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Modeling the impact of social problem-solving deficits on depressive vulnerability in the broader autism phenotype / Scott L. J. JACKSON in Research in Autism Spectrum Disorders, 21 (January 2016)
[article]
Titre : Modeling the impact of social problem-solving deficits on depressive vulnerability in the broader autism phenotype Type de document : Texte imprimé et/ou numérique Auteurs : Scott L. J. JACKSON, Auteur ; Barbara DRITSCHEL, Auteur Article en page(s) : p.128-138 Langues : Anglais (eng) Mots-clés : Autism-Spectrum Quotient (AQ) Autism phenotype expression Social problem solving Depression University students Path model analysis Index. décimale : PER Périodiques Résumé : The social communication and interaction deficits associated with the autism phenotype can have serious emotional consequences for individuals on the autism spectrum. This can be particularly true during young-adulthood, a period of increased social demands and expectations. The current study investigated the specific role of social problem-solving deficits as a mediator in the relationship between autism phenotype severity and depressive symptomology in young-adults. A sample of 230 university students (48% male) ranging in age from 18 to 30 (M = 21.30, SD = 2.48) were assessed on autism phenotype expression (Autism-Spectrum Quotient), social problem-solving ability (Social Problem-Solving Inventory, Revised) and depressive symptomology (Beck’s Depression Inventory). Results indicated that deficient social problem-solving skills account for a significant portion of the depressive symptomology associated with increased autism phenotype expression. Path model analysis output suggested that increased expression of the social components of the autism phenotype are associated with both ineffective social problem-solving styles and attitudes, while increased detail orientation discourages the use of an impulsive problem-solving style. The findings of this investigation provide preliminary evidence suggesting that programs designed to improve social problem-solving skills could be beneficial in the reduction of depressive vulnerability for young-adults on the autism spectrum. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274
in Research in Autism Spectrum Disorders > 21 (January 2016) . - p.128-138[article] Modeling the impact of social problem-solving deficits on depressive vulnerability in the broader autism phenotype [Texte imprimé et/ou numérique] / Scott L. J. JACKSON, Auteur ; Barbara DRITSCHEL, Auteur . - p.128-138.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 21 (January 2016) . - p.128-138
Mots-clés : Autism-Spectrum Quotient (AQ) Autism phenotype expression Social problem solving Depression University students Path model analysis Index. décimale : PER Périodiques Résumé : The social communication and interaction deficits associated with the autism phenotype can have serious emotional consequences for individuals on the autism spectrum. This can be particularly true during young-adulthood, a period of increased social demands and expectations. The current study investigated the specific role of social problem-solving deficits as a mediator in the relationship between autism phenotype severity and depressive symptomology in young-adults. A sample of 230 university students (48% male) ranging in age from 18 to 30 (M = 21.30, SD = 2.48) were assessed on autism phenotype expression (Autism-Spectrum Quotient), social problem-solving ability (Social Problem-Solving Inventory, Revised) and depressive symptomology (Beck’s Depression Inventory). Results indicated that deficient social problem-solving skills account for a significant portion of the depressive symptomology associated with increased autism phenotype expression. Path model analysis output suggested that increased expression of the social components of the autism phenotype are associated with both ineffective social problem-solving styles and attitudes, while increased detail orientation discourages the use of an impulsive problem-solving style. The findings of this investigation provide preliminary evidence suggesting that programs designed to improve social problem-solving skills could be beneficial in the reduction of depressive vulnerability for young-adults on the autism spectrum. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274 Web-based Assessment of Social-Emotional Skills in School-Aged Youth with Autism Spectrum Disorder / Nicole M. RUSSO-PONSARAN in Autism Research, 12-8 (August 2019)
[article]
Titre : Web-based Assessment of Social-Emotional Skills in School-Aged Youth with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nicole M. RUSSO-PONSARAN, Auteur ; M. D. LERNER, Auteur ; C. MCKOWN, Auteur ; R. J. WEBER, Auteur ; A. KARLS, Auteur ; E. KANG, Auteur ; S. L. SOMMER, Auteur Article en page(s) : p.1260-1271 Langues : Anglais (eng) Mots-clés : assessment autism emotion recognition self-control social problem solving theory of mind Index. décimale : PER Périodiques Résumé : Few tools are available to comprehensively describe the unique social-emotional skill profiles of youth with autism spectrum disorder (ASD). The present study describes the usability, reliability, and validity of SELweb, a normed, web-based assessment designed to measure four core social-emotional domains, when used to measure these skills in a sample of 57 well-characterized youth with ASD (ages 6-10 years with IQ >/= 80). SELweb measures facial emotion recognition, theory of mind, social problem solving, and self-control. SELweb was well tolerated and yielded scores with reliabilities comparable to those found in normative samples. SELweb scores showed good evidence of convergent and discriminant validity for three of the four skills it was designed to assess. Mean deficits were found for theory of mind, social problem solving, and self-control, whereas no mean deficits were found for emotion recognition. Individual profiles varied considerably, suggesting the sensitivity of SELweb to the within- and between-person individual differences among youth with ASD. Findings support the usefulness and accessibility of SELweb as a tool for measuring complex social-emotional skill profiles in youth with ASD. Autism Res 2019, 12: 1260-1271. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: No single, simple, high-quality test exists that measures multiple social thinking skills directly in children with autism spectrum disorder (ASD). The present study suggests that SELweb, a web-based assessment system, is an effective and valid way to measure how children with ASD think about and understand social and emotional information, and is able to capture strengths and weaknesses experienced by children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2123 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Autism Research > 12-8 (August 2019) . - p.1260-1271[article] Web-based Assessment of Social-Emotional Skills in School-Aged Youth with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nicole M. RUSSO-PONSARAN, Auteur ; M. D. LERNER, Auteur ; C. MCKOWN, Auteur ; R. J. WEBER, Auteur ; A. KARLS, Auteur ; E. KANG, Auteur ; S. L. SOMMER, Auteur . - p.1260-1271.
Langues : Anglais (eng)
in Autism Research > 12-8 (August 2019) . - p.1260-1271
Mots-clés : assessment autism emotion recognition self-control social problem solving theory of mind Index. décimale : PER Périodiques Résumé : Few tools are available to comprehensively describe the unique social-emotional skill profiles of youth with autism spectrum disorder (ASD). The present study describes the usability, reliability, and validity of SELweb, a normed, web-based assessment designed to measure four core social-emotional domains, when used to measure these skills in a sample of 57 well-characterized youth with ASD (ages 6-10 years with IQ >/= 80). SELweb measures facial emotion recognition, theory of mind, social problem solving, and self-control. SELweb was well tolerated and yielded scores with reliabilities comparable to those found in normative samples. SELweb scores showed good evidence of convergent and discriminant validity for three of the four skills it was designed to assess. Mean deficits were found for theory of mind, social problem solving, and self-control, whereas no mean deficits were found for emotion recognition. Individual profiles varied considerably, suggesting the sensitivity of SELweb to the within- and between-person individual differences among youth with ASD. Findings support the usefulness and accessibility of SELweb as a tool for measuring complex social-emotional skill profiles in youth with ASD. Autism Res 2019, 12: 1260-1271. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: No single, simple, high-quality test exists that measures multiple social thinking skills directly in children with autism spectrum disorder (ASD). The present study suggests that SELweb, a web-based assessment system, is an effective and valid way to measure how children with ASD think about and understand social and emotional information, and is able to capture strengths and weaknesses experienced by children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2123 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405