Their very own interactions with other people. Inside the present study we varied the motivation for constructive selfpresentation by manipulating a individual achieve thatS. Begeer ( P. Lunenburg M. Meerum Terwogt H. Stegge Department 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 Analysis,Duivendrecht,The NetherlandsJ Autism Dev Disord :could potentially be attained by strategic choice of selfdescriptions,following AloiseYoung . Because youngsters with high functioning ASD (HFASD) are sensitive to such manipulations (Begeer et al. ,,we anticipated them to report fewer good selfstatements in baseline selfdescriptions but to improve their constructive selfstatements and powerful selfpresentation techniques inside a selfpromotion situation.Components SelfPresentation Task: Baseline and SelfPromotion SelfDescriptions To elicit baseline selfdescriptions the kid was told: `Imagine a film crew will come PubMed ID:https://www.ncbi.nlm.nih.gov/pubmed/20048438 to your school. They want to interview kids and you are getting interviewed as well. They want to know what kind of youngsters go to this college. They ask you to tell them what sort of boygirl you are. What would you tell them’ To elicit selfpromotion selfdescriptions,the child was asked a more distinct query,exactly where a private target was introduced. The kid was told: `Imagine the film crew then tells you that they are going to decide on one kid that will take part in a game with numerous prizes to become won. The crew is going to film you. You may tell them why they need to let you participate in the game with all the prizes. What would you inform them’ Theory of Mind Activity A secondorder falsebelief process,derived from Sullivan et al. ,involved a story about a mother and her child. A series of probe and control queries was asked to make sure that the youngster was following the story. Right after every single probe or manage question was answered,feedback or correction was offered towards the youngster. Lastly,the secondorder falsebelief query was asked,and the youngster was prompted to justify hisher response. Process All tests have been presented orally by one of the investigators in a quiet space. The tasks have been part of a larger battery of tests that are not reported here. The tasks have been administered in counterbalanced order. The total duration of the session was min. The intelligence test was administered on yet another occasion,Gly-Pro-Arg-Pro acetate web approximately weeks later. Coding SelfPresentationMethods Participants Fortythree kids with HFASD participated ( boys,girls),like youngsters with PDDNOS and kids with autism or Asperger syndrome. The diagnostic classification was based around the assessment by a kid psychiatrist and several informants (psychologists and educationalists) who observed and tested the youngsters within the group and in school during a period of at least months. The children fulfilled established diagnostic criteria based on the DSMIVTR (American Psychiatric Association. The comparison group incorporated typicallydeveloping young children ( boys,girls),individually matched on chronological and mental age together with the HFASD group. Participants’ very first language was Dutch. They have been tested within a familiar setting within their school. Consent for participation was obtained from parents and head teachers. A short version of the Dutch Revised Wechsler Intelligence Scale for Youngsters (WISCR; Van Haasen.