Abstract
Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions—all deficient in HFASD. Group
differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and
30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal
education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed
more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had
more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt.
Implications are discussed, regarding the social deficit of HFASD.
differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and
30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal
education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed
more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had
more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt.
Implications are discussed, regarding the social deficit of HFASD.
- Content Type Journal Article
- Category Original Paper
- Pages 1-14
- DOI 10.1007/s10803-012-1447-6
- Authors
- Yael Kimhi, School of Education, Bar Ilan University, 52900 Ramat-Gan, Israel
- Nirit Bauminger-Zviely, School of Education, Bar Ilan University, 52900 Ramat-Gan, Israel
- Journal Journal of Autism and Developmental Disorders
- Online ISSN 1573-3432
- Print ISSN 0162-3257