Citation

Heerey EA, Capps LM, Keltner D, Kring AM. J. Abnorm. Child Psychol. 2005; 33(1): 55-68.

Affiliation

Maryland Psychiatric Research Center, University of Maryland-Baltimore Medical School, Baltimore, Maryland, USA. eheerey@mprc.umaryland.edu

Copyright

(Copyright © 2005, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

15759591

Abstract

Teasing requires the ability to understand intention, nonliteral communication, pretense, and social context. Children with autism experience difficulty with such skills, and consequently, are expected to have difficulty with teasing. To better understand teasing concepts and behaviors, children with autism, their parents, and age and Verbal-IQ-matched comparison children and parents described concepts and experiences of teasing and engaged in a parent-child teasing interaction. The teasing of children with autism was less playful and provocative and focused less on social norms than that of comparison children. Similarly, parents of children with autism teased in less playful ways. Scores on a theory of mind task accounted for several of the observed differences. Discussion focused on the importance of understanding social context and playful behavior during teasing.

Language: en