Contribution of Theory of Mind, Executive Functioning, and Pragmatics to Socialization Behaviors of Children with High-Functioning Autism
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Scholar |
Otros documentos de la autoría: Berenguer Forner, Carmen; Miranda Casas, Ana; Colomer, Carla; Baixauli Fortea, Inmaculada; Roselló Miranda, Belén
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Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8017
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https://doi.org/10.1007/s10803-017-3349-0 |
Metadatos
Título
Contribution of Theory of Mind, Executive Functioning, and Pragmatics to Socialization Behaviors of Children with High-Functioning AutismAutoría
Fecha de publicación
2017-10Editor
SpringerCita bibliográfica
BERENGUER, Carmen, et al. Contribution of Theory of Mind, Executive Functioning, and Pragmatics to Socialization Behaviors of Children with High-Functioning Autism. Journal of autism and developmental disorders, 2017, p. 1-12.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://link.springer.com/article/10.1007/s10803-017-3349-0#enumerationVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Social difficulties are a key aspect of autism, but the intervening factors are still poorly understood. This study had two objectives: to compare the profile of ToM skills, executive functioning (EF), and pragmatic ... [+]
Social difficulties are a key aspect of autism, but the intervening factors are still poorly understood. This study had two objectives: to compare the profile of ToM skills, executive functioning (EF), and pragmatic competence (PC) of children with high-functioning autism (HFA) and children with typical development (TD), and analyze their mediator role in social functioning. The participants were 52 children with HFA and 37 children with TD matched on age, intelligence quotient, and expressive vocabulary. Significant differences were found on measures of ToM, both explicit and applied, EF, and PC between children with HFA and TD. Multiple mediation analysis revealed that applied ToM skills and PC mediated the relations between autism symptoms and social functioning. Implications for social cognitive interventions to address these findings are discussed. [-]
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© Springer Science+Business Media, LLC 2017
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