intellectual disability; developmental disabilities; Autism; intervention; virtual reality; Williams syndrome; emotion; socio-emotional processes; problem behavior; perspective taking
Samson Andrea C., van den Bedem Neeltje P., Dukes Daniel, Rieffe Carolien (2020), Positive Aspects of Emotional Competence in Preventing Internalizing Symptoms in Children with and without Developmental Language Disorder: A Longitudinal Approach, in Journal of Autism and Developmental Disorders
, 50(4), 1159-1171.
Dell-AngelaL, ZahariaA, LobelA, Vico BegaraO, SanderD, SamsonAC (2020), Board Games on Emotional Competences for School-Age Children, in Games for Health Journal: Research, Development, and Clinical Applications
, 9(3), 1-10.
Van HerwegenJ, DukesD, SamsonAC (2020), COVID19 Crisis Response Survey for families of Individuals with Special Needs
, OSF, http://osf.io/5nkq9.
EnavY, Erhard-WeissD, KopelmanM, SamsonA.C., MethaS, GrossJ.J. (2019), A non randomized mentalization intervention for parents of children with autism, in Autism Research
, 7(12), 1077-1086.
StöckliS, Schulte-MecklenbeckM, BorerS, SamsonA. C. (2019), A practical guide for automated facial emotion, in Johnson J. G., Schulte-Mecklenbeck M, Kühberger A (ed.), Taylor & Francis, New York, 196-214.
Stöckli S, Schulte-Mecklenbeck M, Borer S, Samson A. C. (2019), A practical guide for automated facial emotion, in Johnson J. G., Kühberger A, Schulte-Mecklenbeck M (ed.), Taylor & Francis, New York, 196-214.
HornAB, SamsonAC, DebrotA, PerrezM (2019), Positive humor in couples as interpersonal emotion regulation: A dyadic study in everyday life on the mediating role of psychological intimacy, in Journal of Social and Personal Relationships
, 36(8), 2376-239 6.
GayP, BressoudN, LucciariniE, GomezJM, RimeJ, SamsonAC (2019), What are the functions of positive emotions in fostering school engagement in primary school (and how to deal with it)?, in Plata A, Ambrosetti A, Castelli L, Marcionetti A (ed.), Hogrefe, Firence, Italy, 253-257.
Kramer Ueli, Kolly W, Maillaird P, Pascual-Leone A, Samson A.C., Schmitt R., Bernini A, Allenbach G, Charbon P, de Roten Y, Conus Ph, Despland J-N., Draganski B (2018), Change in Emotional and Theory of Mind Processing in Borderline Personality Disorder, in Journal of Nervous and Mental Disease
, 2016(12), 935-943.
Van den BedemN.P., DockrellJ.E., van AlphenP.M., de PooijM, SamsonA.C., HarjunenE, RieffeC (2018), Depressive symptoms and emotion regulation strategies in children with and without developmental language disorder: a longitudinal study, in International Journal of Language and Communication
, 53(6), 1110-1123.
(2018), Emotion regulation in autism spectrum disorder: Where we are and where we need to go, in Autism Research
, 11, 926-978.
Social and non-social anxiety disorders are one of the major concerns of individuals with developmental disabilities with and without intellectual disability. Since anxieties significantly impact social and adaptive functioning, it is of great urgency to better understand potential risk and protective factors. Given the crucial role of social approach, positive emotions (PE) and emotion regulation (ER) for optimal social and adaptive functioning, the goal of this project is to study these three phenomena in individuals with developmental disabilities with a particular focus on Williams syndrome (WS) and Autism Spectrum Disorder (ASD). Interestingly, WS and ASD present, in certain respects, a double dissociation regarding the prevalence of anxieties (relatively high non-social anxiety in WS vs. relatively high social anxiety in ASD), as well as in affective biases related to social approach and PE in social settings. Whereas social approach, i.e. to orient to the social world and to seek and take pleasure in social interactions, is high and linked to PE in WS, social approach and PE are generally low in ASD. Moreover, while individuals with ASD have ER difficulties, which are linked to anxieties, little is known about ER in WS. Taking into account these opposite patterns, WS and ASD make a promising model for the study of socio-emotional phenomena as potential risk and protective factors for social and non-social anxiety. Therefore, the goal of this project is to examine how these three socio-emotional phenomena relate to each other and how they are linked to social and non-social anxiety in WS and ASD. First, I aim to describe profiles of effective PE triggers and ER strategy use and efficacy in WS and mental age-matched ASD, compared to mental age-matched typically developing participants with high and low social approach. In order to discern syndrome-specific effects from intellectual disability, I will also include a group with non-specific intellectual disability. Second, I aim to link these different profiles in social approach, PE, and ER to social and non-social anxiety. I will use a multi-method approach including self- and parent-report, experiential, behavioral, and psychophysiological parameters, and will build on novel technologies, such as virtual reality, to create immersive environments and quantify behavior. These techniques will yield a robust and complementary database of PE and ER profiles across different modalities and emotional domains. Using statistical methods, I will use the collected data to first describe the profiles of social approach, PE, and ER in the different groups. Subsequently, I will model PE and ER’s relation to both social and non-social anxiety, including social approach as a potential moderating variable, in order to determine risk and protective factors. The insights derived from this project will ultimately serve to inform interventions targeting affective disorders in developmental disabilities.