Their very own interactions with other individuals. In the present study we varied the motivation for good selfpresentation by manipulating a individual obtain thatS. Begeer ( P. Lunenburg M. Meerum Terwogt H. Stegge Division of Developmental Psychology,VU University Amsterdam,Van der Boechorststraat ,,BT,Amsterdam,The Netherlands email: 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 Research,Duivendrecht,The NetherlandsJ Autism Dev Disord :could potentially be attained by strategic option of selfdescriptions,following AloiseYoung . Considering the fact that children with high functioning ASD (HFASD) are sensitive to such manipulations (Begeer et al. ,,we expected them to report fewer good selfstatements in baseline selfdescriptions but to boost their good selfstatements and helpful selfpresentation strategies in a selfpromotion situation.Supplies SelfPresentation Job: 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 school. They would like to interview young children and you’re becoming interviewed also. They want to know what sort of children visit this college. They ask you to tell them what sort of boygirl you’re. What would you tell them’ To elicit selfpromotion selfdescriptions,the youngster was asked a much more certain question,exactly where a private goal was introduced. The kid was told: `Imagine the film crew then tells you that they will pick out one particular child that will take part in a game with lots of prizes to become won. The crew is going to film you. You can tell them why they must allow you to take part in the game with all the prizes. What would you inform them’ Theory of Mind Task A secondorder falsebelief task,derived from Sullivan et al. ,involved a story about a mother and her kid. A INK1197 R enantiomer web series of probe and handle inquiries was asked to make sure that the youngster was following the story. Following every probe or manage question was answered,feedback or correction was supplied towards the youngster. Ultimately,the secondorder falsebelief query was asked,along with the child was prompted to justify hisher response. Procedure All tests were presented orally by one of the investigators within a quiet area. The tasks were a part of a bigger battery of tests that are not reported right here. The tasks had been administered in counterbalanced order. The total duration of your session was min. The intelligence test was administered on yet another occasion,roughly weeks later. Coding SelfPresentationMethods Participants Fortythree young children with HFASD participated ( boys,girls),including kids with PDDNOS and young children with autism or Asperger syndrome. The diagnostic classification was based around the assessment by a child psychiatrist and a number of informants (psychologists and educationalists) who observed and tested the children within the group and in college for the duration of a period of at least months. The young children fulfilled established diagnostic criteria according to the DSMIVTR (American Psychiatric Association. The comparison group incorporated typicallydeveloping children ( boys,girls),individually matched on chronological and mental age with the HFASD group. Participants’ first language was Dutch. They had been tested within a familiar setting inside their school. Consent for participation was obtained from parents and head teachers. A short version from the Dutch Revised Wechsler Intelligence Scale for Young children (WISCR; Van Haasen.