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Collaborative Problem Solving in Young Typical Development and HFASD / Yael KIMHI in Journal of Autism and Developmental Disorders, 42-9 (September 2012)
[article]
Titre : Collaborative Problem Solving in Young Typical Development and HFASD Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Année de publication : 2012 Article en page(s) : p.1984-1997 Langues : Anglais (eng) Mots-clés : HFASD Collaborative problem solving Peer relations Preschool Index. décimale : PER Périodiques Résumé : Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions—all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1447-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1984-1997[article] Collaborative Problem Solving in Young Typical Development and HFASD [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - 2012 . - p.1984-1997.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1984-1997
Mots-clés : HFASD Collaborative problem solving Peer relations Preschool Index. décimale : PER Périodiques Résumé : Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions—all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1447-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180