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| Content Provider | Springer Nature Link |
|---|---|
| Author | Kimhi, Yael Bauminger Zviely, Nirit |
| Copyright Year | 2012 |
| 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. |
| Starting Page | 1984 |
| Ending Page | 1997 |
| Page Count | 14 |
| File Format | |
| ISSN | 01623257 |
| Journal | Journal of Autism and Developmental Disorders |
| Volume Number | 42 |
| Issue Number | 9 |
| e-ISSN | 15733432 |
| Language | English |
| Publisher | Springer US |
| Publisher Date | 2012-01-25 |
| Publisher Place | Boston |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | HFASD Collaborative problem solving Peer relations Preschool Neurosciences Public Health/Gesundheitswesen Pediatrics Child and School Psychology |
| Content Type | Text |
| Resource Type | Article |
| Subject | Developmental and Educational Psychology |
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