运动,认知和社会认知机制解释了自闭症和典型发展中的社会技能
Yael Estrugo1, Shahar Bar Yehuda1, Nirit Bauminger-Zviely1
1Faculty of Education, Bar-Ilan University, Ramat-Gan, Israel.
概括
自闭症儿童自闭症儿童
科学领域:
- 神经发育障碍 神经发育障碍
- 自闭症谱系障碍 (ASD) 研究研究
- 儿童心理学 儿童心理学
背景情况:
- 社会功能挑战是自闭症的核心诊断标准.
- 运动技能,执行功能 (EF) 和思维理论 (ToM) 独立地与自闭症的社会困难有关.
- 这些能力对自闭症患者的社会功能所产生的综合影响需要进一步研究.
研究的目的:
- 检查自闭症和神经类型青少年的运动,EF和ToM能力.
- 评估这些能力对社会功能及其相互联系的影响.
- 探索运动,EF和ToM对自闭症患者社会功能的共同贡献.
主要方法:
- 研究了148名自闭症和神经类型青少年 (6-16岁).
- 评估了运动技能,执行功能 (EF) 和思想理论 (ToM).
- 利用调解模型来分析对社会功能的影响 (社会响应度量-2).
主要成果:
- 一个调解模型解释了85%的社会功能差异.
- 确定了并行的间接路径: 组 → 动力 → EF → 社会功能和组 → 动力 → ToM → 社会功能.
- 自闭症儿童较差的运动技能与更高的EF/ToM障碍相关,影响社会技能;然而,更好的EF和ToM可能会弥补运动缺陷.
结论:
- 运动,EF和ToM技能共同影响自闭症患者的社会功能.
- EF和ToM调解了运动技能和社会功能之间的关系.
- 将运动,EF和ToM活动整合到日常实践中可能会增强自闭症儿童的社会功能.
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