Characterizing the Relationship Among the Social Competence Elements in Autistic Adolescents / Alexandra P. KEY in Autism Research, 18-10 (October 2025)  

Public ISBD [article]  inAutism Research > 18-10 (October 2025) . - p.1999-2010 Titre : Characterizing the Relationship Among the Social Competence Elements in Autistic Adolescents Type de document : texte imprimé Auteurs : Alexandra P. KEY, Auteur ; Trey MCGONIGLE, Auteur ; Jinyuan LIU, Auteur ; Rachael A. MUSCATELLO, Auteur ; Philip GABLE, Auteur ; Susan WHITE, Auteur ; Matthew D. LERNER, Auteur ; Blythe A. CORBETT, Auteur Article en page(s) : p.1999-2010 Langues : Anglais (eng) Mots-clés : autism  behavior  brain  cognition  social competence  theory of mind Index. décimale : PER Périodiques Résumé : ABSTRACT Individuals with autism spectrum disorder have significant difficulties in social competence. This study provided empirical evaluation of the theoretical model by Kennedy and Adolphs (2012) positing that social competence relies on an interconnected network of four components: social brain, cognition, behavior, and functioning. Data from 243 youth (69 female, 174 male), age 10?17?years, were used to test the hypothesized mediation effect of social cognition (Theory of Mind) from social brain (event-related potential markers of face perception and memory) to social behavior (Contextual Assessment of Social Skills) and functioning (Child Behavior Checklist). An additional analysis evaluated whether the structure of the social competence model varied based on the biological sex of the autistic participants. The findings support the conceptual model of social competence where the social brain's contributions to social behavior and functioning are mediated by social cognition, with an additional direct path between the brain and behavior. The relationship among the four components of social competence is not significantly different for autistic males and females. Social competence is best represented as a network of direct and indirect connections among the neural, cognitive, and behavioral components. Thus, focusing on any single element is not sufficient for effective design of novel assessment and treatment approaches in autism. The findings also highlight the importance of self-initiated active engagement with social cues as a contributor to successful social behavior and functioning in autism. En ligne : https://doi.org/10.1002/aur.70095 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569 [article] Characterizing the Relationship Among the Social Competence Elements in Autistic Adolescents [texte imprimé] / Alexandra P. KEY, Auteur ; Trey MCGONIGLE, Auteur ; Jinyuan LIU, Auteur ; Rachael A. MUSCATELLO, Auteur ; Philip GABLE, Auteur ; Susan WHITE, Auteur ; Matthew D. LERNER, Auteur ; Blythe A. CORBETT, Auteur . - p.1999-2010. Langues : Anglais (eng) in Autism Research > 18-10 (October 2025) . - p.1999-2010 Mots-clés : autism  behavior  brain  cognition  social competence  theory of mind Index. décimale : PER Périodiques Résumé : ABSTRACT Individuals with autism spectrum disorder have significant difficulties in social competence. This study provided empirical evaluation of the theoretical model by Kennedy and Adolphs (2012) positing that social competence relies on an interconnected network of four components: social brain, cognition, behavior, and functioning. Data from 243 youth (69 female, 174 male), age 10?17?years, were used to test the hypothesized mediation effect of social cognition (Theory of Mind) from social brain (event-related potential markers of face perception and memory) to social behavior (Contextual Assessment of Social Skills) and functioning (Child Behavior Checklist). An additional analysis evaluated whether the structure of the social competence model varied based on the biological sex of the autistic participants. The findings support the conceptual model of social competence where the social brain's contributions to social behavior and functioning are mediated by social cognition, with an additional direct path between the brain and behavior. The relationship among the four components of social competence is not significantly different for autistic males and females. Social competence is best represented as a network of direct and indirect connections among the neural, cognitive, and behavioral components. Thus, focusing on any single element is not sufficient for effective design of novel assessment and treatment approaches in autism. The findings also highlight the importance of self-initiated active engagement with social cues as a contributor to successful social behavior and functioning in autism. En ligne : https://doi.org/10.1002/aur.70095 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569

Feedback Related Negativity Amplitude is Greatest Following Deceptive Feedback in Autistic Adolescents / Busra T. SUSAM ; Caitlin M. HUDAC ; Caitlin M. CONNER ; Murat AKCAKAYA ; Jane YUN ; Susan W. WHITE ; Carla A. MAZEFSKY ; Philip GABLE in Journal of Autism and Developmental Disorders, 54-9 (September 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3376-3386 Titre : Feedback Related Negativity Amplitude is Greatest Following Deceptive Feedback in Autistic Adolescents Type de document : texte imprimé Auteurs : Busra T. SUSAM, Auteur ; Caitlin M. HUDAC, Auteur ; Caitlin M. CONNER, Auteur ; Murat AKCAKAYA, Auteur ; Jane YUN, Auteur ; Susan W. WHITE, Auteur ; Carla A. MAZEFSKY, Auteur ; Philip GABLE, Auteur Article en page(s) : p.3376-3386 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study is to investigate if feedback related negativity (FRN) can capture instantaneous elevated emotional reactivity in autistic adolescents. A measurement of elevated reactivity could allow clinicians to better support autistic individuals without the need for self-reporting or verbal conveyance. The study investigated reactivity in 46 autistic adolescents (ages 12-21 years) completing the Affective Posner Task which utilizes deceptive feedback to elicit distress presented as frustration. The FRN event-related potential (ERP) served as an instantaneous quantitative neural measurement of emotional reactivity. We compared deceptive and distressing feedback to both truthful but distressing feedback and truthful and non-distressing feedback using the FRN, response times in the successive trial, and Emotion Dysregulation Inventory (EDI) reactivity scores. Results revealed that FRN values were most negative to deceptive feedback as compared to truthful non-distressing feedback. Furthermore, distressing feedback led to faster response times in the successive trial on average. Lastly, participants with higher EDI reactivity scores had more negative FRN values for non-distressing truthful feedback compared to participants with lower reactivity scores. The FRN amplitude showed changes based on both frustration and reactivity. The findings of this investigation support using the FRN to better understand emotion regulation processes for autistic adolescents in future work. Furthermore, the change in FRN based on reactivity suggests the possible need to subgroup autistic adolescents based on reactivity and adjust interventions accordingly. En ligne : https://doi.org/10.1007/s10803-023-06038-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] Feedback Related Negativity Amplitude is Greatest Following Deceptive Feedback in Autistic Adolescents [texte imprimé] / Busra T. SUSAM, Auteur ; Caitlin M. HUDAC, Auteur ; Caitlin M. CONNER, Auteur ; Murat AKCAKAYA, Auteur ; Jane YUN, Auteur ; Susan W. WHITE, Auteur ; Carla A. MAZEFSKY, Auteur ; Philip GABLE, Auteur . - p.3376-3386. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3376-3386 Index. décimale : PER Périodiques Résumé : The purpose of this study is to investigate if feedback related negativity (FRN) can capture instantaneous elevated emotional reactivity in autistic adolescents. A measurement of elevated reactivity could allow clinicians to better support autistic individuals without the need for self-reporting or verbal conveyance. The study investigated reactivity in 46 autistic adolescents (ages 12-21 years) completing the Affective Posner Task which utilizes deceptive feedback to elicit distress presented as frustration. The FRN event-related potential (ERP) served as an instantaneous quantitative neural measurement of emotional reactivity. We compared deceptive and distressing feedback to both truthful but distressing feedback and truthful and non-distressing feedback using the FRN, response times in the successive trial, and Emotion Dysregulation Inventory (EDI) reactivity scores. Results revealed that FRN values were most negative to deceptive feedback as compared to truthful non-distressing feedback. Furthermore, distressing feedback led to faster response times in the successive trial on average. Lastly, participants with higher EDI reactivity scores had more negative FRN values for non-distressing truthful feedback compared to participants with lower reactivity scores. The FRN amplitude showed changes based on both frustration and reactivity. The findings of this investigation support using the FRN to better understand emotion regulation processes for autistic adolescents in future work. Furthermore, the change in FRN based on reactivity suggests the possible need to subgroup autistic adolescents based on reactivity and adjust interventions accordingly. En ligne : https://doi.org/10.1007/s10803-023-06038-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

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