Treating People as Objects, Agents, or “Subjects”: How Young Children With and Without Autism Make Requests

Phillips, Wendy; Gómez, Juan Carlos; Baron‐Cohen, Simon; Laá, Vicky; Rivière, Ángel

doi:10.1111/j.1469-7610.1995.tb01670.x

Cited by 54 publications

(38 citation statements)

References 25 publications

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“…Children with autism are specifically impaired in those behaviors that involve another person, e.g., pointing, showing, or making eye contact (Lewy and Dawson 1992;McEvoy et al 1993;Mundy et al 1986). Phillips et al (1995) found that children with autism did not make eye contact with an adult following an ambiguous event. In a retrospective study, Adrien et al (1993) reported an overall lack of eye contact in infants between 0-2 years of age.…”

Section: Joint Attention Attachment and Autismmentioning

confidence: 99%

“…Based on the light-box task (Meltzoff 1988). Gaze following task According to the description of Phillips et al (1995). Imitation task 2 Task based on the task developed by Tiegerman and Primavera (1984), using the following five objects; spoon, car, tiny doll, hairbrush, castagnettes, where the child is invited to imitate the experimenter.…”

Section: Imitation Taskmentioning

confidence: 99%

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Joint Attention and Attachment in Toddlers with Autism

Naber

Swinkels

Buitelaar

et al. 2007

J Abnorm Child Psychol

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Joint attention is often referred to as a triadic relation between self, other and object. Young children with autism show deficiencies in the use of joint attention behaviors. Individual differences may be expected, and they may be determined by the children's cognitive development or the characteristics of the relationship of the child with the caregiver. Although most joint attention skills develop under the age of three, most studies of joint attention in children with autism involved children older than 3 years of age, due to difficulties in diagnosing autism under this age. In this study we investigated joint attention behaviors of 78 young children (mean age 25.7 months, SD 6.1) with autism spectrum disorders (n=20), other developmental delays (n=18), and typically developing children (n=40). Following the pertinent literature and confirmed by factor analysis, two types of joint attention behaviors were distinguished, Basic Joint Attention (BJA) and Associated Joint Attention (AJA). We found that cognitive delays and autistic symptoms-but not attachment insecurity or disorganization-were related to less joint attention. Already at the age of 2 years, children with more autistic symptoms show less joint attention, even after controlling for developmental level.

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Section: Joint Attention Attachment and Autismmentioning

confidence: 99%

Section: Imitation Taskmentioning

confidence: 99%

Joint Attention and Attachment in Toddlers with Autism

Naber

Swinkels

Buitelaar

et al. 2007

J Abnorm Child Psychol

View full text Add to dashboard Cite

show abstract

“…impaired empathic thinking, an absence of self-consciousness, an inability to detect sarcasm), several researchers have suggested that autistics never develop a complete ToM and consequently treat people as if they were objects (e.g. Phillips, Gomez, & Baron-Cohen, S., 1995). Although they have some success construing others in terms of desires and needs, they are severely impaired with tasks that involve belief attribution (BaronCohen, 1991).…”

Section: Findings From Cognitiven Neurosciencementioning

confidence: 99%

Perspective-Taking from a Social Neuroscience Standpoint

Mason

Macrae

2008

Group Processes & Intergroup Relations

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A primary focus of research undertaken by social psychologists is to establish why perceivers fail to accurately adopt or understand other people's perspectives. From overestimating the dispositional bases of behavior to misinterpreting the motivations of out-group members, the message that emerges from this work is that social perception is frequently imperfect. In contrast, researchers from disciplines outside social psychology seek to identify the strategies and skill sets required to successfully understand other people's perspectives. These investigations attempt to identify the mechanisms through which perceivers intuit mental states that underlie behavior (e.g. wants, motivations, beliefs). In this article, we review findings from perspective-taking research in developmental psychology, primatology (i.e. primate cognition) and cognitive neuroscience. We then discuss why understanding how accurate perspective-taking occurs may inform understanding of when and why this process fails

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“…Alguns autores argumentam que os problemas de linguagem são devidos ao déficit de motivação social (PHILLIPS et al, 1995) e que as competências de linguagem básicas (tais como fonologia e sintaxe) permanecem intactas (EIGSTI et al, 2011;JORDAN;POWELL, 1995). Os comprometimentos na linguagem estão presentes em todas as crianças com PEA (incluindo os déficits na pragmática e os processos do discurso para os indivíduos com Síndrome de Asperger).…”

Section: Linguagem Na Peaunclassified

Características e Especificidades da Comunicação Social na Perturbação do Espectro do Autismo

Reis

Pereira

Almeida

2016

Rev. bras. educ. espec.

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RESUMO: este artigo descreve e problematiza as características da Comunicação Social na Perturbação do Espetro do Autismo (PEA), tendo por base os critérios de diagnóstico do Manual de Diagnóstico das Perturbações Mentais, DSM 5. Destaca, entre outros aspetos, a fusão da interação social com a comunicação relevando a sua importância para a definição do diagnóstico e da intervenção em crianças com PEA. Confronta ainda as diferentes perspectivas que sustentam argumentos e críticas à classificação proposta pelo DSM-5. Analisa a especificidade da linguagem, do discurso, da pragmática, da prosódia da sintaxe, da morfologia e da semântica na criança com PEA, bem como as suas implicações na adequação e desenvolvimento das suas competências comunicativas. A identificação destas competências reforça a importância de uma intervenção o mais precoce possível, realizada nos contextos naturais, da criança e da sua família, que objetive a potencialização de níveis de envolvimento e participação da criança, promotores de oportunidades de aprendizagem e de desenvolvimento das suas competências comunicativas e sociais. PALAVRAS-CHAVE: Educação Especial. Perturbação do Espectro do Autismo. Comunicação Social.ABSTRACT: This article describes and discusses the characteristics of Social Communication in Autism Spectrum Disorder (ASD) based on the diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders, DSM 5. It highlights, among others, the merger of social interaction and communication and its importance for diagnosis and intervention of children with ASD. It also confronts the different perspectives that underpin arguments and criticisms to the classification proposed by DSM-5. It analyzes the specificity of language, discourse, pragmatics, syntax prosody, morphology and semantics in children with ASD as well as their implications for adaptation and development of their communicative skills. Identifying these skills reinforces the importance of the earliest intervention possible, conducted in the child and family's natural contexts aiming to enhance involvement levels and participation of the child, promoters of learning opportunities and development of their communicative and social skills.

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Treating People as Objects, Agents, or “Subjects”: How Young Children With and Without Autism Make Requests

Cited by 54 publications

References 25 publications

Joint Attention and Attachment in Toddlers with Autism

Joint Attention and Attachment in Toddlers with Autism

Perspective-Taking from a Social Neuroscience Standpoint

Características e Especificidades da Comunicação Social na Perturbação do Espectro do Autismo

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