Can autistic children read the mind of an animated triangle? / Gemma SALTER in Autism, 12-4 (July 2008)  

Public ISBD [article]  inAutism > 12-4 (July 2008) . - p.349-371 Titre : Can autistic children read the mind of an animated triangle? Type de document : Texte imprimé et/ou numérique Auteurs : Gemma SALTER, Auteur ; David H. SKUSE, Auteur ; Anna SEIGAL, Auteur ; Melanie CLAXTON, Auteur ; Kate LAWRENCE, Auteur Année de publication : 2008 Article en page(s) : p.349-371 Langues : Anglais (eng) Mots-clés : animations Asperger-syndrome autism mentalizing theory-of-mind Index. décimale : PER Périodiques Résumé : Are children with an autism spectrum disorder (ASD), but normal-range intelligence, impaired on theory of mind skills measured by responses to abstract animations in the form of a computerized cartoon? Fifty-six cases and closely matched comparisons were tested. We rated verbal responses according to the length of their descriptions, their appropriateness and the children's use of `mentalizing' terms. Children with ASD used `mentalizing' language to describe the animations as well as comparisons, although the content of their descriptions was significantly less appropriate. Performance on this task was not well correlated with standardized measures of parent-reported behaviour or the child's interactions with an observer. The implications of our results are discussed in relation to previous studies that have used this methodology. En ligne : http://dx.doi.org/10.1177/1362361308091654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535 [article] Can autistic children read the mind of an animated triangle? [Texte imprimé et/ou numérique] / Gemma SALTER, Auteur ; David H. SKUSE, Auteur ; Anna SEIGAL, Auteur ; Melanie CLAXTON, Auteur ; Kate LAWRENCE, Auteur . - 2008 . - p.349-371. Langues : Anglais (eng) in Autism > 12-4 (July 2008) . - p.349-371 Mots-clés : animations Asperger-syndrome autism mentalizing theory-of-mind Index. décimale : PER Périodiques Résumé : Are children with an autism spectrum disorder (ASD), but normal-range intelligence, impaired on theory of mind skills measured by responses to abstract animations in the form of a computerized cartoon? Fifty-six cases and closely matched comparisons were tested. We rated verbal responses according to the length of their descriptions, their appropriateness and the children's use of `mentalizing' terms. Children with ASD used `mentalizing' language to describe the animations as well as comparisons, although the content of their descriptions was significantly less appropriate. Performance on this task was not well correlated with standardized measures of parent-reported behaviour or the child's interactions with an observer. The implications of our results are discussed in relation to previous studies that have used this methodology. En ligne : http://dx.doi.org/10.1177/1362361308091654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535

Sex Differences in Autism Spectrum Disorder: Evidence from a Large Sample of Children and Adolescents / William P.L. MANDY in Journal of Autism and Developmental Disorders, 42-7 (July 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1304-1313 Titre : Sex Differences in Autism Spectrum Disorder: Evidence from a Large Sample of Children and Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : William P.L. MANDY, Auteur ; Rebecca CHILVERS, Auteur ; Uttom CHOWDHURY, Auteur ; Gemma SALTER, Auteur ; Anna SEIGAL, Auteur ; David H. SKUSE, Auteur Année de publication : 2012 Article en page(s) : p.1304-1313 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Pervasive developmental disorder  Sex differences  High-functioning  Comorbidity Index. décimale : PER Périodiques Résumé : Sex differences have been found amongst toddlers and young children with autism spectrum disorder (ASD). We investigated the presence and stability of these ASD sex differences throughout childhood and adolescence. Participants (N = 325, 52 females; aged 3–18 years) consecutively received an ASD diagnosis at a clinic for assessing high-functioning ASD (mean verbal IQ = 92.6). There were no IQ sex differences. By parent report and direct observation, females had less repetitive stereotyped behaviour (RSB), with male-equivalent levels of social and communication impairment. Teachers reported males with ASD as having greater externalising and social problems than females. The female phenotype we describe was stable across our sample’s age range. Their milder RSBs and less severe difficulties at school may lead to under-recognition of ASD in females. En ligne : http://dx.doi.org/10.1007/s10803-011-1356-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Sex Differences in Autism Spectrum Disorder: Evidence from a Large Sample of Children and Adolescents [Texte imprimé et/ou numérique] / William P.L. MANDY, Auteur ; Rebecca CHILVERS, Auteur ; Uttom CHOWDHURY, Auteur ; Gemma SALTER, Auteur ; Anna SEIGAL, Auteur ; David H. SKUSE, Auteur . - 2012 . - p.1304-1313. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1304-1313 Mots-clés : Autism spectrum disorder  Pervasive developmental disorder  Sex differences  High-functioning  Comorbidity Index. décimale : PER Périodiques Résumé : Sex differences have been found amongst toddlers and young children with autism spectrum disorder (ASD). We investigated the presence and stability of these ASD sex differences throughout childhood and adolescence. Participants (N = 325, 52 females; aged 3–18 years) consecutively received an ASD diagnosis at a clinic for assessing high-functioning ASD (mean verbal IQ = 92.6). There were no IQ sex differences. By parent report and direct observation, females had less repetitive stereotyped behaviour (RSB), with male-equivalent levels of social and communication impairment. Teachers reported males with ASD as having greater externalising and social problems than females. The female phenotype we describe was stable across our sample’s age range. Their milder RSBs and less severe difficulties at school may lead to under-recognition of ASD in females. En ligne : http://dx.doi.org/10.1007/s10803-011-1356-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

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