Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-04-2014 | Original Paper

Social Information Processing in Preschool Children Diagnosed with Autism Spectrum Disorder

Auteurs: Yair Ziv, Bat Sheva Hadad, Yasmine Khateeb

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2014

Abstract

The social cognitive deficiencies of children diagnosed with autism spectrum disorders (ASDs) are well documented. However, the mechanisms underlying these deficiencies are unclear. Therefore, we examined the social information processing (SIP) patterns and social behaviors of 25 preschool children with ASDs in comparison to a matched group of 25 typically developing children. We found children with ASDs to be less likely than typically developing children to efficiently encode social information, to positively construct and evaluate competent responses, and to exhibit prosocial behaviors. They were also more likely than typically developing children to attribute hostile intentions to others in benign social situations, to construct and evaluate more positively aggressive responses, to construct more avoidant responses, and to display more externalizing behaviors. Interestingly, counterintuitive patterns of relationships were found within the ASD group with more competent SIP and theory of mind (ToM) patterns relating to less competent social behaviors. Finally, within the ASD group, more competent SIP patterns were found to be significantly related to higher ToM capacities.

vorige artikel Characterization and Prediction of Early Reading Abilities in Children on the Autism Spectrum

volgende artikel Erratum to: Social Information Processing in Preschool Children Diagnosed with Autism Spectrum Disorder

Achenbach, T. M. (1991). Manual for the child behavior checklist/4–18 and 1991 profile. Burlington, VT: University of Vermont, Department of Psychiatry.

Adams, C., Green, J., Gilchrist, A., & Cox, A. (2002). Conversational behaviour of children with Asperger syndrome and conduct disorder. Journal of Child Psychology and Psychiatry and Allied Disciplines, 43, 679–690.CrossRef

Administration on Children, Youth, and Families (ACYF). (2006). Head start performance measures center family and child experiences survey (FACES 2000). Washington, DC: Administration for Children, Youth, and Families, U.S. Department of Health and Human Services.

Alexander, K. L., & Entwisle, D. R. (1988). Achievement in the first two years of school: Patterns and processes. Monographs of the Society for Research in Child Development, 53, 1–57.PubMedCrossRef

Administration on Children, Youth, and Families (ACYF). (2005). Head start impact study: First year findings. Washington, DC: Administration for Children, Youth, and Families, U.S. Department of Health and Human Services.

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: American Psychiatric Association.

Bailey, A., Phillips, W., & Rutter, M. (1996). Autism: Towards an integration of clinical, genetic, neuropsychological, and neurobiological perspectives. Journal of Child Psychology and Psychiatry, 37, 89–126.PubMedCrossRef

Barnhill, G. P. (2001). Social attributions and depression in adolescents with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 16, 46–53.CrossRef

Baron-Cohen, S. (1987). Autism and symbolic play. British Journal of Development Psychology, 5, 139–148.CrossRef

Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge: MIT Press.

Baron-Cohen, S. (1997). Hey! It was just a joke! Understanding propositions and propositional attitudes by normally developing children and children with autism. Israel Journal of Psychiatry, 34, 174–178.

Baron-Cohen, S. (2000). Theory of mind and autism: A fifteen year review. In S. Baron-Cohen, H. Tager-Fluseberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (2nd ed., pp. 3–20). New York: Oxford University Press.

Baron-Cohen, S., Leslie, A., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37–46.PubMedCrossRef

Bloom, P., & German, T. P. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77, B25–B31.PubMedCrossRef

Burgess, K. B., Wojslawowicz, J. C., Rubin, K. H., Rose-Krasnor, L., & Booth-LaForce, C. (2006). Social information processing and coping strategies of shy/withdrawn and aggressive children: Does friendship matter? Child Development, 77, 371–383.PubMedCentralPubMedCrossRef

Call, J., & Tomasello, M. (1998). Distinguishing intentional from accidental actions in orangutans (Pongo pygmaeus), chimpanzees (Pan troglodytes) and human children (Homo sapiens). Journal of Comparative Psychology, 112, 192–206.PubMedCrossRef

Carpenter, L. A., Soorya, L., & Halpern, D. (2009). Asperger’s syndrome and high-functioning autism. Pediatric Annals, 38, 30–35.PubMedCrossRef

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). New Jersey: Lawrence Erlbaum Associates.

Conduct Problems Prevention Research Group. (1992). A developmental and clinical model for the prevention of conduct disorders. Development and Psychopathology, 4, 509–527.CrossRef

Conduct Problems Prevention Research Group. (1999). Initial impact for the fast track prevention trial for conduct disorder: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67, 631–647.PubMedCentralCrossRef

Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information: Processing mechanisms in children‘s social adjustment. Psychological Bulletin, 115, 74–101.CrossRef

Crick, N. R., & Ladd, G. W. (1990). Children’s perceptions of the outcomes of aggressive strategies: Do the ends justify being mean? Developmental Psychology, 26, 612–620.CrossRef

Dodge, K. A. (1986). A social information processing model of social competence in children. In: M. Perlmutter (Ed.), Minnesota symposium of child psychology (pp. 77–125). Hillsdale, NJ: Erlbaum.

Dodge, K. A. (2006). Transitional science in action: Hostile attributional style and the development of aggressive behavior problems. Development and Psychopathology, 18, 791–814.PubMedCentralPubMedCrossRef

Dodge, K. A., Bates, J. E., & Pettit, G. S. (1990). Mechanisms in the cycle of violence. Science, 250, 1678–1683.PubMedCrossRef

Dodge, K. A., Murphy, R. M., & Buchsbaum, K. (1984). The assessment of intention-cue detection skills in children: Implications for developmental psychopathology. Child Development, 55, 163–173.PubMedCrossRef

Dodge, K. A., & Price, J. M. (1994). On the relation between social information processing and socially competent behavior in early school-aged children. Child Development, 65, 1379–1385.

Elliott, S. N., Gresham, F. M., Freeman, R., & McCloskey, G. (1988). Teacher and observer ratings of children’s social skills: Validation of the social skills rating scales. Journal of Psychoeducational Assessment, 6, 152–161.CrossRef

Embregts, P., & Van Nieuwenhuijzen, M. (2009). Social information processing in boys with autistic spectrum disorder and mild to borderline intellectual disabilities. Journal of Intellectual Disability Research, 53, 922–931.PubMedCrossRef

Flood, A. M., Hare, D. J., & Wallis, P. (2011). An investigation into social information processing in young people with Asperger syndrome. Journal of Autism, 15, 601–624.CrossRef

Fraser, M. W., Galinsky, M. J., Smokowski, P. R., Day, S. H., Terzian, M. A., Rose, R. A., et al. (2005). Social information-processing skills training to promote social competence and prevent aggressive behavior in the third grades. Journal of Consulting and Clinical Psychology, 73, 1045–1055.PubMedCrossRef

Frith, U. (2004). Emanuel Miller lecture: Confusions and controversies about Asperger syndrome. Journal of Child Psychology and Psychiatry, 45, 672–686.PubMedCrossRef

Hart, C. H., DeWolf, D. M., & Burts, D. C. (1992). Linkages among preschoolers’ playground behavior, outcome expectations, and parental disciplinary strategies. Early Education and Development, 3, 265–283.CrossRef

Heavey, L., Phillips, W., Baron-Cohen, S., & Rutter, R. (2000). The Awkward moments test: A naturalistic measure of social understanding in autism. Journal of Autism and Developmental Disorders, 30, 225–236.PubMedCrossRef

Hill, E. L., & Russell, J. (2002). Action memory and self-monitoring in children with autism: Self versus other. Infant and child development, 11, 159–170.CrossRef

Katsurada, E., & Sugawara, A. I. (1998). The relationship between hostile attributional bias and aggressive behavior in preschoolers. Early Childhood Research Quarterly, 13, 623–636.CrossRef

Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman assessment battery for children (2nd ed.). Circle Pines, MN: American Guidance Service.

Kaufman, A. S., Lichtenberger, E. O., Fletcher-Janzen, E., & Kaufman, N. L. (2005). Essentials of the KABC-II. New York: Wiley.

Kuusikko, S., Haapsamo, H., Jansson-Verkasalo, E., Hurtig, T., Mattila, M., Ebeling, H., et al. (2009). Emotion recognition in children and adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 938–945.PubMedCrossRef

Lansford, J. E., Malone, P. S., Dodge, K. A., Crozier, J. C., Pettit, G. S., & Bates, J. E. (2006). A 12 year prospective study of patterns of social information processing problems and externalizing behaviors. Journal of Abnormal Child Psychology, 34, 715–724.PubMedCentralPubMedCrossRef

Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R., & Mogil, C. (2012). Evidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. Journal of Autism and Developmental Disorders, 42, 1025–1036.PubMedCrossRef

Lemerise, E. L., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71, 107–118.PubMedCrossRef

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, 512–517.PubMedCrossRef

Lord, C., Rutter, M. & DiLavore,P. (1996). Autism diagnostic observation schedule-generic (ADOS-G). Unpublished manuscript. Chicago: University of Chicago.

Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism diagnostic interview-revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24, 659–685.PubMedCrossRef

Mayeux, L., & Cillessen, A. H. N. (2003). Development of social problem solving in early childhood: Stability, change, and associations with social competence. The Journal of Genetic Psychology: Research and Theory on Human Development, 164, 153–173.CrossRef

McAlonan, G. M., Cheung, V., Cheung, C., Suckling, J., Lam, G. Y., Tai, K. S., et al. (2005). Mapping the brain in autism. A voxel-based MRI study of volumetric differences and intercorrelations in autism. Brain, 128, 268–276.PubMedCrossRef

Meyer, J. A., Mundy, P. C., Van Hecke, A. V., & Durocher, J. S. (2006). Social attribution processes and comorbid psychiatric symptoms in children with Asperger syndrome. Autism, 10, 383–402.PubMedCentralPubMedCrossRef

Nelson, D. A., & Crick, N. R. (1999). Rose-colored glasses: Examining the social information-processing of prosocial young adolescents. Journal of Early Adolescence, 19, 17–38.CrossRef

Orobio de Castro, B., Merk, W., Koops, W., Veerman, J. W., & Bosch, J. D. (2005). Emotions in social information processing and their relations with reactive and proactive aggression in referred aggressive boys. Journal of Clinical Child and Adolescent Psychology, 34, 105–116.

Perner, J., Frith, U., Leslie, A. M., & Leekam, S. R. (1989). Exploration of the autistic child’s theory of mind: Knowledge, belief and communication. Child Development, 60, 689–700.CrossRef

Pettit, G. S., Harrist, A. W., Bates, J. E., & Dodge, K. A. (1991). Family interaction, social cognition and children’s subsequent relations with peers at kindergarten. Journal of Social and Personal Relationships, 8, 383–402.CrossRef

Robins, D. L., Fein, D., Barton, M. L., & Green, J. A. (2001). The modified checklist for autism in toddlers: An initial study investigating the early detection of autism and developmental disorders. Journal of Autism and Developmental Disorders, 31, 131–144.PubMedCrossRef

Runions, K. C., & Keating, D. P. (2007). Young children’s social information processing: Family antecedents and behavioral correlates. Developmental Psychology, 43, 838–849.PubMedCrossRef

Schopler, E., Reichler, R. J., DeVellis, R. F., & Daly, K. (1980). Toward objective classification of childhood autism: Childhood autism rating scale (CARS). Journal of Autism and Developmental Disorder, 10, 91–103.CrossRef

Schultz, D., & Shaw, D. (2003). Boys’ maladaptive social information processing, family emotional climate, and pathways to early conduct problems. Social Development, 12, 440–460.CrossRef

Slaby, R. G., & Guerra, N. G. (1988). Cognitive mediators of aggression in adolescent offenders: 1. Assessment. Developmental Psychology, 24, 580–588.CrossRef

Solomon, M., Goodlin-Jones, B. L., & Anders, T. F. (2004). A social adjustment enhancement intervention for high functioning autism, Asperger’s syndrome, and pervasive developmental disorder NOS. Journal of Autism and Developmental Disorders, 34, 649–668.PubMedCrossRef

Tracy, J. L., Robins, R. W., Schriber, R. A., & Solomon, M. (2011). Is emotion recognition impaired in individualswith autism spectrum disorders? Journal of Autism and Development Disorder, 41, 102–109.CrossRef

Webster-Stratton, C., & Lindsay, D. W. (1999). Social competence and conduct problems in young children: Issues in assessment. Journal of Clinical Child Psychology, 28, 25–43.PubMedCrossRef

Wellman, H. M., & Lui, D. (2004). Scaling of theory of mind tasks. Child Development, 75, 523–541.PubMedCrossRef

Zill, N. (1990). Behavior problems index based on parent report [memorandum]. Washington, DC: Child Trends.

Ziv, Y. (2012). Exposure to violence, social information processing, and problem behavior in preschool children. Aggressive Behavior, 38, 429–441.PubMedCentralPubMedCrossRef

Ziv, Y. (2013). Social information processing patterns, social skills, and school readiness in preschool children. Journal of Experimental Child Psychology, 114, 306–320.PubMedCentralPubMedCrossRef

Ziv, Y., & Sorongon, A. (2011). Social information processing in preschool children: Relation to sociodemographic risk and problem behavior. Journal of Experimental Child Psychology, 109, 412–429.PubMedCentralPubMedCrossRef

Titel: Social Information Processing in Preschool Children Diagnosed with Autism Spectrum Disorder
Auteurs: Yair Ziv
Bat Sheva Hadad
Yasmine Khateeb
Publicatiedatum: 01-04-2014
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 4/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-013-1935-3

Andere artikelen Uitgave 4/2014

Reduction in Retinal Nerve Fiber Layer Thickness in Young Adults with Autism Spectrum Disorders

Original Paper

John J. Ratey (2008): Spark: The revolutionary new science of exercise and the brain. Unabridged, 9 hours, 28 minutes

Book Review

Maternal Diabetes and the Risk of Autism Spectrum Disorders in the Offspring: A Systematic Review and Meta-Analysis

Original Paper

STX209 (Arbaclofen) for Autism Spectrum Disorders: An 8-Week Open-Label Study

Original Paper

Erratum to: Social Information Processing in Preschool Children Diagnosed with Autism Spectrum Disorder

Erratum

Disturbed Interplay Between Mid- and High-Level Vision in ASD? Evidence from a Contour Identification Task with Everyday Objects

Original Paper