistic deception; (2) Psychological processes in deception (2a) verbal, intellectual and social ability; (2b) ability to understand others' thoughts and beliefs; (2c) cognitive ability; and (3) Social learning (3a) training; (3b) social contexts. Contrary to some stereotypes, we found that autistic people can and do deceive but often find this more difficult than non-autistic people. We also found that autistic people may use different psychological processes than non-autistic people when deceiving and may get better at deception in adulthood. En ligne : http://dx.doi.org/10.1177/13623613211057974 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Deceptive behaviour in autism: A scoping review [Texte imprimé et/ou numérique] / R. BAGNALL, Auteur ; A. RUSSELL, Auteur ; Mark BROSNAN, Auteur ; K. MARAS, Auteur . - p.293-307. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.293-307 Mots-clés : autism  deception  executive function  scoping review  social learning  theory of mind  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : The ability to deceive others is an important skill that usually develops in early childhood. In this review, we give an overview of studies that have examined deceptive behaviour in autistic children, adolescents and adults. We separated the study findings into three main categories and seven sub-categories: (1) Deception ability and prevalence (1a) gameplay deception; (1b) naturalistic deception; (2) Psychological processes in deception (2a) verbal, intellectual and social ability; (2b) ability to understand others' thoughts and beliefs; (2c) cognitive ability; and (3) Social learning (3a) training; (3b) social contexts. Contrary to some stereotypes, we found that autistic people can and do deceive but often find this more difficult than non-autistic people. We also found that autistic people may use different psychological processes than non-autistic people when deceiving and may get better at deception in adulthood. En ligne : http://dx.doi.org/10.1177/13623613211057974 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Is There a Relationship Between Cyber-Dependent Crime, Autistic-Like Traits and Autism? / K. L. PAYNE in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4159-4169 Titre : Is There a Relationship Between Cyber-Dependent Crime, Autistic-Like Traits and Autism? Type de document : Texte imprimé et/ou numérique Auteurs : K. L. PAYNE, Auteur ; A. RUSSELL, Auteur ; R. MILLS, Auteur ; K. MARAS, Auteur ; D. RAI, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.4159-4169 Langues : Anglais (eng) Mots-clés : Autism  Autistic-like traits  Cyber-dependent crime  Digital skills  Explicit social cognition  Interpersonal support Index. décimale : PER Périodiques Résumé : International law enforcement agencies have reported an apparent preponderance of autistic individuals amongst perpetrators of cyber-dependent crimes, such as hacking or spreading malware (Ledingham and Mills in Adv Autism 1:1-10, 2015). However, no empirical evidence exists to support such a relationship. This is the first study to empirically explore potential relationships between cyber-dependent crime and autism, autistic-like traits, explicit social cognition and perceived interpersonal support. Participants were 290 internet users, 23 of whom self-reported being autistic, who completed an anonymous online survey. Increased risk of committing cyber-dependent crime was associated with higher autistic-like traits. A diagnosis of autism was associated with a decreased risk of committing cyber-dependent crime. Around 40% of the association between autistic-like traits and cyber-dependent crime was mediated by advanced digital skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04119-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Is There a Relationship Between Cyber-Dependent Crime, Autistic-Like Traits and Autism? [Texte imprimé et/ou numérique] / K. L. PAYNE, Auteur ; A. RUSSELL, Auteur ; R. MILLS, Auteur ; K. MARAS, Auteur ; D. RAI, Auteur ; Mark BROSNAN, Auteur . - p.4159-4169. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4159-4169 Mots-clés : Autism  Autistic-like traits  Cyber-dependent crime  Digital skills  Explicit social cognition  Interpersonal support Index. décimale : PER Périodiques Résumé : International law enforcement agencies have reported an apparent preponderance of autistic individuals amongst perpetrators of cyber-dependent crimes, such as hacking or spreading malware (Ledingham and Mills in Adv Autism 1:1-10, 2015). However, no empirical evidence exists to support such a relationship. This is the first study to empirically explore potential relationships between cyber-dependent crime and autism, autistic-like traits, explicit social cognition and perceived interpersonal support. Participants were 290 internet users, 23 of whom self-reported being autistic, who completed an anonymous online survey. Increased risk of committing cyber-dependent crime was associated with higher autistic-like traits. A diagnosis of autism was associated with a decreased risk of committing cyber-dependent crime. Around 40% of the association between autistic-like traits and cyber-dependent crime was mediated by advanced digital skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04119-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Mock Juror Perceptions of Credibility and Culpability in an Autistic Defendant / K. MARAS in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.996-1010 Titre : Mock Juror Perceptions of Credibility and Culpability in an Autistic Defendant Type de document : Texte imprimé et/ou numérique Auteurs : K. MARAS, Auteur ; I. MARSHALL, Auteur ; C. SANDS, Auteur Article en page(s) : p.996-1010 Langues : Anglais (eng) Mots-clés : Autism  Credibility  Criminal justice  Culpability  Defendant  Honesty  Jurors  Likeability  Perceptions Index. décimale : PER Périodiques Résumé : One-hundred-and-sixty jury-eligible participants read a vignette describing a male who was brought to the attention of police for suspicious and aggressive behaviours and displayed atypical behaviours in court. Half of participants were informed that he had autism spectrum disorder (ASD) and were given background information about ASD; the other half received no diagnostic label or information. The provision of a label and information led to higher ratings of the defendant's honesty and likeability, reduced blameworthiness, and resulted in fewer guilty verdicts, and more lenient sentencing. Thematic analysis revealed that participants in the label condition were more empathetic and attributed his behaviours to his ASD and mitigating factors, while participants in the No label condition perceived the defendant as deceitful, unremorseful, rude and aggressive. En ligne : http://dx.doi.org/10.1007/s10803-018-3803-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Mock Juror Perceptions of Credibility and Culpability in an Autistic Defendant [Texte imprimé et/ou numérique] / K. MARAS, Auteur ; I. MARSHALL, Auteur ; C. SANDS, Auteur . - p.996-1010. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.996-1010 Mots-clés : Autism  Credibility  Criminal justice  Culpability  Defendant  Honesty  Jurors  Likeability  Perceptions Index. décimale : PER Périodiques Résumé : One-hundred-and-sixty jury-eligible participants read a vignette describing a male who was brought to the attention of police for suspicious and aggressive behaviours and displayed atypical behaviours in court. Half of participants were informed that he had autism spectrum disorder (ASD) and were given background information about ASD; the other half received no diagnostic label or information. The provision of a label and information led to higher ratings of the defendant's honesty and likeability, reduced blameworthiness, and resulted in fewer guilty verdicts, and more lenient sentencing. Thematic analysis revealed that participants in the label condition were more empathetic and attributed his behaviours to his ASD and mitigating factors, while participants in the No label condition perceived the defendant as deceitful, unremorseful, rude and aggressive. En ligne : http://dx.doi.org/10.1007/s10803-018-3803-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Supporting autistic adults' episodic memory recall in interviews: The role of executive functions, theory of mind, and language abilities / J. E. NORRIS in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.513-524 Titre : Supporting autistic adults' episodic memory recall in interviews: The role of executive functions, theory of mind, and language abilities Type de document : Texte imprimé et/ou numérique Auteurs : J. E. NORRIS, Auteur ; K. MARAS, Auteur Article en page(s) : p.513-524 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  autobiographical memory  cognition (attention  communication and language  episodic memory  executive functions  expressive language  interviews  learning  memory)  task support hypothesis  theory of mind  of interest with respect to the research, authorship and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Autistic people have difficulties recalling episodic memories (memories of specific events) compared to typically developing people. However, being able to effectively recall such memories is important in many real-world situations, for example, in police interviews, during medical consultations, and in employment interviews. Autistic people's episodic memory difficulties are most noticeable when they are responding to open, unsupportive questions. However, the 'Task Support Hypothesis' indicates that autistic people are able to recall as much information as typically developing people, as long as they are asked more supportive questions. Autistic people also experience difficulties with executive functioning (cognitive abilities which allow us to plan, hold information in mind, inhibit interruptions, etc.), theory of mind (the ability to understand others' perspectives and intentions), and spoken language. The current study aimed to investigate the impact of these cognitive abilities on memory recall in two previous studies which compared autistic and typically developing adults on how specific their recall was in police, healthcare, and employment interviews, and the quality of responses during an employment interview when both unsupportive and supportive questioning was used. The results show that while typically developing people may rely on theory of mind abilities, autistic people may rely more on language abilities when performing in interviews, potentially to compensate for their episodic memory difficulties, and that this effect is most apparent during more unsupportive recall (e.g. when a brief, open question is asked) compared to when open questions are followed by prompts (e.g. 'tell me about who as there', 'what happened?', etc.). En ligne : http://dx.doi.org/10.1177/13623613211030772 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Supporting autistic adults' episodic memory recall in interviews: The role of executive functions, theory of mind, and language abilities [Texte imprimé et/ou numérique] / J. E. NORRIS, Auteur ; K. MARAS, Auteur . - p.513-524. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.513-524 Mots-clés : autism spectrum disorders  autobiographical memory  cognition (attention  communication and language  episodic memory  executive functions  expressive language  interviews  learning  memory)  task support hypothesis  theory of mind  of interest with respect to the research, authorship and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Autistic people have difficulties recalling episodic memories (memories of specific events) compared to typically developing people. However, being able to effectively recall such memories is important in many real-world situations, for example, in police interviews, during medical consultations, and in employment interviews. Autistic people's episodic memory difficulties are most noticeable when they are responding to open, unsupportive questions. However, the 'Task Support Hypothesis' indicates that autistic people are able to recall as much information as typically developing people, as long as they are asked more supportive questions. Autistic people also experience difficulties with executive functioning (cognitive abilities which allow us to plan, hold information in mind, inhibit interruptions, etc.), theory of mind (the ability to understand others' perspectives and intentions), and spoken language. The current study aimed to investigate the impact of these cognitive abilities on memory recall in two previous studies which compared autistic and typically developing adults on how specific their recall was in police, healthcare, and employment interviews, and the quality of responses during an employment interview when both unsupportive and supportive questioning was used. The results show that while typically developing people may rely on theory of mind abilities, autistic people may rely more on language abilities when performing in interviews, potentially to compensate for their episodic memory difficulties, and that this effect is most apparent during more unsupportive recall (e.g. when a brief, open question is asked) compared to when open questions are followed by prompts (e.g. 'tell me about who as there', 'what happened?', etc.). En ligne : http://dx.doi.org/10.1177/13623613211030772 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study / K. MARAS in Autism, 23-1 (January 2019)  

Public ISBD [article]  inAutism > 23-1 (January 2019) . - p.60-70 Titre : Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study Type de document : Texte imprimé et/ou numérique Auteurs : K. MARAS, Auteur ; T. GAMBLE, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.60-70 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  education  learning  mathematics  metacognition  elementary-school-children  self-regulation  academic-achievement  metamemory  students  interrelations  interventions  metaanalysis  adolescents  knowledge  Psychology Index. décimale : PER Périodiques Résumé : Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom. En ligne : http://dx.doi.org/10.1177/1362361317722028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study [Texte imprimé et/ou numérique] / K. MARAS, Auteur ; T. GAMBLE, Auteur ; Mark BROSNAN, Auteur . - p.60-70. Langues : Anglais (eng) in Autism > 23-1 (January 2019) . - p.60-70 Mots-clés : autism spectrum disorder  education  learning  mathematics  metacognition  elementary-school-children  self-regulation  academic-achievement  metamemory  students  interrelations  interventions  metaanalysis  adolescents  knowledge  Psychology Index. décimale : PER Périodiques Résumé : Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom. En ligne : http://dx.doi.org/10.1177/1362361317722028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

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