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Complex Interplay Between Cognitive Ability and Social Motivation in Predicting Social Skill: A Unique Role for Social Motivation in Children With Autism / Elena ITSKOVICH in Autism Research, 14-1 (January 2021)
[article]
Titre : Complex Interplay Between Cognitive Ability and Social Motivation in Predicting Social Skill: A Unique Role for Social Motivation in Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Elena ITSKOVICH, Auteur ; Olena ZYGA, Auteur ; Robin A. LIBOVE, Auteur ; Jennifer M. PHILLIPS, Auteur ; Joseph P. GARNER, Auteur ; Karen J. PARKER, Auteur Article en page(s) : p.86-92 Langues : Anglais (eng) Mots-clés : autism spectrum disorder children cognitive dysfunction intelligence tests motivation social skill socialization Index. décimale : PER Périodiques Résumé : Impairment in social interaction is a core feature of autism spectrum disorder (ASD), but the factors which contribute to this social skill deficiency are poorly understood. Previous research has shown that cognitive ability can impact social skill development in ASD. Yet, children with ASD whose cognitive abilities are in the normal range nevertheless demonstrate deficits in social skill. More recently, the social motivation theory of ASD has emerged as a framework by which to understand how failure to seek social experiences may lead to social skill deficits. This study was designed to better understand the relationships between cognitive ability, social motivation, and social skill in a well-characterized cohort of children with ASD (n = 79), their unaffected siblings (n = 50), and unrelated neurotypical controls (n = 60). The following instruments were used: The Stanford-Binet intelligence quotient (IQ), the Social Responsiveness Scale's Social Motivation Subscale, and the Vineland Adaptive Behavior Scales' Socialization Standard Score. We found that lower cognitive ability contributed to diminished social skill, but did so universally in all children. In contrast, social motivation strongly predicted social skill only in children with ASD, such that those with the lowest social motivation exhibited the greatest social skill impairment. Notably, this relationship was observed across a large range of intellectual ability but was most pronounced in those with IQs???80. These findings establish a unique link between social motivation and social skill in ASD and support the hypothesis that low social motivation may impair social skill acquisition in this disorder, particularly in children without intellectual disability. LAY SUMMARY: The relationships between cognitive ability, social motivation, and social skill are poorly understood. Here we report that cognitive ability predicts social skill in all children, whereas social motivation predicts social skill only in children with autism. These results establish a unique link between social motivation and social skill in autism, and suggest that low social motivation may impair social skill acquisition in this disorder, particularly in those without intellectual disability. En ligne : http://dx.doi.org/10.1002/aur.2409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441
in Autism Research > 14-1 (January 2021) . - p.86-92[article] Complex Interplay Between Cognitive Ability and Social Motivation in Predicting Social Skill: A Unique Role for Social Motivation in Children With Autism [Texte imprimé et/ou numérique] / Elena ITSKOVICH, Auteur ; Olena ZYGA, Auteur ; Robin A. LIBOVE, Auteur ; Jennifer M. PHILLIPS, Auteur ; Joseph P. GARNER, Auteur ; Karen J. PARKER, Auteur . - p.86-92.
Langues : Anglais (eng)
in Autism Research > 14-1 (January 2021) . - p.86-92
Mots-clés : autism spectrum disorder children cognitive dysfunction intelligence tests motivation social skill socialization Index. décimale : PER Périodiques Résumé : Impairment in social interaction is a core feature of autism spectrum disorder (ASD), but the factors which contribute to this social skill deficiency are poorly understood. Previous research has shown that cognitive ability can impact social skill development in ASD. Yet, children with ASD whose cognitive abilities are in the normal range nevertheless demonstrate deficits in social skill. More recently, the social motivation theory of ASD has emerged as a framework by which to understand how failure to seek social experiences may lead to social skill deficits. This study was designed to better understand the relationships between cognitive ability, social motivation, and social skill in a well-characterized cohort of children with ASD (n = 79), their unaffected siblings (n = 50), and unrelated neurotypical controls (n = 60). The following instruments were used: The Stanford-Binet intelligence quotient (IQ), the Social Responsiveness Scale's Social Motivation Subscale, and the Vineland Adaptive Behavior Scales' Socialization Standard Score. We found that lower cognitive ability contributed to diminished social skill, but did so universally in all children. In contrast, social motivation strongly predicted social skill only in children with ASD, such that those with the lowest social motivation exhibited the greatest social skill impairment. Notably, this relationship was observed across a large range of intellectual ability but was most pronounced in those with IQs???80. These findings establish a unique link between social motivation and social skill in ASD and support the hypothesis that low social motivation may impair social skill acquisition in this disorder, particularly in children without intellectual disability. LAY SUMMARY: The relationships between cognitive ability, social motivation, and social skill are poorly understood. Here we report that cognitive ability predicts social skill in all children, whereas social motivation predicts social skill only in children with autism. These results establish a unique link between social motivation and social skill in autism, and suggest that low social motivation may impair social skill acquisition in this disorder, particularly in those without intellectual disability. En ligne : http://dx.doi.org/10.1002/aur.2409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 Relations Between the McGurk Effect, Social and Communication Skill, and Autistic Features in Children with and without Autism / Jacob I. FELDMAN in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
[article]
Titre : Relations Between the McGurk Effect, Social and Communication Skill, and Autistic Features in Children with and without Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jacob I. FELDMAN, Auteur ; Julie G. CONRAD, Auteur ; Wayne KUANG, Auteur ; Alexander TU, Auteur ; Yupeng LIU, Auteur ; David M. SIMON, Auteur ; Mark T. WALLACE, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.1920-1928 Langues : Anglais (eng) Mots-clés : Acoustic Stimulation Autism Spectrum Disorder Autistic Disorder/diagnosis Child Communication Humans Illusions Visual Perception Communication skill McGurk Multisensory integration Social skill Index. décimale : PER Périodiques Résumé : Children with autism show alterations in multisensory integration that have been theoretically and empirically linked with the core and related features of autism. It is unclear, however, to what extent multisensory integration maps onto features of autism within children with and without autism. This study, thus, evaluates relations between audiovisual integration and core and related autism features across children with and without autism. Thirty-six children reported perceptions of the McGurk illusion during a psychophysical task. Parents reported on participants' autistic features. Increased report of illusory percepts tended to covary with reduced autistic features and greater communication skill. Some relations, though, were moderated by group. This work suggests that associations between multisensory integration and higher-order skills are present, but in some instances vary according to diagnostic group. En ligne : http://dx.doi.org/10.1007/s10803-021-05074-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1920-1928[article] Relations Between the McGurk Effect, Social and Communication Skill, and Autistic Features in Children with and without Autism [Texte imprimé et/ou numérique] / Jacob I. FELDMAN, Auteur ; Julie G. CONRAD, Auteur ; Wayne KUANG, Auteur ; Alexander TU, Auteur ; Yupeng LIU, Auteur ; David M. SIMON, Auteur ; Mark T. WALLACE, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.1920-1928.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1920-1928
Mots-clés : Acoustic Stimulation Autism Spectrum Disorder Autistic Disorder/diagnosis Child Communication Humans Illusions Visual Perception Communication skill McGurk Multisensory integration Social skill Index. décimale : PER Périodiques Résumé : Children with autism show alterations in multisensory integration that have been theoretically and empirically linked with the core and related features of autism. It is unclear, however, to what extent multisensory integration maps onto features of autism within children with and without autism. This study, thus, evaluates relations between audiovisual integration and core and related autism features across children with and without autism. Thirty-six children reported perceptions of the McGurk illusion during a psychophysical task. Parents reported on participants' autistic features. Increased report of illusory percepts tended to covary with reduced autistic features and greater communication skill. Some relations, though, were moderated by group. This work suggests that associations between multisensory integration and higher-order skills are present, but in some instances vary according to diagnostic group. En ligne : http://dx.doi.org/10.1007/s10803-021-05074-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 The Use of Skilled Strategies in Social Interactions by Groups High and Low in Self-Reported Social Skill / Shelley CHANNON in Journal of Autism and Developmental Disorders, 42-7 (July 2012)
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Titre : The Use of Skilled Strategies in Social Interactions by Groups High and Low in Self-Reported Social Skill Type de document : Texte imprimé et/ou numérique Auteurs : Shelley CHANNON, Auteur ; Ruth COLLINS, Auteur ; Eleanor SWAIN, Auteur ; Mary-Beth YOUNG, Auteur ; Sian FITZPATRICK, Auteur Année de publication : 2012 Article en page(s) : p.1425-1434 Langues : Anglais (eng) Mots-clés : Social cognition Social skill Mentalising Theory of mind Autistic spectrum disorder Index. décimale : PER Périodiques Résumé : Individuals high or low in self-reported social skill were recruited opportunistically. When presented with everyday social scenarios ending with an awkward request or offer, the high social skill participants more often used sophisticated strategies that showed greater consideration for all parties. By contrast, the low skill participants were more reliant on simple strategies including acquiescence or refusal, and the emotional tone of their responses was less positive. Greater reliance on sophisticated rather than simple strategies may be linked to more successful social interactions. The potential implications are considered for understanding everyday performance in skilled individuals and populations with limited social skills, such as those with autistic spectrum disorders. En ligne : http://dx.doi.org/10.1007/s10803-011-1381-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1425-1434[article] The Use of Skilled Strategies in Social Interactions by Groups High and Low in Self-Reported Social Skill [Texte imprimé et/ou numérique] / Shelley CHANNON, Auteur ; Ruth COLLINS, Auteur ; Eleanor SWAIN, Auteur ; Mary-Beth YOUNG, Auteur ; Sian FITZPATRICK, Auteur . - 2012 . - p.1425-1434.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1425-1434
Mots-clés : Social cognition Social skill Mentalising Theory of mind Autistic spectrum disorder Index. décimale : PER Périodiques Résumé : Individuals high or low in self-reported social skill were recruited opportunistically. When presented with everyday social scenarios ending with an awkward request or offer, the high social skill participants more often used sophisticated strategies that showed greater consideration for all parties. By contrast, the low skill participants were more reliant on simple strategies including acquiescence or refusal, and the emotional tone of their responses was less positive. Greater reliance on sophisticated rather than simple strategies may be linked to more successful social interactions. The potential implications are considered for understanding everyday performance in skilled individuals and populations with limited social skills, such as those with autistic spectrum disorders. En ligne : http://dx.doi.org/10.1007/s10803-011-1381-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder / A. SANSI in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
[article]
Titre : Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. SANSI, Auteur ; S. NALBANT, Auteur ; D. OZER, Auteur Article en page(s) : p.2254-2270 Langues : Anglais (eng) Mots-clés : Attitude Autism Spectrum Disorder/psychology Child Exercise/psychology Female Humans Mainstreaming, Education/methods Male Motor Skills Physical Education and Training/methods Program Evaluation Random Allocation Social Skills Students/psychology Autism spectrum disorder Inclusive physical activity Motor skill Social skill Index. décimale : PER Périodiques Résumé : This study investigated the effects of an inclusive physical activity (IPA) program on the motor and social skills and attitudes of students with and without autism spectrum disorder (ASD). The study sample consisted of 45 ASD and typical development (TD) students aged between 6 and 11 years. The students were randomly divided into two groups: a training group consisting of 27 students (n?=?13 with ASD and n?=?14 with TD) and a control group consisting of 18 students (n?=?9 with ASD and n?=?9 with TD). In conclusion, the IPA program increased the motor and social skills of the ASD students and improved the motor skills of the TD students and positively affected their attitudes towards the ASD students. En ligne : http://dx.doi.org/10.1007/s10803-020-04693-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2254-2270[article] Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / A. SANSI, Auteur ; S. NALBANT, Auteur ; D. OZER, Auteur . - p.2254-2270.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2254-2270
Mots-clés : Attitude Autism Spectrum Disorder/psychology Child Exercise/psychology Female Humans Mainstreaming, Education/methods Male Motor Skills Physical Education and Training/methods Program Evaluation Random Allocation Social Skills Students/psychology Autism spectrum disorder Inclusive physical activity Motor skill Social skill Index. décimale : PER Périodiques Résumé : This study investigated the effects of an inclusive physical activity (IPA) program on the motor and social skills and attitudes of students with and without autism spectrum disorder (ASD). The study sample consisted of 45 ASD and typical development (TD) students aged between 6 and 11 years. The students were randomly divided into two groups: a training group consisting of 27 students (n?=?13 with ASD and n?=?14 with TD) and a control group consisting of 18 students (n?=?9 with ASD and n?=?9 with TD). In conclusion, the IPA program increased the motor and social skills of the ASD students and improved the motor skills of the TD students and positively affected their attitudes towards the ASD students. En ligne : http://dx.doi.org/10.1007/s10803-020-04693-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
Titre : Social Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer YAKOS, Auteur Année de publication : 2014 Importance : p.287-315 Langues : Anglais (eng) Mots-clés : autism teaching social skill social domain friendship practical advice Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching social skills. Practical advice is provided for teaching a large number of social skills across all social domains. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00016-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Social [Texte imprimé et/ou numérique] / Jennifer YAKOS, Auteur . - 2014 . - p.287-315.
Langues : Anglais (eng)
Mots-clés : autism teaching social skill social domain friendship practical advice Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching social skills. Practical advice is provided for teaching a large number of social skills across all social domains. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00016-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Using and reasoning about social strategies in autism spectrum disorder in everyday situations / Giulia BELLESI in Research in Autism Spectrum Disorders, 25 (May 2016)
PermalinkExamining the relationship between Autism spectrum disorders and technical professions in high functioning adults / Annelies A. SPEK in Research in Autism Spectrum Disorders, 7-5 (May 2013)
PermalinkMetacognitive Processes in Emotion Recognition: Are They Different in Adults with Asperger’s Disorder? / Alyssa C. P. SAWYER in Journal of Autism and Developmental Disorders, 44-6 (June 2014)
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