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Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice / R. BURGER-CAPLAN in Autism, 20-8 (November 2016)
[article]
Titre : Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice Type de document : Texte imprimé et/ou numérique Auteurs : R. BURGER-CAPLAN, Auteur ; Celine A. SAULNIER, Auteur ; Warren JONES, Auteur ; Ami KLIN, Auteur Article en page(s) : p.952-962 Langues : Anglais (eng) Mots-clés : autism spectrum disorder communicative ability social ability social attribution social cognition Vineland Index. décimale : PER Périodiques Résumé : The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The 19-question Social Attribution Task, Multiple Choice, which presents ambiguous stimuli meant to elicit social attribution, was administered to children with autism spectrum disorder (N?=?23) and to age-matched and verbal IQ–matched typically developing children (N?=?57). The Social Attribution Task, Multiple Choice performance differed between autism spectrum disorder and typically developing groups, with typically developing children performing significantly better than children with autism spectrum disorder. The Social Attribution Task, Multiple Choice scores were positively correlated with age (r?=?0.474) while being independent from verbal IQ (r?=?0.236). The Social Attribution Task, Multiple Choice was strongly correlated with Vineland Adaptive Behavior Scales Communication (r?=?0.464) and Socialization (r?=?0.482) scores, but not with Daily Living Skills scores (r?=?0.116), suggesting that the implicit social cognitive ability underlying performance on the Social Attribution Task, Multiple Choice is associated with real-life social adaptive function. En ligne : http://dx.doi.org/10.1177/1362361315617589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294
in Autism > 20-8 (November 2016) . - p.952-962[article] Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice [Texte imprimé et/ou numérique] / R. BURGER-CAPLAN, Auteur ; Celine A. SAULNIER, Auteur ; Warren JONES, Auteur ; Ami KLIN, Auteur . - p.952-962.
Langues : Anglais (eng)
in Autism > 20-8 (November 2016) . - p.952-962
Mots-clés : autism spectrum disorder communicative ability social ability social attribution social cognition Vineland Index. décimale : PER Périodiques Résumé : The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The 19-question Social Attribution Task, Multiple Choice, which presents ambiguous stimuli meant to elicit social attribution, was administered to children with autism spectrum disorder (N?=?23) and to age-matched and verbal IQ–matched typically developing children (N?=?57). The Social Attribution Task, Multiple Choice performance differed between autism spectrum disorder and typically developing groups, with typically developing children performing significantly better than children with autism spectrum disorder. The Social Attribution Task, Multiple Choice scores were positively correlated with age (r?=?0.474) while being independent from verbal IQ (r?=?0.236). The Social Attribution Task, Multiple Choice was strongly correlated with Vineland Adaptive Behavior Scales Communication (r?=?0.464) and Socialization (r?=?0.482) scores, but not with Daily Living Skills scores (r?=?0.116), suggesting that the implicit social cognitive ability underlying performance on the Social Attribution Task, Multiple Choice is associated with real-life social adaptive function. En ligne : http://dx.doi.org/10.1177/1362361315617589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294