Abstract
In the relevant literature, several authors1 have described a variety of skills that are necessary to develop emotional competence and emotional self-efficacy, even psychological well-being, in social situations.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
- 2.
We will use “HFASD” to designate high-functioning individuals with ASD and “IDASD” to indicate intellectually disabled individuals with ASD.
- 3.
Negative experiences are “bad” according to 2-year-old children; preschoolers differentiate between being “sad” and “angry”.
- 4.
Social references refers to “the use of one’s perceptions of another’s interpretations of a situation to form one’ own understanding of that situation” (Feinman, 1982, p. 445). In an interactive episode, this ability allows to seek out and use information in the reactions of others to guide one’s own responding in the contents of uncertainty or ambiguity. It includes three components: (a) the referent or the ambiguous object or event that evokes the solicitation of social information in the form of another’s response to that object or event; (b) the referrer or the individual who solicits the social information and whose behaviour is influenced by the social discriminative stimuli provided by another, and (c) the referee or the individual who provides discriminative stimuli in the presence of the referent, which influence the referrer’s behaviour (Feinman et al., 1992). According to these authors, the social referencing conditions vary with modalities of communication (single, e.g. facial expression; or multiple, e.g. facial, verbal and gestural cues) and also with regard to the affective content of the referencing message conveyed by the referee concerning the referent [positive messages (e.g. joy) or negative messages (e.g. fear and disgust)]. After the communicated message, the person may display behaviour of approach, contact or affective responding.
- 5.
- 6.
Frontal brain regions are specifically more active during ToM tasks than during control tasks, but there is relatively little agreement on the exact sub-regions involved (Baron-Cohen et al., 1994; Fletcher et al., 1995). Baron-Cohen et al. (1994) reported an increased activation in the right orbito-frontal regions. Fletcher et al. (1995) used stories requiring mental state attribution, a skill difficult for even high-functioning children with ASD and found through PET imaging that left medial frontal regions were significantly more active during the task. See also the synthesis by Frith (2001).
- 7.
Recently, Le Sourn-Bissaoui, Caillies, Gierski, and Motte (2009) examined in which measure ToM competence (notably false belief) could play a role in processing of causal, predictive and pragmatic inferences in 10 adolescents with Asperger syndrome and 10 controls matched for CA, sex and verbal IQ. The adolescents with Asperger syndrome had greater difficulty processing inferences (both semantic and pragmatic) than did the controls, and their ToM could subtend inference drawing.
- 8.
ID is the abbreviation to designate intellectual disabilities or intellectually disabled.
- 9.
In the video sequence, a young man enquires about a painting hanging on a distant wall. First, he points to a specific painting (among several paintings) on the wall and second he asks, by a general question, the older man who did the painting. The pointing specified which painting is evoked by the young man.
- 10.
This video sequence illustrates behaviour and expressions displayed by two characters (a man and a woman) notably showing surprise and horror in their eye expression (particularly in the man).
- 11.
Compared with 65 typical developers in three control groups (11 AC-matched primary schoolers; 37 ToM-matched preschoolers and 17 adults).
- 12.
Recent observations also found evidence for these effects in younger children; less scanning of the eyes was found in the case of a 15-month-old infant with ASD (Klin & Jones, 2008). Klin et al. (2002b) showed that adolescents with ASD scanned dynamic social scenes in a deviant way. Compared to controls, the group with ASD showed heightened scanning of the mouth, bodies and objects, at the expense of scanning of the eyes.
- 13.
Grossman & Tager-Flusberg (2008) explored the processing of pseudo-dynamic facial emotions and visual speech in 25 adolescents with ASD, compared with 25 typical adolescents, and examined their ability to recreate the sequences of four dynamic emotional facial expressions (happy, sad, disgust and fear) as well as four spoken words (with, bath, thumb and watch) using six still images taken from a video sequence. Typical adolescents performed significantly better at recreating the dynamic properties of emotional expressions than did those of facial speech, while the ASD group showed the reverse accuracy pattern. When the eye region was obscured, no significant difference appeared between the 22 adolescents with ASD and 22 typical controls. Specifically, fearful faces achieved the highest accuracy results among the emotions in both groups.
- 14.
The SP (most appropriate for ages 5–10) is a 125-item questionnaire that describes responses to sensory events in daily life and measures the degree to which children exhibit problems in sensory processing, modulation, behavioural and emotional responses, and responsiveness to sensory events. The caregiver reports how frequently the child uses that response to particular sensory events and they are classified in comparison to how a typically developing child responds to the same sensory input.
- 15.
In this instance, the person may select the situation (according to the probability of desirable or non-desirable emotions); modify the situation (according to emotional impact); focus her attention only on particular aspects of the situation; operate a cognitive change about the meaning of this situation in order to appreciate her abilities to affront to it; and finally, regulate her emotional, behavioural, verbal and physiological responses (Eisenberg et al., 2006; Gross, 1998; Luminet, 2002; Philippot, 2007).
- 16.
Emotional intelligence corresponds to abilities of control, of discrimination of our own emotions, those in others and of the utilisation of these indications in order to guide our actions and thoughts.
- 17.
Brun and Mellier (2004) conceived an evolution of three types of emotional regulation. First, the “intra-personal regulation” includes vigilance, regulation of stress and the application of emotional representations. Second, the “inter-individual regulation in imaginary situation” refers to the recognition of facial expressions, to evocation, to identification of mental states and to the understanding of emotional terms and it allows reflecting the child’s level of emotional knowledge. Third, “the interpersonal regulation in interactive situation” concerns the emotional language, shared and joint attention, empathy and the searching of social reference on others’ face.
- 18.
Several tasks have been conceived in order to assess facial expression processing and face processing in people with developmental disorders in a battery of social and emotional cognition (Hippolyte, Barisnikov, Van der Linden, & Detraux, 2009).
- 19.
For training facial emotional recognition in children and adolescents with ASD (Swettenham, Baron-Cohen, Gomez, & Walsh, 1996).
- 20.
Several intervention programs towards people with ASD trained emotional recognition by using multimedia supports (Golan & Baron-Cohen, 2006b), for example “Gaining Face” (http://www.ccoder.com/GainingFace, Stone Mountain software), “Emotion Trainer” (Silver, 2000), “Mind Reading-Emotion Library” (Baron-Cohen, 2004), “VisTA” (Pollak & Sinha, 2002). Stewart and Singh (1995) trained facial emotional recognition in ID children by using the “Facial Action Coding System” (Ekman & Friesen, 1977, 1978).
- 21.
- 22.
See Brim et al., 2009.
- 23.
- 24.
- 25.
Barisnikov, Hippolyte, Urben, and Pizzo (2009) developed a battery of social cognition assessment, adapted for individuals with ID, including several subtests.
- 26.
Multiple adaptations of classic ToM testing are elaborated in order to adjust them according to cultural environment and to functioning of atypical children or adolescents with developmental disorders (including ASD or ID; see Thirion-Marissiaux & Nader-Grosbois, 2008a, 2008b, 2008c). In addition, some instruments or standardized questionnaires used to evaluate child’s social behaviours in daily life include items about ToM (for example, EASE; Hugues, Soares-Boucaud, Hochman, & Frith, 1997).
See Charlop-Christy and Daneshvar (2003); Feng, Lo, & Tsai, 2008; Gevers, Clifford, Mager, & Boer, 2006; Hadwin et al., 1996, 1997; LeBlanc et al., 2003; McGregor, Whiten, & Blackburn, 1998; Ozonoff & Miller, 1995; Parsons & Mitchell, 1999; Steerneman, Jackson, Pelzer, & Muris, 1996; Swettenham, 1996; Swettenham et al., 1996; Wellman, Hollander, & Schult, 1996, 2002 for efficient training of ToM abilities, with various tasks and supports. Howlin, Baron-Cohen and Hadwin (1999) developed the “Teaching Children with Autism to Mind-Read: A Practical Guide”. Softwares are also used to train ToM emotions, notably “Emotion Trainer” (Silver & Oakes, 2001; Silver, 2000) and “Mind Reading: The Interactive Guide to Emotions – Learning Centre & Games Zone” (Baron-Cohen, 2004). During parent–child interactions, training conversations on mental states, beliefs and emotions (Cassidy et al., 1998; Dyer, Shatz, & Wellman, 2000; LaBounty, Wellman, & Olson, 2008; Nader-Grosbois, 2009, 2011; Ontai & Thompson, 2002; Peterson & Slaughter, 2003).
- 27.
“Social Responsiveness Scale” (SRS; Constantino & Gruber, 2005) includes items covering social cognition and social awareness in order to best discriminate social behaviours in ASD; a preschool version of SRS was conceived by Pine, Luby, Abbacchi, and Constantino (2006). Among the items of “Matson Evaluation of Social Skills with Youngsters” (MESSY; Matson, Rotatori, & Helsel, 1983) to read to the parents in an interview, it is also possible to emphasize some problematic behaviours in children with ASD related to emotional and social cognition, notably making eye contact, smiling at people they know, initiating social conversation and saying thank you. Barisnikov et al. (2009) elaborated subtests assessing knowledge of social rules and social problem solving in their battery. For training socio-emotional skills by scenarios, Gray (1994, 2004; Gray & Garand, 1993) elaborated “Comic Strip Conversations”, “Social Stories”; McAfee (2001), “Navigating the Social World”.
- 28.
Nader-Grosbois (2009) and her colleagues elaborated several instruments and designs to assess emotional regulation in children with and without developmental disorders and their parents’ external regulation.
“The Incredible 5-point Scale: Assisting Students with Autism Spectrum Disorders” helps to understand social interactions and control their emotional responses (Buron & Curtis, 2004). Riggs, Greenberg, Kusche, and Pentz (2006) showed an improvement of self-control and a decreasing of behaviour disorders by applying the “Promoting Alternative Thinking Strategies” (PATHS, Kusché & Greenberg, 1994).
- 29.
The “Social Skills Rating System” (SSRS; Gresham & Elliott, 1990) includes an area of ability of empathy. Parents may also complete the “Day-to-Day Child Empathy Questionnaire” (DCEQ, Hudry & Slaughter, 2009).
Valdivia-Salas, Luciano, Gutierrez-Martinez, and Visdomine (2009) provide a set of guidelines in order to sustain the development of empathy in a structured way, in referring to stages of empathy, on the basis of evoked experiences and events, and to facilitate the children’s understanding of their own and others’ emotions, and empathic behaviour.
- 30.
Gutstein (2000), in the “Solving the Relationship Puzzle”, described method of scaffolding children with ASD in order to discover themselves in their daily life interactions and create significant relationships in which they may share their emotions with privileged people.
References
Abbeduto, L., & Murphy, M. M. (2004). Language, social cognition, maladaptive behavior and communication in Down syndrome and Fragile X syndrome. In M. L. Rice & S. F. Warren (Eds.), Developmental language disorders. From phenotypes to etiologies (pp. 77–97). London: Lawrence Erlbaum Associates Publishers.
Adams, C., Green, J., Gilchrist, A., & Cox, A. (2002). Conversational behaviour of children with Asperger syndrome and conduct disorder. Journal of Child Psychology and Psychiatry, 43, 679–690.
Adolphs, R., Sears, L., & Piven, J. (2001). Abnormal processing of social information from faces in autism. Journal of Cognitive Neuroscience, 13, 232–240.
Adrien, J. L. (1996). Autisme du jeune enfant: Développement psychologique et régulation de l’activité. Paris: Expansion Scientifique Française.
Alcantara, J. I., Weisblatt, E. J., Moore, B. C., & Bolton, P. F. (2004). Speech-in-noise perception in high functioning individuals with autism or Asperger’s syndrome. Journal of Child Psychology and Psychiatry, 45, 1107–1114.
Antonietti, A., Sempoi, O. L., & Marchetti, A. (2006). Theory of mind and language in developmental contexts. New York: Springer.
Apperly, I. A., Samson, D., & Humphreys, G. W. (2005). Domain-specificity and theory of mind: Evaluating neuropsychological evidence. Trends in Cognitive Sciences, 9, 572–577.
Argott, P., Buffington Townsend, D., Sturmey, P., & Poulson, C. L. (2008). Increasing the use of empathic statements in the presence of a non-verbal affective stimulus in adolescents with autism. Research in Autism Spectrum Disorders, 2, 341–352.
Ashwin, C., Wheelwright, S., & Baron-Cohen, S. (2006). Attention bias to faces in Asperger syndrome: A pictorial emotion stroop study. Psychological Medicine, 36, 835–843.
Attwood, A., Frith, U., & Hermelin, B. (1988). The understanding and use of interpersonal gestures by autistic and Down’s syndrome children. Journal of Autism and Developmental Disorders, 18, 241–257.
Bacon, A. L., Fein, D., Morris, R., Waterhouse, L., & Allen, D. (1998). The responses of autistic children to the distress of others. Journal of Autism and Developmental Disorders, 28, 129–142.
Balconi, M., & Carrera, A. (2006). Emotional representation in facial expression and script: A comparison between normal and autistic children. Research in Developmental Disabilities, 28, 409–422.
Banerjee, M. (1997). Hidden emotion: Preschoolers’ knowledge of appearance-reality and emotion display rules. Social Cognition, 15, 107–132.
Bar-Haim, Y., Shulman, C., Lamy, D., & Reuveni, A. (2006). Attention to eyes and mouth in high-functioning children with autism. Journal of Autism and Developmental Disorders, 36, 2006.
Baranek, G. T. (1999). Autism during infancy: A retrospective video analysis of sensory-motor and social behaviours at 9–12 months of age. Journal of Autism and Developmental Disorders, 29, 213–224.
Barisnikov, K., Hippolyte, L., Urben, S., & Pizzo, R. (2009). The knowledge of social rules: A developmental study. Paper presented at the 11th Congress of the Swiss Psychological Society, August 19th–20th, University of Neuchâtel, Neuchâtel, Switzerland.
Barna, J., & Legerstee, M. (2005). Nine- and twelve-month-old infants relate emotions to people’s actions. Cognition & Emotion, 19, 53–67.
Baron-Cohen, S. (1988). Social and pragmatic deficits in autism: Cognitive or affective? Journal of Autism and Developmental Disorders, 18, 379–402.
Baron-Cohen, S. (1989a). The autistic child’s theory of mind: A case of specific developmental delay. Journal of Child Psychology and Psychiatry, 30, 285–298.
Baron-Cohen, S. (1989b). Are autistic children behaviourists? An examination of their mental–physical and appearance–reality distinctions. Journal of Autism and Developmental Disorders, 19, 579–600.
Baron-Cohen, S. (1991a). The development of a theory of mind in autism: Deviance and delay? Psychiatric Clinics of North America, 14, 33–51.
Baron-Cohen, S. (1991b). Do people with autism understand what causes emotion? Child Development, 62, 385–395.
Baron-Cohen, S. (1991c). Precursors to a theory of mind: Understanding attention in others. In A. Whiten (Ed.), The emergence of mindreading: The evolution development, and simulation or second-order mental representation (pp. 233–251). Oxford: Basil Blackwell.
Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. London: The MIT Press.
Baron-Cohen, S. (1999). La cécité mentale dans l’autisme. Enfance, 3, 285–293.
Baron-Cohen, S. (2000). From attention-goal psychology to belief-desire psychology: The development of a theory of mind and its dysfunction. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives for autism (pp. 59–82). Oxford: Oxford University Press.
Baron-Cohen, S. (2004). Mind reading: The interactive guide to emotions. [computer software]. London: Jessica Kingsley Publishers. http://www.jkp.com/mindreading
Baron-Cohen, S., & Hammer, J. (1997c). Parents of children with Asperger syndrome: What is the cognitive phenotype? Journal of Cognitive Neuroscience, 9, 548–554.
Baron-Cohen, S., Jolliffe, T., Mortimore, C., & Robertson, M. (1997b). Another advanced test of theory of mind: Evidence from very high functioning adults with autism or Asperger syndrome. Journal of Child Psychology and Psychiatry, 38, 813–822.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37–46.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1986). Mechanical, behavioural and intentional understanding of picture stories in autistic children. British Journal of Developmental Psychology, 4, 113–125.
Baron-Cohen, S., Ring, H., Moriarty, J., Schmitz, B., Costa, D., & Ell, P. (1994). The brain basis of theory of mind: The role of the orbitofrontal region. British Journal of Psychiatry, 165, 640–649.
Baron-Cohen, S., Spitz, A., & Cross, P. (1993). Do children with autism recognize surprise? A research note. Cognition and Emotion, 7, 507–516.
Baron-Cohen, S., & Swettenham, J. (1997a). Theory of mind in autism: Its relationship to executive function and central coherence. In D. J. Cohen & F. R. Volkmar (Eds.), Handbook for autism and pervasive developmental disorders (pp. 880–893). New York: Wiley.
Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D. J. (2000). Understanding other minds: Perspectives from autism and developmental neuroscience (2nd ed.). Oxford: Oxford University Press.
Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y., & Plumb, I. (2001). The “Reading the Mind in the Eyes” Test revised version: A study with normal adults, and adults with Asperger syndrome or high-functioning autism. Journal of Child Psychology and Psychiatry, 42, 241–251.
Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32, 283–298.
Bauminger, N. (2004). The expression and understanding of jealousy in children with autism. Development and Psychopathology, 16, 157–177.
Bauminger, N., & Kasari, C. (1999). Brief report: Theory of mind in high-functioning children with autism. Journal of Autism and Developmental Disorders, 29, 81–86.
Begeer, S., Koot, H. M., Rieffe, C., Meerum Terwogt, M., & Stegge, H. (2008). Emotional Competence in children with autism. Diagnostic criteria and empirical evidence. Developmental Review, 28, 342–369.
Begeer, S., Meerum Terwogt, M., Rieffe, C., Stegge, H., & Koot, J. M. (2007). Do children with autism acknowledge the influence of mood on behaviour? Autism, 11, 503–521.
Begeer, S., Rieffe, C., Meerum Terwogt, M., & Stockmann, L. (2006). Attention to facial emotion expressions in children with autism. Autism, 10, 37–51.
Behrmann, M., Thomas, C., & Humphreys, K. (2006). Seeing it differently: Visual processing in autism. Trends in Cognitive Sciences, 10, 258–264.
Ben Shalom, D., Mostofsky, S. H., Hazlett, R. L., Goldberg, M. C., Landa, R. J., Faran, Y., et al. (2006). Normal physiological emotions but differences in expression of conscious feelings in children with high-functioning autism. Journal of Autism and Developmental Disorders, 36, 395–400.
Bernier, R., Dawson, G., Panagiotides, H., & Webb, S. (2005). Individuals with autism spectrum disorder show normal responses to a fear potential startle paradigm. Journal of Autism and Developmental Disorders, 35, 575–583.
Bieberich, A. A., & Morgan, S. B. (2004). Self-regulation and affective expression during play in children with autism or Down syndrome: A short-term longitudinal study. Journal of Autism and developmental Disorders, 34(4), 439–448.
Bishop, D. V. M. (1993). Autism, executive functions and theory of mind – a neuropsychological perspective. Journal of Child Psychology and Psychiatry and Allied Disciplines, 34, 279–293.
Blair, R. J. R. (1999). Psychophysiological responsiveness to the distress of others in children with autism. Personality and Individual Differences, 26, 477–485.
Blake, R., Turner, L. M., Smoski, M. J., Pozdol, S. L., & Stone, W. L. (2003). Visual recognition of biological motion is impaired in children with autism. Psychological Science, 14, 151–157.
Bolte, S., & Poustka, F. (2003). The recognition of facial affect in autistic and schizophrenic subjects and their first-degree relatives. Psychological Medicine, 33, 907–915.
Bono, M. A., Daley, T., & Sigman, M. (2004). Relations among joint attention, amount of intervention, and language gain in autism. Journal of Autism and Developmental Disabilities, 34, 495–505.
Bormannkischkel, C., Vilsmeier, M., & Baude, B. (1995). The development of emotional concepts in autism. Journal of Child Psychology and Psychiatry, 36, 1243–1259.
Boucher, J., Lewis, V., & Collis, G. M. (2000). Voice processing abilities in children with autism, children with specific language impairments, and young typically developing children. Journal of Child Psychology and Psychiatry, 41, 847–857.
Bowler, D. M. (1992). “Theory of mind” in Asperger’s syndrome. Journal of Child Psychology and Psychiatry, 33, 877–893.
Braverman, M., Fein, D., Lucci, D., & Waterhouse, L. (1989). Affect comprehension in children with pervasive developmental disorders. Journal of Autism and Developmental Disorders, 19, 301–316.
Brim, D., Buffington Townsend, D., DeQuinzio, J. A., & Poulson, C. L. (2009). Analysis of social referencing skills among children with autism. Research in Autism Spectrum Disorders, 3, 942–958.
Broadhead, P. (2001). Investigating sociability and cooperation in four and five years olds in reception class settings. International Journal of Early Years Education, 9, 23–35.
Bronson, M. B. (2000). Self regulation in early childhood. Nature and nurture. New York: Guildford Press.
Brun, P. (2001a). La vie émotionnelle de l’enfant: Nouvelles perspectives et nouvelles questions. Enfance, 53, 221–225.
Brun, P. (2001b). Psychopathologie de l’émotion chez l’enfant: L’importance des données développementales typiques. Enfance, 53, 281–291.
Brun, P., & Nadel, J. (1998). La perception intermodale des émotions: Approche comparative développementale. L’Encéphale, 107–109.
Brun, P., Nadel, J., & Mattlinger, M. J. (1998). L’hypothèse émotionnelle dans l’autisme. Psychologie Française, 43, 147–156.
Brun, P., & Mellier, D. (2004). Régulation émotionnelle et retard mental: étude chez l’enfant trisomique 21. Handicap, 101–102, 19–31.
Buffington, D. M., Krantz, P. J., McClannahan, L. E., & Poulson, C. L. (1998). Procedures for teaching appropriate gestural communication skills to children with autism. Journal of Autism and Developmental Disorders, 28, 535–545.
Buitelaar, J. K., & van der Wees, M. (1997). Are deficits in the decoding of affective cues and in mentalizing abilities independent? Journal of Autism and Developmental Disorders, 27, 539–556.
Buitelaar, J. K., van der Wees, M., Swaab-Barneveld, H., & van der Gaag, R. J. (1999a). Theory of mind and emotion–recognition in autistic spectrum disorders and in psychiatric control and normal children. Development and Psychopathology, 11, 39–58.
Buitelaar, J. K., van der Wees, M., Swaab-Barneveld, H., & van der Gaag, R. J. (1999b). Verbal memory and performance IQ predict theory of mind and emotion recognition ability in children with autistic spectrum disorders and in psychiatric control children. Journal of Child Psychology and Psychiatry, 40, 869–881.
Buron, K. D., & Curtis, M. (2004). The incredible 5-Point Scale: Assisting students with autism spectrum disorders in understanding social interactions and controlling their emotional responses. Shawnee Mission, KS: Autism Asperger Publishing Company.
Campos, J. J., Campos, R. G., & Barret, K. C. (1989). Emergent themes in the study of emotional development and emotion regulation. Developmental Psychology, 25, 394–402.
Capps, L., Kasari, C., Yirmiya, N., & Sigman, M. (1993). Parental perception of emotional expressiveness in children with autism. Journal of Consulting and Clinical Psychology, 61, 475–484.
Capps, L., Sigman, M., & Yirmiya, N. (1995). Self-competence and emotional understanding in High-Functioning children with autism. Development and Psychopathology, 7, 137–149.
Capps, L., Yirmiya, N., & Sigman, M. (1992). Understanding of simple and complex emotions in non-retarded children with autism. Journal of Child Psychology and Psychiatry, 33, 1169–1182.
Cassidy, K. W., Ball, L. V., Rourke, M. T., Werner, R. S., Feeny, N., Chu, J. Y., et al. (1998). Theory of mind concepts in children’s literature. Applied Psycholinguistics, 19, 463–470.
Castelli, F. (2005). Understanding emotions from standardized facial expressions in autism and normal development. Autism, 9, 428–449.
Celani, G., Battacchi, M., & Arcidiacono, L. (1999). The understanding of emotional meaning of facial expressions in people with autism. Journal of Autism and Developmental Disorders, 29, 57–66.
Ceschi, G., & Scherer, K. R. (2001). Contrôler l’expression faciale et changer l’émotion: Une approche développementale. Enfance, 53, 257–269.
Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modelling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12–21.
Charman, T., Swettenham, J., Baron-Cohen, S., Cox, A., Baird, G., & Drew, A. (1997). Infants with autism: An investigation on empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33, 781–789.
Charman, T., Swettenham, J., Baron-Cohen, S., Cox, A., Baird, G., & Drew, A. (1998). An experimental investigation of social cognitive abilities in infants with autism: Clinical implications. Infant Mental Health Journal, 19, 260–275.
Chawarska, K., Klin, A., & Volkmar, F. (2003). Automatic attention cueing through eye movement in 2-year-old children with autism. Child Development, 74, 1108–1122.
Cole, P. M. (1986). Children’s spontaneous control of facial expression. Child development, 57, 1309–1321.
Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75, 317–333.
Colvert, E., Custance, D., & Swettenham, J. (2002). Rule-based reasoning and theory of mind in autism: A commentary on the work of Zelazo, Jacques, Burack and Frye. Infant and Child Development, 11, 197–200.
Constantino, J. N., & Gruber, C. P. (2005). Social responsiveness scale. Los Angeles: Western Psychological Services.
Corbett, B. A., Constantine, L. J., Hendren, R., Rocke, D., & Ozonoff, S. (2009). Examining executive functioning in children with autism spectrum disorder, attention deficit, hyperactivity disorder and typical development. Psychiatry Research, 166, 210–222.
Corona, R., Dissanayake, C., Arbelle, S., Wellington, P., & Sigman, M. (1998). Is affect aversive to young children with autism? Behavioral and cardiac responses to experimenter distress. Child Development, 69, 1494–1502.
Cotugno, A. J. (2009). Social competences and Social skills training and intervention for children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 1268–1277.
Critchley, H. D., Daly, E. M., Bullmore, E. T., Williams, S. C., Van Amelsvoort, T., Robertson, D. M., et al. (2000). The functional neuroanatomy of social behaviour: Changes in cerebral blood flow when people with autistic disorder process facial expressions. Brain, 123, 2203–2212.
Cutting, A. L., & Dunn, J. (1999). Theory of mind, emotion understanding, language, and family background: Individual differences and interrelations. Child Development, 70, 853–865.
Czapinski, P., & Bryson, S. E. (2003). Reduced facial muscle movements in autism: Evidence for dysfunction in the neuromuscular pathway? Brain and Cognition, 51, 177–179.
Da Fonseca, D., Santos, A., Bastard-Rosset, D., Rondan, C., Poinso, F., & Deruelle, C. (2009). Can children with autistic spectrum disorders extract emotions out of contextual cues? Research in Autism Spectrum Disorders, 3, 50–56.
Dahlgren, S. O., & Trillingsgaard, A. (1996). Theory of mind in non-retarded children with autism and Asperger’s syndrome: A research note. Journal of Child Psychology and Psychiatry, 37, 759–763.
Dapretto, M., Davies, M. S., Pfeifer, J. H., Scott, A. A., Sigman, M., Bookheimer, S. Y., et al. (2006). Understanding emotions in others: Mirror neuron dysfunction in children with autism spectrum disorders. Nature Reviews Neuroscience, 9, 28–30.
Davies, S., Bishop, D., Manstead, A. S., & Tantam, D. (1994). Face perception in children with autism and Asperger’s syndrome. Journal of Child Psychology and Psychiatry, 35, 1033–1057.
Dawson, G., & Adams, A. (1984). Imitation and social responsiveness in autistic children. Journal of Abnormal Child Psychology, 12, 209–226.
Dawson, G., Carver, L., Meltzoff, A. N., Panagiotides, H., McPartland, J., & Webb, S. J. (2002). Neural correlates of face and object recognition in young children with autism spectrum disorder, developmental delay, and typical development. Child Development, 73, 700–717.
Dawson, G., & Galpert, L. (1990a). Mother’s use of imitative play for facilitating social responsiveness and toy play on autistic children. Development and Psychopathology, 2, 151–162.
Dawson, G., Hill, D., Spencer, A., Galpert, L., & Watson, L. (1990b). Affective exchanges between young autistic children and their mothers. Journal of Abnormal Child Psychology, 18, 335–345.
Dawson, G., Webb, S. J., Carver, L., Panagiotides, H., & McPartland, J. (2004). Young children with autism show atypical brain responses to fearful versus neutral facial expressions of emotion. Developmental Science, 7, 340–359.
Dawson, G., Webb, S. J., & McPartland, J. (2005). Understanding the nature of face processing impairment in autism: Insights from behavioral and electrophysiological studies. Developmental Neuropsychology, 27, 403–424.
de Schonen, S., Mathivet, E., & Deruelle, C. (1989). Hemispheric specialization for face recognition in infancy. In C. von Euler, H. Forssberg, & H. Lagercrantz (Eds.), Neurobiology of early infant behavior (pp. 261–271). Houndmills: Macmillan.
de Wit, T. C. J., Falck-Ytter, T., & von Hofsten, C. (2008). Young children with autism spectrum disorder look differently at positive versus negative emotional faces. Research in Autism Spectrum Disorders, 2, 651–659.
Decety, J. (2002). Naturaliser l’empathie. L’Encéphale, 28, 9–20.
Deneault, J., & Morin, P. (2007). La Théorie de l’Esprit: Ce que l’enfant comprend de l’univers psychologique. In S. Larivée (Ed.), L’intelligence. Tome 1. Les approches biocognitives, développementales et contemporaines (pp. 154–162). Montréal: ERPI.
Denham, S. A. (1998). Emotional development in young children. New York: Guilford press.
Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., et al. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74, 238–256.
Denham, S. A., & Couchoud, E. (1990). Young preschoolers’ understanding of emotion. Child Study Journal, 23, 171–192.
Denham, S. A., Mason, T., Caverly, S., Schmidt, M., Hackney, R., Caswell, C., et al. (2001). Preschoolers at play: Co-socialisers of emotional and social competence. International Journal of Behavioral Development, 25, 290–301.
Denham, S. A., McKinley, M., Couchoud, E. A., & Holt, R. (1990). Emotional and behavioural predictors of peer status in young preschoolers. Child Development, 61, 1145–1152.
Dennis, T. A. (2006). Emotional self regulation in preschoolers: The interplay of temperamental approach reactivity and control processes. Developmental Psychology, 42, 84–97.
Dennis, T. A., & Kelemen, D. A. (2009). Preschool children’s views on emotion regulation: Functional associations and implications for social–emotional adjustment. International Journal of Behavioral Development, 33, 243–252.
Dennis, M., Lockyer, L., & Lazenby, A. L. (2000). How high-functioning children with autism understand real and deceptive emotion. Autism, 4, 370–381.
Dennis, T. A., Malone, M., & Chen, C. (2009). Emotional face processing and emotion regulation in children: An ERP study. Developmental Neuropsychology, 34, 85–102.
Dissanayake, C., Sigman, M., & Kasari, C. (1996). Long-term stability of individual differences in the emotional responsiveness of children with autism. Journal of Child Psychology and Psychiatry, 37, 461–467.
Dixon, D. R., Tarbox, J., & Najdowski, A. (2009). Social skills in autism spectrum disorders. In J. L. Matson (Ed.), Social behavior and skills in children (pp. 117–140). New York: Springer Sciences.
Dodge, K. A., Pettit, G. S., McClaskey, C. L., & Brown, M. M. (1986). Social competence in children. Monographs of the Society for Research in Child Development, 51(2, Serial No. 213), 1–85.
Doussard-Roosevelt, J. A., Joe, C. M., Bazhenova, O. V., & Porges, S. W. (2003). Mother–child interaction in autistic and nonautistic children: Characteristics of maternal approach behaviors and child social responses. Development and Psychopathology, 15, 277–295.
Downs, A., & Smith, T. (2004). Emotion understanding, cooperation, and social behavior in high functioning autism. Journal of Autism and Developmental Disorders, 34, 625–635.
Draghi-Lorenz, R., Reddy, V., & Costall, A. (2001). Rethinking the development of “nonbasic” emotions: A critical review of existing theories. Developmental Review, 21, 263–304.
Dumas, C., & Lebeau, S. (1998). Le changement représentationnel affectif chez les enfants d’âge préscolaire. Revue canadienne de psychologie expérimentale, 52, 25–33.
Dumont-Mathieu, T., & Fein, D. (2005). Screening for autism in young children: The modified checklist for autism in toddlers (M-CHAT) and other measures. Mental Retardation and Developmental Disabilities Research Reviews, 11, 253–262.
Dunn, J. (1996). The Emanuel Miller Memorial Lecture 1995: Children’s relationships: Bridging the divide between cognitive and social development. Journal of Child Psychology and Psychiatry and Allied Disciplines, 37, 507–518.
Dunn, W. (1999). The sensory profile manual. San Antonio, TX: The Psychological Corporation.
Dunn, J. (2003). Emotional development in early childhood: A social relationship perspective. In R. Davidson, H. H. Goldsmith, & K. Scherer (Eds.), The handbook of affective science (pp. 332–346). Oxford: Oxford University Press.
Dyck, M. J., Ferguson, K., & Shochet, I. M. (2001). Do autism spectrum disorders differ from each other and from nonspectrum disorders on emption recognition tests? European Child and Adolescent Psychiatry, 10, 105–116.
Dyer, J. R., Shatz, M., & Wellman, H. M. (2000). Young children’s storybooks as a source of mental state information. Cognitive Development, 15, 17–37.
Eisenberg, N., & Fabes, R. A. (1992). Emotion, regulation, and the development of social competence. In M. S. Clark (Ed.), Emotion and social behavior (Vol. 14, pp. 119–150). Newbury Park, CA: Sage.
Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: Their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78, 136–157.
Eisenberg, N., Fabes, R. A., Murphy, B. C., Maszk, P., Smith, M., & Karbon, M. (1995). The role of emotionality and regulation in children’s social functioning: A longitudinal study. Child Development, 66, 1360–1384.
Eisenberg, N., Fabes, R. A., Shepard, S. A., Murphy, B. C., Guthrie, I. K., Jones, S., et al. (1997a). Contemporaneous and longitudinal prediction of children’s social functioning from regulation and emotionality. Child Development, 68, 642–664.
Eisenberg, N., Guthrie, I. K., Fabes, R. A., Reiser, M., Murphy, B. C., Holgren, R., et al. (1997b). The relations of regulation and emotionality to resiliency and competent social functioning in elementary school children. Child Development, 68, 295–311.
Eisenberg, N., Hofer, C., & Vaughan, J. (2007). Effortful control and its socio-emotional consequences. In J. J. Gross (Ed.), Handbook emotion regulation (pp. 287–306). New York: The Guilford Press.
Eisenberg, N., & Spinrad, T. L. (2004). Emotion-related: Sharpening the definition. Child development, 75, 331–339.
Eisenberg, N., Zhou, Q., Liew, J. C., Pidada, S., & Champion, C. (2006). Emotion, emotion-related regulation, and social functioning. In X. Chen, D. French, & B. Schneider (Eds.), Peer relationships in cultural context (pp. 170–200). Cambridge: Cambridge University Press.
Eisenmajer, R., & Prior, M. (1991). Cognitive linguistic correlates of “theory of mind” ability in autistic children. British Journal of Developmental Psychology, 9, 351–364.
Ekman, P. (1992). Are there basic emotions? Psychological Review, 99, 550–553.
Ekman, P., & Friesen, W. V. (1975). Unmasking the face. Englewood Cliffs, NJ: Prentice Hall.
Ekman, P., & Friesen, W. V. (1977). Manual for the facial action coding system. Palo Alto, CA: Consulting Psychologists Press.
Ekman, P., & Friesen, W. V. (1978). The facial action coding system. Palo Alto, CA: Consulting Psychologists Press.
Emery, N. J. (2005). The evolution of social cognition. In A. Easton & N. J. Emery (Eds.), The cognitive neuroscience of social behaviour (pp. 115–156). New York: Psychology Press.
Fabes, R. A., Eisenberg, N., Jones, S., Smith, M., Guthrie, I., Poulin, R., et al. (1999). Regulation, emotionality, and preschoolers’ socially competent peer interactions. Child Development, 70, 432–442.
Fein, D., Lucci, D., Braverman, M., & Waterhouse, L. (1992). Comprehension of affect in context in children with pervasive developmental disorders. Journal of Child Psychology and Psychiatry, 33, 1157–1167.
Feinman, S. (1982). Social referencing in infancy. Merrill-Palmer Quarterly, 28, 445–470.
Feinman, S., Roberts, D., Hsieh, K., Sawyer, D., & Swanson, D. (1992). A critical review of social referencing in infancy. In S. Feinman (Ed.), Social referencing and the social construction of reality in infancy (pp. 15–54). New York: Plenum Press.
Feng, H., Lo, Y., & Tsai, S. (2008). The effects of theory of mind and social skills training on the social competence in a sixth-grade student with autism. Journal of Positive Behaviour Interventions, 10, 228–242.
Field, T., Field, T., Sanders, C., & Nadel, J. (2001). Children with autism display more social behaviors after repeated imitation sessions. Autism, 5, 317–323.
Field, T. M., & Walden, T. A. (1982). Production and discrimination of facial expressions by preschool children. Child Development, 53, 1299–1300.
Fisher, N., & Happé, F. (2006). A training study of theory of mind and executive function in children with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35, 757–771.
Flavell, J. H. (1999). Cognitive development: Children’s knowledge about the mind. Annual Review of Psychology, 50, 21–45.
Fletcher, P. C., Happé, F., Frith, U., Baker, S. C., Dolan, R. J., Frack-owiak, R. S. J., et al. (1995). Other minds in the brain: A functional imaging study of ‘theory of mind’ in story comprehension. Cognition, 57, 109–128.
Frith, U. (2001). Mind blindness and the brain in autism. Neuron, 32, 969–979.
Frith, U. (2003). Autism: Explaining the enigma (2nd ed.). Oxford: Blackwell.
Frith, U. (2004). Emanuel Miller lecture: Confusions and controversies about Asperger syndrome. Journal of Child Psychology and Psychiatry, 45, 672–686.
Frith, U., & Happé, F. (1994). Autism: ‘Beyond theory of mind’. Cognition, 50, 115–132.
Frye, D., Zelazo, P. D., & Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10, 483–527.
Gallagher, H. L., & Frith, C. (2003). Functional imaging of ‘theory of mind’. Trends in Cognitive Neurosciences, 7, 77–83.
Gallese, V., & Goldman, A. (1998). Mirror-neurons and the simulation theory of mind-reading. Trends in Cognitive Sciences, 2, 493–501.
Garitte, C. (2003). La reconnaissance des expressions faciales chez des enfants de 8 ans d’âge réel et/ou mental: Processus cognitifs ou sociaux? Approche Neuropsychologique des Apprentissages chez l’Enfant, 71, 48–52.
Gattegno, M. P., Ionescu, S., Malvy, J., & Adrien, J. L. (1999). Etude préliminaire de la recherche d’un lien spécifique entre les troubles de l’attention conjointe et de la Théorie de l’Esprit dans l’autisme de l’enfant. Approche Neuropsychologique des Apprentissages chez l’Enfant, 52, 42–48.
Gena, A., Krantz, P. J., McClannahan, L. E., & Poulson, C. L. (1996). Training and generalization of affective behaviour displayed by youth with autism. Journal of Applied Behavior Analysis, 29, 291–304.
Gepner, B., de Schonen, S., & Buttin, C. (1994). Face processing in young autistic children. Infant Behavior and Development, 17, 661.
Gepner, B., Deruelle, C., & Grynfeltt, S. (2004). Motion and emotion: A novel approach to the study of face processing by young autistic children. Journal of Autism and Developmental Disorders, 31, 37–45.
Gervais, H., Belin, P., Boddaert, N., Leboyer, M., Coez, A., Sfaello, I., et al. (2004). Abnormal cortical voice processing in autism. Nature Neuroscience, 7, 801–802.
Gevers, C., Clifford, P., Mager, M., & Boer, F. (2006). Brief report: A theory of mind based social cognition training program for school-aged children with pervasive developmental disorders: An open study of its effectiveness. Journal of Autism and Developmental Disorders, 36, 567–571.
Gewirtz, J. L., & Pelaez-Nogueres, M. (1992). Social referencing as a learned process. In S. Feinman (Ed.), Social referencing and the social construction of reality in infancy. New York: Plenum Press.
Gilbert, P. (2004). Evolution, attractiveness, and the emergence of shame and guilt in a self-aware mind: A reflection on Tracy and Robins. Psychological Inquiry, 15, 132–135.
Golan, O., & Baron-Cohen, S. (2006b). Systemizing empathy: Teaching adults with Asperger syndrome or high functioning autism to recognize complex emotions using interactive multimedia. Development and Psychopathology, 18, 589–615.
Golan, O., Baron-Cohen, S., & Hill, J. (2006a). The Cambridge mindreading (CAM) face-voice battery: Testing complex emotion recognition in adults with and without Asperger syndrome. Journal of Autism and Developmental Disorders, 36, 169–183.
Gordon, R. M. (1992). The simulation theory: Objections and misconceptions. Mind and Language, 7, 11–34.
Gosselin, P. (1995). Le développement de la reconnaissance des expressions faciales des émotions chez l’enfant. Revue Canadienne des Sciences du Comportement, 27, 107–119.
Gosselin, P. (2005). Le décodage de l’expression faciale des émotions au cours de l’enfance. Psychologie Canadienne, 46, 126–138.
Gottman, J. M. (1986). The world of coordinated-play: Same and cross-sex friendship in young children. In J. M. Gottman & J. G. Parker (Eds.), Conversations of friends: Speculations on affective development (pp. 139–191). Cambridge: Cambridge University Press.
Grandin, T. (1995). Thinking in pictures. New York: Vintage Books.
Gray, C. (1994). Comic strip conversations: Colorful illustrated interactions with students with autism and related disorders. Jenison, MI: Jenison Public Schools.
Gray, C. (2004). Social stories 10.0. Jenison, MI: Jenison Public Schools.
Gray, C., & Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behaviour, 8, 1–10.
Gresham, F. M., & Elliott, S. N. (1990). The social skills rating system. Circle Pines, MN: American Guidance Services.
Gross, J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299.
Gross, T. F. (2004). The perception of four basic emotions in human and nonhuman faces by children with autism and other developmental disabilities. Journal of Abnormal Child Psychology, 32, 469–480.
Gross, T. F. (2005). Global-local precedence in the perception of facial age and emotional expression by children with autism and other developmental disabilities. Journal of Autism and Developmental Disorders, 35, 773–785.
Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3–24). New York: Guilford Press.
Grossman, J. B., Klin, A., Carter, A. S., & Volkmar, F. R. (2000). Verbal bias in recognition of facial emotions in children with Asperger syndrome. Journal of Child Psychology and Psychiatry, 41, 369–379.
Grossman, R. B., & Tager-Flusberg, H. (2008). Reading faces for information about words and emotions in adolescents with autism. Research in Autism Spectrum Disorders, 2, 681–695.
Gutstein, S. E. (2000). Solving the relationship puzzle. Arlington, TX: Future Horizons.
Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill, K. (1996). Can we teach children with autism to understand emotions, beliefs, or pretence? Development and Psychopathology, 8, 345–365.
Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill, K. (1997). Does teaching theory of mind have an effect on the ability to develop conversation in children with autism? Journal of Autism and Developmental Disorders, 27, 519–537.
Halberstadt, A. G., Denham, S. A., & Dunsmore, J. C. (2001). Affective social competence. Social Development, 10, 79–119.
Hale, C. M., & Tager-Flusberg, H. (2005). Brief report: The relationship between discourse deficits and autism symptomatology. Journal of Autism and Developmental Disorders, 35, 519–524.
Happé, F. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843–855.
Happé, F. (1999). Autism: Cognitive deficit or cognitive style? Trends in Cognitive Sciences, 3, 216–222.
Happé, F. (2000). Parts and wholes, meanings and minds: Central coherence and its relation to theory of mind. In S. Baron-Cohen, H. Tager-Flusberg, & D. Cohen (Eds.), Understanding other minds, perspectives from autism and development neuroscience (2nd ed., pp. 203–221). Oxford: Oxford University Press.
Happé, F., Ronald, A., & Plomin, R. (2006). Time to give up on a single explanation for autism. Nature Neuroscience, 9, 1218–1220.
Harris, P. L. (2000). The work of the imagination. Oxford: Blackwell.
Harris, P. L., Brown, E., Marriott, C., Whittall, S., & Harmer, S. (1991). Monsters, ghosts and witches – testing the limits of the fantasy reality distinction in young-children. British Journal of Developmental Psychology, 9, 105–123.
Harris, P. L., Johnson, C. N., Hutton, D., Andrews, B., & Cooke, T. (1989). Young children’s theory of mind and emotion. Cognition and Emotion, 3, 379–400.
Hartup, W. W. (1983). Peer relations. In P. Mussen & E. M. Hetherington (Eds.), Handbook of child psychology, Vol. 4. Socialization, personality, and social development (4th ed., pp. 103–196). New York: Wiley.
Haxby, J. V., Hoffman, E. A., & Gobbini, M. I. (2000). The distributed neural system for face perception. Trends in Cognitive Sciences, 4, 223–233.
Haynie, D. L., & Lamb, M. E. (1995). Positive and negative facial expressiveness in 7-, 10-, 13-month-old infants. Infant behaviour and Development, 18(2), 257–259.
Heerey, E. A., Keltner, D., & Capps, L. M. (2003). Making sense of self-conscious emotion: Linking theory of mind and emotion in children with autism. Emotion, 3, 394–400.
Heimann, M. (1998). Imitation in neonates, in older infants and in children with autism: Feedback to theory. In S. Bräten (Ed.), Intersubjective communication and emotion in early ontogeny (pp. 47–62). Cambridge: Cambridge University Press.
Herbé, D., Tremblay, H., & Mallet, P. (2007). La coopération dyadique entre enfants de 5-6 ans: Effets de la complexité cognitive et de l’activité motrice sollicitées par les situations de résolution de problème. Enfance, 59, 393–413.
Hill, E., Berthoz, S., & Frith, U. (2004). Brief report: Cognitive processing of own emotions in individuals with autistic spectrum disorder and in their relatives. Journal of Autism and Developmental Disorders, 34, 229–235.
Hillier, A., & Allinson, L. (2002). Understanding embarrassment among those with autism: Breaking down the complex emotion of embarrassment among those with autism. Journal of Autism and Developmental Disorders, 32, 583–592.
Hilton, C., Graver, K., & LaVesser, P. (2007). Relationship between social competence and sensory processing in children with high functioning autism spectrum disorders. Research in Autism Spectrum Disorders, 1, 164–173.
Hippolyte, L., Barisnikov, K., Van der Linden, M., & Detraux, J. J. (2009). From facial emotional recognition abilities to emotional attribution: A study in Down syndrome. Research in Developmental Disabilities, 30, 1007–1022.
Hobson, R. P. (1986a). The autistic child’s appraisal of expressions of emotion. Journal of Child Psychology and Psychiatry, 27, 321–342.
Hobson, R. P. (1986b). The autistic child’s appraisal of expressions of emotion: A further study. Journal of Child Psychology and Psychiatry, 27, 671–680.
Hobson, R. P. (1989). Beyond cognition: A theory of autism. In G. Dawson (Ed.), Autism: New perspectives on diagnosis, nature and treatment (pp. 22–48). Guilford: New York.
Hobson, R. P. (1991). Methodological issues for experiments on autistic individuals’ perception and understanding of emotion. Journal of Child Psychology and Psychiatry, 32, 1135–1158.
Hobson, R. P. (1993). Autism and the development of mind. Hillsdale, NJ: Erlbaum.
Hobson, R. P., & Lee, A. (1998). Hello and goodbye: A study of social engagement in autism. Journal of Autism and Developmental Disorders, 28, 117–127.
Hobson, R. P., Ouston, J., & Lee, A. (1988). Emotion recognition in autism: Co-ordinating faces and voices. Psychological Medicine, 18, 911–923.
Hobson, R. P., Ouston, J., & Lee, A. (1989). Naming emotion in faces and voices: Abilities and disabilities in autism and mental retardation. British Journal of Developmental Psychology, 7, 237–250.
Howlin, P., Baron-Cohen, S., & Hadwin, J. (1999). Teaching children with autism to mind-read: A practical guide. New York: Wiley.
Hudry, K., & Slaughter, V. (2009). Agent familiarity and emotional context influence the everyday empathic responding of young children with autism. Research in Autism Spectrum Disorders, 3, 74–85.
Huebner, R. A., & Dunn, W. (2001). Introduction and basic concepts. In R. Huebner (Ed.), Autism: A sensorimotor approach to management (pp. 61–99). Gaithersburg, MD: Aspen.
Hugues, C., Soares-Boucaud, I., Hochman, J., & Frith, U. (1997). Social behaviour in pervasive developmental disorders: Effects of informants group and “theory of mind”. European Child and Adolescents Psychiatry, 6, 191–198.
Hwang, B., & Hughes, C. (2000). Increasing early social-communicative skills of preverbal preschool children with autism through social interactive training. Journal of the Association for Persons with Severe Handicaps, 25, 18–28.
Iacobani, M., & Dapretto, M. (2006). The mirror neuron system and the consequences of its dysfunction. Nature Reviews Neuroscience, 7, 942–951.
Izard, C. E., & Malatesta, C. Z. (1987). Perspectives on emotional development I: Differential emotions theory of early emotional development. In J. D. Osofsky (Ed.), Handbook of infant development (pp. 494–554). New York: Wiley.
Jaedicke, S., Storoschuk, S., & Lord, C. (1994). Subjective experience and causes of affect in high-functioning children and adolescents with autism. Development and Psychopathology, 6, 273–284.
Jemel, B., Mottron, L., & Dawson, M. (2006). Impaired face processing in autism: Fact or artifact? Journal of Autism and Developmental Disorders, 36, 91–106.
Jones, E. A. (2009). Establishing response and stimulus classes for initiating joint attention in children with autism. Research in Autism Spectrum Disorders, 3, 375–389.
Jones, E. A., & Carr, E. G. (2004). Joint attention and autism: Theory and intervention. Focus on Autism and Developmental Disabilities, 19, 13–26.
Jones, E. A., Carr, E. G., & Feeley, K. M. (2006). Multiple effects of joint attention intervention for children with autism. Behavior Modification, 30, 782–834.
Jones, E. A., & Feeley, K. M. (2007). Parent implemented joint attention intervention for preschoolers with autism. Journal of Speech-Language Pathology and Applied Behavior Analysis, 2, 252–268.
Joseph, R. M., Tager-Flusberg, H., & Lord, C. (2002). Cognitive profiles and social–communicative functioning in children with autism spectrum disorder. Journal of Child Psychology and Psychiatry and Allied Disciplines, 43(6), 807–821.
Joseph, R. M., & Tanaka, J. (2003). Holistic and part-based face recognition in children with autism. Journal of Child Psychology and Psychiatry, 44, 529–542.
Josephs, I. E. (1994). Display rule behavior and understanding in preschool children. Journal of Nonverbal Behavior, 18, 301–326.
Kahana-Kalman, R., & Goldman, S. (2008). Intermodal matching of emotional expressions in young children with autism. Research in Autism Spectrum Disorders, 2, 301–310.
Kamio, Y., Wolf, J., & Fein, D. (2006). Automatic processing of emotional faces in high-functioning pervasive developmental disorders: An affective priming study. Journal of Autism and Developmental Disorders, 36, 155–167.
Karmiloff-Smith, A., Klima, E., Bellugi, U., Grant, J., & Baron-Cohen, S. (1995). Is there a social module? Language, face processing and theory of mind in individuals with Williams Syndrome. Journal of Cognitive Neuroscience, 7, 196–208.
Kasari, C., Chamberlain, B., & Bauminger, N. (2001a). In J. Burack, T. Charman, N. Yirmiya, & P. Zelazo (Eds.), The development of autism: Perspectives from theory and research (pp. 309–325). Mahwah, NJ: Erlbaum.
Kasari, C., Freeman, S. F. N., & Paparella, T. (2001b). Early intervention in autism: Joint attention and symbolic play. In L. M. Glidden (Ed.), International review of research in mental retardation. Autism (Vol. 23, pp. 207–237). San Diego, CA: Academic Press.
Kasari, C., Freeman, S. F. N., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Clinical Psychology and Psychiatry, 47, 611–620.
Kasari, C., & Sigman, M. (1996). Expression and understanding of emotion in atypical development: Autism and Down syndrome. In M. Lewis & M. W. Sullivan (Eds.), Emotional development in atypical children (pp. 109–130). Mahwah, NJ: Lawrence Erlbaum Associates.
Kasari, C., Sigman, M. D., Baumgartner, P., & Stipek, D. J. (1993b). Pride and mastery in children with autism. Journal of Child Psychology and Psychiatry, 34, 353–362.
Kasari, C., Sigman, M., Mundy, P., & Yirmiya, N. (1990). Affective sharing in the context of joint attention interactions of normal, autistic, and mentally retarded children. Journal of Autism and Developmental Disorders, 20, 87–100.
Kasari, C., Sigman, M., & Yirmiya, N. (1993a). Focused and social attention of autistic-children in interactions with familiar and unfamiliar adults – A comparison of autistic, mentally-retarded, and normal-children. Development and Psychopathology, 5, 403–414.
Kieras, J. E., Tobin, R. M., Graziano, W. G., & Rothbart, M. K. (2005). You can’t always get what you want effortful control and children’s responses to undesirable gifts. Psychological Science, 16, 391–396.
Klin, A. (2000). Attributing social meaning to ambiguous visual stimuli in higher-functioning autism and Asperger syndrome: The social attribution task. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, 831–846.
Klin, A., & Jones, W. (2008). Altered face scanning and impaired recognition of biological motion in a 15-month-old infant with autism. Developmental Science, 11, 40–46.
Klin, A., Jones, W., Schultz, R., & Volkmar, F. (2003). The enactive mind, or from actions to cognition: Lessons from autism. Philosophical transactions of the Royal Society of London series B-Biological Sciences, 358, 345–360.
Klin, A., Jones, W., Schultz, R., Volkmar, F., & Cohen, D. (2002a). Defining and quantifying the social phenotype in autism. American Journal of Psychiatry, 159, 895–908.
Klin, A., Jones, W., Schultz, R., Volkmar, F. R., & Cohen, D. J. (2002b). Visual fixation patterns during viewing of naturalistic social situations as predictors of social competence in individuals with autism. Archives of General Psychiatry, 59, 809–816.
Kloo, D., & Perner, J. (2003). Training transfer between card sorting and false belief understanding: Helping children apply conflicting descriptions. Child Development, 74, 1823–1839.
Koning, C., & Magill-Evans, J. (2001). Social and language skills in adolescent boys with Asperger syndrome. Autism, 5, 23–36.
Konstantareas, M. M., & Stewart, K. (2006). Affect regulation and temperament in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36, 143–154.
Kusché, C. A., & Greenberg, M. T. (1994). The PATHS curriculum. Seattle, WA: Developmental Research and Programs, Inc.
Kylliainen, A., & Hietanen, J. K. (2006). Skin conductance responses to another person’s gaze in children with autism. Journal of Autism and Developmental Disorders, 36, 517–525.
LaBounty, J., Wellman, H. M., & Olson, S. (2008). Mother’s and father’s use of internal state talk with their young children. Social Development, 17, 757–775.
Lagattuta, K. H. (2005). When you shouldn’t do what you want to do: Young children’s understanding of desires, rules, and emotions. Child Development, 76, 713–733.
Lahaie, A., Mottron, L., Arguin, M., Berthiaume, C., Jemel, B., & Saumier, D. (2006). Face perception in high-functioning autistic adults: Evidence for superior processing of face parts, not for a configural face processing deficit. Neuropsychology, 20, 30–41.
Langdell, T. (1978). Recognition of faces: An approach to the study of autism. Journal of Child Psychology and Psychiatry, 19, 225–268.
Le Sourn-Bissaoui, S., Caillies, S., Gierski, F., & Motte, J. (2009). Inference processing in adolescents with Asperger syndrome: Relationship with theory of mind abilities. Research in Autism Spectrum Disorders, 3, 797–808.
LeBlanc, L. A., Coates, A. M., Daneshvar, S., Charlop-Christy, M. H., Morris, C., & Lancaster, B. M. (2003). Using video modelling and reinforcement to teach perspective-taking skills to children with autism. Journal of Applied Behavior Analysis, 36, 253–257.
Leppänen, J. M., & Hietanen, J. K. (2001). Emotion recognition and social adjustment in school-aged girls and boys. Psychology in the Schools, 42, 405–417.
Leslie, A. M. (1987). Pretence and representation: The origins of ‘theory of mind’. Psychological Review, 94, 412–426.
Leslie, A. M. (1991). Theory of mind impairment in autism. In A. Whiten (Ed.), The emergence of mindreading: The evolution development, and simulation or second-order mental representation (pp. 63–78). Oxford: Basil Blackwell.
Leslie, A. M. (2000). How to acquire a ‘representational theory of mind’. In D. Sperber (Ed.), Metarepresentation: A multidisciplinary perspective (pp. 197–223). Oxford: Oxford University Press.
Leslie, A. M., & Roth, D. (2000). What autism teaches us about representation. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives for autism (pp. 83–111). Oxford: Oxford University Press.
Leslie, A. M., & Thaiss, L. (1992). Domain specificity in conceptual development: Evidence from autism. Cognition, 43, 225–251.
Lewis, M., & Sullivan, M. W. (1996). Emotional development in atypical children. Mahwah, NJ: Lawrence Erlbaum Associates.
Lewis, M., Sullivan, M. W., Stanger, C., & Weiss, M. (1989). Self development and self-conscious emotions. Child development, 60, 146–156.
Lindner, J. L., & Rosen, L. A. (2006). Decoding of emotion through facial expression, prosody and verbal content in children and adolescents with Asperger’s syndrome. Journal of Autism and Developmental Disorders, 36, 769–777.
Losh, M., & Capps, L. (2006). Understanding of emotional experience in autism: Insights from the personal accounts of high-functioning children with autism. Developmental Psychology, 42, 809–818.
Loveland, K. A., & Landry, S. H. (1986). Joint attention and language in autism and developmental language delay. Journal of Autism and Developmental Disorders, 16, 335–349.
Loveland, K. A., & Tunali, B. (1991). Social scripts for conversational interactions in autism and Down syndrome. Journal of Autism and Developmental Disorders, 21, 177–186.
Loveland, K. A., Tunali-Kotoski, B., Chen, R., Brelsford, K. A., Ortegon, J., & Pearson, D. A. (1995). Intermodal perception of affect in persons with autism or Down syndrome. Development and Psychopathology, 7, 409–418.
Loveland, K. A., Tunali-kotoski, B., Pearson, D. A., Brelsford, K. A., Ortegon, J., & Chen, R. (1994). Imitation and expression of facial affect in autism. Development and Psychopathology, 6, 433–444.
Luminet, O. (2002). Psychologie des émotions. Bruxelles: De Boeck.
Luminet, O., & Lenoir, V. (2006). Alexithymie parentale et capacités émotionnelles des enfants de 3 et 5 ans. Enfance, 4, 335–356.
MacDonald, H., Rutter, M., Howlin, P., Rios, P., Le Conteur, A., Evered, C., et al. (1989). Recognition and expression of emotional cues by autistic and normal adults. Journal of Child Psychology and Psychiatry, 30, 865–877.
Maestro, S., Muratori, F., Cavallaro, M. C., Pei, F., Stern, D., Golse, B., et al. (2002). Attentional skills during the first 6 months of age in autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 1239–1245.
Malatesta, C. Z., & Haviland, J. M. (1982). Learning display rules – the socialization of emotion expression in infancy. Child Development, 53, 991–1003.
Malatesta-Magai, C., Leak, S., Tesman, J., & Shepard, B. (1994). Profiles of emotional development: Individual differences in facial and vocal expression of emotion during the second and third years of life. International Journal of Behavioral Development, 17, 239–269.
Mann, T. A., & Walker, P. (2003). Autism and a deficit in broadening the spread of visual attention. Journal of Child Psychology and Psychiatry and Allied Disciplines, 44(2), 274–284.
Matson, J. L., Rotatori, A. F., & Helsel, W. J. (1983). Development of a rating scale to measure social skills in children: The Matson evaluation of social skills with youngsters (MESSY). Behaviour Research and Therapy, 21, 335–340.
McAfee, J. (2001). Navigating the social world: A curriculum for educating individuals with Asperger’s syndrome and high-functioning autism. Arlington, TX: Future Horizons, Inc.
McGovern, C. W., & Sigman, M. (2005). Continuity and change from early childhood to adolescence in autism. Journal of Child Psychology and Psychiatry, 46, 401–408.
McGregor, E., Whiten, A., & Blackburn, P. (1998). Teaching Theory of Mind by highlighting intention and illustrating thoughts: A comparison of their effectiveness with three-year-olds and autistic subjects. British Journal of Developmental Psychology, 16, 281–300.
Meltzoff, A. (1999). Origins of theory of mind, cognition and communication. Journal of Communication Disorders, 32, 251–269.
Meltzoff, A., & Gopnik, A. (1993). The role of imitation in understanding persons and developing a theory of mind. In S. Baron-Cohen, H. Tager-Flusberg, & D. Cohen (Eds.), Understanding other minds: Perspectives from Autism (pp. 335–366). Oxford: Oxford University Press.
Mikolajczak, M., Quoidbach, J., Kotsou, I., & Nélis, D. (2009). Les compétences émotionnelles. Paris: Dunod.
Mills, R. S. L. (2005). Taking stock of the developmental literature on shame. Developmental Review, 25, 26–63.
Mitchell, P. (1996). Acquiring a conception of mind: A review of psychological research and theory. Hove: Psychology Press.
Mottron, L. (2004). L’autisme: Une autre intelligence. Liège: Mardaga.
Mottron, L., & Burack, J. (2001). Enhanced perceptual functioning in the development of autism. In J. Burack, T. Charman, N. Yirmiya, & P. D. Zelazo (Eds.), The development of autism: Perspectives from theory and research (pp. 131–148). Mahwah, NJ: Erlbaum.
Mottron, L., Dawson, M., Soulieres, I., Hubert, B., & Burack, J. (2006). Enhanced perceptual functioning in autism: An update, and eight principles of autistic perception. Journal of Autism and Developmental Disorders, 36, 27–43.
Mundy, P., & Crowson, M. (1997). Joint attention and early social communication: Implications for research on intervention with autism. Journal of Autism and Developmental Disorder, 27, 653–676.
Mundy, P., & Gomes, A. (1998). Individual differences in joint attention skill development in the second year. Infant Behavior and Development, 21, 469–482.
Mundy, P., Sigman, M., & Kasari, C. (1990). A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders, 20, 115–128.
Nadel, J. (1998a). L’imitation: Son déficit est-il démontré chez l’enfant autiste? L’Encéphale, 128–129.
Nadel, J. (1998b). Les habits neufs de l’âge mental. Enfance, 1, 111–117.
Nadel, J., Croué, S., Mattlinger, M. J., Canet, P., Hudelot, C., Lécuyer, C., et al. (2000). Do children with autism have expectancies about social behaviour of unfamiliar people? Autism, 4, 133–145.
Nadel, J., & Pezé, A. (1993). What makes immediate imitation communicative in toddlers and autistic children. In J. Nadel & L. Camaioni (Eds.), New perspectives in early communicative development (pp. 139–156). London: Routledge.
Nader-Grosbois, N. (2007a). L’autorégulation et la dysrégulation chez des jeunes enfants à autisme en situation d’évaluation développementale. Revue Francophone de la Déficience Intellectuelle, 17, 34–52.
Nader-Grosbois, N. (2007b). Comment la dysrégulation chez de jeunes enfants autistes et à déficience intellectuelle se manifeste-t-elle en situation d’évaluation développementale? In N. Nader-Grosbois (Ed.), Régulation, autorégulation et dysrégulation (pp. 83–100). Wavre: Mardaga.
Nader-Grosbois, N. (2009). Resilience, regulation and quality of life. Louvain-la-Neuve: Presses Universitaires de Louvain.
Nader-Grosbois, N. (2011). Théorie de l’esprit: Entre cognition, émotion et adaptation sociale: chez des personnes typiques et atypiques. Bruxelles: De Boeck.
Nelson, C. A. (1987). The recognition of facial expressions in the first two years of life: Mechanisms of development. Child Development, 58, 889–909.
Noens, I. L. J., & van Berckelaer-Onnes, I. A. (2008). The central coherence account of autism revisited: Evidence from the ComFor study. Research in Autism Spectrum Disorders, 2, 209–222.
Oberman, L. M., Hubbard, E. M., McCleery, J. P., Altschuler, E. L., Ramachandran, V. S., & Pineda, J. A. (2005). EEG evidence for mirror neuron dysfunction in autism spectrum disorders. Cognitive Brain Research, 24, 190–198.
Ontai, L. L., & Thompson, R. A. (2002). Patterns of attachment and maternal discourse effects on children’s emotion understanding from 3 to 5 years of age. Social Development, 11(4), 433–450.
Oster, H. (2003). Emotion in the infant’s face – insights from the study of infants with facial anomalies. Annals of the New York Academy of Science, 1000, 197–204.
Osterling, J. A., Dawson, G., & Munson, J. A. (2002). Early recognition of 1-year-old infants with autism spectrum disorder versus mental retardation. Development and Psychopathology, 14, 239–251.
Ozonoff, S., & Miller, J. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25(4), 415–433.
Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1990). Are there emotion perception deficits in young autistic children? Journal of Child Psychology and Psychiatry, 31, 343–361.
Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high functioning autistic children: Relationship to Theory of Mind. Journal of Child Psychology and Psychiatry, 32, 1081–1105.
Palomo, R., Belinchon, M., & Ozonoff, S. (2006). Autism and family home movies: A comprehensive review. Journal of Developmental and Behavioral Pediatrics, 27, 59–68.
Paris, B. (2000). Characteristics of autism. In C. Murray-Slutsky & B. Paris (Eds.), Exploring the spectrum of autism and pervasive developmental disorders (pp. 7–23). Therapy Builder: Harcourt Health Sciences Co.
Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102(3), 357–389.
Parron, C., Da Fonseca, D., Santos, A., Moore, D. G., Monfardini, E., & Deruelle, C. (2008). Recognition of biological motion in children with autistic spectrum disorders. Autism, 12, 261–274.
Parsons, S., & Mitchell, P. (1999). What children with autism understand about thoughts and thought-bubbles. Autism, 3, 17–38.
Pellicano, E. (2007). Links between theory of mind and executive function in young children with autism: Clues to developmental primacy. Development Psychology, 43, 974–990.
Pellicano, E., Maybery, M., Durkin, K., & Maley, A. (2006). Multiple cognitive capabilities/deficits in children with an autism spectrum disorder: “Weak” central coherence and its relationship to theory of mind and executive control. Development and Psychopathology, 18, 77–98.
Pelphrey, K. A., Sasson, N. J., Reznick, J. S., Paul, G., Goldman, B. D., & Piven, J. (2002). Visual scanning of faces in autism. Journal of Autism and Developmental Disorders, 32, 249–261.
Perner, J., Frith, U., Leslie, A. M., & Leekam, S. (1989). Exploration of the autistic child’s theory of mind: Knowledge, belief, and communication. Child Development, 60, 689–700.
Perner, J., Lang, B., & Kloo, D. (2002). Theory of mind and self-control: More than a common problem of inhibition. Child Development, 73, 752–767.
Perra, O., Williams, J. H. G., Whiten, A., Fraser, L., Benzie, H., & Perrett, D. I. (2008). Imitation and ‘theory of mind’ competencies in discrimination of autism from other neurodevelopmental disorders. Research in Autism Spectrum Disorders, 2, 456–468.
Perron, M., & Gosselin, P. (2004). Le développement de la simulation des émotions: Une étude de la vraisemblance des expressions faciales produites par les enfants. Enfance, 2, 109–125.
Peterson, C. C., & Slaughter, V. (2003). Opening windows into the mind: Mothers’ preferences for mental state explanations and children’s theory of mind. Cognitive Development, 18, 399–429.
Peterson, C. C., & Slaughter, V. (2009). Theory of mind (ToM) in children with autism or typical development: Links between eye-reading and false belief understanding. Research in Autism Spectrum Disorders, 3, 462–473.
Peterson, C. C., Wellman, H. M., & Liu, D. (2005). Steps in theory-of-mind development for children with deafness or autism. Child Development, 76, 502–517.
Philippot, P. (2007). Emotions et Psychothérapies. Wavre: Mardaga.
Phillips, W., Baron-Cohen, S., & Rutter, M. (1992). The role of eye contact in goal detection: Evidence from normal infants and children with autism or mental handicap. Development and Psychopathology, 4, 375–383.
Piggot, J., Kwon, H., Mobbs, D., Blasey, C., Lotspeich, L., Menon, V., et al. (2004). Emotional attribution in high-functioning individuals with autistic spectrum disorder: A functional imaging study. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 473–480.
Pine, E., Luby, J., Abbacchi, A., & Constantino, J. N. (2006). Quantitative assessment of autistic symptomatology in preschoolers. Autism, 10(4), 344–352.
Plaisted, K., Swettenham, J., & Rees, L. (1999). Children with autism show local precedence in a divided attention task and global precedence in a selective attention task. Journal of Child Psychology and Psychiatry and Allied Disciplines, 40, 733–742.
Pollak, S., & Sinha, P. (2002). Effects of early experience on children’s recognition of facial displays of emotion. Developmental Psychology, 38, 784–791.
Prior, M., Dahlstrom, B., & Squires, T. L. (1990). Autistic children’s knowledge of thinking and feeling states in other people. Journal of Child Psychology and Psychiatry, 31, 587–601.
Rajendran, G., & Mitchell, P. (2007). Cognitive theories of autism. Developmental Review, 27, 224–260.
Reddy, V., Williams, E., & Vaughan, A. (2002). Sharing humour and laughter in autism and Down’s syndrome. British Journal of Psychology, 93, 219–242.
Repacholi, B. M. (1998). Infants’ use of attentional cues to identify the referent of another person’s emotional expression. Developmental Psychology, 34, 1017–1025.
Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: Evidence from 14- and 18-month-olds. Developmental Psychology, 33, 12–21.
Rieder, S., Perrez, M., Reicherts, M., & Horn, A. (2007). Interpersonal emotion regulation in the family: A review of assessment tools. In A. M. Fontaine & M. Matias (Eds.), Family, work and parenting: international perspectives (pp. 17–45). Porto: Legis/livpsic.
Rieffe, C., Meerum Terwogt, M., & Cowan, R. (2005). Children’s understanding of mental states as causes of emotions. Infant and Child Development, 14, 259–272.
Rieffe, C., Meerum Terwogt, M., & Kotronopoulou, C. (2007). Awareness of single and multiple emotions in high-functioning children with autism. Journal of Autism and Developmental Disorders, 37, 455–465.
Rieffe, C., Meerum Terwogt, M., & Stockmann, L. (2000). Understanding atypical emotions among children with autism. Journal of Autism and Developmental Disorders, 30, 195–203.
Riggs, N. R., Greenberg, M. T., Kusche, C. A., & Pentz, M. A. (2006). The mediational role of metacognition in the behavioral outcomes of a socio-emotional prevention program in elementary school students: Effects of the PATHS Curriculum. Prevention Science, 7, 91–102.
Rimé, B. (2007). Interpersonal emotion regulation. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 466–485). New York: Guilford Press.
Rinehart, N. J., Bradshaw, J. L., Moss, S. A., Brereton, A. V., & Tonge, B. J. (2000). Atypical interference of local detail on global processing in high-functioning autism and Asperger’s disorder. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, 769–778.
Robel, L., Ennouri, K., Piana, H. N., Vaivre-Douret, L., Perier, A., Flament, M. F., et al. (2004). Discrimination of face identities and expressions in children with autism: Same or different? European Child & Adolescent Psychiatry, 13, 227–233.
Robertson, J. M., Tanguay, P. E., L’Ecuyer, S., Sims, A., & Waltrip, C. (1999). Domains of social communication handicap in autism spectrum disorder. Journal of American Academy of Child and Adolescent Psychiatry, 38, 738–745.
Rogers, S. J., & Penington, B. F. (1991). A theoretical approach to the deficits in infantile autism. Development and Psychopathology, 3, 137–162.
Russell, J. (1997). How executive disorders can bring about an inadequate ‘theory or mind’. In J. Russell (Ed.), Autism as an executive disorder (pp. 256–304). Oxford: Oxford University Press.
Russell, J., Hala, S., & Hill, E. (2003). The automated windows task: The performance of preschool children, children with autism, and children with moderate learning difficulties. Cognitive Development, 18, 111–137.
Russell, J., & Hill, E. L. (2001). Action-monitoring and intention reporting in children with autism. Journal of Child Psychology and Psychiatry and Allied Disciplines, 42, 317–328.
Russell, J., Mauthner, N., Sharpe, S., & Tidswell, T. (1991). The windows task as a measure of strategic deception in preschoolers and autistic subjects. British Journal of Developmental Psychology, 9, 331–349.
Rutherford, M. D., Baron-Cohen, S., & Wheelwright, S. (2002). Reading the mind in the voice: A study with normal adults and adults with Asperger syndrome and high functioning autism. Journal of Autism and Developmental Disorders, 32, 189–194.
Saarni, C. (1999). The development of emotional competence. New York: Guilford Press.
Saarni, C., Mumme, D. L., & Campos, J. J. (1998). Emotional development: Action, communication, and understanding. In W. Damon (Ed.), Handbook of child psychology, 5th Edition: Social, emotional, and personality development (pp. 237–309). New York: Wiley.
Salovey, P. (2003). Introduction: Emotion and social processes. In R. Davidson, H. H. Goldsmith, & K. Scherer (Eds.), The handbook of affective science (pp. 747–751). Oxford: Oxford University Press.
Salovey, P., Hsee, C. K., & Mayer, J. D. (1993). Emotional intelligence and the self-regulation of affect. In D. M. Wegner & J. W. Pennebaker (Eds.), Handbook of mental control. Century psychology series. Upper Saddle River, NJ: Prentice Hall.
Sasson, N. J. (2006). The development of face processing in autism. Journal of Autism and Developmental Disorders, 36, 381–394.
Saxe, R., Carey, S., & Kanwisher, N. (2004). Understanding other minds: Linking developmental psychology and functional neuroimaging. Annual Review of Psychology, 55, 87–124.
Scambler, D. J., Hepburn, S., Rutherford, M. D., Wehner, E. A., & Rogers, S. J. (2007). Emotional responsivity in children with autism, children with other developmental disabilities, and children with typical development. Journal of Autism and Developmental Disorders, 37, 553–563.
Seltzer, M. M., Krauss, M. W., Shattuck, P. T., Orsmond, G., Swe, A., & Lord, C. (2003). The symptoms of autism spectrum disorders in adolescence and adulthood. Journal of Autism and Developmental Disorders, 33, 565–581.
Serra, M., Loth, F. L., van Geert, P. L., Hurkens, E., & Minderaa, R. B. (2002). Theory of mind in children with ‘lesser variants’ of autism: A longitudinal study. Journal of Child Psychology and Psychiatry, 43, 885–900.
Seynhaeve, I., & Nader-Grosbois, N. (2008a). Sensorimotor development and dysregulation of activity in young children with autism and with intellectual disabilities. Research in Autism Spectrum Disorders, 2(1), 46–59.
Seynhaeve, I., Nader-Grosbois, N., & Dionne, C. (2008b). Functional abilities and neuropsychological dysfunctions in young children with autism and with intellectual disabilities. Alter, 2(3), 230–252.
Siegal, M., & Varley, R. (2002). Neural system involved in Theory of mind. Nature Reviews Neuroscience, 3, 462–471.
Sigman, M., Arbelle, S., & Dissanayake, C. (1995). Current research findings on childhood autism. Canadian Journal of Psychiatry, 40, 289–294.
Sigman, M. D., Kasari, C., Kwon, J. H., & Yirmiya, N. (1992). Responses to the negative emotions of others by autistic, mentally retarded, and normal children. Child Development, 63, 796–807.
Silver, M. (2000). Can people with autistic spectrum disorders be taught emotional understanding? The development and randomised controlled trial of a computer training package. Unpublished Doctoral Dissertation, Hull University, Kingston-upon-Hull, UK.
Silver, M., & Oakes, P. (2001). Evaluation of a new computer intervention to teach people with autism or Asperger syndrome to recognize and predict emotions in others. Autism, 5, 299–316.
Sissons Joshi, M., & McLean, M. (1994). Indian and English children’s understanding of the distinction between real and apparent emotion. Child Development, 65, 1372–1384.
Smith, I. M., & Bryson, S. E. (1994). Imitation and action in autism: A critical review. Psychological Bulletin, 116, 259–273.
Smith, V., Mirenda, P., & Zaidman-Zait, A. (2007). Predictors of expressive vocabulary growth in children with autism. Journal of Speech, Language, and Hearing Research, 50, 149–160.
Snow, M. E., Hertzig, M. E., & Shapiro, T. (1987). Expression of emotion in young autistic children. Journal of the American Academy of Child and Adolescent Psychiatry, 26, 836–838.
Southam-Gerow, M., & Kendall, P. (2002). Emotion regulation and understanding implication for child and psychopathology and therapy. Clinical Psychological Review, 22, 189–222.
Spinrad, T. L., Eisenberg, N., Cumberland, A., Fabes, R. A., Valiente, C., Shepard, S. A., et al. (2006). Relation of emotion-related regulation to children’s social competence: A longitudinal study. Emotion, 6(3), 498–510.
Steele, S., Joseph, R. M., & Tager-Flusberg, H. (2003). Brief report: Developmental change in theory of mind abilities in children with autism. Journal of Autism and Developmental Disorders, 33, 461–467.
Steerneman, P., Jackson, S., Pelzer, H., & Muris, P. (1996). Children with social handicaps: An intervention programme using a Theory of Mind approach. Clinical Child Psychology and Psychiatry, 1, 251–263.
Stein, L., Trabasso, T., & Liwag, M. (1993). The representation and organization of emotional experience, unfolding the emotion episode. In M. Lewis & J. M. Haviland (Eds.), Handbook of emotions (pp. 279–300). New York: Guilford.
Stewart, C. A., & Singh, N. N. (1995). Enhancing the recognition and production of facial expressions of emotion by children with mental retardation. Research in Developmental Disabilities, 16, 365–382.
Swettenham, J. (1996). Can children with autism be taught to understand false belief using computers? Journal of Child Psychology and Psychiatry, 37, 157–165.
Swettenham, J., Baron-Cohen, S., Gomez, J.-C., & Walsh, S. (1996). What’s inside a person’s head? Conceiving of the mind as a camera helps children with autism develop an alternative theory of mind. Cognitive Neuropsychiatry, 1, 73–88.
Tanguay, P. (1987). Early infantile autism: A disorder of affect. USA: University of Illinois, Department of Psychiatry.
Tantam, D., Monaghan, L., Nicholson, H., & Stirling, J. (1989). Autistic children’s ability to interpret faces: A research note. Journal of Child Psychology and Psychiatry, 30, 623–630.
Tardif, C., Lainé, F., Rodriguez, M., & Gepner, B. (2007). Slowing down presentation of facial movements and vocal sounds enhances facial expression recognition and induces facial–vocal imitation in children with autism. Journal of Autism and Developmental Disorders, 37, 1469–1484.
Teunisse, J. P., Cools, A. R., van Spaendonck, K. P. M., Aerts, F., & Berger, H. J. C. (2001a). Cognitive styles in high-functioning adolescents with autistic disorder. Journal of Autism and Developmental Disorders, 31, 55–66.
Teunisse, J. P., & de Gelder, B. (2001b). Impaired categorical perception of facial expressions in high-functioning adolescents with autism. Child Neuropsychology, 7, 1–14.
Thirion-Marissiaux, A. F., & Nader-Grosbois, N. (2008a). Theory of Mind “emotion”, developmental characteristics and social understanding in children and adolescents with intellectual disability. Research in developmental Disabilities, 29, 414–430.
Thirion-Marissiaux, A. F., & Nader-Grosbois, N. (2008b). Theory of Mind “belief,’ developmental characteristics and social understanding in children and adolescents with intellectual disability. Research in Developmental Disabilities, 29, 547–566.
Thirion-Marissiaux, A. F., & Nader-Grosbois, N. (2008c). Theory of mind and socio-affective abilities in disabled children and adolescents. Alter, 2, 133–155.
Thompson, R. (1994). Emotion regulation: A theme in search of definition. In N. Fox (Ed.), The development of emotion regulation: Biological and behavioral considerations. Monographs of the Society for Research in Child Development, 59(2–3, Serial 240), 25–52.
Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism and Developmental Disabilities, 36, 993–1005.
Tourrette, C. (1999). Apprentissage du monde, interactions sociales et communication. In J. A. Esperet & E. Esperet (Eds.), Manuel de psychologie de l’enfant (pp. 445–478). Sprimont: Mardaga.
Tourrette, C., Recordon, S., Barbe, V., & Soares-Boucaud, I. (2000). Attention conjointe pré-verbale et théorie de l’esprit à 5 ans: La relation supposée entre ces deux capacités peut-elle être démontrée? Etude exploratoire chez des enfants non autistes. In V. Gererdin-Collet & C. Riboni (Eds.), Autisme: Perspectives actuelles (pp. 61–75). Paris: L’Harmattan.
Tracy, J. L., Robins, R. W., & Lagattuta, K. H. (2005). Can children recognize pride? Emotion, 5, 251–257.
Travis, L. L., & Sigman, M. (1998). Social deficits and interpersonal relationships in autism. Mental Retardation and Developmental Disabilities Research Reviews, 4, 65–72.
Travis, L., Sigman, M., & Ruskin, E. (2001). Links between social understanding and social behavior in verbally able children with autism. Journal of Autism and Developmental Disorders, 31, 119–130.
Trevarthen, C. (1989). Les relations entre autisme et le développement socioculturel normal: Arguments en faveur d’un trouble primaire de la régulation du développement cognitif par les émotions. In G. Lelord, J. P. Muh, M. Petit, & D. Sauvage (Eds.), Autismes et troubles du développement global de l’enfant (pp. 56–80). Paris: Expansion scientifique française.
Turner, M. (1997). Toward an executive dysfunction account of repetitive behavior. In J. Russell (Ed.), Autism as an executive disorder (pp. 57–100). Oxford: Oxford University Press.
Valdivia-Salas, S., Luciano, C., Gutierrez-Martinez, O., & Visdomine, C. (2009). Establishing empathy. In R. A. Rehfeldt, Y. Barnes-Holmes, & S. C. Hayes (Eds.), Derived relational responding: Applications for learners with autism and other developmental disabilities (pp. 301–311). Oakland, CA: New Harbinger Publications.
van der Geest, J. N., Kemner, C., Verbaten, M. N., & van Engeland, H. (2002). Gaze behavior of children with pervasive developmental disorder toward human faces: A fixation time study. Journal of Child Psychology and Psychiatry, 43, 1–11.
van Lang, N. D. J., Bouma, A., Sytema, S., Kraijer, D. W., & Minderaa, R. B. (2006). A comparison of central coherence skills between adolescents with an intellectual disability with and without comorbid autism spectrum disorder. Research in Developmental Disabilities, 27, 217–226.
Vaughan, A., Mundy, P., Block, J., Burnette, C., Delgado, C., Gomez, Y., et al. (2003). Child, caregiver, and temperament contributions to infant joint attention. Infancy, 4, 603–616.
Völlm, B. A., Taylor, A. N., Richardson, P., Corcoran, R., Stirling, J., McKie, S., et al. (2006). Neuronal correlates of theory of mind and empathy: A functional magnetic resonance imaging study in a nonverbal task. Neuroimage, 29, 90–98.
Walden, T. A., & Smith, M. C. (1997). Emotion Regulation. Motivation and Emotion, 2, 7–25.
Wang, A. T., Dapretto, M., Hariri, A. R., Sigman, M., & Bookheimer, S. Y. (2004). Neural correlates of facial affect processing in children and adolescents with autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 481–490.
Warreyn, P., Roeyers, H., & De Groote, I. (2005). Early social communicative behaviours of preschoolers with autism spectrum disorder during interaction with their mothers. Autism, 9, 342–361.
Webster, S., & Potter, D. D. (2008). Eye direction detection improves with development in autism. Journal of Autism and Developmental Disorders, 38, 1184–1186.
Wellman, H. M. (1990). The child’s theory of mind. Cambridge, MA: MIT Press.
Wellman, H. M. (1991). From desires to beliefs: Acquisition of a theory of mind. In A. Whiten (Ed.), Natural theories of mind (pp. 19–38). Cambridge, MA: Basil Blackwell.
Wellman, H. M. (2000). Early understanding of mind: The normal case. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen, Understanding other minds: Perspectives from autism and developmental neuroscience (2nd ed., pp. 10–39). Oxford: Oxford University Press.
Wellman, H. M., Caswell, R., Gomez, J. C., Swettenham, J., Toye, E., & Lagattuta, K. (2002). Thought-bubbles help children with autism acquire an alternative to a theory of mind. Autism, 6, 343–363.
Wellman, H. M., Harris, P. L., Banerjee, M., & Sinclair, A. (1995). Early understanding of emotion – evidence from natural-language. Cognition & Emotion, 9, 117–149.
Wellman, H., Hollander, M., & Schult, C. (1996). Young children’s understanding of thought-bubbles and of thoughts. Child Development, 67, 768–788.
Wellman, H. M., Phillips, A. T., & Rodriguez, T. (2000). Young children’s understanding of perception, desire, and emotion. Child Development, 71, 895–912.
Werner, E., Dawson, G., Osterling, J., & Dinno, N. (2000). Brief report: Recognition of autism spectrum disorder before one year of age: A retrospective study based on home videotapes. Journal of Autism and Developmental Disorders, 30, 157–162.
Whalen, C., & Schreibman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry, 44, 456–468.
Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disabilities, 36, 655–664.
Whitman, T. (2004). The development of autism: A self-regulatory perspective. New York: Jessica Kingsley Publishers.
Widen, S. C., & Russel, J. A. (2002). Gender and preschoolers’ perception of emotion. Merrill-Palmer Quarterly, 48, 248–262.
Wing, L. (1986). Clarification on Asperger’s syndrome. Journal of Autism and Developmental Disorders, 16, 513–515.
Yeates, K. O., Bigler, E. D., Dennis, M., Gerhardt, C. A., Rubin, K. H., Stancin, T., et al. (2007). Social outcomes in childhood brain disorder: A heuristic integration of social neuroscience and developmental psychology. Psychological Bulletin, 133, 535–556.
Yirmiya, N., Erel, O., Shaked, M., & Solomonica-Levi, D. (1998). Meta-analyses comparing theory of mind abilities of individuals with autism, individuals with mental retardation, and normally developing individuals. Psychological Bulletin, 124, 283–307.
Yirmiya, N., Kasari, C., Sigman, M., & Mundy, P. (1989). Facial expressions of affect in autistic, mentally retarded and normal children. Journal of Child Psychology and Psychiatry, 30, 725–735.
Yirmiya, N., Pilowsky, T., Solomonica-Levi, D., & Shulman, C. (1999). Brief Report: Gaze behaviour and theory of mind abilities in individuals with autism, Down syndrome, and mental retardation of unknown etiology. Journal of Autism and Developmental Disorders, 29(4), 333–341.
Yirmiya, N., Sigman, M. D., Kasari, C., & Mundy, P. (1992). Empathy and cognition in high-functioning children with autism. Child Development, 63, 150–160.
Zelazo, P. D., Burack, J. A., Boseovski, J. J., Jacques, S., & Frye, D. (2001). A cognitive complexity and control framework for the study of autism. In J. A. Burack, T. Charman, N. Yirmiya, & P. R. Zelazo (Eds.), The development of autism: Perspectives from theory and research (pp. 195–217). Mahwah, NJ: Lawrence Erlbaum Associates.
Zelazo, P. D., & Frye, D. (1997). Cognitive complexity and control: A theory of the development of deliberate reasoning and intentional action. In M. Stamenov (Ed.), Language structure, discourse, and the access to consciousness. Amsterdam and Philadelphia: John Benjamins.
Zelazo, P. D., Jacques, S., Burack, J. A., & Frye, D. (2002). The relation between theory of mind and rule use: Evidence from persons with autism-spectrum disorders. Infant and Child Development, 11(2), 171–195.
Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S. (2006). Emotion regulation in children and adolescents. Journal of Developmental and Behavioral Pediatrics, 27, 155–168.
Izard, C. E., Huebner, R. R., Risser, D., McGuinnes, G. C., & Dougherty, L. M. (1980). The young infant’s ability to produce discrete emotion expressions. Developmental psychology, 16(2), 132–140.
Maestro, S., Muratori, F., Cavallaro, M. C., Pecini, C., Cesari, A., Paziente, A., et al. (2005). How young children treat objects and people? An empirical study of the first year of life in autism. Child Psychiatry & Human Development, 35, 383–396.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Nader-Grosbois, N., Day, J.M. (2011). Emotional Cognition: Theory of Mind and Face Recognition. In: Matson, J., Sturmey, P. (eds) International Handbook of Autism and Pervasive Developmental Disorders. Autism and Child Psychopathology Series. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-8065-6_9
Download citation
DOI: https://doi.org/10.1007/978-1-4419-8065-6_9
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4419-8064-9
Online ISBN: 978-1-4419-8065-6
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)