Joint intention understanding in children with autism spectrum disorder / Wenwen HOU in Autism Research, 16-9 (September 2023)  

Public ISBD [article]  inAutism Research > 16-9 (September 2023) . - p.1707-1718 Titre : Joint intention understanding in children with autism spectrum disorder Type de document : texte imprimé Auteurs : Wenwen HOU, Auteur ; Xue LI, Auteur ; Yunmei YANG, Auteur ; Jing LI, Auteur Article en page(s) : p.1707-1718 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract This study examined the ability of children with autism spectrum disorder (ASD) to generate joint intention-based action prediction in a joint action task. Children were presented with a series of videos in which two actors either played with blocks based on joint intention (social condition) or played with blocks independently (nonsocial condition). In the familiarization stage, two actors demonstrated how they played with blocks three times. In the test stage, one actor left the scene, and another actor grasped a block and asked where she should place it. Children's gaze behavior was assessed by an eye tracker. After watching videos, children were asked to answer two questions: an action prediction question and an intention understanding question. The results showed that in the implicit eye movement task, children with ASD and typically developing (TD) children exhibited location-based anticipatory gaze under both conditions. However, in terms of explicit behavioral responses, TD children showed higher accuracy in response to action prediction questions and intention understanding questions than children with ASD in the social condition, while no significant group difference was found in the nonsocial condition. These results indicate that children with ASD have difficulty understanding joint intention and that their action prediction is primarily driven by bottom-up sensory inputs. En ligne : https://doi.org/10.1002/aur.2964 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] Joint intention understanding in children with autism spectrum disorder [texte imprimé] / Wenwen HOU, Auteur ; Xue LI, Auteur ; Yunmei YANG, Auteur ; Jing LI, Auteur . - p.1707-1718. Langues : Anglais (eng) in Autism Research > 16-9 (September 2023) . - p.1707-1718 Index. décimale : PER Périodiques Résumé : Abstract This study examined the ability of children with autism spectrum disorder (ASD) to generate joint intention-based action prediction in a joint action task. Children were presented with a series of videos in which two actors either played with blocks based on joint intention (social condition) or played with blocks independently (nonsocial condition). In the familiarization stage, two actors demonstrated how they played with blocks three times. In the test stage, one actor left the scene, and another actor grasped a block and asked where she should place it. Children's gaze behavior was assessed by an eye tracker. After watching videos, children were asked to answer two questions: an action prediction question and an intention understanding question. The results showed that in the implicit eye movement task, children with ASD and typically developing (TD) children exhibited location-based anticipatory gaze under both conditions. However, in terms of explicit behavioral responses, TD children showed higher accuracy in response to action prediction questions and intention understanding questions than children with ASD in the social condition, while no significant group difference was found in the nonsocial condition. These results indicate that children with ASD have difficulty understanding joint intention and that their action prediction is primarily driven by bottom-up sensory inputs. En ligne : https://doi.org/10.1002/aur.2964 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

The Effects of Dialogic Reading Intervention on Verbal Interaction and Engagement in Young Autistic Children: A Randomized Controlled Preliminary Study / Wenwen HOU in Journal of Autism and Developmental Disorders, 56-11 (November 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-11 (November 2026) . - p.4296-4311 Titre : The Effects of Dialogic Reading Intervention on Verbal Interaction and Engagement in Young Autistic Children: A Randomized Controlled Preliminary Study Type de document : texte imprimé Auteurs : Wenwen HOU, Auteur ; Shuqin LIANG, Auteur ; Jing LI, Auteur Article en page(s) : p.4296-4311 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study investigated whether dialogic reading could improve the verbal response, initiation of communication (questioning and commenting), receptive vocabulary and task engagement in 14 children with autism by using a randomized controlled trial. Moreover, we explored whether the effect of dialogic reading could be generalized to new books. Nine children with autism (mean age = 5.32 years, SD = 1.08) were randomly assigned to the dialogic reading group and five children (mean age = 5.25 years, SD = 1.18) were assigned to the standard book reading group. All children participated in four stages: pre-test, intervention, post-test, and generalization. The intervention was conducted over a four-week period, with three sessions per week, for a total of 12 sessions. We found that during the intervention, children in the dialogic reading group showed significant improvements in responding to adult questions and initiating comments compared with children in the standard book reading group. In addition, the dialogic reading facilitated the vocabulary knowledge and reduced the level of disengagement of children with autism. Further, children in the dialogic reading group could generalize the learned communication skills to new books, although this effect merely reached a marginal significance. Overall, these findings provide unique evidence for the effects of dialogic reading on promoting verbal interaction in children with autism and have great implications for intervention practices. En ligne : https://doi.org/10.1007/s10803-025-06886-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] The Effects of Dialogic Reading Intervention on Verbal Interaction and Engagement in Young Autistic Children: A Randomized Controlled Preliminary Study [texte imprimé] / Wenwen HOU, Auteur ; Shuqin LIANG, Auteur ; Jing LI, Auteur . - p.4296-4311. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-11 (November 2026) . - p.4296-4311 Index. décimale : PER Périodiques Résumé : The current study investigated whether dialogic reading could improve the verbal response, initiation of communication (questioning and commenting), receptive vocabulary and task engagement in 14 children with autism by using a randomized controlled trial. Moreover, we explored whether the effect of dialogic reading could be generalized to new books. Nine children with autism (mean age = 5.32 years, SD = 1.08) were randomly assigned to the dialogic reading group and five children (mean age = 5.25 years, SD = 1.18) were assigned to the standard book reading group. All children participated in four stages: pre-test, intervention, post-test, and generalization. The intervention was conducted over a four-week period, with three sessions per week, for a total of 12 sessions. We found that during the intervention, children in the dialogic reading group showed significant improvements in responding to adult questions and initiating comments compared with children in the standard book reading group. In addition, the dialogic reading facilitated the vocabulary knowledge and reduced the level of disengagement of children with autism. Further, children in the dialogic reading group could generalize the learned communication skills to new books, although this effect merely reached a marginal significance. Overall, these findings provide unique evidence for the effects of dialogic reading on promoting verbal interaction in children with autism and have great implications for intervention practices. En ligne : https://doi.org/10.1007/s10803-025-06886-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Theory of mind in Chinese autistic children: Evidence for a delayed and unexpectedly deviant pattern / Muyu ZHOU in Research in Autism, 129 (January 2026)  

Public ISBD [article]  inResearch in Autism > 129 (January 2026) . - 202747 Titre : Theory of mind in Chinese autistic children: Evidence for a delayed and unexpectedly deviant pattern Type de document : texte imprimé Auteurs : Muyu ZHOU, Auteur ; Yi SU, Auteur ; Morgane BURNEL, Auteur ; Xiaying CHU, Auteur ; Wenwen HOU, Auteur ; Li LI, Auteur Année de publication : 2026 Article en page(s) : 202747 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  ToM  Developmental Pattern  Low-verbal Assessment Index. décimale : PER Périodiques Résumé : Theory of Mind (ToM) development in autistic children is widely considered both delayed and deviant. However, such findings may be affected by methodological limitations related to high linguistic and executive burdens and the choice of scoring approaches. The present study employed an improved Low-Verbal ToM Scale With ExtEnded Trials (LV-ToM-SWEET) to assess ToM abilities in 46 Mandarin-speaking Chinese autistic children aged 4.0-12.3 years (Mean age = 7.3 yrs, SD = 1.8 yrs, 41 boys). Using the improved Exclude Coding Scheme (Sobel & Austerweil, 2016) in the Rasch analyses, we identified the following developmental sequence of ToM abilities: Diverse Desires (DD) < Diverse Beliefs (DB) < Content False Belief (CFB) < Knowledge Access (KA) < Explicit False Belief (EFB) < Hidden Emotion (HE). Results indicated that ToM development in autistic children was overall delayed, and with deviations in the later steps of ToM progression. These deviations, differing from those reported in previous autism studies, may reflect the impact of improved measurement approaches. Overall, the present study highlights the importance of improved tools and scoring approaches in capturing the delayed yet partially deviant ToM development in Mandarin-speaking Chinese autistic children. These tools offer promise for broader clinical application in the future. En ligne : https://doi.org/10.1016/j.reia.2025.202747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573 [article] Theory of mind in Chinese autistic children: Evidence for a delayed and unexpectedly deviant pattern [texte imprimé] / Muyu ZHOU, Auteur ; Yi SU, Auteur ; Morgane BURNEL, Auteur ; Xiaying CHU, Auteur ; Wenwen HOU, Auteur ; Li LI, Auteur . - 2026 . - 202747. Langues : Anglais (eng) in Research in Autism > 129 (January 2026) . - 202747 Mots-clés : Autism Spectrum Disorder  ToM  Developmental Pattern  Low-verbal Assessment Index. décimale : PER Périodiques Résumé : Theory of Mind (ToM) development in autistic children is widely considered both delayed and deviant. However, such findings may be affected by methodological limitations related to high linguistic and executive burdens and the choice of scoring approaches. The present study employed an improved Low-Verbal ToM Scale With ExtEnded Trials (LV-ToM-SWEET) to assess ToM abilities in 46 Mandarin-speaking Chinese autistic children aged 4.0-12.3 years (Mean age = 7.3 yrs, SD = 1.8 yrs, 41 boys). Using the improved Exclude Coding Scheme (Sobel & Austerweil, 2016) in the Rasch analyses, we identified the following developmental sequence of ToM abilities: Diverse Desires (DD) < Diverse Beliefs (DB) < Content False Belief (CFB) < Knowledge Access (KA) < Explicit False Belief (EFB) < Hidden Emotion (HE). Results indicated that ToM development in autistic children was overall delayed, and with deviations in the later steps of ToM progression. These deviations, differing from those reported in previous autism studies, may reflect the impact of improved measurement approaches. Overall, the present study highlights the importance of improved tools and scoring approaches in capturing the delayed yet partially deviant ToM development in Mandarin-speaking Chinese autistic children. These tools offer promise for broader clinical application in the future. En ligne : https://doi.org/10.1016/j.reia.2025.202747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573

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