Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Differences of Symptom Distribution Across Adul...

volgende artikel Brief Report: The Impact of Sensory Hypersensit...

Tip

Swipe om te navigeren naar een ander artikel

03-07-2018 | Original Paper | Uitgave 11/2018

Measuring Individual Differences in Cognitive, Affective, and Spontaneous Theory of Mind Among School-Aged Children with Autism Spectrum Disorder

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 11/2018

Auteurs:: Melody Altschuler, Georgios Sideridis, Shashwat Kala, Megan Warshawsky, Rachel Gilbert, Devon Carroll, Rebecca Burger-Caplan, Susan Faja

» Toegang tot de volledige tekst krijgen

Abstract

The present study examined individual differences in theory of mind (ToM) among a group of 60 children (7–11 years-old) with autism spectrum disorder (ASD) and average intelligence. Using open-ended and structured tasks to measure affective ToM, cognitive ToM, and spontaneous social attribution, we explored the nature of ToM and assessed whether ToM predicts the phenotypic heterogeneity in ASD through structural equation modeling. Affective ToM uniquely predicted social symptom severity, whereas no ToM types predicted parent reported social functioning. Our findings suggest that differentiating among theoretical components is crucial for future ToM research in ASD, and ToM challenges related to reasoning about others’ emotions may be particularly useful in distinguishing children with worse social symptoms of ASD.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Meer informatie

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, D.C.: American Psychiatric Association. CrossRef

Apperly, I. A. (2012). What is “theory of mind”? Concepts, cognitive processes and individual differences. The Quarterly Journal of Experimental Psychology, 65(5), 825–839. PubMedCrossRef

Baribeau, D. A., Doyle-Thomas, K. A. R., Dupuis, A., Iaboni, A., Crosbie, J., McGinn, H., et al. (2015). Examining and comparing social perception abilities across childhood-onset neurodevelopmental disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 54(6), 479–486. CrossRef

Baron-Cohen, S., Jolliffe, T., Mortimore, C., & Robertson, M. (1997). Another advanced test of theory of mind: Evidence from very high functioning adults with autism or Asperger syndrome. Journal of Child Psychology and Psychiatry, 38(7), 813–822. PubMedCrossRef

Baron-Cohen, S., O’Riordan, M., Stone, V., Jones, R., & Plaisted, K. (1999). Recognition of faux pas by normally developing children and children with Asperger syndrome or high-functioning autism. Journal of Autism and Developmental Disorders, 29(5), 407–418. PubMedCrossRef

Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D. J. (2000). Understanding other minds: Perspectives from developmental cognitive neuroscience (2nd ed.). New York: Oxford University Press.

Beauchamp, M. H., & Anderson, V. (2010). SOCIAL: An integrative framework for the development of social skills. Psychological Bulletin, 136(1), 39. PubMedCrossRef

Begeer, S., Bernstein, D. M., Aßfalg, A., Azdad, H., Glasbergen, T., Wierda, M., et al. (2016). Equal egocentric bias in school-aged children with and without autism spectrum disorders. Journal of Experimental Child Psychology, 144, 15–26. PubMedCrossRef

Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. PubMedCentralPubMedCrossRef

Bentler, P. M. (2007). Covariance structure models for maximal reliability of unit-weighted composites. In S. Lee (Ed.), Handbook of computing and statistics with applications: Handbook of latent variable and related models (Vol. 1). New York: Elsevier.

Berenguer, C., Miranda, A., Colomer, C., Baixauli, I., & Roselló, B. (2018). Contribution of theory of mind, executive functioning, and pragmatics to socialization behaviors of children with high-functioning autism. Journal of Autism and Developmental Disorders, 48(2), 430–441. PubMedCrossRef

Bishop-Fitzpatrick, L., Mazefsky, C. A., Eack, S. M., & Minshew, N. J. (2017). Correlates of social functioning in autism spectrum disorder: The role of social cognition. Research in Autism Spectrum Disorders, 35, 25–34. PubMedCrossRef

Burger-Caplan, R., Saulnier, C., Jones, W., & Klin, A. (2016). Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice. Autism, 20(8), 952–962. PubMedCrossRef

Cantio, C., Jepsen, J. R. M., Madsen, G. F., Bilenberg, N., & White, S. (2016). Exploring ‘The autisms’ at a cognitive level. Autism Research, 9(2), 1328–1339. PubMedCrossRef

Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155. PubMedCentralPubMedCrossRef

Fridenson-Hayo, S., Berggren, S., Lassalle, A., Tal, S., Pigat, D., Bölte, S., et al. (2016). Basic and complex emotion recognition in children with autism: Cross-cultural findings. Molecular Autism, 7(1), 52. PubMedCentralPubMedCrossRef

Frith, U. (1989). A new look at language and communication in autism. British Journal of Disorders of Communication, 24(2), 123–150. PubMedCrossRef

Happé, F. (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. PubMedCrossRef

Happé, F., Ronald, A., & Plomin, R. (2006). Time to give up on a single explanation for autism. Nature Neuroscience, 9(10), 1218–1220. PubMedCrossRef

Heider, F., & Simmel, M. (1944). An experimental study of apparent behavior. The American Journal of Psychology, 57(2), 243–259. CrossRef

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. CrossRef

Hus, V., Gotham, K., & Lord, C. (2014). Standardizing ADOS domain scores: Separating severity of social affect and restricted and repetitive behaviors. Journal of Autism and Developmental Disorders, 44(10), 2400–2412. PubMedCentralPubMedCrossRef

Jones, C. R. G., Simonoff, E., Baird, G., Pickles, A., Marsden, A. J. S., Tregay, J., et al. (2018). The association between theory of mind, executive function, and the symptoms of autism spectrum disorder. Autism Research, 11(1), 95–109. PubMedCrossRef

Joreskog, K. (1973). A general method for estimating a linear structural equation system. In A. S. Goldberger & O. D. Duncan (Eds.), Structural equation models in the social sciences. New York: Seminar Press.

Joseph, R. M., & Tager-Flusberg, H. (2004). The relationship of theory of mind and executive functions to symptom type and severity in children with autism. Development and Psychopathology, 16(01), 137–155. PubMedCentralPubMedCrossRef

Klin, A. (2000). Attributing social meaning to ambiguous visual stimuli in higher functioning autism and Asperger syndrome: The social attribution task. Journal of Child Psychology and Psychiatry, 41(7), 831–846. PubMedCrossRef

Klin, A., Jones, W., Schultz, R., & Volkmar, F. (2003). The enactive mind, or from actions to cognition: Lessons from autism. Philosophical Transactions of the Royal Society of London B, 358(1430), 345–360. CrossRef

Lerner, M. D., Hutchins, T. L., & Prelock, P. A. (2011). Brief report: Preliminary evaluation of the theory of mind inventory and its relationship to measures of social skills. Journal of Autism and Developmental Disorders, 41(4), 512–517. PubMedCrossRef

Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule-2nd edition. Los Angeles: Western Psychological Corporation.

MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130–149. CrossRef

Mazza, M., Mariano, M., Peretti, S., Masedu, F., Pino, M. C., & Valenti, M. (2017). The role of theory of mind on social information processing in children with autism spectrum disorders: A mediation analysis. Journal of Autism and Developmental Disorders, 47(5), 1369–1379. PubMedCrossRef

Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta analysis of the relation between language ability and false belief understanding. Child Development, 78(2), 622–646. PubMedCrossRef

Mitchell, R. L. C., & Phillips, L. H. (2015). The overlapping relationship between emotion perception and theory of mind. Neuropsychologia, 70, 1–10. PubMedCrossRef

Muris, P., Steerneman, P., Meesters, C., Merckelbach, H., Horselenberg, R., van den Hogen, T., et al. (1999). The TOM test: A new instrument for assessing theory of mind in normal children and children with pervasive developmental disorders. Journal of Autism and Developmental Disorders, 29(1), 67–80. PubMedCrossRef

Muthén, B., & Muthén, L. (2006). Mplus user’s guide. Los Angeles: Muthén and Muthén.

Osterhaus, C., Koerber, S., & Sodian, B. (2016). Scaling of advanced theory of mind tasks. Child Development, 87(6), 1971–1991. PubMedCrossRef

Pellicano, E. (2013). Testing the predictive power of cognitive atypicalities in autistic children: Evidence from a 3-year follow-up study. Autism Research, 6(4), 258–267. PubMedCrossRef

Perner, J., Leekam, S. R., & Wimmer, H. (1987). Three-year-olds’ difficulty with false belief: The case for a conceptual deficit. British Journal of Developmental Psychology, 5(2), 125–137. CrossRef

Perner, J., & Wimmer, H. (1985). “John thinks that Mary thinks that… attribution of second-order beliefs by 5- to 10-year-old children. Journal of Experimental Child Psychology, 39(3), 437–471. CrossRef

Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1(4), 515–526. CrossRef

Rutter, M., Le Couteur, A., & Lord, C. (2003). Autism diagnostic interview-revised. Los Angeles: Western Psychological Services.

Salter, G., Seigal, A., Claxton, M., Lawrence, K., & Skuse, D. (2008). Can autistic children read the mind of an animated triangle? Autism, 12(4), 349–371. PubMedCrossRef

Saxe, R. (2009). How we read each other’s minds. [Video file]. Retrieved from https://www.ted.com/talks/rebecca_saxe_how_brains_make_moral_judgments.

Scheeren, A. M., de Rosnay, M., Koot, H. M., & Begeer, S. (2013). Rethinking theory of mind in high-functioning autism spectrum disorder. Journal of Child Psychology and Psychiatry, 54(6), 628–635. PubMedCrossRef

Senju, A. (2012). Spontaneous theory of mind and its absence in autism spectrum disorders. The Neuroscientist, 18(2), 108–113. PubMedCrossRef

Senju, A., Southgate, V., White, S., & Frith, U. (2009). Mindblind eyes: An absence of spontaneous theory of mind in Asperger syndrome. Science, 325(5942), 883–885. PubMedCrossRef

Shamay-Tsoory, S. G., & Aharon-Peretz, J. (2007). Dissociable prefrontal networks for cognitive and affective theory of mind: A lesion study. Neuropsychologia, 45(13), 3054–3067. PubMedCrossRef

Shimoni, H. N., Weizman, A., Yoran, R. H., & Raviv, A. (2012). Theory of mind, severity of autistic symptoms and parental correlates in children and adolescents with Asperger syndrome. Psychiatry Research, 197(1), 85–89. CrossRef

Sideridis, G., Simos, P., Papanicolaou, A., & Fletcher, J. (2014). Using structural equation modeling to assess functional connectivity in the brain: Power and sample size considerations. Educational and Psychological Measurement, 74(5), 733–758. PubMedCentralPubMedCrossRef

Sparrow, S. S., Cicchetti, D. V., & Balla, D. A. (2005). Vineland adaptive behavior scales: Second edition (Vineland II), survey interview form/caregiver rating form. Livonia: Pearson Assessments.

Steele, S., Joseph, R. M., & Tager-Flusberg, H. (2003). Brief report: Developmental change in theory of mind abilities in children with autism. Journal of Autism and Developmental Disorders, 33(4), 461–467. PubMedCrossRef

Steiger, J. H., & Lind, J. C. (1980, May). Statistically- based tests for the number of common factors. Paper presented at the Annual Meeting of the Psychometric Society in Iowa City, IA.

Sung, Y. J., Dawson, G., Munson, J., Estes, A., Schellenberg, G. D., & Wijsman, E. M. (2005). Genetic investigation of quantitative traits related to autism: Use of multivariate polygenic models with ascertainment adjustment. American Journal of Human Genetics, 76(1), 68–81. PubMedCrossRef

Tager-Flusberg, H. (2007). Evaluating the theory-of-mind hypothesis of autism. Current Directions in Psychological Science, 16(6), 311–315. CrossRef

Trevisan, D. A., & Birmingham, E. (2016). Are emotion recognition abilities related to everyday social functioning in ASD? A meta-analysis. Research in Autism Spectrum Disorders, 32, 24–42. CrossRef

Wechsler, D. (2011). Wechsler abbreviated scale of intelligence-2nd edition. San Antonio: Psychological Corporation.

White, S., Hill, E., Happé, F., & Frith, U. (2009). Revisiting the strange stories: Revealing mentalizing impairments in autism. Child Development, 80(4), 1097–1117. PubMedCrossRef

Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13(1), 103–128. PubMedCrossRef

Yager, J. A., & Ehmann, T. S. (2006). Untangling social function and social cognition: A review of concepts and measurement. Psychiatry, 69(1), 47–68. PubMedCrossRef

Titel: Measuring Individual Differences in Cognitive, Affective, and Spontaneous Theory of Mind Among School-Aged Children with Autism Spectrum Disorder
Auteurs:: Melody Altschuler
Georgios Sideridis
Shashwat Kala
Megan Warshawsky
Rachel Gilbert
Devon Carroll
Rebecca Burger-Caplan
Susan Faja
Publicatiedatum: 03-07-2018
DOI: https://doi.org/10.1007/s10803-018-3663-1
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 11/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Measuring Individual Differences in Cognitive, Affective, and Spontaneous Theory of Mind Among School-Aged Children with Autism Spectrum Disorder

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 11/2018

Characterization of Medication Use in a Multicenter Sample of Pediatric Inpatients with Autism Spectrum Disorder

Effectiveness of a SCERTS Model-Based Intervention for Children with Autism Spectrum Disorder (ASD) in Hong Kong: A Pilot Study

Response to Distress Varies by Social Impairment and Familiarity in Infants at Risk for Autism

Intrinsic and Extrinsic Predictors of Emotion Regulation in Children with Autism Spectrum Disorder

Young Adults on the Autism Spectrum: The Struggle for Appropriate Services

Autism Diagnosis in the United Kingdom: Perspectives of Autistic Adults, Parents and Professionals