Cool Executive Function and Verbal Comprehension Mediate the Relation of Hot Executive Function and Theory of Mind in Children with Autism Spectrum Disorder / Yen-Ting YU in Autism Research, 14-5 (May 2021)  

Public ISBD [article]  inAutism Research > 14-5 (May 2021) . - p.921-931 Titre : Cool Executive Function and Verbal Comprehension Mediate the Relation of Hot Executive Function and Theory of Mind in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Yen-Ting YU, Auteur ; Hsing-Jung LI, Auteur ; Ching-Hong TSAI, Auteur ; Chien-Ho LIN, Auteur ; Szu-Shen LAI, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.921-931 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  executive functions  theory of mind  verbal comprehension Index. décimale : PER Périodiques Résumé : Impaired executive function (EF), verbal comprehension, and theory of mind (ToM) may contribute to social difficulties in children with autism spectrum disorder (ASD). The linkage between cool (cognitive) EF and ToM has been widely investigated, but the relations between hot (affective) EF and ToM remain largely unknown. The roles of cool EF and verbal comprehension have not been previously explored together to address hot EF-ToM relations. This study applied mediation analysis to investigate the mediating effects of cool EF and verbal comprehension to further elaborate the link between hot EF and ToM in children with ASD and average intellectual abilities. A total of 97 children with ASD aged from 6 to 12 years participated in this study. Children's cool EF, hot EF, and verbal comprehension were, respectively, measured with the computerized Dimensional Change Card Sort task, Children's Gambling Task, and the verbal comprehension index of the Wechsler Intelligence Scale for Children-fourth edition. Children's ToM was assessed with the Theory of Mind Task Battery. Partial correlation coefficients indicated that hot EF was significantly related with ToM with age controlled for. The results of the mediation analysis showed that cool EF and verbal comprehension mediated the linkage between hot EF and ToM. These findings highlight not only the connections between hot EF and ToM but also the importance of cool EF and verbal comprehension on hot EF-ToM relations in clinical assessments and interventions for school-aged children with ASD and average intellectual abilities. LAY SUMMARY: Relatively few studies have investigated the hot (affective) executive function (EF)-theory of mind (ToM) relations in children with autism spectrum disorder (ASD). This study discovered that hot EF was significantly related to ToM, while cool (cognitive) EF and verbal comprehension mediated the relationship between hot EF and ToM. Therefore, the influence of cool EF and verbal comprehension on hot EF-ToM relations should be considered in studies involving children with ASD. Autism Res 2021, 14: 921-931. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Cool Executive Function and Verbal Comprehension Mediate the Relation of Hot Executive Function and Theory of Mind in Children with Autism Spectrum Disorder [texte imprimé] / Yen-Ting YU, Auteur ; Hsing-Jung LI, Auteur ; Ching-Hong TSAI, Auteur ; Chien-Ho LIN, Auteur ; Szu-Shen LAI, Auteur ; Kuan-Lin CHEN, Auteur . - p.921-931. Langues : Anglais (eng) in Autism Research > 14-5 (May 2021) . - p.921-931 Mots-clés : autism spectrum disorder  executive functions  theory of mind  verbal comprehension Index. décimale : PER Périodiques Résumé : Impaired executive function (EF), verbal comprehension, and theory of mind (ToM) may contribute to social difficulties in children with autism spectrum disorder (ASD). The linkage between cool (cognitive) EF and ToM has been widely investigated, but the relations between hot (affective) EF and ToM remain largely unknown. The roles of cool EF and verbal comprehension have not been previously explored together to address hot EF-ToM relations. This study applied mediation analysis to investigate the mediating effects of cool EF and verbal comprehension to further elaborate the link between hot EF and ToM in children with ASD and average intellectual abilities. A total of 97 children with ASD aged from 6 to 12 years participated in this study. Children's cool EF, hot EF, and verbal comprehension were, respectively, measured with the computerized Dimensional Change Card Sort task, Children's Gambling Task, and the verbal comprehension index of the Wechsler Intelligence Scale for Children-fourth edition. Children's ToM was assessed with the Theory of Mind Task Battery. Partial correlation coefficients indicated that hot EF was significantly related with ToM with age controlled for. The results of the mediation analysis showed that cool EF and verbal comprehension mediated the linkage between hot EF and ToM. These findings highlight not only the connections between hot EF and ToM but also the importance of cool EF and verbal comprehension on hot EF-ToM relations in clinical assessments and interventions for school-aged children with ASD and average intellectual abilities. LAY SUMMARY: Relatively few studies have investigated the hot (affective) executive function (EF)-theory of mind (ToM) relations in children with autism spectrum disorder (ASD). This study discovered that hot EF was significantly related to ToM, while cool (cognitive) EF and verbal comprehension mediated the relationship between hot EF and ToM. Therefore, the influence of cool EF and verbal comprehension on hot EF-ToM relations should be considered in studies involving children with ASD. Autism Res 2021, 14: 921-931. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Factorial validity of the Theory of Mind Inventory-2 in children with autism spectrum disorder / Shih-Chieh LEE in Autism Research, 14-11 (November 2021)  

Public ISBD [article]  inAutism Research > 14-11 (November 2021) . - p.2424-2431 Titre : Factorial validity of the Theory of Mind Inventory-2 in children with autism spectrum disorder Type de document : texte imprimé Auteurs : Shih-Chieh LEE, Auteur ; Ching-Hong TSAI, Auteur ; Yu-Ching LIN, Auteur ; Hsing-Jung LI, Auteur ; Dai-Rong JIANG, Auteur ; I. Ning FU, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.2424-2431 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Factor Analysis, Statistical  Humans  Theory of Mind  factor analysis  psychometrics  statistical  surveys and questionnaires Index. décimale : PER Périodiques Résumé : The Theory of Mind Inventory-2 appears to be a promising measure assessing children's theory of mind. However, a lack of evidence on its factorial structure interferes with score interpretation. To examine whether the currently-available structures of the Theory of Mind Inventory-2 are robust and replicable, confirmatory factor analysis was conducted in 242 children with autism spectrum disorder aged 3-12 years. Two possible structures were examined: the development-based structure, which reflects children's developmental stages of theory of mind (early, basic, and advanced), and the content-based structure, which represents children's social-related functions (emotion recognition, mental state term comprehension, and pragmatics). Four fit indices were adopted simultaneously to examine the model fit of both structures. We found that the development-based structure had a better model fit and was further modified. After modification, the development-based structure showed an improved model fit, but it was not completely acceptable in all fit indices. These findings suggest that the scores of the Theory of Mind Inventory-2 are more appropriate for reflecting children's developmental stages of theory of mind than the social-related functions in children with autism spectrum disorder. However, the domain scores should be cautiously interpreted because the model fits were not completely acceptable. For further revisions, ambiguous terms (e.g., "want" and "need") and confusing concepts assessed by the items (e.g., "recognize" and "understand") could be specified for a better representation of children's developmental stages of theory of mind. Moreover, further validations are needed. LAY SUMMARY: In children with autism spectrum disorder, the scores of the Theory of Mind Inventory-2 are more appropriate for indicating the developmental stages of theory of mind (early, basic, and advanced) than for indicating the social-related functions (emotion recognition, mental state term comprehension, and pragmatics). However, since the factorial validity was not completely acceptable, the domain scores should be interpreted cautiously. Moreover, further revisions and validations are warranted. En ligne : http://dx.doi.org/10.1002/aur.2581 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Factorial validity of the Theory of Mind Inventory-2 in children with autism spectrum disorder [texte imprimé] / Shih-Chieh LEE, Auteur ; Ching-Hong TSAI, Auteur ; Yu-Ching LIN, Auteur ; Hsing-Jung LI, Auteur ; Dai-Rong JIANG, Auteur ; I. Ning FU, Auteur ; Kuan-Lin CHEN, Auteur . - p.2424-2431. Langues : Anglais (eng) in Autism Research > 14-11 (November 2021) . - p.2424-2431 Mots-clés : Autism Spectrum Disorder  Child  Factor Analysis, Statistical  Humans  Theory of Mind  factor analysis  psychometrics  statistical  surveys and questionnaires Index. décimale : PER Périodiques Résumé : The Theory of Mind Inventory-2 appears to be a promising measure assessing children's theory of mind. However, a lack of evidence on its factorial structure interferes with score interpretation. To examine whether the currently-available structures of the Theory of Mind Inventory-2 are robust and replicable, confirmatory factor analysis was conducted in 242 children with autism spectrum disorder aged 3-12 years. Two possible structures were examined: the development-based structure, which reflects children's developmental stages of theory of mind (early, basic, and advanced), and the content-based structure, which represents children's social-related functions (emotion recognition, mental state term comprehension, and pragmatics). Four fit indices were adopted simultaneously to examine the model fit of both structures. We found that the development-based structure had a better model fit and was further modified. After modification, the development-based structure showed an improved model fit, but it was not completely acceptable in all fit indices. These findings suggest that the scores of the Theory of Mind Inventory-2 are more appropriate for reflecting children's developmental stages of theory of mind than the social-related functions in children with autism spectrum disorder. However, the domain scores should be cautiously interpreted because the model fits were not completely acceptable. For further revisions, ambiguous terms (e.g., "want" and "need") and confusing concepts assessed by the items (e.g., "recognize" and "understand") could be specified for a better representation of children's developmental stages of theory of mind. Moreover, further validations are needed. LAY SUMMARY: In children with autism spectrum disorder, the scores of the Theory of Mind Inventory-2 are more appropriate for indicating the developmental stages of theory of mind (early, basic, and advanced) than for indicating the social-related functions (emotion recognition, mental state term comprehension, and pragmatics). However, since the factorial validity was not completely acceptable, the domain scores should be interpreted cautiously. Moreover, further revisions and validations are warranted. En ligne : http://dx.doi.org/10.1002/aur.2581 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Identifying the Cognitive Correlates of Reciprocity in Children with Autism Spectrum Disorder / Szu-Shen LAI in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2007-2018 Titre : Identifying the Cognitive Correlates of Reciprocity in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Szu-Shen LAI, Auteur ; Ching-Hong TSAI, Auteur ; Chin-Chin WU, Auteur ; Cheng-Te CHEN, Auteur ; Hsing-Jung LI, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.2007-2018 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Executive function  Reciprocity  Theory of mind Index. décimale : PER Périodiques Résumé : This study examined the cognitive correlates of reciprocity in children with autism spectrum disorder (ASD). A total of 59 children with ASD were assessed with the Interactive Drawing Task, Theory of Mind Task Battery, Children's Card Change Sort Task, and Children's Gambling Task respectively for their reciprocity, theory of mind, cool executive function (EF), and hot EF. The correlational findings revealed that cool EF (r = .482 and - .501, p < .01) and hot EF (r = .396, p < .05) were significantly correlated with children's total reciprocity. The regression models also showed that cool and hot EF abilities were significant predictors. Conclusively, cool and hot EF abilities are the correlates of reciprocity rather than of ToM in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-03957-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Identifying the Cognitive Correlates of Reciprocity in Children with Autism Spectrum Disorder [texte imprimé] / Szu-Shen LAI, Auteur ; Ching-Hong TSAI, Auteur ; Chin-Chin WU, Auteur ; Cheng-Te CHEN, Auteur ; Hsing-Jung LI, Auteur ; Kuan-Lin CHEN, Auteur . - p.2007-2018. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2007-2018 Mots-clés : Autism spectrum disorder  Executive function  Reciprocity  Theory of mind Index. décimale : PER Périodiques Résumé : This study examined the cognitive correlates of reciprocity in children with autism spectrum disorder (ASD). A total of 59 children with ASD were assessed with the Interactive Drawing Task, Theory of Mind Task Battery, Children's Card Change Sort Task, and Children's Gambling Task respectively for their reciprocity, theory of mind, cool executive function (EF), and hot EF. The correlational findings revealed that cool EF (r = .482 and - .501, p < .01) and hot EF (r = .396, p < .05) were significantly correlated with children's total reciprocity. The regression models also showed that cool and hot EF abilities were significant predictors. Conclusively, cool and hot EF abilities are the correlates of reciprocity rather than of ToM in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-03957-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

Theory of Mind Predicts Social Interaction in Children with Autism Spectrum Disorder: A Two-Year Follow-Up Study / Hsiu-Man CHIU in Journal of Autism and Developmental Disorders, 53-9 (September 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3659-3669 Titre : Theory of Mind Predicts Social Interaction in Children with Autism Spectrum Disorder: A Two-Year Follow-Up Study Type de document : texte imprimé Auteurs : Hsiu-Man CHIU, Auteur ; Cheng-Te CHEN, Auteur ; Ching-Hong TSAI, Auteur ; Hsing-Jung LI, Auteur ; Chin-Chin WU, Auteur ; Chien-Yu HUANG, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.3659-3669 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This two-year follow-up study examined the predictive relationships of theory of mind (ToM) to social interaction by reciprocal social behaviors (RSBs) and social functioning (SF) in 106 children with ASD. The results of the path analysis showed that the earlier ToM predicted children s current component RSBs (B=3.53, SE=1.86, p=0.039) and the current SF (B=1.79-1.87, SE=0.03-0.34, p<0.001). The aloof and passive social interaction styles predicted fewer turn-taking of RSBs (B=?? 48.77 to?? 111.17, p<0.001) and fewer components of RSBs (B=?? 36.30 to?? 81.41, p<0.001). This finding provides empirical evidence that ToM predicts social interaction in children with ASD. En ligne : https://doi.org/10.1007/s10803-022-05662-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Theory of Mind Predicts Social Interaction in Children with Autism Spectrum Disorder: A Two-Year Follow-Up Study [texte imprimé] / Hsiu-Man CHIU, Auteur ; Cheng-Te CHEN, Auteur ; Ching-Hong TSAI, Auteur ; Hsing-Jung LI, Auteur ; Chin-Chin WU, Auteur ; Chien-Yu HUANG, Auteur ; Kuan-Lin CHEN, Auteur . - p.3659-3669. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3659-3669 Index. décimale : PER Périodiques Résumé : This two-year follow-up study examined the predictive relationships of theory of mind (ToM) to social interaction by reciprocal social behaviors (RSBs) and social functioning (SF) in 106 children with ASD. The results of the path analysis showed that the earlier ToM predicted children s current component RSBs (B=3.53, SE=1.86, p=0.039) and the current SF (B=1.79-1.87, SE=0.03-0.34, p<0.001). The aloof and passive social interaction styles predicted fewer turn-taking of RSBs (B=?? 48.77 to?? 111.17, p<0.001) and fewer components of RSBs (B=?? 36.30 to?? 81.41, p<0.001). This finding provides empirical evidence that ToM predicts social interaction in children with ASD. En ligne : https://doi.org/10.1007/s10803-022-05662-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

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