Predicting Social and Communicative Ability in School-Age Children with Autism Spectrum Disorder: A Pilot Study of the Social Attribution Task, Multiple Choice

Autor/inn/en	Burger-Caplan, Rebecca; Saulnier, Celine; Jones, Warren; Klin, Ami
Titel	Predicting Social and Communicative Ability in School-Age Children with Autism Spectrum Disorder: A Pilot Study of the Social Attribution Task, Multiple Choice
Quelle	In: Autism: The International Journal of Research and Practice, 20 (2016) 8, S.952-962 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361315617589
Schlagwörter	Social Development; Cognitive Ability; Children; Autism; Pervasive Developmental Disorders; Antisocial Behavior; Comparative Analysis; Symptoms (Individual Disorders); Correlation; Age Differences; Verbal Ability; Behavior Problems; Socialization; Daily Living Skills; Adjustment (to Environment); Behavior Rating Scales; Diagnostic Tests; Observation; Intelligence Tests; Regression (Statistics); Scores; Test Validity; Connecticut; Autism Diagnostic Observation Schedule; Vineland Adaptive Behavior Scales; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Denkfähigkeit; Child; Kind; Kinder; Autismus; Psychiatrische Symptomatik; Korrelation; Age; Difference; Age difference; Altersunterschied; Mündliche Leistung; Socialisation; Sozialisation; Alltagsfertigkeit; Diagnostic test; Diagnostischer Test; Beobachtung; Intelligence test; Intelligenztest; Regression; Regressionsanalyse; Testvalidität
Abstract	The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The 19-question Social Attribution Task, Multiple Choice, which presents ambiguous stimuli meant to elicit social attribution, was administered to children with autism spectrum disorder (N = 23) and to age-matched and verbal IQ-matched typically developing children (N = 57). The Social Attribution Task, Multiple Choice performance differed between autism spectrum disorder and typically developing groups, with typically developing children performing significantly better than children with autism spectrum disorder. The Social Attribution Task, Multiple Choice scores were positively correlated with age (r = 0.474) while being independent from verbal IQ (r = 0.236). The Social Attribution Task, Multiple Choice was strongly correlated with "Vineland Adaptive Behavior Scales" Communication (r = 0.464) and Socialization (r = 0.482) scores, but not with Daily Living Skills scores (r = 0.116), suggesting that the implicit social cognitive ability underlying performance on the Social Attribution Task, Multiple Choice is associated with real-life social adaptive function. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01