Do I enjoy my friends? Friendship and enjoyment during recess in autistic and non-autistic children / Boya LI ; Yung-Ting TSOU ; Mitra BARATCHI ; Els M. A. BLIJD-HOOGEWYS ; Özgür GÃœLEN ; Carolien RIEFFE in Research in Autism, 124 (June 2025)  

Public ISBD [article]  inResearch in Autism > 124 (June 2025) . - 202586 Titre : Do I enjoy my friends? Friendship and enjoyment during recess in autistic and non-autistic children Type de document : texte imprimé Auteurs : Boya LI, Auteur ; Yung-Ting TSOU, Auteur ; Mitra BARATCHI, Auteur ; Els M. A. BLIJD-HOOGEWYS, Auteur ; Özgür GÃœLEN, Auteur ; Carolien RIEFFE, Auteur Article en page(s) : 202586 Langues : Anglais (eng) Mots-clés : Peer contact  Social Functioning  School environment  RFID data  Schoolyard Index. décimale : PER Périodiques Résumé : Friendships play a crucial role in children s well-being and school experiences. This study aimed to gain a better understanding of how autistic and non-autistic children's friendships are related to their enjoyment of the school time spent with peers, i.e. at recess time (school break time). A multi-method approach, including self-reports, peer nominations, and objective measures based on sensor data was used. Forty-five autistic children and 45 non-autistic children from two special education schools participated, aged between 8 to 14 years. Outcomes showed that autistic and non-autistic children did not differ regarding the number of reciprocal and non-reciprocated friends. Yet, autistic children spent less time in contact with their reciprocal friends during recess at the schoolyard compared to their non-autistic peers. Also, while non-autistic pupils spent more time with reciprocal friends than with non-reciprocated ones, this difference was not found among autistic pupils. Notably, spending more time with non-reciprocated friends during recess was related to lower levels of enjoyment in both autistic and non-autistic children. Our findings suggest that autistic children may approach friendships with different priorities. Furthermore, this study underscores the need to consider broader factors beyond reciprocity when assessing children s social experience at school. En ligne : https://doi.org/10.1016/j.reia.2025.202586 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=556 [article] Do I enjoy my friends? Friendship and enjoyment during recess in autistic and non-autistic children [texte imprimé] / Boya LI, Auteur ; Yung-Ting TSOU, Auteur ; Mitra BARATCHI, Auteur ; Els M. A. BLIJD-HOOGEWYS, Auteur ; Özgür GÃœLEN, Auteur ; Carolien RIEFFE, Auteur . - 202586. Langues : Anglais (eng) in Research in Autism > 124 (June 2025) . - 202586 Mots-clés : Peer contact  Social Functioning  School environment  RFID data  Schoolyard Index. décimale : PER Périodiques Résumé : Friendships play a crucial role in children s well-being and school experiences. This study aimed to gain a better understanding of how autistic and non-autistic children's friendships are related to their enjoyment of the school time spent with peers, i.e. at recess time (school break time). A multi-method approach, including self-reports, peer nominations, and objective measures based on sensor data was used. Forty-five autistic children and 45 non-autistic children from two special education schools participated, aged between 8 to 14 years. Outcomes showed that autistic and non-autistic children did not differ regarding the number of reciprocal and non-reciprocated friends. Yet, autistic children spent less time in contact with their reciprocal friends during recess at the schoolyard compared to their non-autistic peers. Also, while non-autistic pupils spent more time with reciprocal friends than with non-reciprocated ones, this difference was not found among autistic pupils. Notably, spending more time with non-reciprocated friends during recess was related to lower levels of enjoyment in both autistic and non-autistic children. Our findings suggest that autistic children may approach friendships with different priorities. Furthermore, this study underscores the need to consider broader factors beyond reciprocity when assessing children s social experience at school. En ligne : https://doi.org/10.1016/j.reia.2025.202586 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=556

A longitudinal study on moral emotions and psychosocial functioning among preschool children with and without hearing loss / Boya LI ; Yung-Ting TSOU ; Liyan WANG ; Wei LIANG ; Carolien RIEFFE in Development and Psychopathology, 37-4 (October 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-4 (October 2025) . - p.1821-1832 Titre : A longitudinal study on moral emotions and psychosocial functioning among preschool children with and without hearing loss Type de document : texte imprimé Auteurs : Boya LI, Auteur ; Yung-Ting TSOU, Auteur ; Liyan WANG, Auteur ; Wei LIANG, Auteur ; Carolien RIEFFE, Auteur Article en page(s) : p.1821-1832 Langues : Anglais (eng) Mots-clés : deaf and hard of hearing  development trajectory  moral emotions  preschool children Index. décimale : PER Périodiques Résumé : Moral emotions such as shame, guilt and pride are crucial to young children s social-emotional development. Due to the restrictions caused by hearing loss in accessing the social world, deaf and hard of hearing (DHH) children may encounter extra difficulties in their development of moral emotions. However, little research so far has investigated the development trajectory of moral emotions during preschool years in DHH children. The present study used a longitudinal design to explore the development trajectories of shame, guilt, and pride, in a sample of 259 Chinese DHH and typically hearing (TH) preschoolers aged 2 to 6 years old. The results indicated that according to parent reports, DHH children manifested lower levels of guilt and pride compared to their TH peers, yet the manifested levels of shame, guilt, and pride increased throughout the preschool time at a similar pace in all children. Moreover, whilst guilt and pride contributed to increasing levels of psychosocial functioning over the preschool years, shame contributed to lower social competence and more externalizing behaviors in DHH and TH preschoolers. The outcomes imply that early interventions and adjustment to hearing loss could be useful to safeguard the social development of children with severe hearing loss, and cultural variances shall be taken into consideration when studying moral emotions in a Chinese cultural background. En ligne : https://dx.doi.org/10.1017/S0954579424001408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] A longitudinal study on moral emotions and psychosocial functioning among preschool children with and without hearing loss [texte imprimé] / Boya LI, Auteur ; Yung-Ting TSOU, Auteur ; Liyan WANG, Auteur ; Wei LIANG, Auteur ; Carolien RIEFFE, Auteur . - p.1821-1832. Langues : Anglais (eng) in Development and Psychopathology > 37-4 (October 2025) . - p.1821-1832 Mots-clés : deaf and hard of hearing  development trajectory  moral emotions  preschool children Index. décimale : PER Périodiques Résumé : Moral emotions such as shame, guilt and pride are crucial to young children s social-emotional development. Due to the restrictions caused by hearing loss in accessing the social world, deaf and hard of hearing (DHH) children may encounter extra difficulties in their development of moral emotions. However, little research so far has investigated the development trajectory of moral emotions during preschool years in DHH children. The present study used a longitudinal design to explore the development trajectories of shame, guilt, and pride, in a sample of 259 Chinese DHH and typically hearing (TH) preschoolers aged 2 to 6 years old. The results indicated that according to parent reports, DHH children manifested lower levels of guilt and pride compared to their TH peers, yet the manifested levels of shame, guilt, and pride increased throughout the preschool time at a similar pace in all children. Moreover, whilst guilt and pride contributed to increasing levels of psychosocial functioning over the preschool years, shame contributed to lower social competence and more externalizing behaviors in DHH and TH preschoolers. The outcomes imply that early interventions and adjustment to hearing loss could be useful to safeguard the social development of children with severe hearing loss, and cultural variances shall be taken into consideration when studying moral emotions in a Chinese cultural background. En ligne : https://dx.doi.org/10.1017/S0954579424001408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

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 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] / 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 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] / 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

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