Maturation of social attribution skills in typically developing children: An investigation using the social attribution task.

Objectives: The Developmental Profile of Social Communication (DPSC) is based on the communication and language development in children with social communication difficulties. DPSC facilitates understanding of the challenges these children face in social interaction, communication, and linguistic development. It utilizes clinician and parent responses to build the developmental profiles of individuals. The profile allows clinicians to determine the therapeutic goals for improved cooperation and communication in various contexts. In addition, it provides insight into the parents’ perspective. The aim of this study is to present the preliminary results of the DPSC in typically developing Greek children. Methods: The DPSC, a 112-item questionnaire, was administered to 357 parents of typically developing children aged 2–7.5 years using a 3-scale rating of answers. It was applied electronically via Google forms, and parents were able to ask for clarification on questions. All answers were categorized and then analyzed under independent variables. Results: Descriptive and hypothesis testing were used to summarize participant characteristics and performance. Findings suggest that children >7.5 years tended to develop most of the rated skills of DPSC adequately. Conclusions: It was determined that the DPSC questionnaire is an easily administered tool that enables the evaluation of the social communication abilities of children of different ages.

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Comparison of the Advanced Theory of Mind Skills in Turkish Children with Autism and Typically Developing Children

International Journal of Learning and Teaching ◽

10.18844/ijlt.v9i2.1156 ◽

2017 ◽

Vol 9 (2) ◽

pp. 305-316

Author(s):

Alev Gİrli

Keyword(s):

Theory Of Mind ◽

Children With Autism ◽

Autism Spectrum ◽

Typically Developing ◽

Typically Developing Children ◽

Turkish Children ◽

Social Impairments ◽

Advanced Theory Of Mind ◽

The Social ◽

Strange Stories Test

Theory of mind (ToM) has been applied in an attempt to explain the social impairments that characterize children with autism spectrum disorder (ASD). However, an examination of several Turkish ToM studies revealed that ToM belief tests often have been used inappropriately to assess typically developing (TD) children and those adult versions of the Eyes Test and other ToM tests have been used inappropriately to assess adults with psychiatric disorders. Among the studies examined, none had used advanced ToM tests such as the Eyes Test and the Strange Stories Test to compare TD children and children with autism. The objective of this study was to examine the ToM levels attained by children with autism and TD children between the ages of 7 and 13 years, using the advanced ToM Strange Stories and Eyes tests. Compared with ASD children, TD children achieved higher scores on the Eyes and Strange Stories tests.

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The Relationship between Social Environmental Factors and Motor Performance in 3- to 12-Year-Old Typically Developing Children: A Systematic Review

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18147516 ◽

2021 ◽

Vol 18 (14) ◽

pp. 7516

Author(s):

Dagmar F.A. A. Derikx ◽

Suzanne Houwen ◽

Vivian Meijers ◽

Marina M. Schoemaker ◽

Esther Hartman

Keyword(s):

Systematic Review ◽

Home Environment ◽

Motor Performance ◽

Typically Developing ◽

Typically Developing Children ◽

Factors Associated ◽

The Social ◽

Social Environmental ◽

Social Environmental Factors ◽

The Relationship

Motor performance during childhood is important for prosperity in life, and the social environment may contain potentially important and modifiable factors associated with motor performance. Therefore, the aim of this systematic review was to identify social environmental factors associated with motor performance in 3- to 12-year-old typically developing children. Four electronic databases were searched, which resulted in 31 included studies. The methodological quality was determined using the Quality of Prognosis Studies in Systematic Reviews tool. Most studies were conducted in 3–6-year-old children. In the home environment, parental beliefs in the importance of physical activity and parental behaviors matching these beliefs were related to better motor performance of children, although these relationships were often sex-dependent. The school and sports environments were investigated much less, but some preliminary evidence was found that being better liked by peers, attending a classroom with a smaller age range, having more interaction with the teacher and classmates, and having a higher educated teacher was related to better motor performance. Further research is required to further unravel the relationship between the social environment and motor skills, with a specific focus on 6–12-year-old children and environments outside of the home environment.

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Exploring the social brain

eLife ◽

10.7554/elife.35392 ◽

2018 ◽

Vol 7 ◽

Cited By ~ 1

Author(s):

John P Welsh ◽

Annette M Estes

Keyword(s):

Young Children ◽

Children With Autism ◽

Typically Developing ◽

Social Brain ◽

Typically Developing Children ◽

Brain Physiology ◽

The Social ◽

Young Children With Autism ◽

The Brain

How does the brain physiology of young children with autism differ from that of typically-developing children?

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A New Look at Performance on Theory-of-Mind Tasks by Adolescents With Autism Spectrum Disorder

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461(2003/020) ◽

2003 ◽

Vol 34 (3) ◽

pp. 236-252 ◽

Cited By ~ 16

Author(s):

Elaine R. Silliman ◽

Sylvia F. Diehl ◽

Ruth Huntley Bahr ◽

Theresa Hnath-Chisolm ◽

Catherine Bouchard Zenko ◽

...

Keyword(s):

Theory Of Mind ◽

Autism Spectrum ◽

Task Type ◽

False Belief ◽

Spectrum Disorder ◽

Typically Developing ◽

Typically Developing Children ◽

Psychological States ◽

The Social ◽

False Belief Tasks

Purpose: A hallmark of autistic spectrum disorder (ASD) is disruption in theory-of-mind development, including the understanding of false beliefs. Previous studies have typically assessed the development of first- and second-order false belief concepts in ASD, with tasks primarily emphasizing physical causality and logical inferencing. The present study investigated how preadolescents and adolescents with ASD performed on false belief tasks that included social inferencing of psychological states as well as logical inferencing of physical states. Method: Two categories of tasks were administered: four traditional logical inferencing tasks and four social inferencing tasks specifically developed for this study. In addition, a prompt hierarchy was included to ascertain if performance on both task types improved. Participants were 45 children and adolescents primarily selected from three urban school districts: 15 adolescents with a previous diagnosis of ASD (ASD group); 15 typically developing children matched for age, gender, and ethnicity (CA group); and 15 typically developing children matched for language age, gender, and ethnicity (LA group). Results: Three findings were pertinent. First, the CA group performed at higher levels than did the LA group and the ASD group on both task sets. Second, although the CA and the LA groups performed equally well on both the logical and the social inferencing tasks, the ASD group performed better on the social inferencing tasks. Finally, the prompt hierarchy significantly improved overall task performance for the ASD and LA groups. Clinical Implications: These findings indicate that task type, variations in vocabulary ability, and the provision of support influenced performance on the false belief tasks.

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Validation of the Arabic version of the Social Communication Questionnaire

Autism ◽

10.1177/1362361318816065 ◽

2019 ◽

Vol 23 (7) ◽

pp. 1655-1662 ◽

Cited By ~ 3

Author(s):

Mohammed Aldosari ◽

Eric Fombonne ◽

Hesham Aldhalaan ◽

Mohammed Ouda ◽

Saba Elhag ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Confidence Interval ◽

Social Communication ◽

Area Under The Curve ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Typically Developing ◽

Typically Developing Children ◽

Social Communication Questionnaire ◽

The Social

Validated screening and diagnostic tools for autism spectrum disorder for use in Arabic-speaking individuals are scarce. This study validated the Arabic version of the Social Communication Questionnaire. The total study sample included 206 children with autism spectrum disorder and 206 typically developing children (73.8% male; mean age: 8.5 (standard deviation = 2.6) years). The mean Social Communication Questionnaire total score was significantly higher in autism spectrum disorder children than in typically developing children ( p < 0.0001). Scores on the three Social Communication Questionnaire subscales also differed significantly between the groups ( p < 0.001). Of the 39 items, 37 were endorsed significantly more often in the autism spectrum disorder group. The total Social Communication Questionnaire score did not vary by age or gender. Internal consistency was excellent (alpha = 0.92). In the receiver operating characteristic analysis, the area under the curve for the total score showed excellent discrimination between autism spectrum disorder and typically developing children (area under the curve = 0.95; 95% confidence interval: 0.93–0.97). The areas under the curve for the scale subscores were 0.923 (95% confidence interval: 0.898–0.949) for the social interaction score, 0.872 (95% confidence interval: 0.838–0.905) for the communication score, and 0.856 (95% confidence interval: 0.819–0.893) for the repetitive behaviors score. The findings support the use of the Arabic Social Communication Questionnaire to successfully differentiate children with clinically diagnosed autism spectrum disorder using the established cutoff value for the English version.

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Setting Effects on Friendship Formation among Young Children with and without Disabilities

Council review ◽

10.1177/001440290206800406 ◽

2002 ◽

Vol 68 (4) ◽

pp. 503-517 ◽

Cited By ~ 63

Author(s):

Virginia Buysse ◽

Barbara Davis Goldman ◽

Martie L. Skinner

Keyword(s):

Early Childhood ◽

Young Children ◽

Children With Disabilities ◽

Statistical Significance ◽

Typically Developing ◽

Early Childhood Classroom ◽

Typically Developing Children ◽

Friendship Formation ◽

The Social ◽

The Difference

This study examined the effects of social setting on the friendship formation of 333 preschool children (120 children with disabilities and 213 typically developing children) enrolled in inclusive early childhood programs. The study found that typically developing children in specialized classrooms had significantly more friends than did children with disabilities in those same settings. In child care settings, however, the difference between the reported number of friendships for typically developing children and their peers with disabilities did not reach statistical significance. Implications are presented for considering how the social ecology of the early childhood classroom setting may influence social outcomes for young children enrolled in inclusive programs.

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Age Norms for Auditory-Perceptual Neurophonetic Parameters: A Prerequisite for the Assessment of Childhood Dysarthria

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-19-00114 ◽

2020 ◽

Vol 63 (4) ◽

pp. 1071-1082

Author(s):

Theresa Schölderle ◽

Elisabet Haas ◽

Wolfram Ziegler

Keyword(s):

Assessment Tool ◽

Developmental Trajectories ◽

Voice Quality ◽

Typically Developing ◽

Typically Developing Children ◽

Age Norms ◽

Elementary School Age ◽

Speech Characteristics ◽

Substantial Progress ◽

Computer Based

Purpose The aim of this study was to collect auditory-perceptual data on established symptom categories of dysarthria from typically developing children between 3 and 9 years of age, for the purpose of creating age norms for dysarthria assessment. Method One hundred forty-four typically developing children (3;0–9;11 [years;months], 72 girls and 72 boys) participated. We used a computer-based game specifically designed for this study to elicit sentence repetitions and spontaneous speech samples. Speech recordings were analyzed using the auditory-perceptual criteria of the Bogenhausen Dysarthria Scales, a standardized German assessment tool for dysarthria in adults. The Bogenhausen Dysarthria Scales (scales and features) cover clinically relevant dimensions of speech and allow for an evaluation of well-established symptom categories of dysarthria. Results The typically developing children exhibited a number of speech characteristics overlapping with established symptom categories of dysarthria (e.g., breathy voice, frequent inspirations, reduced articulatory precision, decreased articulation rate). Substantial progress was observed between 3 and 9 years of age, but with different developmental trajectories across different dimensions. In several areas (e.g., respiration, voice quality), 9-year-olds still presented with salient developmental speech characteristics, while in other dimensions (e.g., prosodic modulation), features typically associated with dysarthria occurred only exceptionally, even in the 3-year-olds. Conclusions The acquisition of speech motor functions is a prolonged process not yet completed with 9 years. Various developmental influences (e.g., anatomic–physiological changes) shape children's speech specifically. Our findings are a first step toward establishing auditory-perceptual norms for dysarthria in children of kindergarten and elementary school age. Supplemental Material https://doi.org/10.23641/asha.12133380

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Social attribution, correspondence bias, and the emergence of stereotypes *This research has been completed in partial requirement of a doctoral dissertation of the first author under the supervision of the second author. We wish to thank the members of the social psychology division at the University of Louvain at Louvain-la-Neuve, especially Steve Rocher and Emanuele Castano for their insightful comments on preliminary drafts. This paper has been enriched by feedbacks received from Russell Spears, Roos Vonk, Margit Oswald, and anonymous reviewers. Many thanks to Philippe Kemp and Christophe Remy for their assistance in running the study, and to the students who volunteered to appear on the video. This research has been presented at the Social Cognition workshop of the Kurt Lewin Institute, workshop held at the Free University of Amsterdam in April 1998: we want to thank participants of this workshop and especially Gün Semin for their useful feedback. Completion of this study benefited from a research grant from the Belgian National Fund for Scientific Research to the first author.

Swiss Journal of Psychology ◽

10.1024//1421-0185.58.4.233 ◽

1999 ◽

Vol 58 (4) ◽

pp. 233-240 ◽

Cited By ~ 13

Author(s):

Anouk Rogier ◽

Vincent Yzerbyt

Keyword(s):

Correspondence Bias ◽

Social Attribution ◽

The Social ◽

Dispositional Attributions ◽

Kurt Lewin ◽

Group Members ◽

Group Target ◽

The University ◽

Institute Workshop ◽

Research Grant

Yzerbyt, Rogier and Fiske (1998) argued that perceivers confronted with a group high in entitativity (i.e., a group perceived as an entity, a tight-knit group) more readily call upon an underlying essence to explain people's behavior than perceivers confronted with an aggregate. Their study showed that group entitativity promoted dispositional attributions for the behavior of group members. Moreover, stereotypes emerged when people faced entitative groups. In this study, we replicate and extend these results by providing further evidence that the process of social attribution is responsible for the emergence of stereotypes. We use the attitude attribution paradigm ( Jones & Harris, 1967 ) and show that the correspondence bias is stronger for an entitative group target than for an aggregate. Besides, several dependent measures indicate that the target's group membership stands as a plausible causal factor to account for members' behavior, a process we call Social Attribution. Implications for current theories of stereotyping are discussed.

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