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Theory of mind in autism spectrum disorder: Does DSM classification predict development? / Michelle HOOGENHOUT in Research in Autism Spectrum Disorders, 8-6 (June 2014)
[article]
Titre : Theory of mind in autism spectrum disorder: Does DSM classification predict development? Type de document : Texte imprimé et/ou numérique Auteurs : Michelle HOOGENHOUT, Auteur ; Susan MALCOLM-SMITH, Auteur Article en page(s) : p.597-607 Langues : Anglais (eng) Mots-clés : Theory of mind Development Autism spectrum disorder Asperger's syndrome Pervasive developmental disorder not otherwise specified DSM Index. décimale : PER Périodiques Résumé : It is unclear how theory of mind (ToM; understanding mental states and their influence on behaviour) develops in autism spectrum disorders (ASD). At least two possibilities exist: development is delayed or developmental patterns deviate from normal. We used a cross-sectional design to examine ToM skills in 4–16 year-old children. First, participants were classified in terms of the DSM-IV categories low-functioning autism (n = 21), high-functioning autism (n = 24), Asperger's syndrome (n = 21), and pervasive developmental disorder not otherwise specified (PDD-NOS; n = 20). The high-functioning autism, Asperger's syndrome and PDD-NOS groups displayed delayed ToM onset compared to a typically developing group (n = 30), but normal ToM developmental rates and sequences; supporting delayed development. ToM in low-functioning ASD fit the deviant development model: Age did not predict ToM. A second ToM model using DSM-5 ASD and verbal IQ supported ToM development differences: Greater verbal ability was associated with increased ToM in ASD but not in typical development. As a single explanation for ToM development in ASD is insufficient, it is imperative to report specifiers such as intellectual functioning when using DSM-5 classification. DSM-IV classification contributed little to the prediction of ToM development beyond the influence of intellectual functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Research in Autism Spectrum Disorders > 8-6 (June 2014) . - p.597-607[article] Theory of mind in autism spectrum disorder: Does DSM classification predict development? [Texte imprimé et/ou numérique] / Michelle HOOGENHOUT, Auteur ; Susan MALCOLM-SMITH, Auteur . - p.597-607.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-6 (June 2014) . - p.597-607
Mots-clés : Theory of mind Development Autism spectrum disorder Asperger's syndrome Pervasive developmental disorder not otherwise specified DSM Index. décimale : PER Périodiques Résumé : It is unclear how theory of mind (ToM; understanding mental states and their influence on behaviour) develops in autism spectrum disorders (ASD). At least two possibilities exist: development is delayed or developmental patterns deviate from normal. We used a cross-sectional design to examine ToM skills in 4–16 year-old children. First, participants were classified in terms of the DSM-IV categories low-functioning autism (n = 21), high-functioning autism (n = 24), Asperger's syndrome (n = 21), and pervasive developmental disorder not otherwise specified (PDD-NOS; n = 20). The high-functioning autism, Asperger's syndrome and PDD-NOS groups displayed delayed ToM onset compared to a typically developing group (n = 30), but normal ToM developmental rates and sequences; supporting delayed development. ToM in low-functioning ASD fit the deviant development model: Age did not predict ToM. A second ToM model using DSM-5 ASD and verbal IQ supported ToM development differences: Greater verbal ability was associated with increased ToM in ASD but not in typical development. As a single explanation for ToM development in ASD is insufficient, it is imperative to report specifiers such as intellectual functioning when using DSM-5 classification. DSM-IV classification contributed little to the prediction of ToM development beyond the influence of intellectual functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Theory of mind in children with and without autism spectrum disorder: Associations with the sibling constellation / N. L. MATTHEWS in Autism, 22-3 (April 2018)
[article]
Titre : Theory of mind in children with and without autism spectrum disorder: Associations with the sibling constellation Type de document : Texte imprimé et/ou numérique Auteurs : N. L. MATTHEWS, Auteur ; W. A. GOLDBERG, Auteur Article en page(s) : p.311-321 Langues : Anglais (eng) Mots-clés : autism spectrum disorder siblings theory of mind Index. décimale : PER Périodiques Résumé : The two prior studies that have examined associations between the sibling constellation and theory of mind in autism spectrum disorder yielded discrepant findings. Thus, efforts to better understand the sibling-theory of mind link in autism spectrum disorder are necessary. This study examined a sample of prekindergarten- and kindergarten-aged (i.e. 4-6 years) typically developing children ( n = 39) and verbal children with autism spectrum disorder ( n = 61). Sibling presence, number of siblings, and having younger and older siblings were positively associated with theory of mind in typically developing children, but not in the full sample of children with autism spectrum disorder. However, in the subgroup of children with autism spectrum disorder without sibling recurrence, the presence of at least one older sibling was positively associated with theory of mind. Findings expand previous limited research on the sibling-theory of mind link in children with autism spectrum disorder by demonstrating a potential difference in the influence of the sibling constellation between children from simplex and multiplex families. En ligne : http://dx.doi.org/10.1177/1362361316674438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358
in Autism > 22-3 (April 2018) . - p.311-321[article] Theory of mind in children with and without autism spectrum disorder: Associations with the sibling constellation [Texte imprimé et/ou numérique] / N. L. MATTHEWS, Auteur ; W. A. GOLDBERG, Auteur . - p.311-321.
Langues : Anglais (eng)
in Autism > 22-3 (April 2018) . - p.311-321
Mots-clés : autism spectrum disorder siblings theory of mind Index. décimale : PER Périodiques Résumé : The two prior studies that have examined associations between the sibling constellation and theory of mind in autism spectrum disorder yielded discrepant findings. Thus, efforts to better understand the sibling-theory of mind link in autism spectrum disorder are necessary. This study examined a sample of prekindergarten- and kindergarten-aged (i.e. 4-6 years) typically developing children ( n = 39) and verbal children with autism spectrum disorder ( n = 61). Sibling presence, number of siblings, and having younger and older siblings were positively associated with theory of mind in typically developing children, but not in the full sample of children with autism spectrum disorder. However, in the subgroup of children with autism spectrum disorder without sibling recurrence, the presence of at least one older sibling was positively associated with theory of mind. Findings expand previous limited research on the sibling-theory of mind link in children with autism spectrum disorder by demonstrating a potential difference in the influence of the sibling constellation between children from simplex and multiplex families. En ligne : http://dx.doi.org/10.1177/1362361316674438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 Theory of Mind in Children with Autism Spectrum Disorder: Do Siblings Matter? / Nicole L. MATTHEWS in Autism Research, 6-5 (October 2013)
[article]
Titre : Theory of Mind in Children with Autism Spectrum Disorder: Do Siblings Matter? Type de document : Texte imprimé et/ou numérique Auteurs : Nicole L. MATTHEWS, Auteur ; Wendy A. GOLDBERG, Auteur ; Angela F. LUKOWSKI, Auteur Article en page(s) : p.443-453 Langues : Anglais (eng) Mots-clés : autism theory of mind siblings false belief Index. décimale : PER Périodiques Résumé : Research indicates a positive relation between the sibling constellation and theory of mind (ToM) development in typically developing (TD) children. Less is known about this association in children with autism spectrum disorder (ASD). The current study examined the association among the presence and number of siblings, birth order, and false belief (FB) understanding in children with ASD and a TD comparison group. Two FB tasks (change of contents and change of location) and the Peabody Picture Vocabulary Test were administered to 57 children with ASD and 28 TD children during a home visit. One parent of each child reported on demographics and the sibling constellation. Separate hierarchical regressions controlled for age, receptive language ability, and scores on the Social Communication Questionnaire. In children with ASD, no association was observed between presence or number of siblings and ToM. However, the presence of older (but not younger) siblings was found to be positively associated with ToM. Children with ASD who had at least one older sibling performed similarly to the TD group, whereas children with ASD who had no older siblings performed significantly worse than the TD group. These findings indicate an advantage for FB performance in children with ASD who have an older sibling. They may bear on decisions to include older siblings or peers in intervention programs and may also contribute to a more complete understanding of the origins of individual differences in ToM ability in children with ASD. En ligne : http://dx.doi.org/10.1002/aur.1308 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Autism Research > 6-5 (October 2013) . - p.443-453[article] Theory of Mind in Children with Autism Spectrum Disorder: Do Siblings Matter? [Texte imprimé et/ou numérique] / Nicole L. MATTHEWS, Auteur ; Wendy A. GOLDBERG, Auteur ; Angela F. LUKOWSKI, Auteur . - p.443-453.
Langues : Anglais (eng)
in Autism Research > 6-5 (October 2013) . - p.443-453
Mots-clés : autism theory of mind siblings false belief Index. décimale : PER Périodiques Résumé : Research indicates a positive relation between the sibling constellation and theory of mind (ToM) development in typically developing (TD) children. Less is known about this association in children with autism spectrum disorder (ASD). The current study examined the association among the presence and number of siblings, birth order, and false belief (FB) understanding in children with ASD and a TD comparison group. Two FB tasks (change of contents and change of location) and the Peabody Picture Vocabulary Test were administered to 57 children with ASD and 28 TD children during a home visit. One parent of each child reported on demographics and the sibling constellation. Separate hierarchical regressions controlled for age, receptive language ability, and scores on the Social Communication Questionnaire. In children with ASD, no association was observed between presence or number of siblings and ToM. However, the presence of older (but not younger) siblings was found to be positively associated with ToM. Children with ASD who had at least one older sibling performed similarly to the TD group, whereas children with ASD who had no older siblings performed significantly worse than the TD group. These findings indicate an advantage for FB performance in children with ASD who have an older sibling. They may bear on decisions to include older siblings or peers in intervention programs and may also contribute to a more complete understanding of the origins of individual differences in ToM ability in children with ASD. En ligne : http://dx.doi.org/10.1002/aur.1308 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 Theory of mind in naturalistic conversations between autistic and typically developing children and adolescents / Diana ALKIRE in Autism, 27-2 (February 2023)
[article]
Titre : Theory of mind in naturalistic conversations between autistic and typically developing children and adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Diana ALKIRE, Auteur ; Kathryn A. MCNAUGHTON, Auteur ; Heather A. YARGER, Auteur ; Deena SHARIQ, Auteur ; Elizabeth REDCAY, Auteur Article en page(s) : p.472-488 Langues : Anglais (eng) Mots-clés : adolescents autism spectrum disorders behavioral measurement communication and language mentalizing pragmatics school-age children social cognition and social behavior social interaction theory of mind Index. décimale : PER Périodiques Résumé : Successful social interactions are assumed to depend on theory of mind-the ability to represent others’ mental states-yet most studies of the relation between theory of mind and social-interactive success rely on non-interactive tasks that do not adequately capture the spontaneous engagement of theory of mind, a crucial component of everyday social interactions. We addressed this gap by establishing a novel observational rating scale to measure the spontaneous use of theory of mind (or lack thereof) within naturalistic conversations (conversational ToM; cToM). In 50 age- and gender-matched dyads of autistic and typically developing youth aged 8 “16 years (three dyad types: autistic “typically developing, typically developing “typically developing, autistic “autistic), we assessed cToM during 5-min unstructured conversations. We found that ratings on the cToM Negative scale, reflecting theory-of-mind-related violations of neurotypical conversational norms, were negatively associated with two forms of non-interactive theory of mind: visual-affective and spontaneous. In contrast, the cToM Positive scale, reflecting explicit mental state language and perspective-taking, was not associated with non-interactive theory of mind. Furthermore, autistic youth were rated higher than typically developing youth on cToM Negative, but the groups were rated similarly on cToM Positive. Together, these findings provide insight into multiple aspects of theory of mind in conversation and reveal a nuanced picture of the relative strengths and difficulties among autistic youth. En ligne : http://dx.doi.org/10.1177/13623613221103699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493
in Autism > 27-2 (February 2023) . - p.472-488[article] Theory of mind in naturalistic conversations between autistic and typically developing children and adolescents [Texte imprimé et/ou numérique] / Diana ALKIRE, Auteur ; Kathryn A. MCNAUGHTON, Auteur ; Heather A. YARGER, Auteur ; Deena SHARIQ, Auteur ; Elizabeth REDCAY, Auteur . - p.472-488.
Langues : Anglais (eng)
in Autism > 27-2 (February 2023) . - p.472-488
Mots-clés : adolescents autism spectrum disorders behavioral measurement communication and language mentalizing pragmatics school-age children social cognition and social behavior social interaction theory of mind Index. décimale : PER Périodiques Résumé : Successful social interactions are assumed to depend on theory of mind-the ability to represent others’ mental states-yet most studies of the relation between theory of mind and social-interactive success rely on non-interactive tasks that do not adequately capture the spontaneous engagement of theory of mind, a crucial component of everyday social interactions. We addressed this gap by establishing a novel observational rating scale to measure the spontaneous use of theory of mind (or lack thereof) within naturalistic conversations (conversational ToM; cToM). In 50 age- and gender-matched dyads of autistic and typically developing youth aged 8 “16 years (three dyad types: autistic “typically developing, typically developing “typically developing, autistic “autistic), we assessed cToM during 5-min unstructured conversations. We found that ratings on the cToM Negative scale, reflecting theory-of-mind-related violations of neurotypical conversational norms, were negatively associated with two forms of non-interactive theory of mind: visual-affective and spontaneous. In contrast, the cToM Positive scale, reflecting explicit mental state language and perspective-taking, was not associated with non-interactive theory of mind. Furthermore, autistic youth were rated higher than typically developing youth on cToM Negative, but the groups were rated similarly on cToM Positive. Together, these findings provide insight into multiple aspects of theory of mind in conversation and reveal a nuanced picture of the relative strengths and difficulties among autistic youth. En ligne : http://dx.doi.org/10.1177/13623613221103699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 Theory of Mind in Williams Syndrome Assessed Using a Nonverbal Task / Melanie A. PORTER in Journal of Autism and Developmental Disorders, 38-5 (May 2008)
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Titre : Theory of Mind in Williams Syndrome Assessed Using a Nonverbal Task Type de document : Texte imprimé et/ou numérique Auteurs : Melanie A. PORTER, Auteur ; Max COLTHEART, Auteur ; Robyn LANGDON, Auteur Année de publication : 2008 Article en page(s) : 806-814 Langues : Anglais (eng) Mots-clés : Williams-syndrome Theory-of Mind-(ToM) Nonverbal Heterogeneity Index. décimale : PER Périodiques Résumé : This study examined Theory of Mind in Williams syndrome (WS) and in normal chronological age-matched and mental age-matched control groups, using a picture sequencing task. This task assesses understanding of pretence, intention and false belief, while controlling for social-script knowledge and physical cause-and-effect reasoning. The task was selected because it is entirely non-verbal, so that the WS individuals could not rely on their good verbal skills when performing the task. Results indicated a specific deficit in understanding of false belief within the WS group. There was also evidence of heterogeneity in the WS group, with the false belief impairment restricted to only a particular subgroup of WS individuals identified originally by Porter, M., & Coltheart, M. (2005). Cognitive heterogeneity in Williams syndrome. Developmental Neuropsychology, 27(2), 275–306. En ligne : http://dx.doi.org/10.1007/s10803-007-0447-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Journal of Autism and Developmental Disorders > 38-5 (May 2008) . - 806-814[article] Theory of Mind in Williams Syndrome Assessed Using a Nonverbal Task [Texte imprimé et/ou numérique] / Melanie A. PORTER, Auteur ; Max COLTHEART, Auteur ; Robyn LANGDON, Auteur . - 2008 . - 806-814.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-5 (May 2008) . - 806-814
Mots-clés : Williams-syndrome Theory-of Mind-(ToM) Nonverbal Heterogeneity Index. décimale : PER Périodiques Résumé : This study examined Theory of Mind in Williams syndrome (WS) and in normal chronological age-matched and mental age-matched control groups, using a picture sequencing task. This task assesses understanding of pretence, intention and false belief, while controlling for social-script knowledge and physical cause-and-effect reasoning. The task was selected because it is entirely non-verbal, so that the WS individuals could not rely on their good verbal skills when performing the task. Results indicated a specific deficit in understanding of false belief within the WS group. There was also evidence of heterogeneity in the WS group, with the false belief impairment restricted to only a particular subgroup of WS individuals identified originally by Porter, M., & Coltheart, M. (2005). Cognitive heterogeneity in Williams syndrome. Developmental Neuropsychology, 27(2), 275–306. En ligne : http://dx.doi.org/10.1007/s10803-007-0447-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 Theory of Mind Indexes the Broader Autism Phenotype in Siblings of Children with Autism at School Age / T. TSANG in Autism Research and Treatment, 2016 (2016)
PermalinkTheory of Mind Performance in Broad Autism Phenotype Groups: Between-Group Differences and Predictor Variables / Amy CAMODECA in Journal of Autism and Developmental Disorders, 49-10 (October 2019)
PermalinkTheory of mind performance in younger and older adults with elevated autistic traits / Gavin R. STEWART in Autism Research, 13-5 (May 2020)
PermalinkTheory of mind predicts severity level in autism / Michelle HOOGENHOUT in Autism, 21-2 (February 2017)
PermalinkTheory of Mind Predicts Social Interaction in Children with Autism Spectrum Disorder: A Two-Year Follow-Up Study / Hsiu-Man CHIU in Journal of Autism and Developmental Disorders, 53-9 (September 2023)
PermalinkTheory of Mind, Socio-Emotional Problem-Solving, Socio-Emotional Regulation in Children with Intellectual Disability and in Typically Developing Children / Céline BAURAIN in Journal of Autism and Developmental Disorders, 43-5 (May 2013)
PermalinkTheory of mind (ToM) in children with autism or typical development: Links between eye-reading and false belief understanding / Candida C. PETERSON in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)
PermalinkTheory of Mind (ToM) Performance in High Functioning Autism (HFA) and Schizotypal-Schizoid Personality Disorders (SSPD) Patients / T. M. BOOULES-KATRI in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
PermalinkTheory of Mind Training in Children with Autism: A Randomized Controlled Trial / Sander BEGEER in Journal of Autism and Developmental Disorders, 41-8 (August 2011)
PermalinkTheory of own mind and autobiographical memory in adults with ASD / Susanne KRISTEN in Research in Autism Spectrum Disorders, 8-7 (July 2014)
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