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Social-cognitive processing in 6- to 12-year-old children with Asperger's disorder

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Date Issued:
2002
Summary:
Students with Asperger's disorder manifest social, behavioral and pragmatic language impairments that result in their lower social acceptance. However, peer rejection in childhood is correlated with both current and future maladjustment, so it is important to investigate the causes of social rejection for children with Asperger's disorder. The first purpose of this study was to determine the relative effectiveness with which students with Asperger's disorder and typically developing students were able to interpret the social intentions of their peers. The second purpose of the study was to determine whether, with a given interpretation of social intention, there were differences in the social interaction strategies chosen by these two groups of students. Twenty students with Asperger's disorder and 20 typically developing elementary school students participated in this study. They viewed videotapes depicting social conflict situations and were interviewed to determine if they perceived the cause of a conflict, how they interpreted an antagonist's actions, and how they would respond in a similar situation. An independent samples t-test indicated that the typically developing group performed significantly better on the encoding of conflicts and benign intention cues. Further, the Asperger's disorder group rejected benign intention cues that they had encoded at a higher rate than their typically developing peers. A mixed ANOVA revealed that there were significant differences between groups for the rating of a peer as "not mean" based on cue type, with the Asperger's disorder group most likely to rate a peer as "not mean" after watching ambiguous vignettes and the typically developing group most likely to give this rating after watching benign vignettes. Additionally, a mixed ANOVA demonstrated that the Asperger's disorder group was significantly more likely to cite the use of aggressive strategies both against peer entry and peer provocation conflict types and when they had attributed a peer to be "mean."
Title: Social-cognitive processing in 6- to 12-year-old children with Asperger's disorder.
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Name(s): Carothers, Douglas Edward, author
Florida Atlantic University, Degree grantor
Taylor, Ronald L., Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 2002
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, FL
Physical Form: application/pdf
Extent: 93 p.
Language(s): English
Summary: Students with Asperger's disorder manifest social, behavioral and pragmatic language impairments that result in their lower social acceptance. However, peer rejection in childhood is correlated with both current and future maladjustment, so it is important to investigate the causes of social rejection for children with Asperger's disorder. The first purpose of this study was to determine the relative effectiveness with which students with Asperger's disorder and typically developing students were able to interpret the social intentions of their peers. The second purpose of the study was to determine whether, with a given interpretation of social intention, there were differences in the social interaction strategies chosen by these two groups of students. Twenty students with Asperger's disorder and 20 typically developing elementary school students participated in this study. They viewed videotapes depicting social conflict situations and were interviewed to determine if they perceived the cause of a conflict, how they interpreted an antagonist's actions, and how they would respond in a similar situation. An independent samples t-test indicated that the typically developing group performed significantly better on the encoding of conflicts and benign intention cues. Further, the Asperger's disorder group rejected benign intention cues that they had encoded at a higher rate than their typically developing peers. A mixed ANOVA revealed that there were significant differences between groups for the rating of a peer as "not mean" based on cue type, with the Asperger's disorder group most likely to rate a peer as "not mean" after watching ambiguous vignettes and the typically developing group most likely to give this rating after watching benign vignettes. Additionally, a mixed ANOVA demonstrated that the Asperger's disorder group was significantly more likely to cite the use of aggressive strategies both against peer entry and peer provocation conflict types and when they had attributed a peer to be "mean."
Identifier: 9780493721941 (isbn), 12000 (digitool), FADT12000 (IID), fau:8915 (fedora)
Degree granted: Thesis (Ed.D.)--Florida Atlantic University, 2002.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): College of Education
Subject(s): Asperger's syndrome
Autistic children--Education--Social aspects
Autism in children
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FADT12000
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.