Abstract
We compared self-presentation abilities of 132 children and adolescents with autism spectrum disorders (ASD) to those of 41 typically developing (TD) peers, and examined the potential link with their social motivation and perspective taking. Participants introduced themselves to an interviewer in a baseline condition (without incentive) and a self-promotion condition (with incentive). Children with ASD (6–12 years) were just as likely as or even more likely than TD children to highlight personal characteristics that would increase their chances of obtaining the incentive. Thus, they were strategic in their self-presentation. However, adolescents with ASD (12–19 years) were less strategic than TD adolescents as well as children with ASD. We discuss the role of social motivation and perspective taking in children’s self-presentation.
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Acknowledgments
The authors would like to thank all children and adolescents and their parents for participating in this study, with special thanks to the Berg en Bosch school. This study was financially supported by Stichting Nuts Ohra [SNO-T-0701-116].
Author Contributions
AMS contributed to the design, data collection and data analysis of the study, and was responsible for writing and revising the manuscript. RB contributed to the design of the study, analysis and interpretation of the data, and writing the manuscript. HMK contributed to the design and funding of the study, and to the writing and revision of the manuscript. SB contributed to the design and funding of the study, analysis and interpretation of the data, and writing the manuscript. All approved of the final version of the manuscript.
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Scheeren, A.M., Banerjee, R., Koot, H.M. et al. Self-Presentation and the Role of Perspective Taking and Social Motivation in Autism Spectrum Disorder. J Autism Dev Disord 46, 649–657 (2016). https://doi.org/10.1007/s10803-015-2610-7
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DOI: https://doi.org/10.1007/s10803-015-2610-7