Social behaviour in pervasive developmental disorders: Effects of informant, group and ?theory-of-mind?

Hughes, Claire; Soares-Boucaud, Isabelle; Hochmann, Jacques; Frith, Uta

doi:10.1007/bf00539925

Cited by 33 publications

(32 citation statements)

References 12 publications

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“…26 Multiple adaptations of classic ToM testing are elaborated in order to adjust them according to cultural environment and to functioning of atypical children or adolescents with developmental disorders (including ASD or ID; see Thirion-Marissiaux & Nader-Grosbois, 2008a, 2008c. In addition, some instruments or standardized questionnaires used to evaluate child's social behaviours in daily life include items about ToM (for example, EASE; Hugues, SoaresBoucaud, Hochman, & Frith, 1997).…”

Section: Implications Of Tom and Emotional Cognition Studies For Assementioning

confidence: 99%

Emotional Cognition: Theory of Mind and Face Recognition

Nader-Grosbois

Day

2011

International Handbook of Autism and Pervasive Developmental Disorders

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Section: Implications Of Tom and Emotional Cognition Studies For Assementioning

confidence: 99%

Emotional Cognition: Theory of Mind and Face Recognition

Nader-Grosbois

Day

2011

International Handbook of Autism and Pervasive Developmental Disorders

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“…Social adjustment scales (EASE, [53]). This measure assesses adult's perceptions of children's social adjustment.…”

Section: ) Assessment Of Children's Social Adjustmentmentioning

confidence: 99%

Variability and Predictors of Mothers and Fathers’ Socialization Behaviors and Bidirectional Links with Their Preschoolers Socio-Emotional Competences

Mazzone¹,

Nader-Grosbois²

2017

JBBS

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In their Parental Socialization of Emotions model, Eisenberg, Cumberland and Spinrad (1998) differentiated parents' Emotion-Related Socialization Behaviours (ERSBs) that support their child's socio-emotional development: their reactions to their child's emotions, their discussions about emotions with the child and the expressions of their own emotions in the family. The crosssectional study focused on the variability of parents' ERSBs according to children's and parents' characteristics (Study 1) and included 167 mothers and 152 fathers of preschoolers. The short-term longitudinal study examined the interaction between parents' ERSBs and children's socio-emotional abilities (Theory of Mind, emotional regulation and social adjustment) (Study 2) in 53 two-parent families and their children, with a 6 months interval. In Study 1, parents' ERSBs, their emotional competences and children's personality were assessed by means of questionnaires. In Study 2, we combined direct and indirect measures to assess children's socio-emotional competences. Results of Study 1 indicated that parental ERSBs were mainly predicted by children's personality, such as emotional stability and parents' emotional competences, such as communication about their own emotions. Moreover, we observed a differential sensitivity between mothers and fathers toward children's personality. Results of Study 2 revealed that both mothers and fathers socialized their children's socio-emotional competences, particularly by the way of emotion-related conversations with their children. Mothers' emotion-related conversations predicted children's Theory of mind abilities and social adjustment, while fathers' emotion-related conversations predicted children's emotional regulation. In addition, fathers' reactions to their child- ren's emotions were predicted by children's socio-emotional competences. These studies highlighted bidirectional effects between parents' behaviours and children's development. They emphasized also the importance to better identify predictors of parents' ERSBs in order to know on which target the professionals should intervene.

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“…In recent years, the focus on social cognition has been validated by several studies demonstrating that social cognitive ability directly contributes to social functioning in both disorders (Couture et al 2006; Klin et al 2002; Pinkham et al 2003; Hughes et al 1997), even above and beyond general cognitive factors (Addington et al 2010; Fett et al 2010; Pinkham and Penn 2006). As such, social cognition may offer a profitable entry point for understanding the basis of social dysfunction and specify a potential target for remediation.…”

Section: Social Dysfunction and Social Cognition—the Foundation For Rmentioning

confidence: 99%

The benefit of directly comparing autism and schizophrenia for revealing mechanisms of social cognitive impairment

Sasson

Pinkham

Carpenter

et al. 2010

J Neurodevelop Disord

125

127

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Autism and schizophrenia share a history of diagnostic conflation that was not definitively resolved until the publication of the DSM-III in 1980. Though now recognized as heterogeneous disorders with distinct developmental trajectories and dissociative features, much of the early nosological confusion stemmed from apparent overlap in certain areas of social dysfunction. In more recent years, separate but substantial literatures have accumulated for autism and schizophrenia demonstrating that abnormalities in social cognition directly contribute to the characteristic social deficits of both disorders. The current paper argues that direct comparison of social cognitive impairment can highlight shared and divergent mechanisms underlying pathways to social dysfunction, a process that can provide significant clinical benefit by informing the development of tailored treatment efforts. Thus, while the history of diagnostic conflation between autism and schizophrenia may have originated in similarities in social dysfunction, the goal of direct comparisons is not to conflate them once again but rather to reveal distinctions that illuminate disorder-specific mechanisms and pathways that contribute to social cognitive impairment.

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Social behaviour in pervasive developmental disorders: Effects of informant, group and ?theory-of-mind?

Cited by 33 publications

References 12 publications

Emotional Cognition: Theory of Mind and Face Recognition

Emotional Cognition: Theory of Mind and Face Recognition

Variability and Predictors of Mothers and Fathers’ Socialization Behaviors and Bidirectional Links with Their Preschoolers Socio-Emotional Competences

The benefit of directly comparing autism and schizophrenia for revealing mechanisms of social cognitive impairment

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