Their own interactions with others. Inside the present study we varied the motivation for good selfpresentation by manipulating a private acquire thatS. Begeer ( P. Lunenburg M. Meerum Terwogt H. Stegge Department 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 selection of selfdescriptions,following AloiseYoung . Because young children with higher functioning ASD (HFASD) are sensitive to such manipulations (Begeer et al. ,,we anticipated them to report fewer good ONO4059 hydrochloride selfstatements in baseline selfdescriptions but to enhance their good selfstatements and efficient selfpresentation techniques within a selfpromotion condition.Supplies SelfPresentation Task: Baseline and SelfPromotion SelfDescriptions To elicit baseline selfdescriptions the youngster was told: `Imagine a film crew will come PubMed ID:https://www.ncbi.nlm.nih.gov/pubmed/20048438 to your college. They want to interview kids and you’re becoming interviewed as well. They wish to know what type of kids go to this school. They ask you to inform them what sort of boygirl you are. What would you tell them’ To elicit selfpromotion selfdescriptions,the youngster was asked a more precise question,where a individual target was introduced. The youngster was told: `Imagine the film crew then tells you that they will pick one youngster that can participate in a game with numerous prizes to be won. The crew is going to film you. You can inform them why they need to allow you to take part in the game with all the prizes. What would you inform them’ Theory of Mind Job A secondorder falsebelief job,derived from Sullivan et al. ,involved a story about a mother and her child. A series of probe and control concerns was asked to make sure that the youngster was following the story. Immediately after each and every probe or control question was answered,feedback or correction was provided for the kid. Lastly,the secondorder falsebelief question was asked,as well as the kid was prompted to justify hisher response. Process All tests were presented orally by one of several investigators within a quiet space. The tasks were a part of a larger battery of tests that are not reported right here. The tasks had been administered in counterbalanced order. The total duration with the session was min. The intelligence test was administered on yet another occasion,around weeks later. Coding SelfPresentationMethods Participants Fortythree children with HFASD participated ( boys,girls),which includes youngsters with PDDNOS and youngsters with autism or Asperger syndrome. The diagnostic classification was primarily based around the assessment by a kid psychiatrist and many informants (psychologists and educationalists) who observed and tested the children in the group and in school throughout a period of at the very least months. The young children fulfilled established diagnostic criteria based on the DSMIVTR (American Psychiatric Association. The comparison group included typicallydeveloping children ( boys,girls),individually matched on chronological and mental age with all the HFASD group. Participants’ very first language was Dutch. They were tested in a familiar setting inside their school. Consent for participation was obtained from parents and head teachers. A short version in the Dutch Revised Wechsler Intelligence Scale for Children (WISCR; Van Haasen.
