Mock Juror Perceptions of Eyewitness Reports Given by Children with Intellectual Disabilities / Kealyn MCDOWELL in Journal of Autism and Developmental Disorders, 56-2 (February 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-2 (February 2026) . - p.735-747 Titre : Mock Juror Perceptions of Eyewitness Reports Given by Children with Intellectual Disabilities Type de document : texte imprimé Auteurs : Kealyn MCDOWELL, Auteur ; Joshua WYMAN, Auteur ; Victoria TALWAR, Auteur Article en page(s) : p.735-747 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Previous research suggests that an eyewitness credibility bias can arise when mock jurors are informed of a child’s disability diagnosis. The aim of the present study was to examine mock jurors’ lie-detection accuracy and credibility perceptions when assessing eyewitness testimonies provided by children diagnosed with an intellectual disability. Adult mock jurors (N = 217; half informed of the child’s disability status) read four transcriptions from interviews with children (ages 10 to 15) diagnosed with an intellectual disability before evaluating the credibility and truthfulness of each eyewitness report. The mock jurors’ lie-detection accuracy of the eyewitness reports produced by children with an intellectual disability (55.76%) was found to be similar to prior lie-detection research involving typically developing populations. Furthermore, there were no differences in the lie-detection accuracy and credibility ratings between mock-jurors who were informed of the child’s disability when compared to those who were not informed. Although mock jurors perceived the children’s testimony to have low credibility, they seemed reluctant to consider many of these testimonies to be false. The current findings also suggest that the disclosure of a disability may not independently cause worsened perceptions of child eyewitnesses. En ligne : https://doi.org/10.1007/s10803-024-06561-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Mock Juror Perceptions of Eyewitness Reports Given by Children with Intellectual Disabilities [texte imprimé] / Kealyn MCDOWELL, Auteur ; Joshua WYMAN, Auteur ; Victoria TALWAR, Auteur . - p.735-747. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-2 (February 2026) . - p.735-747 Index. décimale : PER Périodiques Résumé : Previous research suggests that an eyewitness credibility bias can arise when mock jurors are informed of a child’s disability diagnosis. The aim of the present study was to examine mock jurors’ lie-detection accuracy and credibility perceptions when assessing eyewitness testimonies provided by children diagnosed with an intellectual disability. Adult mock jurors (N = 217; half informed of the child’s disability status) read four transcriptions from interviews with children (ages 10 to 15) diagnosed with an intellectual disability before evaluating the credibility and truthfulness of each eyewitness report. The mock jurors’ lie-detection accuracy of the eyewitness reports produced by children with an intellectual disability (55.76%) was found to be similar to prior lie-detection research involving typically developing populations. Furthermore, there were no differences in the lie-detection accuracy and credibility ratings between mock-jurors who were informed of the child’s disability when compared to those who were not informed. Although mock jurors perceived the children’s testimony to have low credibility, they seemed reluctant to consider many of these testimonies to be false. The current findings also suggest that the disclosure of a disability may not independently cause worsened perceptions of child eyewitnesses. En ligne : https://doi.org/10.1007/s10803-024-06561-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

The UCLA PEERS School-Based Program: Treatment Outcomes for Improving Social Functioning in Adolescents and Young Adults with Autism Spectrum Disorder and Those with Cognitive Deficits / Joshua WYMAN 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.1907-1920 Titre : The UCLA PEERS School-Based Program: Treatment Outcomes for Improving Social Functioning in Adolescents and Young Adults with Autism Spectrum Disorder and Those with Cognitive Deficits Type de document : texte imprimé Auteurs : Joshua WYMAN, Auteur ; Anthony CLARO, Auteur Article en page(s) : p.1907-1920 Langues : Anglais (eng) Mots-clés : Adults  Autism  Intellectual disability  Social intervention Index. décimale : PER Périodiques Résumé : This study examined the efficacy of the school-based Program for the Education and Enrichment of Relational Skills on the social functioning of young adults with autism and cognitive deficits. The program was administered bi-weekly at a private school for students with special needs. Students' social etiquette knowledge, friendship engagement and teacher reported levels of their social functioning were assessed pre- and post-intervention. All participants experienced significantly improved knowledge of appropriate social etiquette. Further, students with cognitive deficits, but not those with autism, reported a significant increase in friendship engagement. Overall, the PEERS school curriculum benefited young adults with cognitive deficits, but the students with ASD experienced more challenges applying their new social skills outside of the program. En ligne : http://dx.doi.org/10.1007/s10803-019-03943-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] The UCLA PEERS School-Based Program: Treatment Outcomes for Improving Social Functioning in Adolescents and Young Adults with Autism Spectrum Disorder and Those with Cognitive Deficits [texte imprimé] / Joshua WYMAN, Auteur ; Anthony CLARO, Auteur . - p.1907-1920. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1907-1920 Mots-clés : Adults  Autism  Intellectual disability  Social intervention Index. décimale : PER Périodiques Résumé : This study examined the efficacy of the school-based Program for the Education and Enrichment of Relational Skills on the social functioning of young adults with autism and cognitive deficits. The program was administered bi-weekly at a private school for students with special needs. Students' social etiquette knowledge, friendship engagement and teacher reported levels of their social functioning were assessed pre- and post-intervention. All participants experienced significantly improved knowledge of appropriate social etiquette. Further, students with cognitive deficits, but not those with autism, reported a significant increase in friendship engagement. Overall, the PEERS school curriculum benefited young adults with cognitive deficits, but the students with ASD experienced more challenges applying their new social skills outside of the program. En ligne : http://dx.doi.org/10.1007/s10803-019-03943-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

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