Measuring Social Motivation in Autism Spectrum Disorder: Development of the Social Motivation Interview

Autor/inn/en	Elias, Rebecca; White, Susan W.
Titel	Measuring Social Motivation in Autism Spectrum Disorder: Development of the Social Motivation Interview
Quelle	In: Journal of Autism and Developmental Disorders, 50 (2020) 3, S.798-811 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elias, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-019-04311-7
Schlagwörter	Motivation; Autism; Pervasive Developmental Disorders; Social Behavior; Neurological Impairments; Cognitive Processes; Interaction; Interpersonal Relationship; Interviews; Interests; Children; Early Adolescents; Test Construction; Psychometrics + Suchen Sie Ihr Suchwort? psychologische; Motivation (psychologisch); Autismus; Social behaviour; Soziales Verhalten; Neurodegenerative Erkrankung; Cognitive process; Kognitiver Prozess; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interviewing; Interviewtechnik; Bildungsinteresse; Child; Kind; Kinder; Testaufbau; Psychometry; Psychometrie
Abstract	Social motivation in individuals with ASD is inferred from the observation of overt behaviors and neurological correlates. Motivation, however, can be distinguishable from overt behavior and neurologic reactivity. Nevertheless, few studies have examined the cognitive processes that may influence goal-directed tasks involved in social interaction. This study addressed this conceptual need by developing a novel interview. The social motivation interview (SMI) assesses for internal cognitions as they relate to social motivation by evaluating social desire, interest, and behaviors in eighteen children with ASD ("M years" = 12.84). Pilot testing suggested feasibility of administration, user satisfaction, and promising psychometric properties. Future examination of the SMI in large-scale field testing is warranted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01