Stop Hurting Start Helping. Empathy in children with disruptive behavior, attention-deficit and autism spectrum disorders

摘要: To date, various psychiatric disorders such as disruptive behavior, attention-deficit/hyperactivity and autism spectrum have been associated with deficits in empathy school-aged children adolescents. In this dissertation, behavioral physiological measures were used to study 6-7 year old behavior (DBD), attention deficit/hyperactivity (ADHD) (ASD). A better understanding of the nature ultimately may help differentiating between these serve a guidance for developing novel treatment approaches. First, it was demonstrated that facial mimicry, psychophysiological marker empathy, can be reliably assessed using electromyography. Children aged years showed emotion-specific EMG activity following presentation happy, angry, fearful sad expressions. Second, regard DBD ADHD inconsistent results found. Teachers reported reduced affective response sadness distress well ADHD. Parents, however, did not report their child. or no nor self-report empathic feelings story vignettes. Finally, induced prosocial computer task; suggest impairment diagnosis is related symptoms rather than Third, an attempt made explore others multiple risk factor persistence proactive aggressive behavior. order obtain sufficient variance combined typically (TD) children. At baseline, low levels parent-reported traits high aggression. Similarly, teacher-reported negatively follow-up one later, higher level at baseline relatively larger decrease However, associations found pro-active aggression any three paradigms show ASD fear recognition but only when they severe social responsiveness. line imbalance theory, lower parent- teacher-rated cognitive found, similar compared Prosocial signals peer TD Taken together, some questions answered new raised regarding disorders. Some directions provided further on how we stimulate provide environments treatments clinical population hurt less more.