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

Differences Between the Childhood Autism Rating Scale and the Social Responsiveness Scale in Assessing Symptoms of Children with Autistic Spectrum Disorder / Kuan-Lin CHEN in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3191-3198 Titre : Differences Between the Childhood Autism Rating Scale and the Social Responsiveness Scale in Assessing Symptoms of Children with Autistic Spectrum Disorder Type de document : texte imprimé Auteurs : Kuan-Lin CHEN, Auteur ; Chien-Ho LIN, Auteur ; Tzu-Ying YU, Auteur ; Chien-Yu HUANG, Auteur ; Ying-Dar CHEN, Auteur Article en page(s) : p.3191-3198 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Childhood Autism Rating Scale  Children  Social Responsiveness Scale Index. décimale : PER Périodiques Résumé : This study aimed to compare symptoms of autism spectrum disorder using the Childhood Autism Rating Scale (CARS) and the Social Responsiveness Scale (SRS-2) and to investigate their influencing factors. The diagnostic agreement was 92.7%, but with a fair Kappa value (0.247). Children's verbal comprehension was related to the CARS scores, and no variables were related to the SRS-2 scores. Generally, significant small correlations were found between the two measures in children with normal or borderline to below average verbal comprehension (rs = 0.32 ~ 0.49, p < .005), but not in those with impaired verbal comprehension. The CARS and the SRS-2 may contain different explicit behaviors and collect different perspectives (i.e., those of caregivers and professionals). Therefore, they appear to complement each other. En ligne : http://dx.doi.org/10.1007/s10803-018-3585-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Differences Between the Childhood Autism Rating Scale and the Social Responsiveness Scale in Assessing Symptoms of Children with Autistic Spectrum Disorder [texte imprimé] / Kuan-Lin CHEN, Auteur ; Chien-Ho LIN, Auteur ; Tzu-Ying YU, Auteur ; Chien-Yu HUANG, Auteur ; Ying-Dar CHEN, Auteur . - p.3191-3198. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3191-3198 Mots-clés : Autism spectrum disorder  Childhood Autism Rating Scale  Children  Social Responsiveness Scale Index. décimale : PER Périodiques Résumé : This study aimed to compare symptoms of autism spectrum disorder using the Childhood Autism Rating Scale (CARS) and the Social Responsiveness Scale (SRS-2) and to investigate their influencing factors. The diagnostic agreement was 92.7%, but with a fair Kappa value (0.247). Children's verbal comprehension was related to the CARS scores, and no variables were related to the SRS-2 scores. Generally, significant small correlations were found between the two measures in children with normal or borderline to below average verbal comprehension (rs = 0.32 ~ 0.49, p < .005), but not in those with impaired verbal comprehension. The CARS and the SRS-2 may contain different explicit behaviors and collect different perspectives (i.e., those of caregivers and professionals). Therefore, they appear to complement each other. En ligne : http://dx.doi.org/10.1007/s10803-018-3585-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Qualitative and quantitative pretend play and their predictors in children with autism spectrum disorder: A path-analysis study / Hsiu-Man CHIU ; Chien-Ho LIN ; 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.102307 Titre : Qualitative and quantitative pretend play and their predictors in children with autism spectrum disorder: A path-analysis study Type de document : texte imprimé Auteurs : Hsiu-Man CHIU, Auteur ; Chien-Ho LIN, Auteur ; Ching-Lin HSIEH, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.102307 Mots-clés : Autism spectrum disorder  Path analysis  Pretend play  Theory of mind Index. décimale : PER Périodiques Résumé : Children with autistic spectrum disorder (ASD) often have difficulties in both qualitive and quantitative pretend play. Theory of mind (ToM), symptom severity, and verbal comprehension appear to be potential correlates of pretend play. However, the underlying relationships of these correlates to pretend play remain unclear. Therefore, we applied path analysis to explore the relationships among these variables in children with ASD. A total of 151 children with ASD aged 3 to 12 years and their caregivers participated in this study. Children s pretend play, ToM, verbal comprehension, and symptom severity were respectively assessed with Child Initiated Pretend Play Assessment, Theory of Mind Task Battery, The verbal comprehension index of Wechsler Intelligence Scale for children Fourth Edition or Wechsler Preschool and Primary Scale of Intelligence?Fourth Edition, and Childhood Autism Rating Scale. The results showed that the SEM model fit well. The quality and quantity of pretend play were correlated to each other. ToM was positively related to qualitive and quantitative pretend play. Moreover, symptom severity was directly related to quality of pretend play; verbal comprehension was indirectly linked to quantity and quality of pretend play through ToM and symptom severity. In conclusion, our study reveals the underlying relationships of ToM, symptom severity, and verbal comprehension to quantitative and qualitative pretend play in children with ASD. This study both clarifies the important factors of qualitative and quantitative pretend play and provides suggestions to improve pretend play in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102307 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=521 [article] Qualitative and quantitative pretend play and their predictors in children with autism spectrum disorder: A path-analysis study [texte imprimé] / Hsiu-Man CHIU, Auteur ; Chien-Ho LIN, Auteur ; Ching-Lin HSIEH, Auteur ; Kuan-Lin CHEN, Auteur . - p.102307. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102307 Mots-clés : Autism spectrum disorder  Path analysis  Pretend play  Theory of mind Index. décimale : PER Périodiques Résumé : Children with autistic spectrum disorder (ASD) often have difficulties in both qualitive and quantitative pretend play. Theory of mind (ToM), symptom severity, and verbal comprehension appear to be potential correlates of pretend play. However, the underlying relationships of these correlates to pretend play remain unclear. Therefore, we applied path analysis to explore the relationships among these variables in children with ASD. A total of 151 children with ASD aged 3 to 12 years and their caregivers participated in this study. Children s pretend play, ToM, verbal comprehension, and symptom severity were respectively assessed with Child Initiated Pretend Play Assessment, Theory of Mind Task Battery, The verbal comprehension index of Wechsler Intelligence Scale for children Fourth Edition or Wechsler Preschool and Primary Scale of Intelligence?Fourth Edition, and Childhood Autism Rating Scale. The results showed that the SEM model fit well. The quality and quantity of pretend play were correlated to each other. ToM was positively related to qualitive and quantitative pretend play. Moreover, symptom severity was directly related to quality of pretend play; verbal comprehension was indirectly linked to quantity and quality of pretend play through ToM and symptom severity. In conclusion, our study reveals the underlying relationships of ToM, symptom severity, and verbal comprehension to quantitative and qualitative pretend play in children with ASD. This study both clarifies the important factors of qualitative and quantitative pretend play and provides suggestions to improve pretend play in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102307 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=521

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