Differences Between Students With Comorbid Intellectual Disability and Autism Spectrum Disorder and Those With Intellectual Disability Alone in the Recognition of and Reaction to Emotions / Cici Sze-ching LAM ; Sing-kai LO in Journal of Autism and Developmental Disorders, 53-2 (February 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.593-605 Titre : Differences Between Students With Comorbid Intellectual Disability and Autism Spectrum Disorder and Those With Intellectual Disability Alone in the Recognition of and Reaction to Emotions Type de document : texte imprimé Auteurs : Cici Sze-ching LAM, Auteur ; Sing-kai LO, Auteur Article en page(s) : p.593-605 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study investigates whether students with intellectual disability (ID) alone differ from students with combined individual disability and autism spectrum disorder (ASD) in their recognition of emotions. The ability to recognise emotions does not mean that students automatically know how to react to these emotions. Differences in performance on recognition and reaction tasks are examined. Participants were 20 primary 6 students who had ID with ASD and 20 primary 6 students who had ID without ASD from four special schools. The testing and training materials were adapted from a local teaching package. The results showed that both groups exhibited similar performance patterns in recognition tasks. Students with comorbid ASD exhibited inferior performance in tasks requiring reactions to complex emotions. En ligne : https://doi.org/10.1007/s10803-020-04630-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495 [article] Differences Between Students With Comorbid Intellectual Disability and Autism Spectrum Disorder and Those With Intellectual Disability Alone in the Recognition of and Reaction to Emotions [texte imprimé] / Cici Sze-ching LAM, Auteur ; Sing-kai LO, Auteur . - p.593-605. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.593-605 Index. décimale : PER Périodiques Résumé : This study investigates whether students with intellectual disability (ID) alone differ from students with combined individual disability and autism spectrum disorder (ASD) in their recognition of emotions. The ability to recognise emotions does not mean that students automatically know how to react to these emotions. Differences in performance on recognition and reaction tasks are examined. Participants were 20 primary 6 students who had ID with ASD and 20 primary 6 students who had ID without ASD from four special schools. The testing and training materials were adapted from a local teaching package. The results showed that both groups exhibited similar performance patterns in recognition tasks. Students with comorbid ASD exhibited inferior performance in tasks requiring reactions to complex emotions. En ligne : https://doi.org/10.1007/s10803-020-04630-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495

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