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  1. Article: Validation of the Tunisian Empathy Scale for Children (TESC) in General Population and Children With Autism Spectrum Disorder.

    Ben Youssef, Hela / Halayem, Soumeyya / Ghazzai, Malek / Jelili, Selima / Ben Mansour, Hager / Rajhi, Olfa / Taamallah, Amal / Ennaifer, Selima / Hajri, Malek / Abbes, Zeineb Salma / Fakhfakh, Radhouane / Nabli, Ahmed / Bouden, Asma

    Frontiers in psychiatry

    2022  Volume 13, Page(s) 903966

    Abstract: Background: Several empathy assessment tests have been proposed worldwide but none of them took into account cultural variations that seem to affect empathic manifestations. The aim of this study was to create and validate an empathy assessment ... ...

    Abstract Background: Several empathy assessment tests have been proposed worldwide but none of them took into account cultural variations that seem to affect empathic manifestations. The aim of this study was to create and validate an empathy assessment questionnaire for school-aged Tunisian children entitled "Tunisian Empathy Scale for Children" (TESC).
    Methods: An evaluative cross-sectional study was conducted. The questionnaire was administered to parents of 197 neuro-typical children and 31 children with autism without associated intellectual deficits, aged between 7 and 12 years. Validation steps included: face validity, content validity, construct validity, and reliability study. A ROC curve analysis was used to investigate the diagnostic performance of the TESC.
    Results: Face validity was verified with an expert panel. Content validity was examined, and 11 items were removed as irrelevant or not assessable by parents. Exploratory factor analysis extracted four domains that explained 43% of the total variance. All these domains were significantly correlated with the total score (
    Conclusion: A 15-item questionnaire assessing empathy in a multidimensional and culturally adapted way was obtained. The psychometric qualities of the TESC were satisfactory.
    Language English
    Publishing date 2022-07-18
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2564218-2
    ISSN 1664-0640
    ISSN 1664-0640
    DOI 10.3389/fpsyt.2022.903966
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  2. Article: Assessment of theory of mind in Tunisian verbal children with autism spectrum disorder.

    Jelili, Selima / Halayem, Soumeyya / Rajhi, Olfa / Abbes, Zeineb / Mansour, Hajer Ben / Ouanes, Sami / Taamallah, Amal / Ennaifer, Selima / Ben Yahia, Houda / Ghazzei, Melek / Nabli, Ahmed / Hajri, Malek / Fakhfakh, Radhouane / Mrabet, Ali / Bouden, Asma

    Frontiers in psychiatry

    2022  Volume 13, Page(s) 922873

    Abstract: The present study examined performance in Theory of Mind (ToM) in a group of 31 Arabic-speaking verbal children (7-12 years-old) with autism spectrum disorder (ASD), in comparison with neurotypical controls (NT) matched for age and for cognitive ... ...

    Abstract The present study examined performance in Theory of Mind (ToM) in a group of 31 Arabic-speaking verbal children (7-12 years-old) with autism spectrum disorder (ASD), in comparison with neurotypical controls (NT) matched for age and for cognitive abilities. An innovative task in a digital format named "The Tunisian Social Situations Instrument" (TSSI) was used and allowed us to study four different subdomains of ToM: attribution of intention and epistemic ToM (cognitive ToM), affective ToM, and detection of faux pas (advanced ToM). Our study showed impairments in ToM in children with ASD, similar to those reported in the literature. Our findings additionally suggested that affective and advanced ToM, specifically the detection of faux pas, might be more challenging for ASD children than other components of ToM. Future studies with larger number of children may lead us to specify which subdomains are the most impaired in order to develop specific tools targeting these specific impairments.
    Language English
    Publishing date 2022-11-17
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2564218-2
    ISSN 1664-0640
    ISSN 1664-0640
    DOI 10.3389/fpsyt.2022.922873
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  3. Article: Impaired Recognition of Static and Dynamic Facial Emotions in Children With Autism Spectrum Disorder Using Stimuli of Varying Intensities, Different Genders, and Age Ranges Faces.

    Jelili, Selima / Halayem, Soumeyya / Taamallah, Amal / Ennaifer, Selima / Rajhi, Olfa / Moussa, Mohamed / Ghazzei, Melek / Nabli, Ahmed / Ouanes, Sami / Abbes, Zeineb / Hajri, Malek / Fakhfakh, Radhouane / Bouden, Asma

    Frontiers in psychiatry

    2021  Volume 12, Page(s) 693310

    Abstract: A multitude of research on facial emotion recognition (FER) in Autism Spectrum Disorders (ASD) have been published since several years. However, these studies have mainly used static high intensity stimuli, including adult and/or children facial emotions. ...

    Abstract A multitude of research on facial emotion recognition (FER) in Autism Spectrum Disorders (ASD) have been published since several years. However, these studies have mainly used static high intensity stimuli, including adult and/or children facial emotions. This current study investigated FER in children with ASD using an innovative task, composed of a combination of static (114 pictures) and dynamic (36 videos) subtests, including children, adolescent, and adult male and female faces, with high, medium, and low intensity of basic facial emotions, and neutral expression. The ASD group consisted of 45 Tunisian verbal children, and the control group consisted of 117 tunisian typically developing children. Both groups were aged 7-12 years. After adjusting for sex, age, mental age, and school grade, the ASD group scored lower than controls on all tests except for the recognition of happiness and fear in the static subtest, and the recognition of happiness, fear, and sadness in the dynamic subtest (
    Language English
    Publishing date 2021-08-20
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2564218-2
    ISSN 1664-0640
    ISSN 1664-0640
    DOI 10.3389/fpsyt.2021.693310
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  4. Article: Cognitive remediation therapy in autism spectrum disorder: Tunisian experience.

    Hajri, Malek / Abbes, Zeineb / Ben Yahia, Houda / Boudali, Mariem / Bouden, Asma / Mrabet, Ali / Amado, Isabelle

    La Tunisie medicale

    2019  Volume 97, Issue 6, Page(s) 795–801

    Abstract: Background: Cognitive dysfunctions associated with Autism spectrum disorder (ASD) are nowadays highlighted. These cognitive impairments include mainly executive dysfunctioning and are linked with academic difficulties, thus representing one of the ... ...

    Abstract Background: Cognitive dysfunctions associated with Autism spectrum disorder (ASD) are nowadays highlighted. These cognitive impairments include mainly executive dysfunctioning and are linked with academic difficulties, thus representing one of the treatment targets. Cognitive remediation therapy (CRT) is a new promising program aiming to remediate cognitive impairments by targeting executive functions. It attempts to teach information processing strategies through guided mental exercises.
    Aim: To assess the effectiveness of the cognitive remediation program CRT (Cognitive Remediation Therapy) on executive abilities and school results, in children and adolescents with ASD.
    Methods: Cross-sectional study involving children and adolescents with ASD according to DSM-5. The CRT program was conducted individually at the rate of one session per week of 45 minutes each.  Outcome measures were intellectual abilities, cognitive flexibility, working memory and school performance.
    Results: Of the 25/24 patients included, 16 had reached the end of the program. Their average age was 10.87 years. The mean number of sessions performed was 22.38. After completion of CRT, patients showed significant improvement on intellectual abilities (p<10-3), phonemic fluency (p=0.032), « animal » category of semantic fluency (p=0.045), working memory (p=0.001 for forward digit-span and p=0.006 for backward digit span) and school results (p=0.001). Patients made more repetitive and intrusive errors in semantic fluency with significant increase in the "clothes" semantic category (p=0.019).
    Conclusion: Cognitive remediation enhances cognition directly and positively acts on clinical course. It appears to be a relevant new method in the management of ASD. Yet, further research is required in order to confirm the efficiency of this treatment and to better define its optimal settings.
    MeSH term(s) Adolescent ; Autism Spectrum Disorder/psychology ; Autism Spectrum Disorder/therapy ; Child ; Cognition/physiology ; Cognitive Remediation/methods ; Cross-Sectional Studies ; Executive Function/physiology ; Humans ; Treatment Outcome ; Tunisia
    Language English
    Publishing date 2019-12-23
    Publishing country Tunisia
    Document type Journal Article
    ZDB-ID 128627-4
    ISSN 0041-4131
    ISSN 0041-4131
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  5. Article: Validation of the Tunisian Social Situation Instrument in the General Pediatric Population.

    Rajhi, Olfa / Halayem, Soumeyya / Ghazzai, Malek / Taamallah, Amal / Moussa, Mohamed / Abbes, Zeineb Salma / Hajri, Malek / Ben Yahia, Houda / Touati, Maissa / Fakhfakh, Radhouane / Bouden, Asma

    Frontiers in psychology

    2020  Volume 11, Page(s) 557173

    Abstract: Background: In order to better understand the deployment of the theory of mind (ToM) in Tunisian neurotypical children, we have developed a new tool of assessment of the ToM called the "Tunisian Social Situations Instrument" (TSSI). We opted for the ... ...

    Abstract Background: In order to better understand the deployment of the theory of mind (ToM) in Tunisian neurotypical children, we have developed a new tool of assessment of the ToM called the "Tunisian Social Situations Instrument" (TSSI). We opted for the creation of this test in view of the intercultural differences in the development of social skills. Our purpose was to validate this tool in general pediatric population.
    Methods: It was a cross-sectional evaluative study that aimed to validate the TSSI in the general pediatric population. We initially conducted a beta test and a pre-validation study before taking the initial version of the TSSI on 123 neurotypical children. Then, we followed the typical validation procedure: appearance validity, content validity, construct validity, and reliability study.
    Results: Regarding the validity of appearance, the TSSI was comprehensible and adapted to the Tunisian pediatric population. About content validity, the exploratory factor analysis extracted 6 factors that explain 69.3% of the total variance. These factors were respectively social clumsiness types 1 and 2, intention attribution, emotional ToM, epistemic ToM, and simple comprehension questions. The subdomains of social clumsiness (types 1 and 2) and emotional ToM had a Cronbach alpha higher than 0.8. This factor structure as well as the significant inter-correlation between subdomains and the global score were in favor of a good construct validity. The internal consistency study showed good reliability of the final version of the TSSI (alpha of Cronbach at 0,809). Regarding the performance of children at the TSSI, we have noticed a significant association between the global score, age, and verbal intelligence.
    Conclusion: This work offers valuable insights about ToM and provides clinicians with a reliable tool to assess social clumsiness and emotional ToM in typically developing children.
    Language English
    Publishing date 2020-10-29
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2020.557173
    Database MEDical Literature Analysis and Retrieval System OnLINE

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