Judging intentionality in the context of ambiguous actions among autistic adults / Antonia EISENKOECK in Research in Autism Spectrum Disorders, 96 (August 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 96 (August 2022) . - 101997 Titre : Judging intentionality in the context of ambiguous actions among autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Antonia EISENKOECK, Auteur ; Rachel J. M. SLAVNY-CROSS, Auteur ; James W. MOORE, Auteur Article en page(s) : 101997 Langues : Anglais (eng) Mots-clés : Social cognition  Theory of mind  Intention attribution  Intentionality bias Index. décimale : PER Périodiques Résumé : Background Discerning intentional from unintentional actions is a key aspect of social cognition. Mental state attribution tasks show that autistic people are less accurate than neurotypicals in attributing an agent?s intention when there is clearly a right answer. Little is known about how autistic people judge the intentionality of ambiguous actions (i.e., actions that are neither clearly intentional nor clearly unintentional). Aims This study sought to find out whether autistic individuals differ in their interpretation of ambiguous action compared to neurotypical controls. Methods and procedures 20 autistic and 20 neurotypical adults completed an ambiguous action and theory of mind task. Autistic traits, verbal reasoning and non-verbal perceptual reasoning ability were measured. Outcomes and results Results show that intentionality endorsement scores for ambiguous but prototypically accidental actions were higher in autistic participants than controls. Theory of Mind (ToM) scores did not correlate with intentionality endorsement scores in either group therefore group differences could not be explained by ToM ability. Conclusion and implications Autistic participants had a tendency to over-attribute intention compared to neurotypicals, which could not be explained by ToM ability. Studying ambiguous action is important with respect to ecological validity, given that we often face ambiguous actions during social encounters. En ligne : https://doi.org/10.1016/j.rasd.2022.101997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=480 [article] Judging intentionality in the context of ambiguous actions among autistic adults [Texte imprimé et/ou numérique] / Antonia EISENKOECK, Auteur ; Rachel J. M. SLAVNY-CROSS, Auteur ; James W. MOORE, Auteur . - 101997. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 96 (August 2022) . - 101997 Mots-clés : Social cognition  Theory of mind  Intention attribution  Intentionality bias Index. décimale : PER Périodiques Résumé : Background Discerning intentional from unintentional actions is a key aspect of social cognition. Mental state attribution tasks show that autistic people are less accurate than neurotypicals in attributing an agent?s intention when there is clearly a right answer. Little is known about how autistic people judge the intentionality of ambiguous actions (i.e., actions that are neither clearly intentional nor clearly unintentional). Aims This study sought to find out whether autistic individuals differ in their interpretation of ambiguous action compared to neurotypical controls. Methods and procedures 20 autistic and 20 neurotypical adults completed an ambiguous action and theory of mind task. Autistic traits, verbal reasoning and non-verbal perceptual reasoning ability were measured. Outcomes and results Results show that intentionality endorsement scores for ambiguous but prototypically accidental actions were higher in autistic participants than controls. Theory of Mind (ToM) scores did not correlate with intentionality endorsement scores in either group therefore group differences could not be explained by ToM ability. Conclusion and implications Autistic participants had a tendency to over-attribute intention compared to neurotypicals, which could not be explained by ToM ability. Studying ambiguous action is important with respect to ecological validity, given that we often face ambiguous actions during social encounters. En ligne : https://doi.org/10.1016/j.rasd.2022.101997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=480

The Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.67-80 Titre : The Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability Type de document : Texte imprimé et/ou numérique Auteurs : Keith C. RADLEY, Auteur ; James W. MOORE, Auteur ; Evan H. DART, Auteur ; W. Blake FORD, Auteur ; Kate A. HELBIG, Auteur Article en page(s) : p.67-80 Langues : Anglais (eng) Mots-clés : lag schedule  social skills  socialization Index. décimale : PER Périodiques Résumé : Five participants with autism spectrum disorder (ASD) between the ages of 10 and 14 years attended a twice-weekly social skills group for 8 weeks. A multiple probe design across skills with concurrent replication across participants was utilized to assess the effects of social skills training using multiple exemplars and lag schedules on social skill variability. Prior to intervention, participants demonstrated low levels of skill accuracy and appropriate variability. Training with one and three exemplars of target skills without lag schedules resulted in no to small increases in appropriate variability, despite increases in skill accuracy. Following introduction of lag schedules, substantial increases were observed. Post-intervention rating scales completed by parents of participants indicated improvements in social functioning and reductions in repetitive behavior. En ligne : http://dx.doi.org/10.1177/1088357618811608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] The Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability [Texte imprimé et/ou numérique] / Keith C. RADLEY, Auteur ; James W. MOORE, Auteur ; Evan H. DART, Auteur ; W. Blake FORD, Auteur ; Kate A. HELBIG, Auteur . - p.67-80. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.67-80 Mots-clés : lag schedule  social skills  socialization Index. décimale : PER Périodiques Résumé : Five participants with autism spectrum disorder (ASD) between the ages of 10 and 14 years attended a twice-weekly social skills group for 8 weeks. A multiple probe design across skills with concurrent replication across participants was utilized to assess the effects of social skills training using multiple exemplars and lag schedules on social skill variability. Prior to intervention, participants demonstrated low levels of skill accuracy and appropriate variability. Training with one and three exemplars of target skills without lag schedules resulted in no to small increases in appropriate variability, despite increases in skill accuracy. Following introduction of lag schedules, substantial increases were observed. Post-intervention rating scales completed by parents of participants indicated improvements in social functioning and reductions in repetitive behavior. En ligne : http://dx.doi.org/10.1177/1088357618811608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

---

1 (1 - 2 / 2)