Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

26-10-2022 | Brief Report

Brief Report: The Factors Associated with Social Cognition in Children with Autism Spectrum Disorder

Auteurs: Anysa Santini, Jennifer C. Bullen, Matthew C. Zajic, Nancy McIntyre, Peter Mundy

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2024

Abstract

This study examined whether school-aged autistic children without co-occurring intellectual disabilities (autistic_WoID) show similar difficulty on Theory of Mind (ToM) tasks as young autistic_WoID children and if these difficulties are related to problems in domain-general aspects of cognition. Eighty-one autistic_WoID and 44 neurotypical (NT) children between the ages of 8–16 years participated in this study and were matched on verbal IQ. ToM performance significantly and independently differentiated many, but not all, autistic_WoID and NT participants above and beyond the effects of working memory and inferential thinking. However, these cognitive variables did not fully explain difficulties with social cognition in autistic_WoID children. These findings have implications for understanding autism, the factors that may impact intervention for social cognition in autism, and the factors that impact the education of autistic children who may struggle in general education classrooms.

vorige artikel Are Maternal Self-Reports of Social Difficulties Apparent in Interactions with their Children?

volgende artikel Correction: Resting Frontal Gamma Power is Associated with Both Expressive Language and Non-verbal Cognitive Abilities in Young Autistic Children

Alkire, D., Warnell, K. R., Kirby, L. A., Moraczewski, D., & Redcay, E. (2020). Explaining variance in social symptoms of children with autism spectrum disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-020-04598-xCrossRef

Astington, J. W., & Baird, J. A. (2005). Introduction: Why language matters. In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 3–25). Oxford University Press.CrossRef

Baddeley, A. (1992). Working memory. Science, 255(5044), 556–559. https://doi.org/10.1126/science.1736359CrossRefPubMed

Baddeley, A., & Wilson, B. A. (2002). Prose recall and amnesia: Implications for the structure of working memory. Neuropsychologia, 40(10), 1737–1743. https://doi.org/10.1016/S0028-3932(01)00146-4CrossRefPubMed

Baron-Cohen, S. (1988). Social and pragmatic deficits in autism: Cognitive or affective? Journal of Autism and Developmental Disorders, 18(3), 379–402. https://doi.org/10.1007/bf02212194CrossRefPubMed

Baron-Cohen, S. E., Tager-Flusberg, H. E., & Cohen, D. J. (2000). Understanding other minds: Perspectives from developmental cognitive neuroscience. Oxford University Press.

Bauminger, N., & Kasari, C. (1999). Brief report: Theory of mind in high-functioning children with autism. Journal of Autism and Developmental Disorders, 29(1), 81–86.CrossRefPubMed

Boucher, J., Mayes, A., & Bigham, S. (2012). Memory in autistic spectrum disorder. Psychological Bulletin, 138(3), 458. https://doi.org/10.1037/a0026869CrossRefPubMed

Constantino, J. N., & Gruber, C. P. (2005). SRS: Social responsiveness scale. Western Psychological Services.

Devine, R. T., & Hughes, C. (2016). Measuring theory of mind across middle childhood: Reliability and validity of the silent films and strange stories tasks. Journal of Experimental Child Psychology, 149, 23–40. https://doi.org/10.1016/j.jecp.2015.07.011CrossRefPubMed

Ehlers, S., Gillberg, C., & Wing, L. (1999). A screening questionnaire for Asperger syndrome and other high-functioning autism spectrum disorders in school age children. Journal of Autism and Developmental Disorders, 29(2), 129–141. https://doi.org/10.1023/A:1023040610384CrossRefPubMed

Gordon, A. C., & Olson, D. R. (1998). The relation between acquisition of a theory of mind and the capacity to hold in mind. Journal of Experimental Child Psychology, 68(1), 70–83. https://doi.org/10.1006/jecp.1997.2423CrossRefPubMed

Happé, F. G. E. (1994). Wechsler IQ profile and theory of mind in autism: A research note. Journal of Child Psychology and Psychiatry, 35(8), 1461–1471. https://doi.org/10.1111/j.1469-7610.1994.tb01287.xCrossRefPubMed

Happe, F. G. E. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66(3), 843–855. https://doi.org/10.2307/1131954CrossRefPubMed

Happé, F., Ronald, A., & Plomin, R. (2006). Time to give up on a single explanation for autism. Nature Neuroscience, 9(10), 1218–1220. https://doi.org/10.1038/nn1770CrossRefPubMed

Irwin, V., Zhang, J., Wang, X., Hein, S., Wang, K., Roberts, A., et al. (2021). Report on the Condition of Education 2021. NCES 2021–144. National Center for Education Statistics.

Kaland, N., Møller-Nielsen, A., Smith, L., Mortensen, E. L., Callesen, K., & Gottlieb, D. (2005). The strange stories test. European Child & Adolescent Psychiatry, 14(2), 73–82. https://doi.org/10.1007/s00787-005-0434-2CrossRef

Kaland, N., Mortensen, E. L., & Smith, L. (2011). Social communication impairments in children and adolescents with Asperger syndrome: Slow response time and the impact of prompting. Research in Autism Spectrum Disorders, 5(3), 1129–1137. https://doi.org/10.1016/j.rasd.2010.12.009CrossRef

Kimhi, Y., Shoam-Kugelmas, D., Ben-Artzi, G. A., Ben-Moshe, I., & Bauminger-Zviely, N. (2014). Theory of mind and executive function in preschoolers with typical development versus intellectually able preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(9), 2341–2354. https://doi.org/10.1007/s10803-014-2104-zCrossRefPubMed

Kouklari, E.-C., Tsermentseli, S., & Auyeung, B. (2018). Executive function predicts theory of mind but not social verbal communication in school-aged children with autism spectrum disorder. Research in Developmental Disabilities, 76, 12–24. https://doi.org/10.1016/j.ridd.2018.02.015CrossRefPubMed

Le Sourn-Bissaoui, S., Caillies, S., Gierski, F., & Motte, J. (2009a). Inference processing in adolescents with Asperger syndrome: Relationship with theory of mind abilities. Research in Autism Spectrum Disorders, 3(3), 797–808.CrossRef

Livingston, L. A., Colvert, E., Social Relationships Study Team, Bolton, P., & Happé, F. (2019). Good social skills despite poor theory of mind: Exploring compensation in autism spectrum disorder. Journal of Child Psychology and Psychiatry, 60(1), 102–110. https://doi.org/10.1111/jcpp.12886CrossRef

Livingston, L. A., & Happé, F. (2017). Conceptualising compensation in neurodevelopmental disorders: Reflections from autism spectrum disorder. Neuroscience & Biobehavioral Reviews, 80, 729–742. https://doi.org/10.1016/j.neubiorev.2017.06.005CrossRef

Lord, C., Rutter, M., DiLavore, P., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule (2nd ed.). Western Psychological Services.

Maenner, M. J., Shaw, K. A., Bakian, A. V., Bilder, D. A., Durkin, M. S., Esler, A., et al. (2021). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—Autism and developmental disabilities monitoring network, 11 sites, United States, 2018. MMWR Surveillance Summaries, 70(11), 1. https://doi.org/10.15585/mmwr.ss7011a1CrossRefPubMedCentral

McIntyre, N. S., Oswald, T. M., Solari, E. J., Zajic, M. C., Lerro, L. E., Hughes, C., et al. (2018). Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development. Research in Autism Spectrum Disorders, 54, 9–20. https://doi.org/10.1016/j.rasd.2018.06.004CrossRef

McIntyre, N. S., Solari, E. J., Gonzales, J. E., Solomon, M., Lerro, L. E., Novotny, S., et al. (2017). The scope and nature of reading comprehension impairments in school-aged children with higher-functioning autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(9), 2838–2860. https://doi.org/10.1007/s10803-017-3209-yCrossRefPubMed

Meyer, M. L., & Lieberman, M. D. (2012). Social working memory: Neurocognitive networks and directions for future research. Frontiers in Psychology,. https://doi.org/10.3389/fpsyg.2012.00571CrossRefPubMedPubMedCentral

Moses, L. J., & Carlson, S. M. (2004). Self-regulation and children’s theories of mind. In C. Lightfoot, C. Lalonde, & M. Chandler (Eds.), Changing conceptions of psychological life (pp. 127–146). Lawrence Erlbaum Associates Publishers.

Mundy, P. (2018). A review of joint attention and social-cognitive brain systems in typical development and autism spectrum disorder. European Journal of Neuroscience, 47(6), 497–514. https://doi.org/10.1111/ejn.13720CrossRefPubMed

Mundy, P., Fox, N., & Card, J. (2003). EEG coherence, joint attention and language development in the second year. Developmental Science, 6(1), 48–54. https://doi.org/10.1111/1467-7687.00253CrossRef

Phillips, L. H., Channon, S., Tunstall, M., Hedenstrom, A., & Lyons, K. (2008). The role of working memory in decoding emotions. Emotion, 8(2), 184. https://doi.org/10.1037/1528-3542.8.2.184CrossRefPubMed

Rutter, M., Bailey, A., & Lord, C. (2003). Manual for the social communication questionnaire. Western Psychological Services.

Sheslow, D., & Adams, W. (2003). Wide Range Assessment of Memory and Learning-Second Edition (WRAML2). Wide range Inc.

Tager-Flusberg, H. (1999). A psychological approach to understanding the social and language impairments in autism. International Review of Psychiatry, 11(4), 325–334. https://doi.org/10.1080/09540269974203CrossRefPubMed

Tager-Flusberg, H. (2007). Evaluating the theory-of-mind hypothesis of autism. Current Directions in Psychological Science, 16(6), 311–315. https://doi.org/10.1111/j.1467-8721.2007.00527.xCrossRef

Wechsler, D. (2011). Wechsler abbreviated scale of intelligence (2nd ed.). NCS Pearson.

Williams, D. L., Goldstein, G., & Minshew, N. J. (2006). The profile of memory function in children with autism. Neuropsychology, 20(1), 21. https://doi.org/10.1037/0894-4105.20.1.21CrossRefPubMedPubMedCentral

Titel: Brief Report: The Factors Associated with Social Cognition in Children with Autism Spectrum Disorder
Auteurs: Anysa Santini
Jennifer C. Bullen
Matthew C. Zajic
Nancy McIntyre
Peter Mundy
Publicatiedatum: 26-10-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 10/2024
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-022-05794-7

Andere artikelen Uitgave 10/2024

Adaptive Skills of Individuals with Angelman Syndrome Assessed Using the Vineland Adaptive Behavior Scales, 2nd Edition

Original Paper

Students’ Foreign Language Learning Adaptability and Mental Health Supported by Artificial Intelligence

Original Paper

Intact Utilization of Contextual Information in Speech Categorization in Autism

Original Paper

Refining our Understanding of Anxiety in Autistic Youth: Examining the Role of Behavioral Inflexibility

Original Paper

Autism in Preschool-Aged Children: The Effects of COVID-19 Lockdown

Open Access
Original Paper

Automated Video Tracking of Autistic Children’s Movement During Caregiver-Child Interaction: An Exploratory Study

Original Paper