Virtual Environment for Social Information Processing: Assessment of Children with and without Autism Spectrum Disorders

Virtual Environment for Social Information Processing: Assessment of Children with and without... IntroductionChildren's social information processing (SIP) skills, here defined as the ability to understand and reason through challenging social situations, are critical for developing and maintaining peer relationships. SIP skills include the ability to identify a social problem, develop a social goal, generate a range of potential solutions, evaluate the merits of those solutions, and choose and enact a solution [Crick & Dodge, , Crick & Dodge, ; Dodge & Schwartz, ]. These processes occur in the context of emotional responses [Lemerise & Arsenio, ]. SIP skills are important for children with and without clinical diagnoses [e.g., Adrian, Lyon, Oti, & Tininenko, ; Denham et al., ]. The better developed a child's SIP skills are, the more positively they interact with peers, the less aggressive they are in peer interactions, and therefore, the better equipped they are to develop and maintain friendships [e.g., Dubow & Tisak, ; Dubow, Tisak, Causey, Hryshko, & Reid, ]. The converse is also true [Bauminger, Edelsztein, & Morash, ; Crick & Dodge, ; Weissberg, Barton, & Shriver, ].SIP Skills in Children with Autism Spectrum DisordersAssessment of SIP skills has important implications for understanding the social challenges of children with an autism‐spectrum disorder [ASD; Channon, Charman, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Autism Research Wiley

Virtual Environment for Social Information Processing: Assessment of Children with and without Autism Spectrum Disorders

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Publisher
Wiley
Copyright
© 2018 International Society for Autism Research, Wiley Periodicals, Inc.
ISSN
1939-3792
eISSN
1939-3806
D.O.I.
10.1002/aur.1889
Publisher site
See Article on Publisher Site

Abstract

IntroductionChildren's social information processing (SIP) skills, here defined as the ability to understand and reason through challenging social situations, are critical for developing and maintaining peer relationships. SIP skills include the ability to identify a social problem, develop a social goal, generate a range of potential solutions, evaluate the merits of those solutions, and choose and enact a solution [Crick & Dodge, , Crick & Dodge, ; Dodge & Schwartz, ]. These processes occur in the context of emotional responses [Lemerise & Arsenio, ]. SIP skills are important for children with and without clinical diagnoses [e.g., Adrian, Lyon, Oti, & Tininenko, ; Denham et al., ]. The better developed a child's SIP skills are, the more positively they interact with peers, the less aggressive they are in peer interactions, and therefore, the better equipped they are to develop and maintain friendships [e.g., Dubow & Tisak, ; Dubow, Tisak, Causey, Hryshko, & Reid, ]. The converse is also true [Bauminger, Edelsztein, & Morash, ; Crick & Dodge, ; Weissberg, Barton, & Shriver, ].SIP Skills in Children with Autism Spectrum DisordersAssessment of SIP skills has important implications for understanding the social challenges of children with an autism‐spectrum disorder [ASD; Channon, Charman,

Journal

Autism ResearchWiley

Published: Jan 1, 2018

Keywords: ; ; ; ; ;

References

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