Hughes C, Soares-Boucaud I, Hochmann J, Frith U
Institut of Psychiatry, DeCrespigny Park, Denmark Hill, London, United Kingdom.
Eur Child Adolesc Psychiatry. 1997 Dec;6(4):191-8. doi: 10.1007/BF00539925.
Theory of mind skills and a range of social behaviour in everyday life were assessed in a sample of 21 children with pervasive developmental disorders and 22 normally-developing preschoolers. Parents, teachers and therapists were interviewed using the Vineland Adaptive Behaviour Scales and a new supplementary scale, the "Echelle d'Adaptation Sociale pour Enfants" (EASE). Teachers and therapists were able to differentiate subtle forms of social problems in everyday life between subgroups of children diagnosed later to have either autism (n = 13) or PDDNOS (n = 8), according to DSM-III-R (1) criteria. This study offers a (small) cross-cultural replication of recent work suggesting that differences in the mentalising skills of children with autism are reflected in the everyday social behaviour of this group. A significant effect of informant was found for the PDD group, and this effect was particularly pronounced when children with autism were considered separately. The implications of informant differences are discussed.
在一个由21名广泛性发育障碍儿童和22名正常发育的学龄前儿童组成的样本中，对心理理论技能和一系列日常生活中的社会行为进行了评估。使用文兰适应行为量表和一个新的补充量表“儿童社会适应量表”（EASE）对家长、教师和治疗师进行了访谈。根据《精神疾病诊断与统计手册第三版修订本》（DSM-III-R）（1）标准，教师和治疗师能够区分后来被诊断为患有自闭症（n = 13）或未特定型广泛性发育障碍（PDDNOS）（n = 8）的儿童亚组在日常生活中社会问题的细微形式。这项研究对近期的研究进行了（小规模）跨文化重复，表明自闭症儿童心理化技能的差异反映在该群体的日常社会行为中。在广泛性发育障碍（PDD）组中发现了信息提供者的显著影响，当单独考虑自闭症儿童时，这种影响尤为明显。文中讨论了信息提供者差异的影响。
