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• W97500627 abstract "Twenty students with Asperger syndrome were compared to 20 typically developing peers to determine their relative effectiveness in interpreting social intentions of others and to examine whether with a given interpretation of social intention there were differences in the social interaction strategies chosen by these two groups of students. An independent samples t-test indicates that the typically developing group performed significantly better on encoding conflicts and benign intention cues. Mixed ANOVAs reveal significant differences between groups for rating of a peer as not mean based on cue type, and that the group with Asperger syndrome was more likely to cite use of aggressive strategies. Recommendations focus on methods of teaching social perception and strategy generation for students with Asperger syndrome. Much attention has been given to individuals vocational competence, and participation in with Asperger syndrome in recent years. social activities (Bagwell, Newcomb, & Though Asperger (1944) originally wrote Bukowski, 1998) and with less favorable atti about four children who presented a unique tudes toward school (Ladd, 1990). Addition pattern of behavior, Wing's (1981) account of ally, rejected children have higher rates of individuals presenting similar behaviors conduct disorder, substance abuse, criminal sparked greater interest and resulted in puboffenses, and teacher-rated behavioral prob lication of over 100 articles on the topic (Klin lems than their non-rejected peers (Ollen & Volkmar, 1997). Further, inclusion of Asdicki Weist> Borden, & Greene, 1992). Be perger syndrome in the International Classificacause of these factors, social incompetence tion of Diseases (ICD-10, World Health Organileading to the sodal rejection of children with zation [WHO], 1993) and the Diagnostic and Asperger syndrome may have serious long Statistical Manual of Mental Disorders (DSM-IV; term negativ£ consequences. American Psychiatric Association [APA], Coie, Dodge, and Kupersmidt (1990) sug 1994) has increased public awareness and per. . , ^ ... ... , ' .. ... ... , . , gested that some socially malad usted children mitted uniformity in describing this disorder. , , . , , . , . . ,. , . .. . . , ., tend to become withdrawn because their neg According to the DSM-IV., individuals with , . , . , , . , ative peer relationships cause them to take a Asperger syndrome exhibit clinically signifif . . , . „ . , . . . . , r . . ° negative view ol social interaction. Cnck cant impairment in social functioning. They ,, , , k a ifj (1991), cited in Cnck and Dodge (1994), have been descnbed both as alool and as evi dencing aggressive tendencies (Barnhill, demonstrated that withdrawn socially malad 2001). Of significance, Rubin and Clark justed children do hold negative views of so (1983) noted that peers often reject children cial interaction and expect to be disliked by who exhibit socially extreme behavior manipeers and excluded from activities. This find fested by either aggression or withdrawal. In 'n§ 'eac*s t0 t^le hypothesis that the relation turn, peer rejection has been linked with ship between social information processing lower school performance, aspiration level, and social maladjustment is reciprocal (Crick & Dodge). Crick and Dodge (1994) proposed a de Correspondence concerning this article should tailed model of social information processing be addressed to Douglas E. Carothers, Florida Gulf consisting of six stages. In stage one, children Coast University, College of Education, 10501 encode social cues by considering both exter FGCU Boulevard South, Fort Myers, FL 33965. nal environmental cues and internal cues Social Cognitive Processing / 177 This content downloaded from 157.55.39.138 on Mon, 27 Jun 2016 06:03:48 UTC All use subject to http://about.jstor.org/terms Participants drawn from a database of previous expericonflicting cues between the intention and ence. In stage two, children interpret the cues the outcome of an action. second pur by ascribing social intent to the behavior of pose of this study was to determine if, with a others and evaluating the outcome of the sogiven interpretation of social intention, there cial exchange for themselves and others. is a difference in the social interaction strategy third stage consists of the child selecting a chosen by students with Asperger syndrome goal or desired outcome for the social outand typically developing students, come, followed by the fourth stage in which the child accesses responses from memory or Method creates new behaviors in response to the social situation. fifth stage consists of evaluating the anticipated outcomes for each possible response, determining their ability to perform Twenty children with Asperger syndrome the response, and deciding whether the rewere matched with 20 typically developing sponse is appropriate. final stage occurs children for this study. Asperger syn when the child enacts the selected response. drome group was created first by soliciting Studies of social cognition have found that parents of children registered with the Uni socially rejected children offered fewer possiversity of Miami's Center for Autism and Re ble behaviors in response to hypothetical stolated Disabilities, which covers Miami-Dade, ries than did their peers (Pettit, Dodge, & Broward, and Palm Beach counties in South Brown, 1988). Further, Leffert, Siperstein, Florida. typically developing group was and Millikan (2000) found that children with created by selecting volunteer participants mental retardation had difficulty focusing siwho matched the experimental group partic multaneously on multiple and incongruous ipants on the variables of grade and gender, social cues, used fewer social strategies to deal Mean grade level of participants was 4.32 and with conflict situations, and employed strate4.25, respectively for the experimental and gies similar to those selected by younger peers control groups and the mean ages were 9.6 without disabilities. Studies of social cognition years and 9.35 years respectively. Both groups in children with Asperger syndrome have consisted of 18 males and 2 females, found that they perform more poorly in pro cessing an array of facial stimuli than peers who were matched on verbal ability (Davies, Bishop, Manstead, & Tantum, 1994) and use Participants' social-cognitive processing of so fewer cues when determining emotional state cial perception and social strategy generation than did children in a comparison group was assessed through the use of eighteen 30 (Koning & Magill-Evans, 2001). second videotaped vignettes created by Learning acceptable social skills is one of Dodge, Pettit, Bates, and Valente (1995) in the most important and long lasting lessons which the protagonist wears a numbered shirt, that children acquire in school, so the diffiBoth male and female actors of varying eth culty that social tasks present for children with nicity portray both the protagonists and antag Asperger syndrome indicates a need for invesonists in the vignettes. Nine vignettes depicted tigation of the causes of their social problems. peer entry conflict situations in which a child's Specifically, more research is needed to deterattempt to join a group of peers is rebuffed, mine whether children with Asperger synOf these nine vignettes, three showed situa drome are able to accurately perceive and tions in which the antagonist's social inten interpret social information and whether they tions were hostile (as evidenced by comments formulate productive strategies in situations such as We don't want you here.), three of social conflict. first purpose of this vignettes depicted benign intentions (distin study was to determine the relative effectiveguished by comments such as The teacher ness with which both students with Asperger says only the two of us can play.), and three syndrome and typically developing students vignettes were ambiguous in their portrayal of are able to interpret the social intentions of social intentions (characterized by behaviors their peers in situations in which there are such as failing to respond to the protagonist). 178 / Education and Training in Developmental Disabilities-June 2004 Materials This content downloaded from 157.55.39.138 on Mon, 27 Jun 2016 06:03:48 UTC All use subject to http://about.jstor.org/terms other nine vignettes showed peer provoresponse indicated indecision, they were que cation conflicts in which another student disried, What do you think you would do? Re rupts the protagonist's activity. nine peer sponses were scored as either: a) aggressive; b) provocation vignettes also included three that assertive; c) accommodating; d) appeal to au displayed hostile intentions, three that disthority; e) avoidant; or f) other. Only the first played benign intentions, and three in which response generated by the participant was the intentions were ambiguous. scored. Reliability. Each of the scoring sheets for" @default.
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• W97500627 title "Social Cognitive Processing in Elementary School Children with Asperger Syndrome." @default.
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