Differences between Students with Comorbid Intellectual Disability and Autism Spectrum Disorder and Those with Intellectual Disability Alone in the Recognition of and Reaction to Emotions

Autor/inn/en	Ho, Fuk-chuen; Lam, Cici Sze-ching; Lo, Sing-kai
Titel	Differences between Students with Comorbid Intellectual Disability and Autism Spectrum Disorder and Those with Intellectual Disability Alone in the Recognition of and Reaction to Emotions
Quelle	In: Journal of Autism and Developmental Disorders, 53 (2023) 2, S.593-605 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ho, Fuk-chuen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04630-0
Schlagwörter	Elementary School Students; Intellectual Disability; Autism Spectrum Disorders; Comorbidity; Psychological Patterns; Recognition (Psychology) + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Autism; Autismus; Recognition; Wiedererkennen
Abstract	This study investigates whether students with intellectual disability (ID) alone differ from students with combined individual disability and autism spectrum disorder (ASD) in their recognition of emotions. The ability to recognise emotions does not mean that students automatically know how to react to these emotions. Differences in performance on recognition and reaction tasks are examined. Participants were 20 primary 6 students who had ID with ASD and 20 primary 6 students who had ID without ASD from four special schools. The testing and training materials were adapted from a local teaching package. The results showed that both groups exhibited similar performance patterns in recognition tasks. Students with comorbid ASD exhibited inferior performance in tasks requiring reactions to complex emotions. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01