Their own interactions with other individuals. Within the present study we varied the motivation for positive selfpresentation by manipulating a individual get thatS. Begeer ( P. Lunenburg M. Meerum Terwogt H. Stegge Division of Developmental Psychology,VU University Amsterdam,Van der Boechorststraat ,,BT,Amsterdam,The Netherlands e mail: S.Begeerpsy.vu.nl R. Banerjee Developmental Psychology,University of Sussex,Falmer,UK C. Rieffe Leiden University,Leiden,The Netherlands Present Address: P. Lunenburg PI Study,Duivendrecht,The NetherlandsJ Autism Dev Disord :could potentially be attained by strategic decision of selfdescriptions,following AloiseYoung . Since young children with high functioning ASD (HFASD) are sensitive to such manipulations (Begeer et al. ,,we expected them to report fewer optimistic selfstatements in baseline selfdescriptions but to increase their optimistic selfstatements and successful selfpresentation methods inside a selfpromotion situation.Materials SelfPresentation Activity: Baseline and SelfPromotion SelfDescriptions To elicit baseline selfdescriptions the child was told: `Imagine a film crew will come PubMed ID:https://www.ncbi.nlm.nih.gov/pubmed/20048438 for your college. They choose to interview kids and you are being interviewed also. They desire to know what type of youngsters go to this school. They ask you to tell them what kind of boygirl you might be. What would you inform them’ To elicit selfpromotion selfdescriptions,the youngster was asked a more distinct query,exactly where a personal objective was introduced. The kid was told: `Imagine the film crew then tells you that they will opt for one particular youngster that could participate in a game with plenty of prizes to become won. The crew is going to film you. You can tell them why they need to let you participate in the game using the prizes. What would you inform them’ Theory of Thoughts Job A secondorder falsebelief activity,derived from Sullivan et al. ,involved a story about a mother and her youngster. A series of probe and manage queries was asked to ensure that the youngster was following the story. After each and every probe or control question was answered,feedback or correction was provided towards the child. Ultimately,the secondorder falsebelief question was asked,as well as the youngster was prompted to justify hisher response. Process All tests have been presented orally by among the investigators inside a quiet space. The tasks had been a part of a larger battery of tests that are not reported right here. The tasks have been administered in counterbalanced order. The total duration in the session was min. The intelligence test was administered on one more occasion,about weeks later. Coding SelfPresentationMethods Participants Fortythree children with HFASD participated ( boys,girls),like kids with PDDNOS and kids with autism or Asperger syndrome. The diagnostic classification was based on the assessment by a kid psychiatrist and multiple informants (psychologists and educationalists) who observed and tested the kids within the group and in college throughout a period of a minimum of months. The youngsters fulfilled established diagnostic criteria based on the DSMIVTR (American Psychiatric Association. The comparison group integrated typicallydeveloping children ( boys,girls),individually matched on chronological and mental age with all the HFASD group. Participants’ initial language was Dutch. They have been tested within a familiar setting within their school. Consent for participation was obtained from parents and head teachers. A brief version in the Dutch Revised Wechsler Intelligence Scale for Kids (WISCR; Van NAN-190 (hydrobromide) chemical information Haasen.
