Socio emotional competence in young children with ASD during interaction with their typically developing peers
| Autor: | Ruthie Rosenan, Hila Avital, Tali Gev, Liron Oliver Aronson, Ofer Golan |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
030506 rehabilitation
05 social sciences medicine.disease Vineland Adaptive Behavior Scale Social relation Developmental psychology Competence (law) 03 medical and health sciences Psychiatry and Mental health Clinical Psychology Social skills Autism spectrum disorder Developmental and Educational Psychology medicine 0501 psychology and cognitive sciences Social competence Emotional expression Early childhood 0305 other medical science Psychology 050104 developmental & child psychology |
| Zdroj: | Research in Autism Spectrum Disorders. 86:101818 |
| ISSN: | 1750-9467 |
| DOI: | 10.1016/j.rasd.2021.101818 |
| Popis: | Background Building socio-emotional competence (SEC) is a central developmental goal of early childhood that includes the understanding of one’s own and others’ emotions, emotional expression and the use of emotion regulation strategies and social skills. SEC attainment is a major challenge for children with Autism Spectrum Disorder (ASD). However, its behavioral examination in naturalistic settings is scarce. The current study examined SEC components of young children with ASD compared to typically developing (TD) children during social interaction and investigated group differences and the associations between SEC components. Method 26 children with ASD and 26 TD children participated in the current study. SEC was assessed using an adult-mediated interaction with a peer, designed to provide opportunities for cooperation, reciprocity, shared enjoyment, and emotion expression. Additional measures included an emotion understanding task, and parental report on the Vineland Adaptive Behavior Scales. Results Compared to the TD group, the ASD group showed poorer emotional understanding, greater emotion dysregulation, and was rated by parents as having poorer social competence. Emotional understanding and emotion regulation difficulties were associated with poorer social competence, and expression of negative emotions was associated with poorer emotion regulation, in both children with and without ASD. Conclusions The emotional understanding and emotion regulation difficulties shown by children with ASD, and their associations with poorer social competence, highlight the need to address these in interventions targeting social competence in young children with ASD. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full Text from ScienceDirect