Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-14T17:30:06.187Z Has data issue: false hasContentIssue false
  • English
  • Français

Challenges to the social motivation theory of autism: The dangers of counteracting an imprecise theory with even more imprecision

Published online by Cambridge University Press:  23 July 2019

Mirko Uljarević Open the ORCID record for Mirko Uljarević [Opens in a new window] ,
Giacomo Vivanti ,
Susan R. Leekam  and
Antonio Y. Hardan
Mirko Uljarević
Affiliation:
Stanford Autism Center, Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, Stanford School of Medicine, Stanford, CA 94305. mirkoulj@stanford.eduhardanay@stanford.eduhttps://profiles.stanford.edu/mirko-uljarevichttps://profiles.stanford.edu/antonio-hardan
Giacomo Vivanti
Affiliation:
A. J. Drexel Autism Institute, Drexel University, Philadelphia, PA 19104. Giacomo.vivanti@drexel.eduhttp://drexel.edu/autisminstitute/about/our-team/all-staff/Giacomo-Vivanti/
Susan R. Leekam
Affiliation:
Wales Autism Research Centre, School of Psychology, Cardiff University, Cardiff CF10 3AT, Wales, United Kingdom. leekamsr@cardiff.ac.ukhttps://www.cardiff.ac.uk/people/view/888797-leekam-sue
Antonio Y. Hardan
Affiliation:
Stanford Autism Center, Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, Stanford School of Medicine, Stanford, CA 94305. mirkoulj@stanford.eduhardanay@stanford.eduhttps://profiles.stanford.edu/mirko-uljarevichttps://profiles.stanford.edu/antonio-hardan
Get access Rights & Permissions [Opens in a new window]

Abstract

The arguments offered by Jaswal & Akhtar to counter the social motivation theory (SMT) do not appear to be directly related to the SMT tenets and predictions, seem to not be empirically testable, and are inconsistent with empirical evidence. To evaluate the merits and shortcomings of the SMT and identify scientifically testable alternatives, advances are needed on the conceptualization and operationalization of social motivation across diagnostic boundaries.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 42 , 2019 , e112
Check for updates
Copyright
Copyright © Cambridge University Press 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

1.

Mirko Uljarević and Giacomo Vivanti should be considered joint first authors.

References

Chevallier, C., Kohls, G., Troiani, V., Brodkin, E. S. & Schultz, R. T. (2012a) The social motivation theory of autism. Trends in Cognitive Sciences 16(4):231–39. doi:10.1016/j.tics.2012.02.007.Google Scholar
Cidav, Z., Munson, J., Estes, A., Dawson, G., Rogers, S. & Mandell, D. (2017) Cost offset associated with Early Start Denver Model for children with autism. Journal of the American Academy of Child & Adolescent Psychiatry 56(9):777–83.Google Scholar
Gengoux, G. W., Berquist, K. L., Salzman, E., Schapp, S., Phillips, J. M., Frazier, T. W., Minjarez, M. B. & Hardan, A. Y. (2015) Pivotal response treatment parent training for autism: Findings from a 3-month follow-up evaluation. Journal of Autism and Developmental Disorders 45(9):2889–98.Google Scholar
Hardan, A. Y., Gengoux, G. W., Berquist, K. L., Libove, R. A., Ardel, C. M., Phillips, J., Frazier, T. W. & Minjarez, M. B. (2015) A randomized controlled trial of Pivotal Response Treatment Group for parents of children with autism. Journal of Child Psychology and Psychiatry 56(8):884–92.Google Scholar
Leekam, S. R., Prior, M. R. & Uljarević, M. (2011) Restricted and repetitive behaviors in autism spectrum disorders: A review of research in the last decade. Psychological Bulletin 137(4):562–93. Available at: http://dx.doi.org/10.1037/a0023341.Google Scholar
Mottron, L. (2017) Should we change targets and methods of early intervention in autism, in favor of a strengths-based education? European Child & Adolescent Psychiatry 26(7):815–25. Available at: https://doi.org/10.1007/s00787-017-0955-5.Google Scholar
Rogers, S. J. & Dawson, G. (2010) Early Start Denver Model for young children with autism. Guilford Press.Google Scholar
Wing, L. & Gould, J. (1979) Severe impairments of social interaction and associated abnormalities in children: Epidemiology and classification. Journal of Autism and Developmental Disorders 9(1):11–29. Available at: http://dx.doi.org/10.1007/BF01531288.Google Scholar
Koegel, R. L. & Koegel, L. K. (2006) Pivotal response treatments for autism: Communication, social, & academic development. Paul H Brookes Publishing.Google Scholar
Ventola, P., Friedman, H. E., Anderson, L. C., Wolf, J. M., Oosting, D., Foss-Feig, J. & Pelphrey, K. A. (2014) Improvements in social and adaptive functioning following short-duration PRT program: A clinical replication. Journal of Autism and Developmental Disorders 44(11):2862–70.Google Scholar