Awareness of Single and Multiple Emotions in High-functioning Children with Autism / Carolien RIEFFE in Journal of Autism and Developmental Disorders, 37-3 (March 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-3 (March 2007) . - p.455-465 Titre : Awareness of Single and Multiple Emotions in High-functioning Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Carolien RIEFFE, Auteur ; Mark MEERUM TERWOGT, Auteur ; Katerina KOTRONOPOULOU, Auteur Année de publication : 2007 Article en page(s) : p.455-465 Langues : Anglais (eng) Mots-clés : Emotional-awareness HFA Emotion-concepts Emotions Fear Index. décimale : PER Périodiques Résumé : This study examined emotional awareness in children with autism. Twenty-two high functioning children with autism (mean age 10 years and 2 months) and 22 typically developing children, matched for age and gender, were presented with the four basic emotions (happiness, anger, sadness and fear) in single and multiple emotion tasks. Findings suggest that children with autism have difficulties identifying their own emotions and less developed emotion concepts (which causes an impaired capacity to differentiate between one’s emotions within the negative spectrum). The outcome seems to point more to a single emotion perspective within the negative domain, with a more prominent position of fear in children with autism than in typically developing children. En ligne : http://dx.doi.org/10.1007/s10803-006-0171-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=650 [article] Awareness of Single and Multiple Emotions in High-functioning Children with Autism [Texte imprimé et/ou numérique] / Carolien RIEFFE, Auteur ; Mark MEERUM TERWOGT, Auteur ; Katerina KOTRONOPOULOU, Auteur . - 2007 . - p.455-465. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-3 (March 2007) . - p.455-465 Mots-clés : Emotional-awareness HFA Emotion-concepts Emotions Fear Index. décimale : PER Périodiques Résumé : This study examined emotional awareness in children with autism. Twenty-two high functioning children with autism (mean age 10 years and 2 months) and 22 typically developing children, matched for age and gender, were presented with the four basic emotions (happiness, anger, sadness and fear) in single and multiple emotion tasks. Findings suggest that children with autism have difficulties identifying their own emotions and less developed emotion concepts (which causes an impaired capacity to differentiate between one’s emotions within the negative spectrum). The outcome seems to point more to a single emotion perspective within the negative domain, with a more prominent position of fear in children with autism than in typically developing children. En ligne : http://dx.doi.org/10.1007/s10803-006-0171-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=650

Brief Report: Additive and Subtractive Counterfactual Reasoning of Children with High-Functioning Autism Spectrum Disorders / Sander BEGEER in Journal of Autism and Developmental Disorders, 39-11 (November 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-11 (November 2009) . - p.1593-1597 Titre : Brief Report: Additive and Subtractive Counterfactual Reasoning of Children with High-Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sander BEGEER, Auteur ; Mark MEERUM TERWOGT, Auteur ; Hedy STEGGE, Auteur ; Patty LUNENBURG, Auteur Année de publication : 2009 Article en page(s) : p.1593-1597 Note générale : Open Access Langues : Anglais (eng) Mots-clés : Autism Counterfactuals Imagination Flexibility Fluency Index. décimale : PER Périodiques Résumé : The development of additive (‘If only I had done…’) and subtractive (‘If only I had not done….’) counterfactual reasoning was examined in children with High Functioning Autism Spectrum Disorders (HFASD) (n = 72) and typically developing controls (n = 71), aged 6–12 years. Children were presented four stories where they could generate counterfactuals based on a given consequent (e.g., ‘you left muddy footprints in the kitchen. How could that have been prevented?’). Children with HFASD increasingly used subtractive counterfactuals as they got older, but controls showed an increase in additive counterfactuals, which may be linked to their growing adaptive and flexible skills. Children with HFASD likely develop different strategies for their counterfactual reasoning. The role of IQ and ideational fluency will be discussed. En ligne : http://dx.doi.org/10.1007/s10803-009-0774-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=850 [article] Brief Report: Additive and Subtractive Counterfactual Reasoning of Children with High-Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Sander BEGEER, Auteur ; Mark MEERUM TERWOGT, Auteur ; Hedy STEGGE, Auteur ; Patty LUNENBURG, Auteur . - 2009 . - p.1593-1597. Open Access Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-11 (November 2009) . - p.1593-1597 Mots-clés : Autism Counterfactuals Imagination Flexibility Fluency Index. décimale : PER Périodiques Résumé : The development of additive (‘If only I had done…’) and subtractive (‘If only I had not done….’) counterfactual reasoning was examined in children with High Functioning Autism Spectrum Disorders (HFASD) (n = 72) and typically developing controls (n = 71), aged 6–12 years. Children were presented four stories where they could generate counterfactuals based on a given consequent (e.g., ‘you left muddy footprints in the kitchen. How could that have been prevented?’). Children with HFASD increasingly used subtractive counterfactuals as they got older, but controls showed an increase in additive counterfactuals, which may be linked to their growing adaptive and flexible skills. Children with HFASD likely develop different strategies for their counterfactual reasoning. The role of IQ and ideational fluency will be discussed. En ligne : http://dx.doi.org/10.1007/s10803-009-0774-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=850

Brief Report: Self-Presentation of Children with Autism Spectrum Disorders / Sander BEGEER in Journal of Autism and Developmental Disorders, 38-6 (July 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1187-1191 Titre : Brief Report: Self-Presentation of Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sander BEGEER, Auteur ; Carolien RIEFFE, Auteur ; Mark MEERUM TERWOGT, Auteur ; Hedy STEGGE, Auteur ; Robin BANERJEE, Auteur ; Patty LUNENBURG, Auteur Année de publication : 2008 Article en page(s) : p.1187-1191 Langues : Anglais (eng) Mots-clés : Self-presentation Theory-of-mind Autism High-functioning Index. décimale : PER Périodiques Résumé : The self-presentational behaviour of 43 6- to 12-year-old children with high functioning autism spectrum disorders (HFASD) and normal intelligence and 43 matched comparisons was investigated. Children were prompted to describe themselves twice, first in a baseline condition and then in a condition where they were asked to convince others to select them for a desirable activity (self-promotion). Even after controlling for theory of mind skills, children with HFASD used fewer positive self-statements at baseline, and were less goal-directed during self-promotion than comparison children. Children with HFASD alter their self-presentation when seeking personal gain, but do this less strategically and convincingly than typically-developing children. En ligne : http://dx.doi.org/10.1007/s10803-007-0503-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Brief Report: Self-Presentation of Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Sander BEGEER, Auteur ; Carolien RIEFFE, Auteur ; Mark MEERUM TERWOGT, Auteur ; Hedy STEGGE, Auteur ; Robin BANERJEE, Auteur ; Patty LUNENBURG, Auteur . - 2008 . - p.1187-1191. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1187-1191 Mots-clés : Self-presentation Theory-of-mind Autism High-functioning Index. décimale : PER Périodiques Résumé : The self-presentational behaviour of 43 6- to 12-year-old children with high functioning autism spectrum disorders (HFASD) and normal intelligence and 43 matched comparisons was investigated. Children were prompted to describe themselves twice, first in a baseline condition and then in a condition where they were asked to convince others to select them for a desirable activity (self-promotion). Even after controlling for theory of mind skills, children with HFASD used fewer positive self-statements at baseline, and were less goal-directed during self-promotion than comparison children. Children with HFASD alter their self-presentation when seeking personal gain, but do this less strategically and convincingly than typically-developing children. En ligne : http://dx.doi.org/10.1007/s10803-007-0503-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Can you tell me something about yourself?: Self-presentation in children and adolescents with high functioning autism spectrum disorder in hypothetical and real life situations / Anke M. SCHEEREN in Autism, 14-5 (September 2010)  

Public ISBD [article]  inAutism > 14-5 (September 2010) . - p.457-473 Titre : Can you tell me something about yourself?: Self-presentation in children and adolescents with high functioning autism spectrum disorder in hypothetical and real life situations Type de document : Texte imprimé et/ou numérique Auteurs : Anke M. SCHEEREN, Auteur ; Mark MEERUM TERWOGT, Auteur ; Hans M. KOOT, Auteur ; Sander BEGEER, Auteur ; Robin BANERJEE, Auteur Année de publication : 2010 Article en page(s) : p.457-473 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The self-presentation skills of children and adolescents with high-functioning autistic spectrum disorder (HFASD) and typically developing (TD) controls were compared, in response to both hypothetical and real life situations. In both situations, 26 HFASD and 26 TD participants were prompted to describe themselves twice, first in a baseline condition, and later in a goal-directed condition where specific information was given about the preferences and demands of the audience. Confirming and extending previous research, both TD and HFASD participants exhibited a tendency to be more positive when describing themselves in a goal-directed condition. However, HFASD participants were less strategic than TD participants in responding to the information they were given about the audience preferences and demands. Possible explanations and implications of the results are discussed. En ligne : http://dx.doi.org/10.1177/1362361310366568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112 [article] Can you tell me something about yourself?: Self-presentation in children and adolescents with high functioning autism spectrum disorder in hypothetical and real life situations [Texte imprimé et/ou numérique] / Anke M. SCHEEREN, Auteur ; Mark MEERUM TERWOGT, Auteur ; Hans M. KOOT, Auteur ; Sander BEGEER, Auteur ; Robin BANERJEE, Auteur . - 2010 . - p.457-473. Langues : Anglais (eng) in Autism > 14-5 (September 2010) . - p.457-473 Index. décimale : PER Périodiques Résumé : The self-presentation skills of children and adolescents with high-functioning autistic spectrum disorder (HFASD) and typically developing (TD) controls were compared, in response to both hypothetical and real life situations. In both situations, 26 HFASD and 26 TD participants were prompted to describe themselves twice, first in a baseline condition, and later in a goal-directed condition where specific information was given about the preferences and demands of the audience. Confirming and extending previous research, both TD and HFASD participants exhibited a tendency to be more positive when describing themselves in a goal-directed condition. However, HFASD participants were less strategic than TD participants in responding to the information they were given about the audience preferences and demands. Possible explanations and implications of the results are discussed. En ligne : http://dx.doi.org/10.1177/1362361310366568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112

Do children with autism acknowledge the influence of mood on behaviour? / Sander BEGEER in Autism, 11-6 (November 2007)  

Public ISBD [article]  inAutism > 11-6 (November 2007) . - p.503-521 Titre : Do children with autism acknowledge the influence of mood on behaviour? Type de document : Texte imprimé et/ou numérique Auteurs : Sander BEGEER, Auteur ; Carolien RIEFFE, Auteur ; Mark MEERUM TERWOGT, Auteur ; Hans M. KOOT, Auteur ; Hedy STEGGE, Auteur Année de publication : 2007 Article en page(s) : p.503-521 Langues : Anglais (eng) Mots-clés : Autism Emotion Pragmatics Understanding Index. décimale : PER Périodiques Résumé : We tested whether children with and without high-functioning autism spectrum disorders (HFASD) differ in their understanding of the influence of mood states on behaviour. A total of 122 children with HFASD or typical development were asked to predict and explain the behaviour of story characters during hypothetical social interactions. HFASD and typically developing children predicted at equal rates that mood states likely result in similar valenced behaviour. `Explicit' descriptions were used to explain predictions more often by children with HFASD than by typically developing children. However, `implicit' and `irrelevant' descriptions elicited fewer mood references among HFASD children. Furthermore, they less often referred to the uncertainty of the influence of mood on behaviour, and less often used mood-related explanations, in particular when they had to rely on implicit information. This may indicate a rote- rather than self-generated understanding of emotions in children with HFASD. En ligne : http://dx.doi.org/10.1177/1362361307083262 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Do children with autism acknowledge the influence of mood on behaviour? [Texte imprimé et/ou numérique] / Sander BEGEER, Auteur ; Carolien RIEFFE, Auteur ; Mark MEERUM TERWOGT, Auteur ; Hans M. KOOT, Auteur ; Hedy STEGGE, Auteur . - 2007 . - p.503-521. Langues : Anglais (eng) in Autism > 11-6 (November 2007) . - p.503-521 Mots-clés : Autism Emotion Pragmatics Understanding Index. décimale : PER Périodiques Résumé : We tested whether children with and without high-functioning autism spectrum disorders (HFASD) differ in their understanding of the influence of mood states on behaviour. A total of 122 children with HFASD or typical development were asked to predict and explain the behaviour of story characters during hypothetical social interactions. HFASD and typically developing children predicted at equal rates that mood states likely result in similar valenced behaviour. `Explicit' descriptions were used to explain predictions more often by children with HFASD than by typically developing children. However, `implicit' and `irrelevant' descriptions elicited fewer mood references among HFASD children. Furthermore, they less often referred to the uncertainty of the influence of mood on behaviour, and less often used mood-related explanations, in particular when they had to rely on implicit information. This may indicate a rote- rather than self-generated understanding of emotions in children with HFASD. En ligne : http://dx.doi.org/10.1177/1362361307083262 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Eclairage sur le comportement à partir des états émotionnels chez les enfants avec autisme / Sander BEGEER in Bulletin Scientifique de l'arapi (Le), 12 (2003-2004)

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Emotion regulation and internalizing symptoms in children with autism spectrum disorders / Carolien RIEFFE in Autism, 15-6 (November 2011)  

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La gestion des émotions négatives chez les enfants autistes de haut niveau / Carolien RIEFFE in Bulletin Scientifique de l'arapi (Le), 11 (automne 2003)

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Limitations in social anticipation are independent of imaginative and Theory of Mind abilities in children with autism but not in typically developing children / Douglas Jozef ANGUS in Autism, 19-5 (July 2015)  

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The Development of Conduct Problems and Depressive Symptoms in Early Elementary School Children: The Role of Peer Rejection / Evelien M.J.C. GOOREN in Journal of Clinical Child & Adolescent Psychology, 40-2 (March-April 2011)  

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Underdiagnosis and Referral Bias of Autism in Ethnic Minorities / Sander BEGEER in Journal of Autism and Developmental Disorders, 39-1 (January 2009)  

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Understanding emotional transfer in children with autism spectrum disorders / Sander BEGEER in Autism, 14-6 (November 2010)  

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