Emotional understanding, cooperation, and social behavior in high-functioning children with autism
Emotional understanding, cooperation, and social behavior in high-functioning children with autism
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DOI：
10.1007/s10803-004-5284-0
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发表时间：
2004-12-01
影响因子：
3.9
通讯作者：
Smith, T
中科院分区：
文献类型：
--
作者：
Downs, A;Smith, T
与正常发育的儿童相比，自闭症儿童很少表现出合作的社会行为。为了检验这个问题是否反映了整体发育迟缓或自闭症特有的缺陷，本研究比较了 10 名具有平均智商的自闭症儿童与 16 名患有注意力缺陷/多动障碍 (ADHD) 和对立性德的儿童的合作、情感理解、人格特征和社会行为。蚂蚁障碍 (ODD) 和 10 名正常发育的儿童。在合作行为、情感理解水平和冷漠行为方面，自闭症组的表现优于 ADHD/ODD 组，并且与正常发育的儿童没有显着差异。然而，自闭症组比其他组表现出更差的情绪识别能力和更活跃但奇怪的行为。结果表明，高功能自闭症儿童可以发展合作性社会行为和先进的心智理论能力，但在识别情绪和表现出社交适当行为方面仍然表现出缺陷。
In contrast to typically developing children, children with autism rarely exhibit cooperative social behavior. To examine whether this problem reflects global developmental delays or autism-specific deficits, the present study compared cooperation, emotional understanding, personality characteristics, and social behavior of 10 children with autism who had average IQ to those of 16 children with Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional De. ant Disorder ( ODD) and 10 typically developing children. In cooperative behavior, level of emotional understanding, and aloof behavior, the autism group outperformed the ADHD/ODD group and did not differ significantly from typically developing children. However, the autism group showed worse emotion recognition and more active-but-odd behavior than the other groups. The results indicate that high-functioning children with autism can develop cooperative social behavior and advanced theory of mind abilities, but continue to show deficits in identifying emotions and displaying socially appropriate behavior.