Collaborative Problem Solving in Young Typical Development and HFASD
Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions—all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 fri...
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| Veröffentlicht in: | Journal of autism and developmental disorders 2012-09, Vol.42 (9), p.1984-1997 |
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| container_end_page | 1997 |
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| container_issue | 9 |
| container_start_page | 1984 |
| container_title | Journal of autism and developmental disorders |
| container_volume | 42 |
| creator | Kimhi, Yael Bauminger-Zviely, Nirit |
| description | Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions—all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD. |
| doi_str_mv | 10.1007/s10803-012-1447-6 |
| format | Article |
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Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD.</description><identifier>ISSN: 0162-3257</identifier><identifier>EISSN: 1573-3432</identifier><identifier>DOI: 10.1007/s10803-012-1447-6</identifier><identifier>PMID: 22274778</identifier><identifier>CODEN: JADDDQ</identifier><language>eng</language><publisher>Boston: Springer US</publisher><subject>Autism ; Behavioral Science and Psychology ; Biological and medical sciences ; Child ; Child and School Psychology ; Child Behavior - psychology ; Child clinical studies ; Child Development ; Child Development Disorders, Pervasive - psychology ; Child, Preschool ; Children ; Cognitive Development ; Cooperation ; Cooperative Behavior ; Development ; Developmental disorders ; Educational Attainment ; Female ; Friends ; Goals ; Humans ; Infant ; Infantile autism ; Intelligence ; Intelligence quotient ; Interpersonal Competence ; Interpersonal Relations ; Male ; Medical sciences ; Mothers ; Neurodevelopmental disorders ; Neurosciences ; Nonverbal Communication ; Original Paper ; Pediatrics ; Pervasive Developmental Disorders ; Preschool Children ; Problem Solving ; Psychology ; Psychology. 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Psychiatry ; Public Health ; Social Behavior ; Thinking Skills ; Young Children</subject><ispartof>Journal of autism and developmental disorders, 2012-09, Vol.42 (9), p.1984-1997</ispartof><rights>Springer Science+Business Media, LLC 2012</rights><rights>2015 INIST-CNRS</rights><rights>COPYRIGHT 2012 Springer</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c628t-820f65abb147f4b7b1acce29b0d076a525755d432c22fac6578e9be2e94e9b2c3</citedby><cites>FETCH-LOGICAL-c628t-820f65abb147f4b7b1acce29b0d076a525755d432c22fac6578e9be2e94e9b2c3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10803-012-1447-6$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10803-012-1447-6$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,780,784,12844,27922,27923,30997,30998,41486,42555,51317</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ977145$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=26309199$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/22274778$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Kimhi, Yael</creatorcontrib><creatorcontrib>Bauminger-Zviely, Nirit</creatorcontrib><title>Collaborative Problem Solving in Young Typical Development and HFASD</title><title>Journal of autism and developmental disorders</title><addtitle>J Autism Dev Disord</addtitle><addtitle>J Autism Dev Disord</addtitle><description>Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions—all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD.</description><subject>Autism</subject><subject>Behavioral Science and Psychology</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child and School Psychology</subject><subject>Child Behavior - psychology</subject><subject>Child clinical studies</subject><subject>Child Development</subject><subject>Child Development Disorders, Pervasive - psychology</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Cognitive Development</subject><subject>Cooperation</subject><subject>Cooperative Behavior</subject><subject>Development</subject><subject>Developmental disorders</subject><subject>Educational Attainment</subject><subject>Female</subject><subject>Friends</subject><subject>Goals</subject><subject>Humans</subject><subject>Infant</subject><subject>Infantile autism</subject><subject>Intelligence</subject><subject>Intelligence quotient</subject><subject>Interpersonal Competence</subject><subject>Interpersonal Relations</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Mothers</subject><subject>Neurodevelopmental disorders</subject><subject>Neurosciences</subject><subject>Nonverbal Communication</subject><subject>Original Paper</subject><subject>Pediatrics</subject><subject>Pervasive Developmental Disorders</subject><subject>Preschool Children</subject><subject>Problem Solving</subject><subject>Psychology</subject><subject>Psychology. 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Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD.</abstract><cop>Boston</cop><pub>Springer US</pub><pmid>22274778</pmid><doi>10.1007/s10803-012-1447-6</doi><tpages>14</tpages></addata></record> |
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| identifier | ISSN: 0162-3257 |
| ispartof | Journal of autism and developmental disorders, 2012-09, Vol.42 (9), p.1984-1997 |
| issn | 0162-3257 1573-3432 |
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| source | MEDLINE; Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source; SpringerLink Journals - AutoHoldings |
| subjects | Autism Behavioral Science and Psychology Biological and medical sciences Child Child and School Psychology Child Behavior - psychology Child clinical studies Child Development Child Development Disorders, Pervasive - psychology Child, Preschool Children Cognitive Development Cooperation Cooperative Behavior Development Developmental disorders Educational Attainment Female Friends Goals Humans Infant Infantile autism Intelligence Intelligence quotient Interpersonal Competence Interpersonal Relations Male Medical sciences Mothers Neurodevelopmental disorders Neurosciences Nonverbal Communication Original Paper Pediatrics Pervasive Developmental Disorders Preschool Children Problem Solving Psychology Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Public Health Social Behavior Thinking Skills Young Children |
| title | Collaborative Problem Solving in Young Typical Development and HFASD |
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