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Auteur Hila AVITAL |
Documents disponibles écrits par cet auteur (1)
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Socio emotional competence in young children with ASD during interaction with their typically developing peers / Tali GEV in Research in Autism Spectrum Disorders, 86 (August 2021)
[article]
Titre : Socio emotional competence in young children with ASD during interaction with their typically developing peers Type de document : Texte imprimé et/ou numérique Auteurs : Tali GEV, Auteur ; Hila AVITAL, Auteur ; Ruthie ROSENAN, Auteur ; Liron OLIVER ARONSON, Auteur ; Ofer GOLAN, Auteur Article en page(s) : 101818 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Social competence Emotional expression Emotion regulation Emotional understanding Index. décimale : PER Périodiques Résumé : Background Building socio-emotional competence (SEC) is a central developmental goal of early childhood that includes the understanding of one’s own and others’ emotions, emotional expression and the use of emotion regulation strategies and social skills. SEC attainment is a major challenge for children with Autism Spectrum Disorder (ASD). However, its behavioral examination in naturalistic settings is scarce. The current study examined SEC components of young children with ASD compared to typically developing (TD) children during social interaction and investigated group differences and the associations between SEC components. Method 26 children with ASD and 26 TD children participated in the current study. SEC was assessed using an adult-mediated interaction with a peer, designed to provide opportunities for cooperation, reciprocity, shared enjoyment, and emotion expression. Additional measures included an emotion understanding task, and parental report on the Vineland Adaptive Behavior Scales. Results Compared to the TD group, the ASD group showed poorer emotional understanding, greater emotion dysregulation, and was rated by parents as having poorer social competence. Emotional understanding and emotion regulation difficulties were associated with poorer social competence, and expression of negative emotions was associated with poorer emotion regulation, in both children with and without ASD. Conclusions The emotional understanding and emotion regulation difficulties shown by children with ASD, and their associations with poorer social competence, highlight the need to address these in interventions targeting social competence in young children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101818 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101818[article] Socio emotional competence in young children with ASD during interaction with their typically developing peers [Texte imprimé et/ou numérique] / Tali GEV, Auteur ; Hila AVITAL, Auteur ; Ruthie ROSENAN, Auteur ; Liron OLIVER ARONSON, Auteur ; Ofer GOLAN, Auteur . - 101818.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101818
Mots-clés : Autism Spectrum Disorder Social competence Emotional expression Emotion regulation Emotional understanding Index. décimale : PER Périodiques Résumé : Background Building socio-emotional competence (SEC) is a central developmental goal of early childhood that includes the understanding of one’s own and others’ emotions, emotional expression and the use of emotion regulation strategies and social skills. SEC attainment is a major challenge for children with Autism Spectrum Disorder (ASD). However, its behavioral examination in naturalistic settings is scarce. The current study examined SEC components of young children with ASD compared to typically developing (TD) children during social interaction and investigated group differences and the associations between SEC components. Method 26 children with ASD and 26 TD children participated in the current study. SEC was assessed using an adult-mediated interaction with a peer, designed to provide opportunities for cooperation, reciprocity, shared enjoyment, and emotion expression. Additional measures included an emotion understanding task, and parental report on the Vineland Adaptive Behavior Scales. Results Compared to the TD group, the ASD group showed poorer emotional understanding, greater emotion dysregulation, and was rated by parents as having poorer social competence. Emotional understanding and emotion regulation difficulties were associated with poorer social competence, and expression of negative emotions was associated with poorer emotion regulation, in both children with and without ASD. Conclusions The emotional understanding and emotion regulation difficulties shown by children with ASD, and their associations with poorer social competence, highlight the need to address these in interventions targeting social competence in young children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101818 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458