Desire for social interaction in children with autism spectrum disorders

Deckers, Anne; Roelofs, Jeffrey; Muris, Peter; Rinck, Mike

doi:10.1016/j.rasd.2013.12.019

Cited by 44 publications

(33 citation statements)

References 18 publications

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“…This suggestion also corroborates research demonstrating social interest in autism (e.g. Calder et al 2013; Deckers et al 2014; Ewing et al 2013; Locke et al 2010). Our findings present further evidence for potential social capacity in autism.…”

Section: Discussionsupporting

confidence: 85%

“…Children with autism in the current study chose to play with someone rather than alone just as much as typical children and they expressed a similar degree of motivation for friendships on a questionnaire measure (Richard and Schneider 2005). These results indicate that autistic children can be socially motivated, supporting other research that suggests that this is the case (Calder et al 2013; Deckers et al 2014; Ewing et al 2013; Locke et al 2010). Second, previous studies have found mixed and inconsistent results on inhibitory control in autism (Christ et al 2007; Hill 2004a, b; Ozonoff and Strayer 1997), and the current study found no difference in performance between autistic children and typical children in the go/no-go task, supporting the claim that autistic individuals do not have difficulties with response inhibition (Adams and Jarrold 2012).…”

Section: Discussionsupporting

confidence: 82%

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Reputation Management in Children on the Autism Spectrum

Cage

Bird

Pellicano

2016

J Autism Dev Disord

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Being able to manage reputation is an important social skill, but it is unclear whether autistic children can manage reputation. This study investigated whether 33 autistic children matched to 33 typical children could implicitly or explicitly manage reputation. Further, we examined whether cognitive processes—theory of mind, social motivation, inhibitory control and reciprocity—contribute to reputation management. Results showed that neither group implicitly managed reputation, and there was no group difference in explicit reputation management. Results suggested different mechanisms contribute to reputation management in these groups—social motivation in typical children and reciprocity in autistic children. Explicit reputation management is achievable for autistic children, and there are individual differences in its relationship to underlying cognitive processes.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionsupporting

confidence: 82%

Reputation Management in Children on the Autism Spectrum

Cage

Bird

Pellicano

2016

J Autism Dev Disord

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“…Psychologically ASD children are self-limiting, isolated and less willing to interact and participate in peer-to-peer activities. The study by Anne Deckers et al (2014) [22] assessed that children with ASD had lower social interaction scores than other children in the same age group. Young ASDs need to be stimulated to develop verbal and nonverbal communication skills.…”

Section: A Assessment Of Teachers and Parents On The Level Of Demonsmentioning

confidence: 99%

“…Young ASDs need to be stimulated to develop verbal and nonverbal communication skills. This suggests that there is a need for more effective method for each ASD child (Anne Deckers, et al, 2014) [22]. The studied ASD children can perform better at "ccomplying with the general regulations" with M = 2.39, ranked first (the studied teachers' average score is 2.48 and the parent's is 2.3).…”

Section: A Assessment Of Teachers and Parents On The Level Of Demonsmentioning

confidence: 99%

The Situation of Co-operative Skills Education for 5-6 year-old ASD Children through Playing in Kindergartens in Son Hoa District, Phu Yen, Vietnam

Thao¹,

Thuy²,

Tho³

2018

EDUCATION

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This paper aims to assess the current situation of cooperative skills education for 5-6 year-old children with autism spectrum disorders (ASD) through play activities at some kindergartens in Son Hoa district, Phu Yen province. Lessons can be learned for teachers in the process of cooperative skills development for autistic children in integrated kindergartens. The results of theoretical research and the situation indicate that 1) Understanding the thoughts, emotions and attitudes of others, knowing how to express their emotions, and behaving in accordance with certain circumstances and situations are the difficulties that closely attach to ASD children; 2) ASD children perform better when playing alone than when cooperating and sharing with other children; 3) Children need to be reminded and supported by adults when playing with a group; 4) Teachers adapt a variety of play activities for the best educational effectiveness; however, outdoor activities prove to be most effective; 5) Play activities in kindergarten plays a major role in the development of cooperative skills for children, so the development of co-operative skills for children through play activities should be quickly implemented; 6) Focus should be put on engaging children groups in inclusive classes to support the collaborative skills education for ASD children.

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“…The approach-avoidance effect has been shown to appear for many types of emotional stimuli and across several versions of the paradigm (see for a metaanalysis Phaf et al, 2014). Importantly, the approach-avoidance paradigm has successfully been used in children, adults and clinical samples (e.g., Brown et al, 2014;Deckers, Roelofs, Muris, & Rinck, 2014;Klein, Becker, & Rinck, 2011), and the congruency effect has been externally validated as an index of emotion regulation in a recent study that demonstrated a link between the congruency effect and electrophysiological indices of emotion regulation (Bamford et al, 2015). We hypothesized that if emotion regulation difficulties in children OVERRIDDING APPROACH-AVOIDANCE TENDENCIES IN ADHD 7 with ADHD involve insufficient use of response-focused strategies, they would have a larger congruency effect than typically developing children.…”

Section: Introductionmentioning

confidence: 99%

Regulation of emotion in ADHD: can children with ADHD override the natural tendency to approach positive and avoid negative pictures?

et al. 2016

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Studies have demonstrated inefficient use of antecedent-focused emotion regulation strategies in children with ADHD attention-deficit/hyperactivity disorder (ADHD). In the current study we tested for the first time if ADHD is also associated with difficulties in response-focused strategies by measuring the ability to override action tendencies induced by emotional information. Performance data on a computer based approach-avoidance paradigm of 28 children with ADHD and 38 typically developing children between 8 and 15 years of age were analyzed comparing a congruent condition in which they were instructed to approach positive and avoid negative pictures and an incongruent condition where they had to override these automatic reactions and approach negative and avoid positive pictures. Children also rated the valence and salience of the pictures. Children with ADHD and typically developing children rated the emotional valence of the pictures appropriately and similarly, while positive pictures were rated as more arousing by children with ADHD. Solid congruency effects were found indicating that the task measured response-focused emotion regulation, however groups did not differ in this respect. Our findings do not support a deficit in emotion regulation in ADHD in terms of the ability to override natural tendencies to approach positive and avoid negative pictures.

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Desire for social interaction in children with autism spectrum disorders

Cited by 44 publications

References 18 publications

Reputation Management in Children on the Autism Spectrum

Reputation Management in Children on the Autism Spectrum

The Situation of Co-operative Skills Education for 5-6 year-old ASD Children through Playing in Kindergartens in Son Hoa District, Phu Yen, Vietnam

Regulation of emotion in ADHD: can children with ADHD override the natural tendency to approach positive and avoid negative pictures?

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