Imitation and ‘theory of mind’ competencies in discrimination of autism from other neurodevelopmental disorders / Oliver PERRA in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.456-468 Titre : Imitation and ‘theory of mind’ competencies in discrimination of autism from other neurodevelopmental disorders Type de document : Texte imprimé et/ou numérique Auteurs : Oliver PERRA, Auteur ; David I. PERRETT, Auteur ; Justin H.G. WILLIAMS, Auteur ; Andrew WHITEN, Auteur ; Lesley FRASER, Auteur ; Helen BENZIE, Auteur Année de publication : 2008 Article en page(s) : p.456-468 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Several studies have reported imitative deficits in autism spectrum disorder (ASD). However, it is still debated if imitative deficits are specific to ASD or shared with clinical groups with similar mental impairment and motor difficulties. We investigated whether imitative tasks can be used to discriminate ASD children from typically developing children (TD) and children with general developmental delay (GDD). We applied discriminant function analyses to the performance of these groups on three imitation tasks and tests of dexterity, motor planning, verbal skills, theory of mind (ToM). Analyses revealed two significant dimensions. The first represented impairment of dexterity and verbal ability, and discriminated TD from GDD children. Once these differences were accounted for, differences in ToM and the three imitation tasks accounted for a significant proportion of the remaining intergroup variance and discriminated the ASD group from other groups. Further analyses revealed that inclusion of imitative tasks increased the specificity and sensitivity of ASD classification and that imitative tasks considered alone were able to reliably discriminate ASD, TD and GDD. The results suggest that imitation and theory of mind impairment in autism may stem from a common domain of origin separate from general cognitive and motor skill. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Imitation and ‘theory of mind’ competencies in discrimination of autism from other neurodevelopmental disorders [Texte imprimé et/ou numérique] / Oliver PERRA, Auteur ; David I. PERRETT, Auteur ; Justin H.G. WILLIAMS, Auteur ; Andrew WHITEN, Auteur ; Lesley FRASER, Auteur ; Helen BENZIE, Auteur . - 2008 . - p.456-468. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.456-468 Index. décimale : PER Périodiques Résumé : Several studies have reported imitative deficits in autism spectrum disorder (ASD). However, it is still debated if imitative deficits are specific to ASD or shared with clinical groups with similar mental impairment and motor difficulties. We investigated whether imitative tasks can be used to discriminate ASD children from typically developing children (TD) and children with general developmental delay (GDD). We applied discriminant function analyses to the performance of these groups on three imitation tasks and tests of dexterity, motor planning, verbal skills, theory of mind (ToM). Analyses revealed two significant dimensions. The first represented impairment of dexterity and verbal ability, and discriminated TD from GDD children. Once these differences were accounted for, differences in ToM and the three imitation tasks accounted for a significant proportion of the remaining intergroup variance and discriminated the ASD group from other groups. Further analyses revealed that inclusion of imitative tasks increased the specificity and sensitivity of ASD classification and that imitative tasks considered alone were able to reliably discriminate ASD, TD and GDD. The results suggest that imitation and theory of mind impairment in autism may stem from a common domain of origin separate from general cognitive and motor skill. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Imitation, Theory of Mind and Related Activities in Autism: An Observational Study of Spontaneous Behaviour in Everyday Contexts / Julie BROWN in Autism, 4-2 (June 2000)  

Public ISBD [article]  inAutism > 4-2 (June 2000) . - p.185-204 Titre : Imitation, Theory of Mind and Related Activities in Autism: An Observational Study of Spontaneous Behaviour in Everyday Contexts Type de document : Texte imprimé et/ou numérique Auteurs : Julie BROWN, Auteur ; Andrew WHITEN, Auteur Article en page(s) : p.185-204 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Systematic naturalist observations of imitation, theory of mind and other related activities (play and social contact) were conducted for five groups of subjects. The groups comprised children with autism, adults with autism, children with mixed learning disabilities, and normally developing 3- to 4-year-olds and 5- to 6-year-olds. Very little imitation was observed in any group other than the 3- to 4-year- old normal children, making it difficult to draw any conclusion about the specificity and universality of a deficit in spontaneous imitation. However, autistic subjects showed less interaction with peers, more manipulative activity, less symbolic play and less evidence of understanding mental states. The quality of these behaviours, when they did occur, also differed between groups. Comparisons across school and play situations indicated no major situational differences. The implications of the results are discussed with regard to Rogers and Pennington’s intersubjectivity theory of autism. En ligne : http://dx.doi.org/10.1177/1362361300004002006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208 [article] Imitation, Theory of Mind and Related Activities in Autism: An Observational Study of Spontaneous Behaviour in Everyday Contexts [Texte imprimé et/ou numérique] / Julie BROWN, Auteur ; Andrew WHITEN, Auteur . - p.185-204. Langues : Anglais (eng) in Autism > 4-2 (June 2000) . - p.185-204 Index. décimale : PER Périodiques Résumé : Systematic naturalist observations of imitation, theory of mind and other related activities (play and social contact) were conducted for five groups of subjects. The groups comprised children with autism, adults with autism, children with mixed learning disabilities, and normally developing 3- to 4-year-olds and 5- to 6-year-olds. Very little imitation was observed in any group other than the 3- to 4-year- old normal children, making it difficult to draw any conclusion about the specificity and universality of a deficit in spontaneous imitation. However, autistic subjects showed less interaction with peers, more manipulative activity, less symbolic play and less evidence of understanding mental states. The quality of these behaviours, when they did occur, also differed between groups. Comparisons across school and play situations indicated no major situational differences. The implications of the results are discussed with regard to Rogers and Pennington’s intersubjectivity theory of autism. En ligne : http://dx.doi.org/10.1177/1362361300004002006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208

The Dissection of Imitation and Its "Cognitive Kin" in Comparative and Developmental Psychology / Andrew WHITEN

Public ISBD contenu dans Imitation and the Social Mind : Autism and Typical Development / Sally J ROGERS Titre : The Dissection of Imitation and Its "Cognitive Kin" in Comparative and Developmental Psychology Type de document : Texte imprimé et/ou numérique Auteurs : Andrew WHITEN, Auteur Année de publication : 2006 Importance : p.227-250 Langues : Anglais (eng) Index. décimale : PAR-G PAR-G - Imitation Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=794 contenu dans Imitation and the Social Mind : Autism and Typical Development / Sally J ROGERS The Dissection of Imitation and Its "Cognitive Kin" in Comparative and Developmental Psychology [Texte imprimé et/ou numérique] / Andrew WHITEN, Auteur . - 2006 . - p.227-250. Langues : Anglais (eng) Index. décimale : PAR-G PAR-G - Imitation Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=794

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Transfer of the Picture-in-the-Head Analogy to Natural Contexts to Aid False Belief Understanding in Autism / Evelyn MCGREGOR in Autism, 2-4 (December 1998)  

Public ISBD [article]  inAutism > 2-4 (December 1998) . - p.367-387 Titre : Transfer of the Picture-in-the-Head Analogy to Natural Contexts to Aid False Belief Understanding in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Evelyn MCGREGOR, Auteur ; Andrew WHITEN, Auteur ; Pennie BLACKBURN, Auteur Article en page(s) : p.367-387 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Interventions to build false belief understanding in people with autism have successfully used a picture-in-the-head technique to illustrate that seeing directs actions. However, participants who subsequently passed some novel false belief tasks could not do so in real-life settings. The present intervention aimed to bridge this gap in understanding by using teaching methods that linked picture-in-the-head dolls to videos of actors in natural settings. The intervention comprised three levels. At level 1, participants were taught that seeing leads to knowing. At level 2, they were helped to pass false belief scenarios using picture-in-the-head dolls. At level 3, they were guided from these scenes to similar stories on video in which people acted out the false belief events. At post-test, seven out of ten subjects (mean verbal mental age 4:2 years) passed at least two out of three novel video-recorded false belief stories. However, some participants required narration in order to complete the tasks. Observation of the learning process across individuals indicated that there are subgroups of people with autism who have different areas of difficulty. En ligne : http://dx.doi.org/10.1177/1362361398024004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=207 [article] Transfer of the Picture-in-the-Head Analogy to Natural Contexts to Aid False Belief Understanding in Autism [Texte imprimé et/ou numérique] / Evelyn MCGREGOR, Auteur ; Andrew WHITEN, Auteur ; Pennie BLACKBURN, Auteur . - p.367-387. Langues : Anglais (eng) in Autism > 2-4 (December 1998) . - p.367-387 Index. décimale : PER Périodiques Résumé : Interventions to build false belief understanding in people with autism have successfully used a picture-in-the-head technique to illustrate that seeing directs actions. However, participants who subsequently passed some novel false belief tasks could not do so in real-life settings. The present intervention aimed to bridge this gap in understanding by using teaching methods that linked picture-in-the-head dolls to videos of actors in natural settings. The intervention comprised three levels. At level 1, participants were taught that seeing leads to knowing. At level 2, they were helped to pass false belief scenarios using picture-in-the-head dolls. At level 3, they were guided from these scenes to similar stories on video in which people acted out the false belief events. At post-test, seven out of ten subjects (mean verbal mental age 4:2 years) passed at least two out of three novel video-recorded false belief stories. However, some participants required narration in order to complete the tasks. Observation of the learning process across individuals indicated that there are subgroups of people with autism who have different areas of difficulty. En ligne : http://dx.doi.org/10.1177/1362361398024004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=207

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