TY - JOUR
T1 - Collaborative problem solving in young typical development and HFASD
AU - Kimhi, Yael
AU - Bauminger-Zviely, Nirit
N1 - Funding Information: Acknowledgments This research was partially supported by the Israel Science Foundation (ISF). Special thanks are extended to the children who took part in this study. The authors would also like to express their appreciation to Dee B. Ankonina for her editorial contribution and to Dov Har—even for his statistical assistance. This study was adapted from a dissertation of the first author guided by the second author.
PY - 2012/9
Y1 - 2012/9
N2 - 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 nonfriends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD.
AB - 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 nonfriends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD.
KW - Collaborative problem solving
KW - HFASD
KW - Peer relations
KW - Preschool
UR - http://www.scopus.com/inward/record.url?scp=84866736624&partnerID=8YFLogxK
U2 - 10.1007/s10803-012-1447-6
DO - 10.1007/s10803-012-1447-6
M3 - مقالة
C2 - 22274778
SN - 0162-3257
VL - 42
SP - 1984
EP - 1997
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
IS - 9
ER -