Swipe om te navigeren naar een ander artikel
All authors have contributed equally to the performance of this work.
Social difficulties are a key aspect of autism, but the intervening factors are still poorly understood. This study had two objectives: to compare the profile of ToM skills, executive functioning (EF), and pragmatic competence (PC) of children with high-functioning autism (HFA) and children with typical development (TD), and analyze their mediator role in social functioning. The participants were 52 children with HFA and 37 children with TD matched on age, intelligence quotient, and expressive vocabulary. Significant differences were found on measures of ToM, both explicit and applied, EF, and PC between children with HFA and TD. Multiple mediation analysis revealed that applied ToM skills and PC mediated the relations between autism symptoms and social functioning. Implications for social cognitive interventions to address these findings are discussed.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
American Psychiatric Association (APA) (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association. CrossRef
Baixauli-Fortea, I., Roselló-Miranda, B., & Colomer-Diago, C. (2015). Relationships between language disorders and socio-emotional competence. Revista de Neurología, 60, 51–56.
Baron-Cohen, S. (1995). Mindblindness. Cambridge, MA: MIT Press.
Bishop, D. V. (2003). The children’s communication checklist: CCC-2. London: Harcourt Assessment.
Brooks, B. L., Sherman, E. M., & Strauss, E. (2009). NEPSY-II: A developmental neuropsychological assessment. Child Neuropsychology, 16, 80–101. CrossRef
Callenmark, B., Kjellin, L., Rönnqvist, L., & Bölte, S. (2014). Explicit versus implicit social cognition testing in autism spectrum disorder. Autism: The International Journal of Research and Practice, 18, 684–693. CrossRef
Capps, L., Kehres, J., & Sigman, M. (1998). Conversational abilities among children with autism and children with developmental delays. Autism: The International Journal of Research and Practice, 2, 325–344. CrossRef
Chevallier, C., Kohls, G., Troiani, V., Brodkin, E. S., & Schultz, R. T. (2012). The social motivation theory of autism. Trends in Cognitive Science, 16, 231–239. CrossRef
Frith, U., Happé, F., & Siddons, F. (1994). Autism and theory of mind in everyday life. Social Development, 3, 108–124. CrossRef
Gilotty, L., Kenworthy, L., Sirian, L., Black, D. O., & Wagner, A. E. (2002). Adaptive skills and executive function in autism spectrum disorders. Child Neuropyschology, 8, 241–248. CrossRef
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Test review behavior rating inventory of executive function. Child Neuropsychology, 6, 235–238. CrossRef
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: The Guilford Press.
Helland, W. A. (2014). Differentiating children with specific language impairment and children with Asperger syndrome using parental reports. Annals of Psychiatry and Mental Health, 2, 1013.
Helland, W. A., Biringer, E., Helland, T., & Heimann, M. (2009). The usability of a norwegian adaptation of the children’s communication checklist second edition (CCC-2) in differentiating between language impaired and non-language impaired 6-to 12-year-olds. Scandinavian Journal of Psychology, 50, 287–292. CrossRefPubMed
Hughes, C., & Devine, R. T. (2015). A social perspective on theory of mind. In M. E. Lamb (Ed.), Handbook of child psychology and developmental science: Socioemotional processes (pp. 564–609). Hoboken, NJ: Wiley.
Hutchins, T. L., Prelock, P. A., & Bonazinga, L. (2014). Technical manual for the theory of mind inventory and theory of mind task battery. Unpublished copyrighted manuscript. http://www.theoryofmindinventory.com.
Hutchins, T. L., Prelock, P. A., Morris, H., Benner, J., LaVigne, T., & Hoza, B. (2016). Explicit vs applied theory of mind competence: A comparison of typically developing males, males with ASD, and males with ADHD. Research in Autism Spectrum Disorder, 21, 94–108. CrossRef
Jahromy, L. B., Bryce, C. I., & Swanson, J. (2013). The importance of self-regulation for the school and peer engagement of children with high-functioning autism. Research in Autism Spectrum Disorders, 7, 235–246. CrossRef
Kaufman, A. S., & Kaufman, N. I. (2000). K-BIT, Test breve de inteligencia de Kauffman [Kaufman brief intelligence test]. Madrid: Pearson.
Kimhi, Y. (2014). TOM abilities and deficits in autism spectrum disorders. Topics in Language Disorders, 34, 329–343. CrossRef
Klin, A., Saulnier, C. A., Sparrow, S. S., Cicchetti, D. V., Volkmar, F. R., & Lord, C. (2007). Social communication abilities and disabilities in higher functioning individuals with autism spectrum disorders: The Vineland and the ADOS. Journal of Autism and Developmental Disorders, 37, 748–759. CrossRefPubMed
Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY-II: A developmental neuropsychological assessment. San Antonio, TX: The Psychological Corporation.
Lam, Y. G., & Yeung, S. S. (2012). Towards a convergent account of pragmatic language deficits in children with high-functioning autism: Depicting the phenotype using the pragmatic rating scale. Research in Autism Spectrum Disorders, 6, 792–797. CrossRef
Leonard, M. A., Milich, R., & Lorch, E. P. (2011). The role of pragmatic language use in mediating the relation between hyperactivity and inattention and social skills problems. Journal of Speech, Language and Hearing Research, 54, 567–579. CrossRef
Li, J., Zhu, L., Liu, J., & Li, X. (2014). Social and non-social deficits in children with high-functioning autism and their cooperative behaviors. Research in Autism Spectrum Disorders, 8, 1657–1671. CrossRef
Maldonado Belmonte, M. J. (2016). Adaptation of the behavior rating inventory of executive function ( BRIEF) to the spanish population and its usefulness for the diagnosis of attention deficit hyperactivity disorder inattentive and combined subtypes. Doctoral dissertation, Universidad Complutense de Madrid, Spain.
Miranda-Casas, A., Baixauli-Fortea, I., Colomer-Diago, C., & Roselló-Miranda, B. (2013). Autismo y trastorno por déficit de atención con hiperactividad. Convergencias y divergencias en funcionamiento ejecutivo y teoría de la mente [Autism and attention deficit hyperactivity disorder: Similarities and differences in executive functioning and theory of mind]. Revista de Neurología, 57, 177–184.
Orinstein, A. J., Suh, J., Porter, K., De Yoe, K. A., Tyson, K. E., Troyb, E., et al. (2015). Social function and communication in optimal outcome children and adolescents with an autism history on structured test measures. Journal of Autism and Developmental Disorders, 45, 2443–2463. CrossRefPubMedPubMedCentral
Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments & Computers, 36, 717–731. CrossRef
Pugliese, C. E., Anthony, L., Strang, J. F., Dudley, K., Wallace, G. L., & Kenworthy, L. (2015). Increasing adaptive behavior skill deficits from childhood to adolescence in autism spectrum disorder: Role of executive function. Journal of Autism and Developmental Disorders, 45, 1579–1587. CrossRefPubMedPubMedCentral
Rutter, M., Bailey, A., & Lord, C. (2003a). Social communication questionnaire. Los Angeles: Western Psychological Services.
Rutter, M., Le Couteur, A., & Lord, C. (2003b). ADI-R. Autism diagnostic interview revised. Manual. Los Angeles: Western Psychological Services.
Snow, C., Cancino, H., Gonzalez, P., & Shriberg, E. (1989). Giving formal definitions: An oral language correlate of school literacy. In D. Bloome (Ed.), Classrooms and literacy (pp. 233–249). Norwood, NJ: Ablex.
Sparrow, S. S., Cicchetti, D. V., & Balla, D. (2005). The vineland II adaptive behavior scales. Circle Pines, MN: American Guidance Service.
Tager-Flusberg, H., & Sullivan, K. (1995). Attributing mental states to story characters: A comparison of narratives produced by autistic and mentally retarded individuals. Applied Psycholinguistics, 16, 241–256. CrossRef
Vulchanova, M., Saldaña, D., Chahboun, S., & Vulchanov, V. (2015). Figurative language processing in atypical populations: The ASD perspective. Frontiers in Human Neuroscience, 9, 1–11. CrossRef
Wallace, G. L., Yerys, B. E., Peng, C., Dlugi, E., Anthony, L. G., & Kenworthy, L. (2016). Chapter three-assessment and treatment of executive function impairments in autism spectrum disorder: An update. International Review of Research in Developmental Disabilities, 51, 85–122. CrossRef
Wechsler, D. (2003). Wechsler intelligence scale for children, fourth edition (WISC-IV). San Antonio, TX: The Psychological Corporation.
- Contribution of Theory of Mind, Executive Functioning, and Pragmatics to Socialization Behaviors of Children with High-Functioning Autism
- Springer US