Date Presented 03/28/20 The results showed that children with normal verbal comprehension had better performance in ToM-related social interaction than those with delayed verbal comprehension. However, children’s symptom severities significantly predicted their ToM-related social interaction only in children who had normal verbal comprehension. This study highlighted the differential predictions of symptom severity to ToM-related social interaction by their verbal comprehension levels in children with ASD. Primary Author and Speaker: Shih-Yao Mao Contributing Authors: Yen-Ting Yu, Hsiu Man Chiu, Ching-Hong Tsai, Hsing-Jung Li, Kuan-Lin Chen

Date Presented 03/28/20 This study aimed to investigate the relations between EF and social interaction in preschool children. The results of the study show that accuracy in single and mixed blocks is significantly correlated with restricted interests and repetitive behaviors in preschool children with ASD. The results indicate that children with ASD who have better accuracy, not response speed, on EF tasks have less limited interests and fewer stereotyped behaviors. Primary Author and Speaker: Cheng-Chun Kuei-Cheng Contributing Authors: Chien-Ho Lin, Ching-Lin Hsieh, Yen-Ting Yu, Kuan-Lin Chen

Date Presented 03/28/20 Symptom severity may be an important predictor of pretend-play performance in children with ASD. In this study, we applied an elaborate pretend-play assessment to characterize the pretend play of children with ASD with different symptom-severity levels. The results demonstrate that children with very mild autistic traits display more object substitutions and higher percentages of elaborate pretend play actions than children with severe ASD during symbolic play. Primary Author and Speaker: Yu-Ling Chen Contributing Authors: I-Ning Fu, Meng-Ru Liu, Yen-Ting Yu, Hsing-Jung Li, Ching-Hong Tsai, Kuan-Lin Chen

Date Presented 03/27/20 Our results show that a slower response speed, not accuracy, on executive function (EF) tasks is related to better social interaction in school-age children with ASD. Children with ASD reduce their response speed to maintain good accuracy. Therefore, the response speed could be a correlate of social motivation and communication for school-age children with ASD and should be included in their evaluation for better intervention planning. Primary Author and Speaker: Yen-Ting Yu Contributing Authors: Chien-Ho Lin, Ching-Lin Hsieh, Cheng-Chun Kuei-Cheng, Kuan-Lin Chen