Their very own interactions with others. Within the present study we varied the motivation for optimistic selfpresentation by manipulating a personal get thatS. Begeer ( P. Lunenburg M. Meerum Terwogt H. Stegge Department of Developmental Psychology,VU University Amsterdam,Van der Boechorststraat ,,BT,Amsterdam,The Netherlands e-mail: 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 Study,Duivendrecht,The NetherlandsJ Autism Dev Disord :could potentially be attained by strategic decision of selfdescriptions,following AloiseYoung . Since youngsters 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 increase their optimistic selfstatements and helpful selfpresentation tactics within a selfpromotion situation.Supplies SelfPresentation Activity: 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 need to interview young children and you happen to be getting interviewed too. They wish to know what sort of kids go to this college. They ask you to Antibiotic-202 inform them what kind of boygirl you will be. What would you inform them’ To elicit selfpromotion selfdescriptions,the child was asked a extra distinct query,where a individual target was introduced. The child was told: `Imagine the film crew then tells you that they’ll pick out 1 youngster that may take part in a game with lots of prizes to become won. The crew is going to film you. You could inform them why they should allow you to participate in the game together with the prizes. What would you tell them’ Theory of Mind Task A secondorder falsebelief job,derived from Sullivan et al. ,involved a story about a mother and her youngster. A series of probe and control questions was asked to ensure that the kid was following the story. Immediately after each and every probe or control question was answered,feedback or correction was offered to the kid. Lastly,the secondorder falsebelief question was asked,and the youngster was prompted to justify hisher response. Process All tests have been presented orally by on the list of investigators within a quiet area. The tasks have been part of a bigger battery of tests which might be not reported here. The tasks have been administered in counterbalanced order. The total duration of your session was min. The intelligence test was administered on a different occasion,roughly weeks later. Coding SelfPresentationMethods Participants Fortythree young children with HFASD participated ( boys,girls),such as kids with PDDNOS and children with autism or Asperger syndrome. The diagnostic classification was primarily based on the assessment by a child psychiatrist and various informants (psychologists and educationalists) who observed and tested the children in the group and in college through a period of at the least months. The youngsters fulfilled established diagnostic criteria based on the DSMIVTR (American Psychiatric Association. The comparison group integrated typicallydeveloping youngsters ( boys,girls),individually matched on chronological and mental age with the HFASD group. Participants’ very first language was Dutch. They were tested inside a familiar setting inside their school. Consent for participation was obtained from parents and head teachers. A quick version of your Dutch Revised Wechsler Intelligence Scale for Young children (WISCR; Van Haasen.