Recess in the schoolyard provides a great opportunity for physical exercise and building social engagement. Children with autism are often seen as having difficulties with social interactions,...Show moreRecess in the schoolyard provides a great opportunity for physical exercise and building social engagement. Children with autism are often seen as having difficulties with social interactions, friendships and loneliness. There is little research exploring if children with autism feel safer in the presence of certain playground structures, and if they would spend more time interacting socially when they feel safer in the schoolyard. In this thesis, we examined i) the relationship between playground areas with distinct features and how safe autistic children feel there, additionally to how much time children spend in that location, and ii) the relationship between the safety ratings and the time autistic children spent in social interactions in each location. We measured 61 autistic children from one special education primary school in the Netherlands. We measured how safe children feel in four locations of the playground with a self-report questionnaire. The time spent in a location was measured with a GPS logger on a belt the children wore. On this belt was also an RFID proximity-sensing tag, to measure how much time children spent in social interactions. The data showed statistical differences in the ratings of how safe a child feels between locations with different autism-friendly playground features, as the location with ballgame area rated lower than the location with wooden floating steps (Z=-2.839, p=0.005). We additionally found two contradictory relationships between how much time was spent in interaction between the four playground locations and the rated safety (r2(34)=-0.35, p2=0.035, r2=0.12; r4(34)= 0.45, p4=0.007, r2=0.20). In an explorative search we did find the ballgame area and the climbing structure to give more noise-complaints (F(1.00, 60.00) = 5.49, p=0.022, ηp2=0.084) and more crowdedness issues stemming from the climbing structure (F(3, 180)= 6.65, p<0.001, ηp2=0.100). We did not find a correlation between how rated safety of an area and how much time a child spends in interaction in any of the locations. Further research could explore playgrounds with more structures offering varied activities and solutions for solving crowdedness or noise complaints from larger play structures, or the effect of additional diagnoses (e.g. ADHD) or gender on play.Show less
This study investigates the relationship between autistic traits, interoceptive awareness, and sensorimotor cognitive flexibility. Building on the Interoceptive Trait Prediction Error (ITPE) theory...Show moreThis study investigates the relationship between autistic traits, interoceptive awareness, and sensorimotor cognitive flexibility. Building on the Interoceptive Trait Prediction Error (ITPE) theory, it is hypothesized that autistic traits are predictive of cognitive flexibility in a negative direction, while interoceptive awareness is predictive of cognitive flexibility in a positive direction. Interoceptive awareness was measured with the eight subscales of the Multidimensional Assessment of Interoceptive Awareness Version 2 (Noticing, Not Distracting, Not Worrying, Attention Regulation, Emotional Awareness, Self-Regulation, Body Listening, and Trust), and autistic traits were measured with the short version of the Autism Quotient (AQ-10). Sensorimotor cognitive flexibility was measured with a virtual reality game task. With the data of 80 participants, a multiple linear regression was performed. Emotional awareness significantly and positively predicted cognitive flexibility, which can be explained through the lens of emotion regulation. Autistic traits significantly predicted cognitive flexibility in a negative direction. However, the regression model in which these predictors existed was insignificant, leading to overall inconclusive results. Future replication based on our limitations is encouraged, and the necessity of similar research is underlined in light of autistic trait networks.Show less
Attention can be divided into stability versus flexibility. Switching between these two is needed for adaptive behavior. It requires blocking distractions from our current goals (stability), and...Show moreAttention can be divided into stability versus flexibility. Switching between these two is needed for adaptive behavior. It requires blocking distractions from our current goals (stability), and simultaneously switching between alternating demands of our environment (flexibility). People with autism are generally less flexible and therefore more stable in attention. (Cognitive) flexibility is an important predictor of the quality of life for people with autism. To add, most people with autism have trouble with social skills, though some research in non-clinical populations show a relationship between social skills and quality of life. Interventions for improving cognitive flexibility in people with autism mainly focus on improving social skills. Yet, there is little evidence for this relationship, especially in people with autism. Therefore, the hypothesis in this study was: “There is a positive relationship between social skills and cognitive flexibility. This relationship may be different across levels of autism traits”. The outcome will help to find out if social skills are indeed predictors of flexibility and stability in attention and thus, if interventions for improving cognitive flexibility in people with autism should focus on social problems. The participants in this study (N=101) responded to an autism questionnaire (which measures social problems and autism traits) and participated in a task switch experiment (to calculate the switch-cost). Results of the ANOVA show a non-significant relationship between social problems and switch-cost (F (1,90) = 3.569, p=0.062) (in reaction time). When looking at switch-cost on error rates however, there is a significant relationship between social problems and switch-cost (F (1,90) = 5.018, p = 0.028). People with lower social skills have a lower error rate than people with high social problems. The relationship between social problems and cognitive flexibility does not differ between levels of autism. The hypothesis is rejected. The results show a speed-accuracy tradeoff (longer reaction time means higher accuracy). This study shows that there is limited evidence on the relationship between social problems and cognitive flexibility in people who score high versus low on traits of autism. More research is needed into this topic to find out if this relationship is found in a larger population and in a clinical population. For now, interventions targeted at social problems alone do not seem to be sufficient for people with autism to improve their cognitive flexibility. This may ultimately help to establish more appropriate interventions.Show less
Background The number of students with an autism diagnosis is increasing at university. Previous research has shown that those students experience lower levels of social support. Previous research...Show moreBackground The number of students with an autism diagnosis is increasing at university. Previous research has shown that those students experience lower levels of social support. Previous research has also shown a positive link between social support and academic performance. However, there is limited research on this topic. Aim To explore the relationship between social support and academic performance in university students, and to check whether this relationship is mediated by stress, perceived self-competence, depression, or anxiety, and moderated by an autism diagnosis. Design and method Online survey. 222 university students (aged 18-56), 59 with an autism diagnosis (aged 18-39), and 163 without an autism diagnosis (aged 18-56), completed multiple questionnaires assessing participants’ academic performance, perception of their competence to do their class work, stress related to studying at university, anxiety, depression, and social support. Participants were recruited at Dutch universities. Results There was no relationship between social support and stress, perceived self-competence, depression or anxiety. There was no relationship between stress, perceived self-competence, depression or anxiety and academic performance. Autism diagnosis moderated the relationship between social support and depression, and the relationship between social support and anxiety. Limitations The results are reliant on self-reports. A snowball procedure was used for recruitment, which may have caused the sample to be unrepresentative. Conclusion Considering the differences in findings to previous research and the limited amount thereof, it remains unclear whether a relationship between social support and academic performance in students with autism is present, and whether the relationship is mediated by stress, perceived self-competence, depression or anxiety. Future research should examine gender differences, as well as a combination of different constructs.Show less
This study aims to identify the factors that are of influence on parenting stress in parents of autistic children. Previous studies have found that parents of autistic children experience more...Show moreThis study aims to identify the factors that are of influence on parenting stress in parents of autistic children. Previous studies have found that parents of autistic children experience more parenting stress than parents of children without autism or other diagnoses. Parenting stress can result in negative outcomes for the family as stressed parents tend to provide less effective stimulation for the development of the child. Stressed parents also have a higher risk of becoming depressed and having a decreased physical health. The influence of children’s age, parental educational level, the behavioural problems, autistic symptoms of the child and of their parents, on parenting stress were investigated in a group of 39 autistic Dutch children. Children were between the ages of 8 and 17 years old. A control group of non-autistic children (n = 84, Age min = 9, max = 14) was used to examine whether or not parenting stress was higher among the parents of the autistic children. Parenting stress was quantified using the Nijmeegse Ouderlijke Stress Index, behavioural problems with the Strengths and Difficulties Questionnaire and the Autism Quotient-test was used to measure the severity of autistic symptoms in the children and parents. Results indicated that: (1) The parents of the autistic children reported significantly higher levels of parenting stress than the parents of the non-autistic children. (2) Higher levels of education in mothers and more severe autistic symptoms in the autistic children and parents is a significant predictor for the level of parenting stress. (3) Behavioural problems of the autistic children were significantly related to parenting stress. These results confirm previous research, but also shed new light on factors associated with parenting stress in parents of autistic children. This knowledge can be used in psycho-education, prevention and intervention methods for parents of autistic children.Show less
Individuals with pervasive developmental disorders face problems in three areas. They have qualitative impairments in social interactions, in communication and have restricted, repetitive,...Show moreIndividuals with pervasive developmental disorders face problems in three areas. They have qualitative impairments in social interactions, in communication and have restricted, repetitive, stereotyped patterns of behavior, interests and activities. In addition, it is not always clear which disorders co-occur with autism and what the impact is on the psychosocial skills. The thesis is: "What is the relationship between autism, comorbid disorders and psychosocial skills? '. Primary and secondary schools were approached and asked to spread a letter amongst the parents, in which the parents and the child were asked to individually and independently fill in a questionnaire on the internet. The ‘Vragenlijst Psychosociale Vaardigheden’ (VPV) measures the psychosocial skills of young people and is used to compare these skills between different groups of young people. The sample consisted of 432 children and adolescents. The study shows that autism relatively often associates with ADHD and less often with anxiety disorders and ODD / CD. Also, the results show that children and adolescents with autism have developed less relational and affective skills than children and adolescents without a disorder and children and adolescents with a disorder other than autism. Furthermore, the self-awareness of children and adolescents with autism is less developed than that of children and adolescents without a disorder, but better developed than that of children and adolescents with autism and comorbid disorders. In addition, the self-management of young people with autism is less developed than that of children and adolescents without a disorder, are children and young people with autism and ADHD not facing more problems with self-management than the other research groups and are young people with autism and ODD / CD facing problems with all psychosocial skills. Finally, the study shows that the level of psychosocial skills of children and adolescents with autism is lower when comorbid disorders are present.Show less
Present studies fail to supply unambiguous prove for a relationship between the quality of Theory of Mind and the quality of social skills. Also, the relationship between the quality of emotion...Show morePresent studies fail to supply unambiguous prove for a relationship between the quality of Theory of Mind and the quality of social skills. Also, the relationship between the quality of emotion recognition and social skills is not clear. Studies about the Theory of Mind and emotion recognition almost never include children. Because of the relevance of developing adequate social skills, it is of great importance to investigate children who are vulnerable for experiencing difficulties with social skills. The purpose of this study was to investigate the relationship between the Theory of Mind, emotion recognition and social skills in a group of eight till eighteen years olds (M = 11.7, SD = 2.1). Sixty-one children with an ASD performed the Sociaal Cognitieve Vaardigheden Test (SCVT) and an emotion recognition task. Their parents/caregivers completed the Social Skills Rating System. The findings of this study do not suggest a significant relationship between the quality of the Theory of Mind and social skills. The findings also do not provide prove for a significant relationship between the quality of facial emotion recognition and social skills in children with an ASD. Consequently, the quality of social skills can not be predicted by the quality of one of these skills. However, the reaction time of recognizing the emotion surprise seems to predict the quality of the social skills and in particular the quality of self control.Show less
One of the characteristics of Autism Spectrum Disorder (ASD) is difficulties with social interaction, which is the focus of this study. The main question is whether or not the level of intelligence...Show moreOne of the characteristics of Autism Spectrum Disorder (ASD) is difficulties with social interaction, which is the focus of this study. The main question is whether or not the level of intelligence can explain the individual differences in the quality of social skills in children with ASD. This study consisted of 108 children between 8.2 and 14.2 years, 22 children with autism spectrum disorder, 19 boys and 3 girls (M = 10,52, SD = 1,33), and 86 children with normal development, 35 boys and 51 girls (M = 10,64, SD = 1,15). The measurement instruments used in this study are the SCVT, SSRS and two items of the Wechsler Intelligence Scales and for Children (WISC-III), block design and vocabulary. The effect of intelligence level, visual spatial skills and verbal skills, on the development of social skills was investigated. It was proposed that a higher level of intelligence was related to a higher level of social skills. These hypotheses were supported by the results. A higher level of intelligence correlated with better developed social skills, both in children with ASD and children with normal development. A higher level of visual spatial skills in children with ASD appears to be associated with better developed social skills. Both in children with ASD and children with normal development a higher level of verbal skills correlated with better developed social skills.Show less
The present study investigated to what extent children with ADHD, ASD, and children with a combination of ADHD and ASD posses age-appropriate social competencies, whether there are differences or...Show moreThe present study investigated to what extent children with ADHD, ASD, and children with a combination of ADHD and ASD posses age-appropriate social competencies, whether there are differences or similarities between these groups of children, and whether age and sex have an influence on these differences or similarities. Parents were asked to complete two online questionnaires: the ‘Sociaal Emotionele Vragenlijst’ and the ‘vragenlijst Adaptieve Vaardigheden Jeugdigen’. Social competencies that were analyzed were ‘interaction with peers’, ‘interaction with parents, adults and authority’, and ‘autonomy and self-steering’. Results indicated that children diagnosed with developmental psychopathology differed significantly from the children without any disorders. Children with ADHD, and children with ASD scored significantly different on social competencies ‘interaction with peers’ and ‘autonomy’, but were similar on ‘interactions with parents, adults and authority’ and ‘self-steering’. No significant differences based on age and sex were found among the groups. Children with ADHD, and children with ASD benefit from interventions aimed at the development of social competencies, since these competencies lead to a better quality of life.Show less
This study investigated the adaptive skills of children with an Autism Spectrum Disorder (ASD) in comparison to normal developing children and to children with comorbid ADHD and ADHD/ODD-CD. The...Show moreThis study investigated the adaptive skills of children with an Autism Spectrum Disorder (ASD) in comparison to normal developing children and to children with comorbid ADHD and ADHD/ODD-CD. The sample consisted of parents of children aged 4-12 years (Mage 8.58 years; SD = 2.26). In the study two questionnaires were used; the ‘Adaptieve Vragenlijst voor Jeugdigen’ (AVJ) to measure the general adaptive skills in children, and the Social Emotional Questionnaire (SEV) to measure disorder symptoms. Results showed lowe adaptive scores of children with ASD and/or comorbid ADHD or ODD-CD on the AVJ-subscales a. relation with peers, b. relation with parents, c. focus on school, work and future, and d. self-direction, when compared to normally developing children. Regardless of comorbidity, the skills that were the severest impaired in children with autism were related to competently and maintaining relationships with peers and recognizing emotions in peers. Competently maintaining relationships with adults is the least impaired skill in children with autism, meaning they can flexibly handle contacts with parents, teachers and authorities. Age, gender and cultural background did not interact with these differences and similarities. In children with autism the adaptive skills accounted for respectively 44% of the explained variance of social functioning as measured with the SEV. This implicates that there are possible other factors associated to the disorder related adaptive behaviors of children with ASD. Further research should focus on intelligence as a contributing variable, for IQ seems to be a strong predictor of adaptive behavior. And as the grading of adaptive behavior is influenced by the expectations of the people who grade them, an implication would be that questionnaires should be completed by teachers as well as by parents.Show less
In onderhavig onderzoek wordt de relatie tussen het ontwikkelingsniveau en probleemgedrag van laagfunctionerende kinderen met een autismespectrumstoornis onderzocht. De kinderen zijn tussen de 3;6...Show moreIn onderhavig onderzoek wordt de relatie tussen het ontwikkelingsniveau en probleemgedrag van laagfunctionerende kinderen met een autismespectrumstoornis onderzocht. De kinderen zijn tussen de 3;6 jaar en de 14;10 jaar oud. De onderzoeksgroep bestaat uit 43 jongens en 14 meisjes. Ouders hebben de Vragenlijst over Ontwikkeling en Gedrag (ouderversie) ingevuld en bij de kinderen is de Psycho-Educational Profile Revised afgenomen. Binnen het ontwikkelingsprofiel is imitatie gemiddeld het minst ontwikkeld en grove motoriek het meest. Wat betreft probleemgedrag komen alle probleemgedragingen vaak voor, communicatiestoornissen lijken het meest voorkomend te zijn. Het ontwikkelingsprofiel en de verschillende probleemgedragingen blijken disharmonisch te zijn. Een hogere ontwikkelingsleeftijd hangt samen met meer probleemgedrag. Leeftijd blijkt niet van invloed op deze relatie. Vervolgonderzoek kan herhalingsonderzoek zijn of comorbide stoornissen meenemen in onderzoek naar de relatie tussen ontwikkelingsniveau en probleemgedrag. Behandeling en begeleiding kan zich richten op communicatiestoornissen en dient rekening te houden met het disharmonische ontwikkelingsprofiel.Show less
