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Gepubliceerd in: Journal of Autism and Developmental Disorders 12/2018

03-07-2018 | Original Paper

Emotional Processing in Autism Spectrum Disorders: Effects of Age, Emotional Valence, and Social Engagement on Emotional Language Use

Auteurs: Elizabeth J. Teh, Melvin J. Yap, Susan J. Rickard Liow

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2018

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Abstract

Children with autism spectrum disorders (ASD) show deficits in reporting others’ emotions (Lartseva et al. in Front Hum Neurosci 8:991, 2015) and in deriving meaning in social contexts (Klin et al. in Handbook of autism and pervasive developmental disorders, Wiley, Hoboken, 2005). However, researchers often use stimuli that conflate salient emotional and social information. Using a matched-pairs design, the impact of emotional and social information on emotional language in pre-school and school-age children, with and without ASD, was assessed with a picture description task comprising rated stimuli from the Pictures with Social Contexts and Emotional Scenes database (Teh et al. in Behav Res Methods, https://​doi.​org/​10.​3758/​s13428-017-0947-x, 2017). Results showed both groups with ASD produced fewer emotional terms than typically developing children, but the effects were moderated by valence, social engagement, and age. Implications for theory and clinical practice are discussed.
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Voetnoten
1
Studies on internal state language use in ASD using story-narratives are few at present, and mixed findings have been reported, with some reporting reduced frequency and diversity of internal state language used by children with ASD compared to control groups (Rumpf et al. 2012; Siller et al. 2014), and others reporting no significant difference between groups (Canfield et al. 2016; Capps et al. 2000; Kristen et al. 2015). However, it is beyond the scope of the present study to discuss findings on internal state language, as they do not clearly examine emotional language skills.
 
2
Some of the participants with ASD, and all the typically developing participants, were likely to be from bilingual homes and/or learning a second language in school. In mainstream primary schools in Singapore, all subjects are taught in English, except for the Mother Tongue subject, which is in Mandarin Chinese, Malay or Tamil. However, students with special educational needs, such as children with ASD, are sometimes exempt from the Mother Tongue requirement upon request by parents and approval by the Ministry of Education.
 
3
We did not statistically control for language and theory-of-mind skills by entering them as covariates in our analyses because the assumption of equal values of the covariates in all participant groups is not met in this sample (Schneider et al. 2015).
 
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Metagegevens
Titel
Emotional Processing in Autism Spectrum Disorders: Effects of Age, Emotional Valence, and Social Engagement on Emotional Language Use
Auteurs
Elizabeth J. Teh
Melvin J. Yap
Susan J. Rickard Liow
Publicatiedatum
03-07-2018
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 12/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-018-3659-x