Associations between emotion recognition and autistic and callous-unemotional traits: differential effects of cueing to the eyes / Virginia CARTER LENO in Journal of Child Psychology and Psychiatry, 64-5 (May 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-5 (May 2023) . - p.787-796 Titre : Associations between emotion recognition and autistic and callous-unemotional traits: differential effects of cueing to the eyes Type de document : Texte imprimé et/ou numérique Auteurs : Virginia CARTER LENO, Auteur ; Hannah PICKARD, Auteur ; Liliana CYBULSKA, Auteur ; Tim SMITH, Auteur ; Marcus MUNAFO, Auteur ; Ian PENTON-VOAK, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Rachael BEDFORD, Auteur Article en page(s) : p.787-796 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Although autism and callous-unemotional (CU) traits are distinct conditions, both are associated with difficulties in emotion recognition. However, it is unknown whether the emotion recognition difficulties characteristic of autism and CU traits are driven by comparable underpinning mechanisms. Methods We tested whether cueing to the eyes improved emotion recognition in relation to autistic and CU traits in a heterogeneous sample of children enhanced for social, emotional and behavioural difficulties. Participants were 171 (n = 75 male) children aged 10-16?years with and without a diagnosis of autism (n = 99 autistic), who completed assessments of emotion recognition with and without cueing to the eyes. Parents completed the assessment of autistic and CU traits. Results Associations between autistic and CU traits and emotion recognition accuracy were dependent upon gaze cueing. CU traits were associated with an overall decrease in emotion recognition in the uncued condition, but better fear recognition when cued to the eyes. Conversely, autistic traits were associated with decreased emotion recognition in the cued condition only, and no interactions between autistic traits and emotion were found. Conclusions The differential effect of cueing to the eyes in autistic and CU traits suggests different mechanisms underpin emotion recognition abilities. Results suggest interventions designed to promote looking to the eyes may be beneficial for children with CU traits, but not for children with autistic characteristics. Future developmental studies of autism and CU characteristics are required to better understand how different pathways lead to overlapping socio-cognitive profiles. En ligne : https://doi.org/10.1111/jcpp.13736 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Associations between emotion recognition and autistic and callous-unemotional traits: differential effects of cueing to the eyes [Texte imprimé et/ou numérique] / Virginia CARTER LENO, Auteur ; Hannah PICKARD, Auteur ; Liliana CYBULSKA, Auteur ; Tim SMITH, Auteur ; Marcus MUNAFO, Auteur ; Ian PENTON-VOAK, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Rachael BEDFORD, Auteur . - p.787-796. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-5 (May 2023) . - p.787-796 Index. décimale : PER Périodiques Résumé : Background Although autism and callous-unemotional (CU) traits are distinct conditions, both are associated with difficulties in emotion recognition. However, it is unknown whether the emotion recognition difficulties characteristic of autism and CU traits are driven by comparable underpinning mechanisms. Methods We tested whether cueing to the eyes improved emotion recognition in relation to autistic and CU traits in a heterogeneous sample of children enhanced for social, emotional and behavioural difficulties. Participants were 171 (n = 75 male) children aged 10-16?years with and without a diagnosis of autism (n = 99 autistic), who completed assessments of emotion recognition with and without cueing to the eyes. Parents completed the assessment of autistic and CU traits. Results Associations between autistic and CU traits and emotion recognition accuracy were dependent upon gaze cueing. CU traits were associated with an overall decrease in emotion recognition in the uncued condition, but better fear recognition when cued to the eyes. Conversely, autistic traits were associated with decreased emotion recognition in the cued condition only, and no interactions between autistic traits and emotion were found. Conclusions The differential effect of cueing to the eyes in autistic and CU traits suggests different mechanisms underpin emotion recognition abilities. Results suggest interventions designed to promote looking to the eyes may be beneficial for children with CU traits, but not for children with autistic characteristics. Future developmental studies of autism and CU characteristics are required to better understand how different pathways lead to overlapping socio-cognitive profiles. En ligne : https://doi.org/10.1111/jcpp.13736 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

Autistic and non-autistic young people?s and caregivers' perspectives on COVID-19-related schooling changes and their impact on emotional well-being: An opportunity for change? / Ann OZSIVADJIAN in Autism, 27-5 (July 2023)  

Public ISBD [article]  inAutism > 27-5 (July 2023) . - p.1477-1491 Titre : Autistic and non-autistic young people?s and caregivers' perspectives on COVID-19-related schooling changes and their impact on emotional well-being: An opportunity for change? Type de document : Texte imprimé et/ou numérique Auteurs : Ann OZSIVADJIAN, Auteur ; Victoria MILNER, Auteur ; Hannah PICKARD, Auteur ; Matthew J. HOLLOCKS, Auteur ; Sebastian B. GAIGG, Auteur ; Emma COLVERT, Auteur ; Francesca HAPPE, Auteur ; Iliana MAGIATI, Auteur Article en page(s) : p.1477-1491 Langues : Anglais (eng) Mots-clés : anxiety;autism spectrum disorders;education services;environmental factors;mental health Index. décimale : PER Périodiques Résumé : Autistic children and young people experience poorer mental health and well-being compared to their non-autistic peers. Navigating the complex social, academic, procedural and sensory aspects of school may be particularly challenging for autistic young people and contribute to poorer mental well-being. The COVID-19 pandemic caused unprecedented school changes and provided a unique opportunity to gather caregiver?s and young people?s perspectives on the impact of school and pandemic-related school changes on the well-being of both autistic and non-autistic young people. Open-text online survey data from 71 caregivers (of n?=?45 autistic young people) and 30 young people aged 11-18?years (n?=?18 autistic) gathered across three timepoints between May and December 2020 during the pandemic revealed both benefits and challenges associated with school changes. Insights into possible lessons from the pandemic and recommendations for more flexible, individualised and strengths-based educational practices going forward are discussed. Lay abstract Autistic young people experience poorer mental health and well-being compared to their non-autistic peers. Navigating the complex social, academic, procedural and sensory aspects of school may be particularly challenging for autistic young people and contribute to poorer mental well-being. The COVID-19 pandemic caused unprecedented school changes and provided a unique opportunity to gather caregiver?s and young people?s perspectives on the impact of school and pandemic-related school changes on the well-being of both autistic and non-autistic young people. We asked for the views of caregivers and young people aged 11-18?years gathered across three timepoints between May and December 2020. Their responses revealed both benefits and challenges associated with school changes. Insights into possible lessons from the pandemic and recommendations for more flexible, individualised and strengths-based educational practices are discussed. En ligne : http://dx.doi.org/10.1177/13623613221140759 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Autistic and non-autistic young people?s and caregivers' perspectives on COVID-19-related schooling changes and their impact on emotional well-being: An opportunity for change? [Texte imprimé et/ou numérique] / Ann OZSIVADJIAN, Auteur ; Victoria MILNER, Auteur ; Hannah PICKARD, Auteur ; Matthew J. HOLLOCKS, Auteur ; Sebastian B. GAIGG, Auteur ; Emma COLVERT, Auteur ; Francesca HAPPE, Auteur ; Iliana MAGIATI, Auteur . - p.1477-1491. Langues : Anglais (eng) in Autism > 27-5 (July 2023) . - p.1477-1491 Mots-clés : anxiety;autism spectrum disorders;education services;environmental factors;mental health Index. décimale : PER Périodiques Résumé : Autistic children and young people experience poorer mental health and well-being compared to their non-autistic peers. Navigating the complex social, academic, procedural and sensory aspects of school may be particularly challenging for autistic young people and contribute to poorer mental well-being. The COVID-19 pandemic caused unprecedented school changes and provided a unique opportunity to gather caregiver?s and young people?s perspectives on the impact of school and pandemic-related school changes on the well-being of both autistic and non-autistic young people. Open-text online survey data from 71 caregivers (of n?=?45 autistic young people) and 30 young people aged 11-18?years (n?=?18 autistic) gathered across three timepoints between May and December 2020 during the pandemic revealed both benefits and challenges associated with school changes. Insights into possible lessons from the pandemic and recommendations for more flexible, individualised and strengths-based educational practices going forward are discussed. Lay abstract Autistic young people experience poorer mental health and well-being compared to their non-autistic peers. Navigating the complex social, academic, procedural and sensory aspects of school may be particularly challenging for autistic young people and contribute to poorer mental well-being. The COVID-19 pandemic caused unprecedented school changes and provided a unique opportunity to gather caregiver?s and young people?s perspectives on the impact of school and pandemic-related school changes on the well-being of both autistic and non-autistic young people. We asked for the views of caregivers and young people aged 11-18?years gathered across three timepoints between May and December 2020. Their responses revealed both benefits and challenges associated with school changes. Insights into possible lessons from the pandemic and recommendations for more flexible, individualised and strengths-based educational practices are discussed. En ligne : http://dx.doi.org/10.1177/13623613221140759 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507

Evaluation of an adapted virtual training for master trainers of the WHO Caregiver Skills Training Program during the COVID-19 pandemic / Afiqah YUSUF ; Hannah PICKARD ; Pamela DIXON ; Andy SHIH ; Stephanie Shire ; Andrew PICKLES ; Mayada ELSABBAGH in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.510?514 Titre : Evaluation of an adapted virtual training for master trainers of the WHO Caregiver Skills Training Program during the COVID-19 pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Afiqah YUSUF, Auteur ; Hannah PICKARD, Auteur ; Pamela DIXON, Auteur ; Andy SHIH, Auteur ; Stephanie Shire, Auteur ; Andrew PICKLES, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.510?514 Mots-clés : community interventions  neurodevelopmental disorders  parent-mediated intervention  remote training  scoring reliability Index. décimale : PER Périodiques Résumé : Significant barriers to training have been introduced by the COVID-19 pandemic, limiting in-person professional activities resulting in the development of the novel remote training. We developed and evaluated a remote training approach for master trainers of the Caregiver Skills Training Program. Master trainers support community practitioners, who in turn deliver the Caregiver Skills Training program to caregivers of children with developmental delays or disabilities. The aim of this study was to evaluate the remote training of master trainers on Caregiver Skills Training Program. Twelve out of the 19 practitioners who enrolled in the training completed the study. The training consisted of a 5-day in-person session completed prior to the pandemic, followed by supporting participants? ability to identify Caregiver Skills Training Program strategies through supported coding of seven video recordings over 7?weekly meetings and group discussions and ended with participants independently coding a set of 10 videos for Caregiver Skills Training Program strategies. We found that master trainers? scoring reliability varied over 7?weeks of supported coding. All but one participant reached moderate or good independent scoring reliability despite a lack of ability to practice the Caregiver Skills Training Program strategies with children due to the pandemic. Taken together, our findings illustrate the feasibility and value of remote training approaches in implementing interventions. Lay Abstract The COVID-19 pandemic interrupted in-person professional activities. We developed and evaluated a remote training approach for master trainers of the Caregiver Skills Training Program. Master trainers support community practitioners, who in turn deliver the Caregiver Skills Training Program to caregivers of children with developmental delays or disabilities. The Caregiver Skills Training Program teaches caregivers how to use strategies to enhance learning and interactions during everyday play and home activities and routines with their child. The aim of this study was to evaluate the remote training of master trainers on Caregiver Skills Training Program. Twelve out of the 19 practitioners who enrolled in the training completed the study. The training consisted of a 5-day in-person session completed prior to the pandemic, followed by supporting participants? ability to identify Caregiver Skills Training Program strategies through coding of video recordings over 7?weekly meetings and group discussions and ended with participants independently coding a set of 10 videos for Caregiver Skills Training Program strategies. We found all but one participant was able to reliably identify Caregiver Skills Training Program strategies from video recordings despite a lack of ability to practice the Caregiver Skills Training Program strategies with children due to the pandemic. Taken together, our findings illustrate the feasibility and value of remote training approaches in implementing interventions. En ligne : https://dx.doi.org/10.1177/13623613231173758 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Evaluation of an adapted virtual training for master trainers of the WHO Caregiver Skills Training Program during the COVID-19 pandemic [Texte imprimé et/ou numérique] / Afiqah YUSUF, Auteur ; Hannah PICKARD, Auteur ; Pamela DIXON, Auteur ; Andy SHIH, Auteur ; Stephanie Shire, Auteur ; Andrew PICKLES, Auteur ; Mayada ELSABBAGH, Auteur . - p.510?514. in Autism > 28-2 (February 2024) . - p.510?514 Mots-clés : community interventions  neurodevelopmental disorders  parent-mediated intervention  remote training  scoring reliability Index. décimale : PER Périodiques Résumé : Significant barriers to training have been introduced by the COVID-19 pandemic, limiting in-person professional activities resulting in the development of the novel remote training. We developed and evaluated a remote training approach for master trainers of the Caregiver Skills Training Program. Master trainers support community practitioners, who in turn deliver the Caregiver Skills Training program to caregivers of children with developmental delays or disabilities. The aim of this study was to evaluate the remote training of master trainers on Caregiver Skills Training Program. Twelve out of the 19 practitioners who enrolled in the training completed the study. The training consisted of a 5-day in-person session completed prior to the pandemic, followed by supporting participants? ability to identify Caregiver Skills Training Program strategies through supported coding of seven video recordings over 7?weekly meetings and group discussions and ended with participants independently coding a set of 10 videos for Caregiver Skills Training Program strategies. We found that master trainers? scoring reliability varied over 7?weeks of supported coding. All but one participant reached moderate or good independent scoring reliability despite a lack of ability to practice the Caregiver Skills Training Program strategies with children due to the pandemic. Taken together, our findings illustrate the feasibility and value of remote training approaches in implementing interventions. Lay Abstract The COVID-19 pandemic interrupted in-person professional activities. We developed and evaluated a remote training approach for master trainers of the Caregiver Skills Training Program. Master trainers support community practitioners, who in turn deliver the Caregiver Skills Training Program to caregivers of children with developmental delays or disabilities. The Caregiver Skills Training Program teaches caregivers how to use strategies to enhance learning and interactions during everyday play and home activities and routines with their child. The aim of this study was to evaluate the remote training of master trainers on Caregiver Skills Training Program. Twelve out of the 19 practitioners who enrolled in the training completed the study. The training consisted of a 5-day in-person session completed prior to the pandemic, followed by supporting participants? ability to identify Caregiver Skills Training Program strategies through coding of video recordings over 7?weekly meetings and group discussions and ended with participants independently coding a set of 10 videos for Caregiver Skills Training Program strategies. We found all but one participant was able to reliably identify Caregiver Skills Training Program strategies from video recordings despite a lack of ability to practice the Caregiver Skills Training Program strategies with children due to the pandemic. Taken together, our findings illustrate the feasibility and value of remote training approaches in implementing interventions. En ligne : https://dx.doi.org/10.1177/13623613231173758 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Exploring the cognitive, emotional and sensory correlates of social anxiety in autistic and neurotypical adolescents / Hannah PICKARD in Journal of Child Psychology and Psychiatry, 61-12 (December 2020)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-12 (December 2020) . - p.1317-1327 Titre : Exploring the cognitive, emotional and sensory correlates of social anxiety in autistic and neurotypical adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Hannah PICKARD, Auteur ; Colette HIRSCH, Auteur ; Emily SIMONOFF, Auteur ; Francesca HAPPE, Auteur Article en page(s) : p.1317-1327 Langues : Anglais (eng) Mots-clés : Autism  adolescence  cognition  emotion  social anxiety Index. décimale : PER Périodiques Résumé : BACKGROUND: Social anxiety is common in autistic adolescents. While emerging evidence indicates the importance of several mechanisms (including intolerance of uncertainty (IU), alexithymia and sensory processing) for maintaining anxiety, limited research has explored how these factors are associated with social anxiety in autistic adolescents. METHODS: We investigated whether IU, emotional and sensory processing are related to social anxiety in autistic and neurotypical adolescents, gathering experimental and questionnaire data from 61 autistic and 62 neurotypical 11- to 17-year-olds recruited to have similarly high levels of anxiety. RESULTS: In autistic and neurotypical adolescents matched for social anxiety, similar significant associations were observed between social anxiety and IU, alexithymia, maladaptive emotion regulation, sensory hypersensitivity and interoceptive sensibility. Taking a dimensional approach, we found that child- and parent-reported IU, alexithymia and sensory hypersensitivity mediated the relationship between autistic traits and social anxiety symptoms in the combined group of adolescents. CONCLUSIONS: Our findings indicate that similar correlates of social anxiety are evident in autistic and neurotypical youths experiencing social anxiety and further our understanding of mechanisms that may contribute towards social anxiety in both groups. En ligne : http://dx.doi.org/10.1111/jcpp.13214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Exploring the cognitive, emotional and sensory correlates of social anxiety in autistic and neurotypical adolescents [Texte imprimé et/ou numérique] / Hannah PICKARD, Auteur ; Colette HIRSCH, Auteur ; Emily SIMONOFF, Auteur ; Francesca HAPPE, Auteur . - p.1317-1327. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 61-12 (December 2020) . - p.1317-1327 Mots-clés : Autism  adolescence  cognition  emotion  social anxiety Index. décimale : PER Périodiques Résumé : BACKGROUND: Social anxiety is common in autistic adolescents. While emerging evidence indicates the importance of several mechanisms (including intolerance of uncertainty (IU), alexithymia and sensory processing) for maintaining anxiety, limited research has explored how these factors are associated with social anxiety in autistic adolescents. METHODS: We investigated whether IU, emotional and sensory processing are related to social anxiety in autistic and neurotypical adolescents, gathering experimental and questionnaire data from 61 autistic and 62 neurotypical 11- to 17-year-olds recruited to have similarly high levels of anxiety. RESULTS: In autistic and neurotypical adolescents matched for social anxiety, similar significant associations were observed between social anxiety and IU, alexithymia, maladaptive emotion regulation, sensory hypersensitivity and interoceptive sensibility. Taking a dimensional approach, we found that child- and parent-reported IU, alexithymia and sensory hypersensitivity mediated the relationship between autistic traits and social anxiety symptoms in the combined group of adolescents. CONCLUSIONS: Our findings indicate that similar correlates of social anxiety are evident in autistic and neurotypical youths experiencing social anxiety and further our understanding of mechanisms that may contribute towards social anxiety in both groups. En ligne : http://dx.doi.org/10.1111/jcpp.13214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

No association between alexithymia and emotion recognition or theory of mind in a sample of adolescents enhanced for autistic traits / Hannah PICKARD ; Emily SIMONOFF ; Andrew PICKLES ; Rachael BEDFORD ; Virginia CARTER LENO in Autism, 28-8 (August 2024)  

Public ISBD [article]  inAutism > 28-8 (August 2024) . - p.2066-2079 Titre : No association between alexithymia and emotion recognition or theory of mind in a sample of adolescents enhanced for autistic traits Type de document : Texte imprimé et/ou numérique Auteurs : Hannah PICKARD, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Rachael BEDFORD, Auteur ; Virginia CARTER LENO, Auteur Article en page(s) : p.2066-2079 Langues : Anglais (eng) Mots-clés : adolescence  alexithymia  autism  emotion recognition  theory of mind Index. décimale : PER Périodiques Résumé : The alexithymia hypothesis posits that specific aspects of the autistic socio-cognitive profile, namely emotion recognition difficulties, can be explained by the increased prevalence of alexithymia in autistic populations. However, this hypothesis has largely been tested in adults. We tested whether co-occurring alexithymia could account for associations between autistic traits and two key domains of socio-emotional cognitive functioning in adolescence. Participants were 184 (44% male) children aged 10-16?years with and without a diagnosis of autism (n = 75 autistic), who completed experimental measures of emotion recognition and theory of mind. Parents completed assessment of autistic traits and alexithymia. Pre-registered analyses tested associations between autistic traits and socio-cognitive task performance, and whether including alexithymia as an additional predictor changed the nature of the association between autistic traits and task performance. Results showed participants with higher levels of autistic traits performed lower on emotion recognition and theory of mind tasks, and that these associations were not significantly altered by including alexithymia in the models. Results suggest that more work is needed to understand the applicability of the alexithymia hypothesis in younger populations, but that at least in young adolescents and when using parent-report measures, alexithymia may not be associated with emotion recognition or theory of mind ability. Lay abstract Alexithymia is a sub-clinical condition characterised by difficulties identifying and describing one?s own emotions, which is found in many, but not all autistic people. The alexithymia hypothesis suggests that certain aspects of socio-cognitive functioning typically attributed to autism, namely difficulties in emotion recognition, might be better explained by often co-occurring alexithymia. It is important to understand what is specific to autism and what is due to other co-occurring characteristics to develop appropriate support for autistic people. However, most research on this topic has been conducted in adults, which limits our knowledge about the relevance of this theory to younger autistic populations. This study tested whether difficulties in emotion recognition and theory of mind traditionally associated with autism might be better explained by alexithymia in a sample of adolescents with and without a diagnosis of autism. Results found that difficulties in emotion recognition and theory of mind were both associated with autistic traits, and this was not accounted for by individual differences in levels of alexithymia. This research suggests that more work is needed to understand the applicability of the alexithymia hypothesis in younger populations, but that at least in adolescents and when using parent-report measures, alexithymia may not account for emotion recognition or theory of mind difficulties associated with autistic traits. En ligne : https://dx.doi.org/10.1177/13623613231221928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] No association between alexithymia and emotion recognition or theory of mind in a sample of adolescents enhanced for autistic traits [Texte imprimé et/ou numérique] / Hannah PICKARD, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Rachael BEDFORD, Auteur ; Virginia CARTER LENO, Auteur . - p.2066-2079. Langues : Anglais (eng) in Autism > 28-8 (August 2024) . - p.2066-2079 Mots-clés : adolescence  alexithymia  autism  emotion recognition  theory of mind Index. décimale : PER Périodiques Résumé : The alexithymia hypothesis posits that specific aspects of the autistic socio-cognitive profile, namely emotion recognition difficulties, can be explained by the increased prevalence of alexithymia in autistic populations. However, this hypothesis has largely been tested in adults. We tested whether co-occurring alexithymia could account for associations between autistic traits and two key domains of socio-emotional cognitive functioning in adolescence. Participants were 184 (44% male) children aged 10-16?years with and without a diagnosis of autism (n = 75 autistic), who completed experimental measures of emotion recognition and theory of mind. Parents completed assessment of autistic traits and alexithymia. Pre-registered analyses tested associations between autistic traits and socio-cognitive task performance, and whether including alexithymia as an additional predictor changed the nature of the association between autistic traits and task performance. Results showed participants with higher levels of autistic traits performed lower on emotion recognition and theory of mind tasks, and that these associations were not significantly altered by including alexithymia in the models. Results suggest that more work is needed to understand the applicability of the alexithymia hypothesis in younger populations, but that at least in young adolescents and when using parent-report measures, alexithymia may not be associated with emotion recognition or theory of mind ability. Lay abstract Alexithymia is a sub-clinical condition characterised by difficulties identifying and describing one?s own emotions, which is found in many, but not all autistic people. The alexithymia hypothesis suggests that certain aspects of socio-cognitive functioning typically attributed to autism, namely difficulties in emotion recognition, might be better explained by often co-occurring alexithymia. It is important to understand what is specific to autism and what is due to other co-occurring characteristics to develop appropriate support for autistic people. However, most research on this topic has been conducted in adults, which limits our knowledge about the relevance of this theory to younger autistic populations. This study tested whether difficulties in emotion recognition and theory of mind traditionally associated with autism might be better explained by alexithymia in a sample of adolescents with and without a diagnosis of autism. Results found that difficulties in emotion recognition and theory of mind were both associated with autistic traits, and this was not accounted for by individual differences in levels of alexithymia. This research suggests that more work is needed to understand the applicability of the alexithymia hypothesis in younger populations, but that at least in adolescents and when using parent-report measures, alexithymia may not account for emotion recognition or theory of mind difficulties associated with autistic traits. En ligne : https://dx.doi.org/10.1177/13623613231221928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

Testing the social motivation theory of autism: the role of co-occurring anxiety / Hannah PICKARD ; Manting TAN ; Tim J. SMITH ; Emily SIMONOFF ; Andrew PICKLES ; Virginia CARTER LENO ; Rachael BEDFORD in Journal of Child Psychology and Psychiatry, 65-7 (July 2024)  

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