Emotional Understanding, Cooperation, and Social Behavior in High-Functioning Children with Autism

2004 ◽  
Vol 34 (6) ◽  
pp. 625-635 ◽  
Author(s):  
Andrew Downs ◽  
Tristram Smith
Keyword(s):  
Social Behavior ◽  
Children With Autism ◽  
Emotional Understanding ◽  
High Functioning

Self-competence and emotional understanding in high-functioning children with autism

1995 ◽  
Vol 7 (1) ◽  
pp. 137-149 ◽  
Author(s):  
Lisa Capps ◽  
Marian Sigman ◽  
Nurit Yirmiya
Keyword(s):  
Social Competence ◽  
Adaptive Behavior ◽  
Children With Autism ◽  
Self Esteem ◽  
Parent Report ◽  
Intellectual Ability ◽  
Social Adaptation ◽  
Emotional Understanding ◽  
Emotional Experiences ◽  
High Functioning

AbstractThis study examined the relationships between perceived self-competence, intellectual ability, emotional understanding, and parent report of social adaptation in 18 nonretarded children with autism. Children who perceived themselves as less socially competent demonstrated stronger intellectual capabilities, greater understanding of others' emotional experiences, and were better able to access their own emotional experiences than were those who perceived themselves as more socially competent. According to their parents, children who reported less social competence also displayed more socially adaptive behavior, and expressed more interest and less sadness and fear than did those who reported greater social competence. Discussion focuses on potential effects of this heightened capacity for emotional understanding on self-esteem and implications for intervention with highly intelligent persons with autism.

scholarly journals White matter integrity and pictorial reasoning in high-functioning children with autism

2010 ◽  
Vol 73 (3) ◽  
pp. 180-188 ◽  
Author(s):  
Chérif P. Sahyoun ◽  
John W. Belliveau ◽  
Maria Mody
Keyword(s):  
White Matter ◽  
Children With Autism ◽  
White Matter Integrity ◽  
High Functioning

scholarly journals Passive sentence reversal errors in autism: Replicating Ambridge, Bidgood, and Thomas (2020)

2020 ◽  
Author(s):  
Samuel David Jones ◽  
Madeline Dooley ◽  
Ben Ambridge
Keyword(s):  
High Functioning Autism ◽  
Children With Autism ◽  
Thematic Role ◽  
Role Assignment ◽  
High Functioning ◽  
Main Effect ◽  
Age Appropriate ◽  
Constituent Order ◽  
Passive Sentence ◽  
Reversal Errors

Ambridge, Bidgood, and Thomas (2020) conducted an elicitation-production task in which children with and without (high-functioning) autism described animations following priming with passive sentences. The authors report that children with autism were more likely than IQ-matched children without autism to commit reversal errors, for instance describing a scene in which the character Wendy surprised the character Bob by saying Wendy was surprised by Bob. We set out to test whether this effect replicated in a new sample of children with and without (high-functioning) autism (N = 26), and present a cumulative analysis in which data from the original study and the replication were pooled (N = 56). The main effect reported by Ambridge et al. (2020) replicated: While children with and without autism produced a similar number of passive responses in general, the responses of children with autism were significantly more likely to include reversal errors. Despite age- appropriate knowledge of constituent order in passive syntax, thematic role assignment is impaired among some children with high-functioning autism.

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