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McDonald, Nicole M.; Baker, Jason K.; Messinger, Daniel S. – Developmental Psychology, 2016
This longitudinal study investigated whether variation in the oxytocin receptor gene (OXTR) and early parent-child interactions predicted later empathic behavior in 84 toddlers at high or low familial risk for autism spectrum disorder. Two well-studied OXTR single-nucleotide polymorphisms, rs53576 and rs2254298, were examined. Parent-child…
Descriptors: Genetics, Physiology, Parent Child Relationship, Interaction
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Burger-Caplan, Rebecca; Saulnier, Celine; Jones, Warren; Klin, Ami – Autism: The International Journal of Research and Practice, 2016
The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The…
Descriptors: Social Development, Cognitive Ability, Children, Autism
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Hobson, Jessica A.; Hobson, R. Peter; Malik, Supriya; Bargiota, Kyratso; Calo, Susana – British Journal of Developmental Psychology, 2013
The focus of this study is the nature and concomitants of pretend play among young children with autism. Age- and language-matched children with autism ("n"= 27), autism spectrum disorder ("n"= 14), and developmental disorders without autism ("n"= 16) were administered the Test of Pretend Play (ToPP; Lewis &…
Descriptors: Correlation, Play, Interpersonal Relationship, Autism
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Reszka, Stephanie S.; Odom, Samuel L.; Hume, Kara A. – Journal of Early Intervention, 2012
One way to support the social engagement of children with autism spectrum disorders (ASD) is by identifying features of natural environments that increase the likelihood of social interaction. This descriptive study was an examination of the (a) social engagement of 68 preschoolers with ASD in classrooms, (b) ecological features of classrooms that…
Descriptors: Autism, Student Participation, Interpersonal Relationship, Interaction
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Niditch, Laura A.; Varela, R. Enrique; Kamps, Jodi L.; Hill, Trenesha – Journal of Clinical Child and Adolescent Psychology, 2012
This study examined relations between anxiety, aggression, social understanding, IQ, and diagnosis in a sample of 231 children (ages 2-9) diagnosed with Autism Spectrum Disorders (ASDs; Autistic Disorder, Asperger's Disorder, Pervasive Developmental Disorder Not Otherwise Specified) in a hospital setting. Children were administered tests of IQ,…
Descriptors: Anxiety, Autism, Intelligence Quotient, Cognitive Ability
McKown, Clark; Allen, Adelaide M.; Russo-Ponsaran, Nicole M.; Johnson, Jason K. – Grantee Submission, 2013
Social-emotional comprehension includes the ability to encode, interpret, and reason about social-emotional information. The better developed children's social-emotional comprehension, the more positive their social interactions and the better their peer relationships. Many clinical tools exist to assess children's social behavior. In contrast,…
Descriptors: Social Development, Emotional Development, Cognitive Ability, Psychometrics