See the self through others' eyes: The development of moral emotions in young children with autism spectrum disorder / Boya LI in Development and Psychopathology, 35-3 (August 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-3 (August 2023) . - p.1108-1118 Titre : See the self through others' eyes: The development of moral emotions in young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Boya LI, Auteur ; Yung-Ting TSOU, Auteur ; Lex STOCKMANN, Auteur ; Kirstin GREAVES-LORD, Auteur ; Carolien RIEFFE, Auteur Article en page(s) : p.1108-1118 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  early childhood  longitudinal  moral emotions  theory of mind Index. décimale : PER Périodiques Résumé : Despite the important social functions of moral emotions, they are understudied in the autism spectrum disorder (ASD) population. This three-wave longitudinal study is among the first to examine the development of moral emotions and their associations with theory of mind in 3- to 7-year-old children with ASD, using observational tasks. One hundred and forty-two children (52 with ASD) were followed over a period of 2 years. We found that while the expressions of shame and guilt remained stable in non-ASD children, they decreased with age in children with ASD. No group differences were found in the levels or the developmental trajectories of pride. Besides, better false-belief understanding was uniquely related to the expressions of pride in children with ASD. Our findings highlight the importance of enhancing understanding of moral emotion development and related factors in children with ASD. En ligne : http://dx.doi.org/10.1017/S0954579421000973 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] See the self through others' eyes: The development of moral emotions in young children with autism spectrum disorder [Texte imprimé et/ou numérique] / Boya LI, Auteur ; Yung-Ting TSOU, Auteur ; Lex STOCKMANN, Auteur ; Kirstin GREAVES-LORD, Auteur ; Carolien RIEFFE, Auteur . - p.1108-1118. Langues : Anglais (eng) in Development and Psychopathology > 35-3 (August 2023) . - p.1108-1118 Mots-clés : autism spectrum disorder  early childhood  longitudinal  moral emotions  theory of mind Index. décimale : PER Périodiques Résumé : Despite the important social functions of moral emotions, they are understudied in the autism spectrum disorder (ASD) population. This three-wave longitudinal study is among the first to examine the development of moral emotions and their associations with theory of mind in 3- to 7-year-old children with ASD, using observational tasks. One hundred and forty-two children (52 with ASD) were followed over a period of 2 years. We found that while the expressions of shame and guilt remained stable in non-ASD children, they decreased with age in children with ASD. No group differences were found in the levels or the developmental trajectories of pride. Besides, better false-belief understanding was uniquely related to the expressions of pride in children with ASD. Our findings highlight the importance of enhancing understanding of moral emotion development and related factors in children with ASD. En ligne : http://dx.doi.org/10.1017/S0954579421000973 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

Social connectedness and loneliness in school for autistic and allistic children / Yung-Ting TSOU in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.87-101 Titre : Social connectedness and loneliness in school for autistic and allistic children Type de document : Texte imprimé et/ou numérique Auteurs : Yung-Ting TSOU, Auteur ; Maedeh NASRI, Auteur ; Boya LI, Auteur ; Els M A BLIJD-HOOGEWYS, Auteur ; Mitra BARATCHI, Auteur ; Alexander KOUTAMANIS, Auteur ; Carolien RIEFFE, Auteur Article en page(s) : p.87-101 Langues : Anglais (eng) Mots-clés : autism  individual differences  loneliness  school climate  social connectedness Index. décimale : PER Périodiques Résumé : Autistic children are often reported less socially connected, while recent studies show autistic children experiencing more loneliness in school than allistic (i.e. non-autistic) children, contradicting the traditional view that autistic children lack social motivation. This study aimed to understand individual differences in how social connectedness is construed, between and within groups of autistic and allistic pupils, using a multimethod approach. Forty-seven autistic and 52 neurodiverse-allistic classmates from two special primary schools participated (8-13?years). Proximity sensors worn by pupils on playgrounds during recess measured (1) total time in face-to-face contacts, (2) number of contact partners, and (3) centrality in playground networks. Peer reports measured (4) reciprocal friendships and (5) centrality in classmate networks. To evaluate their feelings of connectedness, pupils rated the level of loneliness in school. Compared with allistic pupils, autistic pupils had fewer reciprocal friendships, but similar total time in social contacts, number of partners, classmate/playground centrality, and levels of loneliness. Lower levels of loneliness related to higher classmate centrality in autistic children, but longer time in social contacts in allistic children. For these autistic children, being liked as part of a peer group seems essential. Understanding relevant differences in children?s needs could lead to a more welcoming school climate.Lay abstractMany previous studies reported that autistic children have fewer social connections. Yet, recent studies also show that autistic children more often feel lonely in school than allistic (i.e. non-autistic) children. This outcome seems to go against the traditional view that autistic children do not desire to have social connections. Therefore, this study aimed to find out how autistic and allistic children feel about their social connections. We included 47 autistic and 52 neurodiverse-allistic children from two special education primary schools (aged 8-13?years). We tested their social connections and loneliness in school, through a new approach. This new approach includes questionnaires, and sensors for tracking social contacts on playgrounds during school breaks. We found that allistic children felt more loneliness when they spent little time in social contacts during school breaks. Yet, autistic children felt more loneliness when their peers did not like to play with them. For these autistic children, feelings of loneliness may go beyond face-to-face contacts. Being liked as part of a peer group was key. Understanding differences in children?s needs can lead to a more effective design for a welcoming school climate. En ligne : https://dx.doi.org/10.1177/13623613241259932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Social connectedness and loneliness in school for autistic and allistic children [Texte imprimé et/ou numérique] / Yung-Ting TSOU, Auteur ; Maedeh NASRI, Auteur ; Boya LI, Auteur ; Els M A BLIJD-HOOGEWYS, Auteur ; Mitra BARATCHI, Auteur ; Alexander KOUTAMANIS, Auteur ; Carolien RIEFFE, Auteur . - p.87-101. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.87-101 Mots-clés : autism  individual differences  loneliness  school climate  social connectedness Index. décimale : PER Périodiques Résumé : Autistic children are often reported less socially connected, while recent studies show autistic children experiencing more loneliness in school than allistic (i.e. non-autistic) children, contradicting the traditional view that autistic children lack social motivation. This study aimed to understand individual differences in how social connectedness is construed, between and within groups of autistic and allistic pupils, using a multimethod approach. Forty-seven autistic and 52 neurodiverse-allistic classmates from two special primary schools participated (8-13?years). Proximity sensors worn by pupils on playgrounds during recess measured (1) total time in face-to-face contacts, (2) number of contact partners, and (3) centrality in playground networks. Peer reports measured (4) reciprocal friendships and (5) centrality in classmate networks. To evaluate their feelings of connectedness, pupils rated the level of loneliness in school. Compared with allistic pupils, autistic pupils had fewer reciprocal friendships, but similar total time in social contacts, number of partners, classmate/playground centrality, and levels of loneliness. Lower levels of loneliness related to higher classmate centrality in autistic children, but longer time in social contacts in allistic children. For these autistic children, being liked as part of a peer group seems essential. Understanding relevant differences in children?s needs could lead to a more welcoming school climate.Lay abstractMany previous studies reported that autistic children have fewer social connections. Yet, recent studies also show that autistic children more often feel lonely in school than allistic (i.e. non-autistic) children. This outcome seems to go against the traditional view that autistic children do not desire to have social connections. Therefore, this study aimed to find out how autistic and allistic children feel about their social connections. We included 47 autistic and 52 neurodiverse-allistic children from two special education primary schools (aged 8-13?years). We tested their social connections and loneliness in school, through a new approach. This new approach includes questionnaires, and sensors for tracking social contacts on playgrounds during school breaks. We found that allistic children felt more loneliness when they spent little time in social contacts during school breaks. Yet, autistic children felt more loneliness when their peers did not like to play with them. For these autistic children, feelings of loneliness may go beyond face-to-face contacts. Being liked as part of a peer group was key. Understanding differences in children?s needs can lead to a more effective design for a welcoming school climate. En ligne : https://dx.doi.org/10.1177/13623613241259932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

The early development of emotion recognition in autistic children: Decoding basic emotions from facial expressions and from emotion-provoking situations / Boya LI in Development and Psychopathology, 36-4 (October 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-4 (October 2024) . - p.1626-1637 Titre : The early development of emotion recognition in autistic children: Decoding basic emotions from facial expressions and from emotion-provoking situations Type de document : Texte imprimé et/ou numérique Auteurs : Boya LI, Auteur ; Els Maria Arsène BLIJD-HOOGEWYS, Auteur ; Lex STOCKMANN, Auteur ; Carolien RIEFFE, Auteur Article en page(s) : p.1626-1637 Langues : Anglais (eng) Mots-clés : autistic preschooler  emotion recognition  emotion-provoking situation  facial expression  longitudinal study Index. décimale : PER Périodiques Résumé : Autism is associated with challenges in emotion recognition. Yet, little is known about how emotion recognition develops over time in autistic children. This four-wave longitudinal study followed the development of three emotion-recognition abilities regarding four basic emotions in children with and without autism aged 2.5 to 6 years over three years. Behavioral tasks were used to examine whether children could differentiate facial expressions (emotion differentiation), identify facial expressions with verbal labels (emotion identification), and attribute emotions to emotion-provoking situations (emotion attribution). We confirmed previous findings that autistic children experienced more difficulties in emotion recognition than non-autistic children and the group differences were present already from the preschool age. However, the group differences were observed only when children processed emotional information from facial expressions. When emotional information could be deduced from situational cues, most group differences disappeared. Furthermore, this study provided novel longitudinal evidence that emotion recognition improved with age in autistic children: compared to non-autistic children, autistic children showed similar learning curves in emotion discrimination and emotion attribution, and they showed greater improvements in emotion identification. We suggest that inclusion and respect in an environment free of stereotyping are likely to foster the development of emotion recognition among autistic children. En ligne : https://dx.doi.org/10.1017/S0954579423000913 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] The early development of emotion recognition in autistic children: Decoding basic emotions from facial expressions and from emotion-provoking situations [Texte imprimé et/ou numérique] / Boya LI, Auteur ; Els Maria Arsène BLIJD-HOOGEWYS, Auteur ; Lex STOCKMANN, Auteur ; Carolien RIEFFE, Auteur . - p.1626-1637. Langues : Anglais (eng) in Development and Psychopathology > 36-4 (October 2024) . - p.1626-1637 Mots-clés : autistic preschooler  emotion recognition  emotion-provoking situation  facial expression  longitudinal study Index. décimale : PER Périodiques Résumé : Autism is associated with challenges in emotion recognition. Yet, little is known about how emotion recognition develops over time in autistic children. This four-wave longitudinal study followed the development of three emotion-recognition abilities regarding four basic emotions in children with and without autism aged 2.5 to 6 years over three years. Behavioral tasks were used to examine whether children could differentiate facial expressions (emotion differentiation), identify facial expressions with verbal labels (emotion identification), and attribute emotions to emotion-provoking situations (emotion attribution). We confirmed previous findings that autistic children experienced more difficulties in emotion recognition than non-autistic children and the group differences were present already from the preschool age. However, the group differences were observed only when children processed emotional information from facial expressions. When emotional information could be deduced from situational cues, most group differences disappeared. Furthermore, this study provided novel longitudinal evidence that emotion recognition improved with age in autistic children: compared to non-autistic children, autistic children showed similar learning curves in emotion discrimination and emotion attribution, and they showed greater improvements in emotion identification. We suggest that inclusion and respect in an environment free of stereotyping are likely to foster the development of emotion recognition among autistic children. En ligne : https://dx.doi.org/10.1017/S0954579423000913 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Toward feeling, understanding, and caring: The development of empathy in young autistic children / Boya LI in Autism, 27-5 (July 2023)  

Public ISBD [article]  inAutism > 27-5 (July 2023) . - p.1204-1218 Titre : Toward feeling, understanding, and caring: The development of empathy in young autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Boya LI, Auteur ; Els BLIJD-HOOGEWYS, Auteur ; Lex STOCKMANN, Auteur ; Ilaria VERGARI, Auteur ; Carolien RIEFFE, Auteur Article en page(s) : p.1204-1218 Langues : Anglais (eng) Mots-clés : attention;autism spectrum disorders;early childhood;emotion acknowledgment;emotion contagion;empathy development;longitudinal;prosocial action Index. décimale : PER Périodiques Résumé : Autistic people are often portrayed as lacking empathy. Yet they are not indifferent to others' feelings. To advance our understanding of the early development of empathy in autistic children, this longitudinal study followed the development of four empathy abilities: emotion contagion, attention to others, emotion acknowledgment, and prosocial actions, in 1- to 6-year-old autistic children (N?=?61; Mage?=?55.49?months), in comparison with non-autistic peers (N?=?145; Mage?=?52.16?months). Once a year, for 4 consecutive years, children?s empathic reactions were evaluated by experimenters who acted out emotional episodes to elicit empathy in children, and by parents who filled out empathy questionnaires. We confirmed autistic children?s difficulty attending to others, acknowledging others' emotions, and initiating prosocial actions. However, according to parents, they did not differ from non-autistic children in emotion contagion with others' negative emotions. Notably, autistic children showed a greater increase in prosocial actions over time than their non-autistic peers. We discussed how to interpret these findings in light of the "double empathy problem," and stressed the importance of removing the stereotypical view of autism. Furthermore, this study was among the first to show that autistic children have the potential to learn and to improve empathy skills. Lay abstract Empathy is a highly valued human capacity. Yet, autistic people are often portrayed as lacking in empathy. Recent research, which views empathy as a complex construct emerging from multiple interrelated emotional and cognitive processes, argues that, although many autistic people do have difficulty understanding others' emotions, and this may hinder them from responding to others in a prosocial manner, they are not indifferent to other people?s feelings. Hoping to contribute to a better understanding of the unique challenges that autistic children face in their empathy development, we followed the development of four empathy abilities: emotion contagion, attention to others, emotion acknowledgment, and prosocial actions, in 1- to 6-year-old autistic children, in comparison with non-autistic children. Once a year, for 4 consecutive years, children?s empathy abilities were evaluated by experimenters who acted out emotional episodes to provoke empathy in children, and by parents who filled out empathy questionnaires. We found that autistic children experienced indeed more difficulty attending to others, acknowledging others' emotions, and initiating prosocial actions toward others. However, according to parents, they did not differ from their non-autistic peers in feeling along with others' negative emotions. This indicates that it might not be the case that autistic children did not want to act empathetically toward others. Rather, they might not know how to do so. Notably, despite these difficulties, when looking at children?s developmental trajectories, autistic children showed similar improvements over time as non-autistic children. This provides evidence that autistic children have the potential to learn and to improve their empathy skills. En ligne : http://dx.doi.org/10.1177/13623613221117955 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Toward feeling, understanding, and caring: The development of empathy in young autistic children [Texte imprimé et/ou numérique] / Boya LI, Auteur ; Els BLIJD-HOOGEWYS, Auteur ; Lex STOCKMANN, Auteur ; Ilaria VERGARI, Auteur ; Carolien RIEFFE, Auteur . - p.1204-1218. Langues : Anglais (eng) in Autism > 27-5 (July 2023) . - p.1204-1218 Mots-clés : attention;autism spectrum disorders;early childhood;emotion acknowledgment;emotion contagion;empathy development;longitudinal;prosocial action Index. décimale : PER Périodiques Résumé : Autistic people are often portrayed as lacking empathy. Yet they are not indifferent to others' feelings. To advance our understanding of the early development of empathy in autistic children, this longitudinal study followed the development of four empathy abilities: emotion contagion, attention to others, emotion acknowledgment, and prosocial actions, in 1- to 6-year-old autistic children (N?=?61; Mage?=?55.49?months), in comparison with non-autistic peers (N?=?145; Mage?=?52.16?months). Once a year, for 4 consecutive years, children?s empathic reactions were evaluated by experimenters who acted out emotional episodes to elicit empathy in children, and by parents who filled out empathy questionnaires. We confirmed autistic children?s difficulty attending to others, acknowledging others' emotions, and initiating prosocial actions. However, according to parents, they did not differ from non-autistic children in emotion contagion with others' negative emotions. Notably, autistic children showed a greater increase in prosocial actions over time than their non-autistic peers. We discussed how to interpret these findings in light of the "double empathy problem," and stressed the importance of removing the stereotypical view of autism. Furthermore, this study was among the first to show that autistic children have the potential to learn and to improve empathy skills. Lay abstract Empathy is a highly valued human capacity. Yet, autistic people are often portrayed as lacking in empathy. Recent research, which views empathy as a complex construct emerging from multiple interrelated emotional and cognitive processes, argues that, although many autistic people do have difficulty understanding others' emotions, and this may hinder them from responding to others in a prosocial manner, they are not indifferent to other people?s feelings. Hoping to contribute to a better understanding of the unique challenges that autistic children face in their empathy development, we followed the development of four empathy abilities: emotion contagion, attention to others, emotion acknowledgment, and prosocial actions, in 1- to 6-year-old autistic children, in comparison with non-autistic children. Once a year, for 4 consecutive years, children?s empathy abilities were evaluated by experimenters who acted out emotional episodes to provoke empathy in children, and by parents who filled out empathy questionnaires. We found that autistic children experienced indeed more difficulty attending to others, acknowledging others' emotions, and initiating prosocial actions toward others. However, according to parents, they did not differ from their non-autistic peers in feeling along with others' negative emotions. This indicates that it might not be the case that autistic children did not want to act empathetically toward others. Rather, they might not know how to do so. Notably, despite these difficulties, when looking at children?s developmental trajectories, autistic children showed similar improvements over time as non-autistic children. This provides evidence that autistic children have the potential to learn and to improve their empathy skills. En ligne : http://dx.doi.org/10.1177/13623613221117955 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507

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