Collaborative problem solving in young typical development and HFASD

Journal of Autism and Developmental Disorders

Volumn 42, Issue 9, 2012, Pages 1984-1997

  Kimhi, Yael ^a   Bauminger Zviely, Nirit ^a  

^a BAR ILAN UNIVERSITY   (Israel)

Author keywords

Collaborative problem solving; HFASD; Peer relations; Preschool

Indexed keywords

ARTICLE; AUTISM; CHILD; CHILD BEHAVIOR; CHILD DEVELOPMENT; CLINICAL ARTICLE; COLLABORATIVE PROBLEM SOLVING; CONTROLLED STUDY; FRIEND; HANDICAPPED CHILD; HIGH FUNCTIONING CHILDREN WITH ASD; HUMAN; INTELLIGENCE QUOTIENT; PRESCHOOL CHILD; PRIORITY JOURNAL; PROBLEM SOLVING; SOCIAL BEHAVIOR; WECHSLER INTELLIGENCE SCALE;

CHILD; CHILD BEHAVIOR; CHILD DEVELOPMENT; CHILD DEVELOPMENT DISORDERS, PERVASIVE; CHILD, PRESCHOOL; COOPERATIVE BEHAVIOR; FEMALE; HUMANS; INFANT; INTERPERSONAL RELATIONS; MALE; PROBLEM SOLVING; SOCIAL BEHAVIOR;

EID: 84866736624     PISSN: 01623257     EISSN: 15733432     Source Type: Journal    
DOI: 10.1007/s10803-012-1447-6     Document Type: Article

References (63)

1. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (Vol. 4, test revision). Washington, DC: Author.
2. Ashley, J., & Tomasello, M. (1998). Cooperative problem solving and teaching in preschoolers. Social Development, 7, 143-163.
3. Baron Cohen, S. (1988). Social and pragmatic deficits in autism: Cognitive or affective? Journal of Autism and Developmental Disorder, 18, 378-402.
4. Bauminger, N., & Agam-Ben-Artzi, G. (2011). Young friendship in HFASD and typical development: Friend vs. non-friend comparisons. Manuscript submitted for publication.
5. Bauminger, N., Solomon, N., Aviezer, A., Heung, K., Brown, J., & Rogers, S. J. (2008a). Friendship in high-functioning children with autism spectrum disorder: Mixed and non-mixed dyads. Journal of Autism and Developmental Disorders, 38, 1211-1229.
6. Bauminger, N., Solomon, N., Aviezer, A., Heung, K., Gazit, L., Brown, J., et al. (2008b). Children with autism and their friends: A multidimensional study of friendship in high-functioning autism spectrum disorder. Journal of Abnormal Child Psychology, 36, 135-150.
7. Bishop, D. V. M., Aamodt-Leeper, G., Creswell, C., McGurk, R., & Skuse, D. H. (2001). Individual differences in cognitive planning on the tower of Hanoi task: Neuropsychological maturity or measurement error? Journal of Child Psychology and Psychiatry, 42, 551-556.
8. Brownell, C. A., Ramani, G. B., & Zerwass, S. (2006). Becoming a social partner with peers: Cooperation and social understanding in one and two year olds. Child Development, 77, 803-821.
9. Bukowski, W., Motozoi, C., & Meyer, F. (2009). Friendship as process, function, and outcome. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 217-231). New York: Guilford Press.
10. Calhoun, S. L., & Mayes, S. D. (2005). Processing speed in children with clinical disorders. Psychology in the Schools, 42, 333-343.
11. Carlson, S. M., Mandell, D. J., & Williams, L. (2004). Executive function and theory of mind: Stability and prediction from ages 2 to 3. Developmental Psychology, 40, 1105-1122.
12. Carrington, S., Templeton, E., & Pipinczak, T. (2003). Adolescents with Asperger syndrome and perceptions of friendship. Focus on Autism and Other Developmental Disabilities, 18, 211-218.
13. Chawarska, K., Klin, A., Paul, R., & Volkmar, F. (2007). Autism spectrum disorder in the second year: Stability and change in syndrome expression. Journal of Child Psychology and Psychiatry, 48, 128-138.
14. Cooper, C. R. (1980). Development of collaborative problem solving among preschool children. Developmental Psychology, 16, 433-440.
15. Daniel, L. S., & Billingsley, B. S. (2010). What boys with an autism spectrum disorder say about establishing and maintaining friendships. Focus on Autism and Other Developmental Disorders, 25, 220-229.
16. Dawson, G., Meltzoff, A., Osterling, J., Rinalidi, J., & Brown, E. (1998). Children with autism fail to orient to naturally occurring social stimuli. Journal of Autism and Developmental Disorders, 28, 479-485.
17. Dawson, G., Toth, K., Abbott, R., Osterling, J., Munson, J., et al. (2004). Early social attention impairments in autism: Social orienting, joint attention, and attention in autism. Developmental Psychology, 40, 271-283.
18. Downs, A., & Smith, T. (2004). Emotional understanding, cooperation, and social behavior in high-functioning children with autism. Journal of Autism and Developmental Disorders, 34, 625-635.
19. Dunn, J., & Cutting, A. L. (1999). Understanding others and individual differences in friendship interactions in young children. Social Development, 8, 201-218.
20. Dunn, J., Cutting, A. L., & Fisher, N. (2002). Old friends, new friends: Predictors of children's perspectives on their friends at school. Child Development, 73, 621-636.
21. Fawcett, L. M., & Garton, A. F. (2005). The effect of peer collaboration on children's problem solving ability. British Journal of Educational Psychology, 75, 157-169.
22. Hartley, S. L., Sikora, D. M., & McCoy, R. (2008). Prevalence and risk factors of maladaptive behaviour in young children with autistic disorder. Journal of Intellectual Disability Research, 52, 819-829.
23. Hartup, W. W., Laursen, B., Stewart, M. A., & Eastenson, A. (1988). Conflicts in the friendship relations of young children. Child Development, 59, 1590-1600.
24. Hill, E. (2004). Evaluating the theory of executive dysfunction in autism. Developmental Review, 24, 189-233.
25. Hill, E., Sally, D., & Frith, U. (2004). Does mentalising ability influence cooperative decision-making in a social dilemma? Introspective evidence from a study of adults with autism spectrum disorder. Journal of Consciousness Studies, 11, 144-161.
26. Hobson, J., & Hobson, R. P. (2007). Identification: The missing link between joint attention and imitation. Development and Psychopathology, 19, 411-431.
27. Holmes-Lonergan, H. A. (2003). Preschool children's collaborative problem solving interactions: The role of gender, pair type, and task. Sex Roles: Journal of Research, 48, 505-517.
28. Hope, G. (2002). Solving problems: Young children exploring the rules of the game. The Curriculum Journal, 13, 265-278.
29. Howes, C. (1996). The earliest friendships. In W. M. Bukowski, A. F. Newcomb, & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 66-86). Cambridge: Cambridge University Press.
30. Hughes, C. (1998). Finding your marbles: Does preschoolers' strategic behavior predict later understanding of mind? Developmental Psychology, 34, 1326-1339.
31. Hwang, B., & Hughes, C. (2000). The effects of social interactive training on early social communicative skills of children with autism. Journal of Autism and Developmental Disorders, 30, 331-343.
32. Johnson-Pynn, J. S., & Nisbet, V. S. (2002). Preschoolers effectively tutor novice classmates in a block construction task. Child Study Journal, 32, 241-255.
33. Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217-250.
34. Kasari, C., Sigman, M., Mundy, P., & Yirmiya, N. (1990). Affective sharing in the context of joint attention interactions of normal, autistic, and mentally retarded children. Journal of Autism and Developmental Disorders, 20, 87-100.
35. Kasari, C., Sigman, M., & Yirmiya, N. (1993). Focused and social attention of autistic children in interactions with familiar and unfamiliar adults: A comparison of autistic, mentally retarded, and normal children. Development and Psychopathology, 5, 403-414.
36. Kumpulainen, K., & Kaartinen, S. (2003). The interpersonal dynamics of collaborative reasoning in peer interactive dyads. Journal of Experimental Education, 71, 333-370.
37. Kutnick, P., & Kington, A. (2005). Chidren's friendships and learning in school: Cognitive enhancement through social interaction? British Journal of Educational Psychology, 75, 521-538.
38. Lemerise, E. A., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71, 107-118.
39. Liebal, K., Colombi, C., Rogers, S., Warneken, F., & Tomasello, M. (2008). Cooperative activities in children with autism. Journal of Autism and Developmental Disorders, 38, 224-238.
40. Lord, C., & Magill-Evans, J. (1995). Peer interactions of autistic children and adolescents. Development and Psychopathology, 7, 611-626.
41. Lord, C., Rutter, M., & LeCouteur, A. (1994). Autistic diagnostic interview revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 19, 185-212.
42. Mayes, S. D., & Calhoun, S. L. (2008). WISC-IV and WIAT-II profiles in children with high-functioning autism. Journal of Autism and Developmental Disorders, 38, 428-439.
43. McAlister, A., & Peterson, C. C. (2006). Mental playmates: Siblings, executive functioning and theory of mind. British Journal of Educational Psychology, 24, 733-751.
44. Mullen, E. M. (1995). Mullen scales of early learning. Circle Pines, MN: American Guidance Service.
45. Mundy, P., & Newell, L. (2007). Attention, joint attention, and social cognition. Current Directions in Psychological Science, 16, 269-274.
46. Newcomb, A. F., & Bagwell, C. L. (1995). Children's friendship relations: A meta-analytic review. Psychological Bulletin, 117, 306-347.
47. Osterling, J., & Dawson, G. (2004). Early recognition of children with autism: A study of first birthday home videotapes. Journal of Autism and Developmental Disorders, 24, 247-257.
48. Pellicano, E. (2007). Links between theory of mind and executive function in young children: Clues to developmental primacy. Developmental Psychology, 43, 974-990.
49. Piaget, J. (1959). The language and thought of the child (3rd ed.). London: Routledge and Kegan Paul.
50. Razza, R. A., & Blair, C. (2009). Associations among false-belief understanding, executive function, and social competence: A longitudinal analysis. Journal of Applied Developmental Psychology, 30, 332-343.
51. Rogers, J. S., & Pennington, B. F. (1991). A theoretical approach to the deficits in infantile autism. Development and Psychopathology, 3, 137-162.
52. Sally, D., & Hill, E. (2006). The development of interpersonal strategy: Autism, theory-of-mind, cooperation and fairness. Journal of Economic Psychology, 27, 73-97.
53. Sigman, M., & Ruskin, E. (1999). Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64(1), Serial No. 256.
54. Spek, A. A., Scholte, E. M., & van Berckelaer-Onnes, I. A. (2008). Brief report: WAIS-III in adults with HFA and Asperger syndrome. Journal of Autism and Developmental Disorders, 33, 782-787.
55. Steele, S., Joseph, R., & Tager-Flusberg, H. (2003). Brief report: Developmental change in theory of mind abilities in children with autism. Journal of Autism and Developmental Disorders, 33, 461-467.
56. Tager-Flusberg, H. (2001). A reexamination of the theory of mind hypothesis of autism. In J. Burack, T. Charman, et al. (Eds.), The development of autism: Perspectives from theory and research (pp. 173-193). Hillsdale, NJ: Lawrence Erlbaum.
57. Thornton, S. (1995). Children solving problems. London: Harvard University Press.
58. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
59. Warneken, F., Chen, F., & Tomasello, M. (2006). Cooperative activities in young children and chimpanzees. Child Development, 77, 640-663.
60. Wechsler, D. (1974). Wechsler Intelligence Scale for Children-Revised. New York: Psychological Corporation.
61. Wechsler, D. (1989). The Wechsler Preschool and Primary Scale of Intelligence-Revised. San Antonio, TX: The Psychological Corporation.
62. Wechsler, D. (2002). The Wechsler Preschool and Primary Scale of Intelligence, Third Edition (WPPSI-III). San Antonio, TX: The Psychological Corporation.
63. Zajac, R., & Hartup, W. W. (1997). Friends as coworkers: Research review and classroom implications. Elementary School Journal, 98, 3-13.