National Institute of Education, Nanyang Technological University, Singapore.
Autism. 2011 Mar;15(2):185-203. doi: 10.1177/1362361309353616. Epub 2010 Sep 27.
This study investigated how children with autism spectrum disorders (ASD) make social judgments of social situations and provide justifications for their responses. Fifteen children with ASD and 15 typically developing children (ages from 9 to 13 years old) were presented with eight vignettes, based on the Dewey Story Test (Dewey, 1991) and developed for the purposes of this study. The participants rated the appropriateness (on a 4-point Likert scale) of the socially inappropriate event (test item) and non-social appropriate event (control item) in each vignette. Justifications for each rating were also elicited at the end of each vignette. The children with ASD rated socially inappropriate behaviors in vignettes no differently from their typically developing peers but rated control items as stranger. They also had a higher tendency to provide inappropriate/bizarre and don't know/no response justifications instead of appropriate/social justifications (that reflect social awareness). The impact of the method of eliciting social judgments of social situations and its impact on findings are discussed.
本研究旨在探讨自闭症谱系障碍（ASD）儿童如何对社交情境进行社会判断，并为他们的反应提供理由。15 名 ASD 儿童和 15 名典型发展儿童（年龄在 9 到 13 岁之间）参与了基于 Dewey 故事测试（Dewey，1991）的 8 个情景片段的测试，这些情景片段是为了本研究的目的而开发的。参与者对每个情景片段中的不适当的社交事件（测试项目）和非社交适当的事件（控制项目）进行了 4 点李克特量表的适当性评分。在每个情景片段的结尾，还引出了对每个评分的理由。与他们的典型发展同龄人相比，ASD 儿童对情景片段中的不适当行为的评分没有什么不同，但对控制项目的评分则比较陌生。他们也更倾向于提供不适当/怪异和不知道/无反应的理由，而不是适当/社会的理由（这反映了社会意识）。本文讨论了情景片段中社会判断的引出方法及其对研究结果的影响。
