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 et/ou numérique 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 et/ou numérique] / 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

Development and psychometric evidence of the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2) in children with autism spectrum disorder / Kuan-Lin CHEN in Research in Autism Spectrum Disorders, 103 (May 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 103 (May 2023) . - p.102132 Titre : Development and psychometric evidence of the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2) in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kuan-Lin CHEN, Auteur ; Dai-Rong JIANG, Auteur ; Yen-Ting YU, Auteur ; Ya-Chen LEE, Auteur Article en page(s) : p.102132 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Theory of mind  Children  Assessment  Psychometrics properties Index. décimale : PER Périodiques Résumé : Background Theory of mind (ToM) is an important social cognitive ability of humans to understand the mental states of themselves and others. Children with autism spectrum disorder (ASD) are believed to have impaired ToM. In this study, for application in Chinese children with ASD in clinical and research settings, the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2-C) was developed with cultural adaptations. The psychometric properties of ToMI-2-C were then evaluated in Chinese children with ASD. Methods The ToMI-2-C was developed and culturally adapted through a standard translation process: forward translation, back-translation, synthesis, expert validation and content validity, and a pilot study. A total of 166 children with ASD and 54 children with typical development, all aged 3-12 years, were then assessed with the ToMI-2-C and with measures of symptom severity, social adaptive behavior skills, and verbal ability. Results The ToMI-2-C was found to have high internal consistency (Cronbach?s ? = 0.965) and good test-retest reliability (Intraclass correlation coefficient = 0.88), convergent validity (r = ? 0.436 to 0.591, all p < 0.001), and discriminative validity (t = 8.172, p < 0.01; Cohen's d = 1.57; area-under-the-curve = 0.87) for differentiating children with ASD and those with typical development. Conclusions The empirical results show that the ToMI-2-C could be a useful measure for clinicians and researchers to reliably and validly evaluate the daily performance of ToM in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Development and psychometric evidence of the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2) in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Kuan-Lin CHEN, Auteur ; Dai-Rong JIANG, Auteur ; Yen-Ting YU, Auteur ; Ya-Chen LEE, Auteur . - p.102132. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 103 (May 2023) . - p.102132 Mots-clés : Autism spectrum disorder  Theory of mind  Children  Assessment  Psychometrics properties Index. décimale : PER Périodiques Résumé : Background Theory of mind (ToM) is an important social cognitive ability of humans to understand the mental states of themselves and others. Children with autism spectrum disorder (ASD) are believed to have impaired ToM. In this study, for application in Chinese children with ASD in clinical and research settings, the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2-C) was developed with cultural adaptations. The psychometric properties of ToMI-2-C were then evaluated in Chinese children with ASD. Methods The ToMI-2-C was developed and culturally adapted through a standard translation process: forward translation, back-translation, synthesis, expert validation and content validity, and a pilot study. A total of 166 children with ASD and 54 children with typical development, all aged 3-12 years, were then assessed with the ToMI-2-C and with measures of symptom severity, social adaptive behavior skills, and verbal ability. Results The ToMI-2-C was found to have high internal consistency (Cronbach?s ? = 0.965) and good test-retest reliability (Intraclass correlation coefficient = 0.88), convergent validity (r = ? 0.436 to 0.591, all p < 0.001), and discriminative validity (t = 8.172, p < 0.01; Cohen's d = 1.57; area-under-the-curve = 0.87) for differentiating children with ASD and those with typical development. Conclusions The empirical results show that the ToMI-2-C could be a useful measure for clinicians and researchers to reliably and validly evaluate the daily performance of ToM in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders / Yen-Ting YU ; Ming-Hsuan LIU ; Ching-Chiau KUO ; Ching-Lin HSIEH ; Kuan-Lin CHEN in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102286 Titre : A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yen-Ting YU, Auteur ; Ming-Hsuan LIU, Auteur ; Ching-Chiau KUO, Auteur ; Ching-Lin HSIEH, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.102286 Mots-clés : Social-competence group intervention  Autism spectrum disorder  Preschool-age children  Randomized control trial Index. décimale : PER Périodiques Résumé : Background Relatively few intervention programs of social competence have been specifically designed for preschool children with autism spectrum disorders (ASD). This randomized controlled trial (RCT) investigated the effectiveness of the social-competence group intervention (SCGI), which features a combination of didactic teaching and practice in play contexts for preschool children with ASD. Methods A single-blind design was used with 34 preschool children with ASD, who were randomly allocated to either the SCGI group (n = 17) or the control group (n = 16). The SCGI group received 16 weekly group-based sessions with specific social topics, while the control group participated in their regular occupational therapy. Outcomes included measures of children?s social competence, children?s adaptive behaviors, and caregivers? parental stress. Results A total of 25 children (12 in the SCGI and 13 in the control groups) completed the intervention and the pre- and post-intervention assessments. Compared with the control group, children in the SCGI group showed significantly greater enhancement of social competence (all p < .05, effect size ?2 = 0.26?0.41). Additionally, caregivers? parental stress decreased in the SCGI group but not in the control group (p < .05, effect size ?2 = 0.25) after the intervention. However, the two groups did not show significant differences in adaptive behaviors (p = .06?.94). Conclusions The SCGI was effective in improving children?s social competence and reducing caregivers? parental stress in preschool children with ASD. This RCT provides evidence of the effectiveness of the SCGI and guidance for clinicians to improve the social competence of preschool children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders [Texte imprimé et/ou numérique] / Yen-Ting YU, Auteur ; Ming-Hsuan LIU, Auteur ; Ching-Chiau KUO, Auteur ; Ching-Lin HSIEH, Auteur ; Kuan-Lin CHEN, Auteur . - p.102286. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102286 Mots-clés : Social-competence group intervention  Autism spectrum disorder  Preschool-age children  Randomized control trial Index. décimale : PER Périodiques Résumé : Background Relatively few intervention programs of social competence have been specifically designed for preschool children with autism spectrum disorders (ASD). This randomized controlled trial (RCT) investigated the effectiveness of the social-competence group intervention (SCGI), which features a combination of didactic teaching and practice in play contexts for preschool children with ASD. Methods A single-blind design was used with 34 preschool children with ASD, who were randomly allocated to either the SCGI group (n = 17) or the control group (n = 16). The SCGI group received 16 weekly group-based sessions with specific social topics, while the control group participated in their regular occupational therapy. Outcomes included measures of children?s social competence, children?s adaptive behaviors, and caregivers? parental stress. Results A total of 25 children (12 in the SCGI and 13 in the control groups) completed the intervention and the pre- and post-intervention assessments. Compared with the control group, children in the SCGI group showed significantly greater enhancement of social competence (all p < .05, effect size ?2 = 0.26?0.41). Additionally, caregivers? parental stress decreased in the SCGI group but not in the control group (p < .05, effect size ?2 = 0.25) after the intervention. However, the two groups did not show significant differences in adaptive behaviors (p = .06?.94). Conclusions The SCGI was effective in improving children?s social competence and reducing caregivers? parental stress in preschool children with ASD. This RCT provides evidence of the effectiveness of the SCGI and guidance for clinicians to improve the social competence of preschool children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

The associations of theory of mind with both general and theory-of-mind-related social interaction in children with autism spectrum disorder / Shih-Yao MAO in Research in Autism Spectrum Disorders, 102 (April 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 102 (April 2023) . - p.102107 Titre : The associations of theory of mind with both general and theory-of-mind-related social interaction in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Shih-Yao MAO, Auteur ; Hsiu Man CHIU, Auteur ; Yen-Ting YU, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.102107 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Social interaction  Theory of mind  Symptom severity  Verbal comprehension Index. décimale : PER Périodiques Résumé : Background Theory of mind (ToM) appears to be associated with social interaction impairment in children with autism spectrum disorder (ASD). However, limited studies have examined the relationship between ToM and social interaction in children with ASD by separating social interaction into general and ToM-related categories. Therefore, this study examined whether ToM was a predictor of general and ToM-related social interaction in children with ASD, controlling for symptom severity and verbal comprehension. Method A total of 135 children with ASD (mean age: 8.41 + 1.73 years old) and their caregivers participated. Children were assessed with the Theory of Mind Task Battery, Vineland Adaptive Behavior Scales-Socialization domain, and Interactive Scale of Social Skills Questionnaire-Parent form. Results The correlational findings revealed moderate correlations of ToM with general and ToM-related social interaction (r = 0.557 and r = 0.464, p < .001). Symptom severity and verbal comprehension were also moderately correlated with general (r = ?0.584 and r = 0.497, all p < .001) and ToM-related (r = ?0.507 and r = 0.491, all p < .001) social interaction. The two hierarchical regression models further showed that ToM predicted both general (p = .002) and ToM-related social interaction (p = .038) when symptom severity and verbal comprehension were controlled for. Conclusions Conclusively, ToM was found to be a significant predictor of both general social interaction and ToM-related social interaction. The findings of this study highlight the importance of ToM in planning assessment and intervention for general and ToM-related social interaction in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] The associations of theory of mind with both general and theory-of-mind-related social interaction in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Shih-Yao MAO, Auteur ; Hsiu Man CHIU, Auteur ; Yen-Ting YU, Auteur ; Kuan-Lin CHEN, Auteur . - p.102107. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 102 (April 2023) . - p.102107 Mots-clés : Autism spectrum disorders  Social interaction  Theory of mind  Symptom severity  Verbal comprehension Index. décimale : PER Périodiques Résumé : Background Theory of mind (ToM) appears to be associated with social interaction impairment in children with autism spectrum disorder (ASD). However, limited studies have examined the relationship between ToM and social interaction in children with ASD by separating social interaction into general and ToM-related categories. Therefore, this study examined whether ToM was a predictor of general and ToM-related social interaction in children with ASD, controlling for symptom severity and verbal comprehension. Method A total of 135 children with ASD (mean age: 8.41 + 1.73 years old) and their caregivers participated. Children were assessed with the Theory of Mind Task Battery, Vineland Adaptive Behavior Scales-Socialization domain, and Interactive Scale of Social Skills Questionnaire-Parent form. Results The correlational findings revealed moderate correlations of ToM with general and ToM-related social interaction (r = 0.557 and r = 0.464, p < .001). Symptom severity and verbal comprehension were also moderately correlated with general (r = ?0.584 and r = 0.497, all p < .001) and ToM-related (r = ?0.507 and r = 0.491, all p < .001) social interaction. The two hierarchical regression models further showed that ToM predicted both general (p = .002) and ToM-related social interaction (p = .038) when symptom severity and verbal comprehension were controlled for. Conclusions Conclusively, ToM was found to be a significant predictor of both general social interaction and ToM-related social interaction. The findings of this study highlight the importance of ToM in planning assessment and intervention for general and ToM-related social interaction in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

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