1
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Olson L, Bishop S, Thurm A. Differential Diagnosis of Autism and Other Neurodevelopmental Disorders. Pediatr Clin North Am 2024; 71:157-177. [PMID: 38423714 PMCID: PMC10904885 DOI: 10.1016/j.pcl.2023.12.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/02/2024]
Abstract
This article discusses the diagnostic criteria for autism spectrum disorder (ASD), as well as other neurodevelopmental disorders that may be confused with or co-occur with ASD. Practitioners involved in diagnostic assessment of ASD must be well versed in the features that differentiate ASD from other conditions and be familiar with how co-occurring conditions may manifest in the context of ASD. ASD symptoms present differently across development, underscoring the need for training about typical developmental expectations for youth. Periodic reevaluations throughout development are also important because support needs for individuals with autism change over time.
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Affiliation(s)
- Lindsay Olson
- Department of Psychiatry and Behavioral Sciences, UCSF Weill Institute for Neurosciences, University of California, 675 18th Street, San Francisco, CA 94143, USA
| | - Somer Bishop
- Department of Psychiatry and Behavioral Sciences, UCSF Weill Institute for Neurosciences, University of California, 675 18th Street, San Francisco, CA 94143, USA
| | - Audrey Thurm
- Intramural Research Program, Neurodevelopmental and Behavioral Phenotyping Service, National Institute of Mental Health, 10 Center Drive, Room 1C250, MSC 1255, Bethesda, MD 20892, USA.
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2
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Akin-Bulbul I, Ozdemir S. Imitation Performance in Children with Autism and the Role of Visual Attention in Imitation. J Autism Dev Disord 2023; 53:4604-4617. [PMID: 36085430 DOI: 10.1007/s10803-022-05726-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/18/2022] [Indexed: 10/14/2022]
Abstract
In this study, we examined imitation performance, visual attention, and the relationship between imitation and visual attention of children with autism, developmental delay (DD), and typically developing (TD) children. The study findings revealed that children with autism and DD imitated less than TD children in all imitation tasks. Results also showed that children with autism spent less time looking at the model's face and movement area and more time looking at the external area. Lastly, the relationship between imitation and visual attention separated the study groups. The findings of the study provided new evidence that visual attention to movement area in children with autism was positively related to imitation performance in non-meaningful gestures.
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Affiliation(s)
- Isik Akin-Bulbul
- Department of Special Education, Gazi Education Faculty, Gazi University, Teknikokullar, Ankara, Turkey.
| | - Selda Ozdemir
- Department of Special Education, Education Faculty, Hacettepe University, Beytepe, Ankara, Turkey
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3
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Schnitzler T, Fuchs T. Autism as a Disorder of Affective Empathy. Psychopathology 2023; 57:53-62. [PMID: 37852203 DOI: 10.1159/000533655] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Accepted: 08/03/2023] [Indexed: 10/20/2023]
Abstract
Since the first description by Leo Kanner, individuals with autism spectrum disorder (ASD) have been attributed a reduced empathy. However, it has not yet been clarified how empathy is specifically impaired in autism. Typically, scholars distinguish between the affective and the cognitive dimensions of empathy. The latter largely overlaps with the concept of the theory of mind (ToM), according to which we need internal inferences or simulations for gaining access to the hidden mental states of others. Since a deficit in ToM is a widely accepted explanation for difficulties of individuals with ASD in social interactions, limitations in cognitive empathy are accordingly assumed. Regarding affective empathy, there are contradictory results using various methods, showing an impaired affective empathy. The main aim of the paper is to present ASD primarily as a disorder of shared interpersonal and interaffective experiences and thus of affective empathy by means of a phenomenological analysis considering empirical studies. In this framework, a deficit of the ToM is accepted but criticized as a central explanatory approach for ASD since (1) it assumes a fundamental inaccessibility of other people, which does not correspond to our everyday social situations, and (2) it manifests developmentally long after the first signs of ASD, which means that its deficit cannot explain the basic autistic difficulties in social interactions.
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Affiliation(s)
- Tim Schnitzler
- Department of General Psychiatry, Center for Psychosocial Medicine, Heidelberg University, Heidelberg, Germany
| | - Thomas Fuchs
- Department of General Psychiatry, Center for Psychosocial Medicine, Heidelberg University, Heidelberg, Germany
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4
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Keating J, Hashmi S, Vanderwert RE, Davies RM, Jones CRG, Gerson SA. Embracing neurodiversity in doll play: Investigating neural and language correlates of doll play in a neurodiverse sample. Eur J Neurosci 2023. [PMID: 37731194 DOI: 10.1111/ejn.16144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Revised: 07/28/2023] [Accepted: 08/29/2023] [Indexed: 09/22/2023]
Abstract
Doll play may provide opportunities for children to rehearse social interactions, even when playing alone. Previous research has found that the posterior superior temporal sulcus (pSTS) was more engaged when children played with dolls alone, compared to playing with tablet games alone. Children's use of internal state language (ISL) about others was also associated with pSTS activity. As differences in social cognition are frequently observed in autistic people, we were interested in the brain and language correlates of doll play in children with varying levels of autistic traits. We investigated children's (N = 57, mean age = 6.72, SD = 1.53) use of ISL and their pSTS brain activity using functional near-infrared spectroscopy (fNIRS) as they played with dolls and tablet games, both alone and with a social partner. We also investigated whether there were any effects of autistic traits using the parent-report Autism Spectrum Quotient-Children's Version (AQ-Child). We found that the left pSTS was engaged more as children played with dolls or a tablet with a partner, and when playing with dolls alone, compared to when playing with a tablet alone. Relations between language and neural correlates of social processing were distinct based on the degree of autistic traits. For children with fewer autistic traits, greater pSTS activity was associated with using ISL about others. For children with more autistic traits, greater pSTS activity was associated with experimenter talk during solo play. These divergent pathways highlight the importance of embracing neurodiversity in children's play patterns to best support their development through play.
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Affiliation(s)
- Jennifer Keating
- Cardiff University Centre for Human Developmental Science (CUCHDS), School of Psychology, Cardiff University, Cardiff, UK
| | - Salim Hashmi
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Ross E Vanderwert
- Cardiff University Centre for Human Developmental Science (CUCHDS), School of Psychology, Cardiff University, Cardiff, UK
- Cardiff University Brain Research Imaging Centre (CUBRIC), School of Psychology, Cardiff University, Cardiff, UK
| | - Rhys M Davies
- Cardiff University Centre for Human Developmental Science (CUCHDS), School of Psychology, Cardiff University, Cardiff, UK
| | - Catherine R G Jones
- Cardiff University Centre for Human Developmental Science (CUCHDS), School of Psychology, Cardiff University, Cardiff, UK
| | - Sarah A Gerson
- Cardiff University Centre for Human Developmental Science (CUCHDS), School of Psychology, Cardiff University, Cardiff, UK
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5
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Westby C. Playing to Pretend or "Pretending" to Play: Play in Children with Autism Spectrum Disorder. Semin Speech Lang 2022; 43:331-346. [PMID: 35896409 DOI: 10.1055/s-0042-1750348] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
Children diagnosed with autism spectrum disorder (ASD) exhibit early delays and deficits in play. In infancy, they engage in unusual exploratory behaviors with toys. As toddlers, they are slow to develop functional play, and in preschool some children with ASD fail to develop symbolic play despite having the necessary cognitive and language skills. Furthermore, when children with ASD are engaged in play, they demonstrate less playfulness. This article reviews the literature on the characteristics of exploratory, functional, and symbolic/pretend play in children with ASD and possible reasons for their unusual patterns of play development. Increased quantity and quality of play are frequent therapeutic goals for children with ASD. If play interventions are to be successful, it is critical that speech-language pathologists have an adequate assessment of children's play skills. Several frameworks and tools appropriate for assessing play in typical children and children with ASD are described.
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Affiliation(s)
- Carol Westby
- Bilingual Multicultural Services in Albuquerque, Albuquerque, New Mexico
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6
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Montagut-Asunción M, Crespo-Martín S, Pastor-Cerezuela G, D’Ocon-Giménez A. Joint Attention and Its Relationship with Autism Risk Markers at 18 Months of Age. CHILDREN 2022; 9:children9040556. [PMID: 35455600 PMCID: PMC9027970 DOI: 10.3390/children9040556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Revised: 04/08/2022] [Accepted: 04/12/2022] [Indexed: 11/16/2022]
Abstract
(1) Joint attention is the ability to coordinate attention to share a point of reference with another person. It has an early onset and is a clear indicator of understanding the representations of others, and it is essential in the development of symbolic thought and the acquisition of language. Deficiencies in this prelinguistic early communication skill are strong markers of the risk of autism spectrum disorder (ASD); (2) this longitudinal study aimed to evaluate joint attention skills in a group of 32 infants at two developmental moments (8 and 12 months) in order to explore whether their performance on this skill was related to the presence of early signs of ASD at 18 months. Logistic multiple regressions were carried out for the data analysis; (3) results of the analysis showed that the variables of initiating joint attention at 8 months and responding to joint attention at 12 months were linked to the risk of ASD at 18 months of age; (4) in conclusion, early joint attention skills had a pivotal role in defining early manifestations of ASD.
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Affiliation(s)
- Maite Montagut-Asunción
- Department of Neuropsychobiology, Methodology, and Basic and Social Psychology, Universidad Católica de Valencia San Vicente Mártir, 46100 Burjassot, Valencia, Spain;
| | - Sarah Crespo-Martín
- Department of Basic Psychology, Universitat de València, 46010 Valencia, Spain; (S.C.-M.); (A.D.-G.)
| | - Gemma Pastor-Cerezuela
- Department of Basic Psychology, Universitat de València, 46010 Valencia, Spain; (S.C.-M.); (A.D.-G.)
- Correspondence:
| | - Ana D’Ocon-Giménez
- Department of Basic Psychology, Universitat de València, 46010 Valencia, Spain; (S.C.-M.); (A.D.-G.)
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7
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Dialogic Priming and Dynamic Resonance in Autism: Creativity Competing with Engagement in Chinese Children with ASD. J Autism Dev Disord 2022; 53:2458-2474. [PMID: 35355175 DOI: 10.1007/s10803-022-05505-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/24/2022] [Indexed: 10/18/2022]
Abstract
A growing body of research has focused on the relationship between priming and engagement through dialogue (e.g. Tantucci and Wang in Appl Linguist 43(1):115-146, 2022; Mikulincer et al. in Cognit Emotion 25:519-531, 2011). The present study addresses this issue also in relation to creativity and provides a new applied model to measure intersubjective engagement in ASD vs neurotypical populations' speech. We compared two balanced corpora of naturalistic Mandarin interaction of typically developing children and children diagnosed with ASD (cf. Zhou and Zhang in Xueqian jiaoyu yanjiu [Stud Preschool Educ] 6:72-84, 2020). We fitted a mixed effects linear regression showing that in both neurotypical and ASD populations, dialogic priming significantly correlates with engagement and with whether the child could creatively re-use the original input to produce a new construction. What we found is that creativity and intersubjective engagement are in competition in children with ASD in contrast with the neurotypical population. This finding points to a relatively impeded ability in ASD to re-combine creatively a priming input during the here-and-now of a dialogic event.
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8
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Larkin F, Hollaway L, Garlington M, Hobson J. Guided Participation and Parental Tutoring in Preschool Children with Autism: A Pilot Study of Relationship Development Intervention (RDI). PSYCHOANALYTIC INQUIRY 2022. [DOI: 10.1080/07351690.2021.2022402] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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9
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Rochat MJ, Gallese V. The Blurred Vital Contours of Intersubjectivity in Autism Spectrum Disorder: Early Signs and Neurophysiological Hypotheses. PSYCHOANALYTIC INQUIRY 2022. [DOI: 10.1080/07351690.2022.2007022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
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10
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Enhancing Joint Attention Skills in Children on the Autism Spectrum through an Augmented Reality Technology-Mediated Intervention. CHILDREN 2022; 9:children9020258. [PMID: 35204977 PMCID: PMC8870736 DOI: 10.3390/children9020258] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/14/2022] [Revised: 01/31/2022] [Accepted: 02/10/2022] [Indexed: 11/16/2022]
Abstract
In the present study, the effects of an intervention based on an augmented reality technology called Pictogram Room were examined. The objective of the intervention was to improve the responding to joint attention (RJA) skills of gaze following and pointing in six children on the autism spectrum between 3 and 8 years old. A multiple baseline single-subject experimental design was conducted for 12 weeks in a school setting. Results indicated that all of the participant children improved performance in RJA following the intervention. Improvements were maintained over time and generalised to real-world situations. These findings demonstrate that autistic children can improve their RJA skills with a targeted and engaging intervention based on an accessible augmented reality technology tool.
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11
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Chevalier P, Ghiglino D, Floris F, Priolo T, Wykowska A. Visual and Hearing Sensitivity Affect Robot-Based Training for Children Diagnosed With Autism Spectrum Disorder. Front Robot AI 2022; 8:748853. [PMID: 35096980 PMCID: PMC8790526 DOI: 10.3389/frobt.2021.748853] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Accepted: 12/09/2021] [Indexed: 11/20/2022] Open
Abstract
In this paper, we investigate the impact of sensory sensitivity during robot-assisted training for children diagnosed with Autism Spectrum Disorder (ASD). Indeed, user-adaptation for robot-based therapies could help users to focus on the training, and thus improve the benefits of the interactions. Children diagnosed with ASD often suffer from sensory sensitivity, and can show hyper or hypo-reactivity to sensory events, such as reacting strongly or not at all to sounds, movements, or touch. Considering it during robot therapies may improve the overall interaction. In the present study, thirty-four children diagnosed with ASD underwent a joint attention training with the robot Cozmo. The eight session training was embedded in the standard therapy. The children were screened for their sensory sensitivity with the Sensory Profile Checklist Revised. Their social skills were screened before and after the training with the Early Social Communication Scale. We recorded their performance and the amount of feedback they were receiving from the therapist through animations of happy and sad emotions played on the robot. Our results showed that visual and hearing sensitivity influenced the improvements of the skill to initiate joint attention. Also, the therapists of individuals with a high sensitivity to hearing chose to play fewer animations of the robot during the training phase of the robot activity. The animations did not include sounds, but the robot was producing motor noise. These results are supporting the idea that sensory sensitivity of children diagnosed with ASD should be screened prior to engaging the children in robot-assisted therapy.
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Affiliation(s)
- P. Chevalier
- Social Cognition in Human-Robot Interaction, Istituto Italiano di Tecnologia (IIT), Genoa, Italy
| | - D. Ghiglino
- Social Cognition in Human-Robot Interaction, Istituto Italiano di Tecnologia (IIT), Genoa, Italy
- DIBRIS, Università degli Studi di Genova, Genoa, Italy
| | - F. Floris
- Piccolo Cottolengo Genovese di Don Orione, Genoa, Italy
| | - T. Priolo
- Piccolo Cottolengo Genovese di Don Orione, Genoa, Italy
| | - A. Wykowska
- Social Cognition in Human-Robot Interaction, Istituto Italiano di Tecnologia (IIT), Genoa, Italy
- *Correspondence: A. Wykowska,
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12
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Dijkstra-de Neijs L, Tisseur C, Kluwen LA, van Berckelaer-Onnes IA, Swaab H, Ester WA. Effectivity of Play-Based Interventions in Children with Autism Spectrum Disorder and Their Parents: A Systematic Review. J Autism Dev Disord 2021; 53:1588-1617. [PMID: 34853960 DOI: 10.1007/s10803-021-05357-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/04/2021] [Indexed: 10/19/2022]
Abstract
Evidence of the effectivity of play-based interventions in children with autism spectrum disorder (ASD) was evaluated by PRISMA-based literature study and a Risk of Bias (RoB) assessment. Many of the 32 eligible randomized controlled trials (RCT) reported improved social interaction, communication, daily functioning and play behaviour. They also reported decreased problem behaviour, better parental attunement and parent-child interaction. We assessed 25/32 of the RCTs with high RoB, mainly related to homogeneity of the study population, lack of power, and performance bias. We concluded with due care that the effectivity of play-based interventions differed across RCTs, most reported improvements are found in ASD symptoms, everyday functioning, and parental attunement. In future research, findings should be replicated, taking account of the RoB.
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Affiliation(s)
- Leanne Dijkstra-de Neijs
- Sarr Expert Centre for Autism, Youz Child- and Adolescent Psychiatry, Parnassia Group, Rotterdam, The Netherlands.,Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands
| | - Chanel Tisseur
- Sarr Expert Centre for Autism, Youz Child- and Adolescent Psychiatry, Parnassia Group, Rotterdam, The Netherlands
| | - Laura A Kluwen
- Sarr Expert Centre for Autism, Youz Child- and Adolescent Psychiatry, Parnassia Group, Rotterdam, The Netherlands
| | - Ina A van Berckelaer-Onnes
- Sarr Expert Centre for Autism, Youz Child- and Adolescent Psychiatry, Parnassia Group, Rotterdam, The Netherlands.,Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands
| | - Hanna Swaab
- Sarr Expert Centre for Autism, Youz Child- and Adolescent Psychiatry, Parnassia Group, Rotterdam, The Netherlands.,Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
| | - Wietske A Ester
- Sarr Expert Centre for Autism, Youz Child- and Adolescent Psychiatry, Parnassia Group, Rotterdam, The Netherlands. .,Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands. .,Curium-LUMC, Child- and Adolescent Psychiatry, Oegstgeest, The Netherlands.
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13
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Manfredi M, Fernandes Rodrigues Pereira E, Horta Tabosa do Egito J, Scarano de Mendonça J, Caldas Osório AA. Altruistic helping in young children with ASD: A preliminary study. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 118:104067. [PMID: 34425543 DOI: 10.1016/j.ridd.2021.104067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Revised: 08/10/2021] [Accepted: 08/15/2021] [Indexed: 06/13/2023]
Abstract
It has long been claimed that individuals with an autism spectrum disorder (ASD) show impaired prosocial behavior, however there is little direct evidence in support of this claim and inconsistencies have been reported in the literature. Therefore, the goal of this study was to compare the levels of altruistic behavior in 15 young children with an ASD and 14 children with Down syndrome, paired in chronological age (age range between 2 years and 8 months and 6 years and 2 months) and non-verbal intellectual ability. Our results showed that children with an ASD engaged less frequently in altruistic behavior compared to the DS group. In addition, we found a significant negative correlation between the severity of autism symptoms and altruistic behavior in the ASD group, suggesting that the more severe the symptoms of ASD, the less frequent the altruistic behaviors. Conversely, no significant correlations were found between non-verbal IQ level and performance in the altruistic behavior tasks, in either group. Overall, our results suggest that, regardless of intellectual skills, the ability to engage in altruistic behavior is compromised in young children with ASD.
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Affiliation(s)
- Mirella Manfredi
- Department of Psychology, University of Zurich, Zurich, Switzerland.
| | | | - Júlia Horta Tabosa do Egito
- Graduate Program on Developmental Disorders, Center for Biological and Health Sciences, Mackenzie Presbyterian University, São Paulo, Brazil
| | - Julia Scarano de Mendonça
- Graduate Program on Developmental Disorders, Center for Biological and Health Sciences, Mackenzie Presbyterian University, São Paulo, Brazil
| | - Ana Alexandra Caldas Osório
- Graduate Program on Developmental Disorders, Center for Biological and Health Sciences, Mackenzie Presbyterian University, São Paulo, Brazil
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14
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Moerman F, Warreyn P, Demurie E, Boterberg S, Vermeirsch J, Roeyers H. Play in Relation to Autism Traits in Young Children at Elevated Likelihood for Autism Spectrum Disorder. J Autism Dev Disord 2021; 53:1413-1430. [PMID: 34668127 DOI: 10.1007/s10803-021-05326-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/04/2021] [Indexed: 11/29/2022]
Abstract
Play of younger siblings of children with autism spectrum disorder (ASD) (siblings; n = 44), very preterm children (preterms; n = 44), and children at typical likelihood for ASD (n = 36) was observed at 24 months. Children with ASD and atypical development engaged less in spontaneous (pre-)symbolic play than typically developing children. Total duration of spontaneous and elicited (pre-)symbolic play was associated with later ASD traits in siblings. However, no association between most play variables and ASD traits was found in preterms. This suggests possible different ASD-trajectories between siblings and preterms. Thus, spontaneous (pre-)symbolic play may be indicative of developmental challenges across several populations, and results highlight the need to move beyond studying only siblings in order to broaden our understanding of ASD.
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Affiliation(s)
- Floor Moerman
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium.
| | - Petra Warreyn
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium
| | - Ellen Demurie
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium
| | - Sofie Boterberg
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium
| | - Julie Vermeirsch
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium
| | - Herbert Roeyers
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium
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15
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Wicks R, Westerveld M, Stainer M, Paynter J. Prompting visual attention to print versus pictures during shared book reading with digital storybooks for preschoolers with ASD compared to TD peers. Autism Res 2021; 15:254-269. [PMID: 34636486 DOI: 10.1002/aur.2623] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Revised: 07/09/2021] [Accepted: 09/27/2021] [Indexed: 11/09/2022]
Abstract
Prompting children to look at print and picture content during shared book reading (SBR) facilitates joint attention and early language and literacy learning opportunities for typically developing (TD) children. Whether preschoolers with autism spectrum disorder (ASD) respond similarly to bids for joint attention during SBR and how autism characteristics impact upon their responsiveness is currently unclear. This is important given these children are at risk of persistent language and literacy challenges. To address this, we examined the effects of prompts that were solely verbal versus verbal with pointing on visual attention to print and picture targets during SBR with digital storybooks for 34 children with ASD and 27 TD peers. Children with ASD looked as frequently at print targets, but less frequently at picture targets, when prompted compared to TD peers. Both prompt types showed similar effects in shifting children's visual attention to print and picture targets at group level. When groups were combined, autism characteristics influenced children's responsiveness to verbal versus verbal with pointing prompts to print targets, but not to picture targets; children looked more frequently at print targets as autism characteristics increased when verbal prompts were used, with a large effect shown (d = 0.91). Overall, findings suggest that prompting children with ASD to look at print and pictures during SBR with digital storybooks may be helpful in facilitating joint attention to storybook content. Implications for the development of effective early interventions aimed at providing emergent literacy support for children with ASD are discussed. LAY SUMMARY: We looked at how prompting impacted upon where children with autism look during shared book reading with digital storybooks compared to children without autism using eye-tracking. We found the target (pictures or print) was what mattered and number of autism characteristics impacted how responsive children were to different types of prompts. This helps us to understand how prompting may help children with autism to look at print or pictures during shared book reading which could support language or reading interventions.
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Affiliation(s)
- Rachelle Wicks
- School of Allied Health Sciences, Griffith University, Gold Coast, Queensland, Australia
| | - Marleen Westerveld
- School of Allied Health Sciences, Griffith University, Gold Coast, Queensland, Australia.,Griffith Institute for Educational Research, Griffith University, Brisbane, Queensland, Australia
| | - Matthew Stainer
- School of Applied Psychology, Griffith University, Gold Coast, Queensland, Australia
| | - Jessica Paynter
- Griffith Institute for Educational Research, Griffith University, Brisbane, Queensland, Australia.,School of Applied Psychology, Griffith University, Gold Coast, Queensland, Australia
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16
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Sakurai T. Social processes and social environment during development. Semin Cell Dev Biol 2021; 129:40-46. [PMID: 34649805 DOI: 10.1016/j.semcdb.2021.09.016] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2021] [Revised: 09/20/2021] [Accepted: 09/28/2021] [Indexed: 12/24/2022]
Abstract
Social behavior involves many processes including cognitive functions. Altered social behaviors associated with many psychiatric disorders might have alterations in the processes. Poor social environment affects development and maturation of cognitive functions that are important for social cognition, possibly introducing social stress as well as vulnerability to the stress into the developing brain. Adolescence and early adulthood have higher sensitivity to social stress, which may be linked to the onset of psychiatric disorders during this time period. Understanding social behavioral processes in detail will be crucial for elucidating mechanisms of emerging the social behavior phenotypes in psychiatric disorders and for devising therapeutic and preventive interventions to introduce the resilience for the onset of psychiatric disorders through modulation of social circuitries.
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Affiliation(s)
- Takeshi Sakurai
- Medical Innovation Center Kyoto University Graduate School of Medicine, 53 ShogoinKawahara-cho, Sakyo-ku, Kyoto 606-8507, Japan; Department of Pathology, Columbia University Vagelos College of Physicians and Surgeons, New York, USA.
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17
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Zadok E, Gordon I, Navon R, Rabin SJ, Golan O. Shifts in Behavioral Synchrony in Response to an Interaction Partner's Distress in Adolescents With and Without ASD. J Autism Dev Disord 2021; 52:4261-4273. [PMID: 34611838 DOI: 10.1007/s10803-021-05307-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/24/2021] [Indexed: 11/29/2022]
Abstract
Individuals with Autism spectrum disorder (ASD) show altered behavioral synchrony and empathic behavior. Yet, an ecologically valid examination of these in adolescents is still required. We employed a social interaction sequence comprising a friendly conversation with a confederate, an expression of distress by her, and a return to friendly conversation. 44 male adolescents (22 with ASD) participated. Socio-emotional behaviors, coded by blind raters and through automated analyses of motion, were analyzed. Results indicated reduced synchrony in the ASD group. Moreover, whereas controls displayed a decrease in synchrony when facing another's distress, adolescents with ASD showed no such change. No group differences were found on empathic behavior. Findings imply gaps between verbal and non-verbal responses of adolescents with ASD to a distressed interaction partner.
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Affiliation(s)
- Ester Zadok
- Department of Psychology, Bar-Ilan University, Ramat Gan, Israel
| | - Ilanit Gordon
- Department of Psychology, Bar-Ilan University, Ramat Gan, Israel.,Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan, Israel
| | - Roni Navon
- Department of Psychology, Bar-Ilan University, Ramat Gan, Israel
| | | | - Ofer Golan
- Department of Psychology, Bar-Ilan University, Ramat Gan, Israel. .,Autism Treatment and Research Center - Association for Children at Risk, Givat Shmuel, Israel.
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18
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Djerassi M, Ophir S, Atzil S. What Is Social about Autism? The Role of Allostasis-Driven Learning. Brain Sci 2021; 11:1269. [PMID: 34679334 PMCID: PMC8534207 DOI: 10.3390/brainsci11101269] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Revised: 09/16/2021] [Accepted: 09/17/2021] [Indexed: 12/27/2022] Open
Abstract
Scientific research on neuro-cognitive mechanisms of autism often focuses on circuits that support social functioning. However, autism is a heterogeneous developmental variation in multiple domains, including social communication, but also language, cognition, and sensory-motor control. This suggests that the underlying mechanisms of autism share a domain-general foundation that impacts all of these processes. In this Perspective Review, we propose that autism is not a social deficit that results from an atypical "social brain". Instead, typical social development relies on learning. In social animals, infants depend on their caregivers for survival, which makes social information vitally salient. The infant must learn to socially interact in order to survive and develop, and the most prominent learning in early life is crafted by social interactions. Therefore, the most prominent outcome of a learning variation is atypical social development. To support the hypothesis that autism results from a variation in learning, we first review evidence from neuroscience and developmental science, demonstrating that typical social development depends on two domain-general processes that determine learning: (a) motivation, guided by allostatic regulation of the internal milieu; and (b) multi-modal associations, determined by the statistical regularities of the external milieu. These two processes are basic ingredients of typical development because they determine allostasis-driven learning of the social environment. We then review evidence showing that allostasis and learning are affected among individuals with autism, both neurally and behaviorally. We conclude by proposing a novel domain-general framework that emphasizes allostasis-driven learning as a key process underlying autism. Guided by allostasis, humans learn to become social, therefore, the atypical social profile seen in autism can reflect a domain-general variation in allostasis-driven learning. This domain-general view raises novel research questions in both basic and clinical research and points to targets for clinical intervention that can lower the age of diagnosis and improve the well-being of individuals with autism.
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Affiliation(s)
| | | | - Shir Atzil
- Department of Psychology, Hebrew University of Jerusalem, Jerusalem 9190501, Israel; (M.D.); (S.O.)
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19
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Murillo E, Camacho L, Montero I. Multimodal Communication in Children with Autism Spectrum Disorder and Different Linguistic Development. J Autism Dev Disord 2021; 51:1528-1539. [PMID: 32748194 DOI: 10.1007/s10803-020-04637-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
This study focuses on the multimodal communication of children with autism spectrum disorders (ASD) compared to typically developing (TD) children. Eleven children with ASD (aged from 28 to 79 months) and 11 TD children (from 12 to 30 months) were matched by their productive vocabulary. We observed their communicative production in a semi-structured play situation. Results showed no differences in the combinations of gestural and vocal elements between children with ASD and TD. By contrast, regarding the production of the three-element multimodal combinations, we found a different pattern between ASD and TD children depending on their lexical development. These results provide clues to understand some controversial findings regarding multimodal production of people with ASD described in the literature.
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Affiliation(s)
- Eva Murillo
- Departamento de Psicología Básica, Facultad de Psicología, Universidad Autónoma de Madrid, Campus de Cantoblanco, 28049, Madrid, Spain.
| | - Lourdes Camacho
- Departamento de Psicología Experimental, Procesos Cognitivos y Logopedia, Universidad Complutense de Madrid, Madrid, Spain
| | - Ignacio Montero
- Departamento de Psicología Social y Metodología, Universidad Autónoma de Madrid, Madrid, Spain
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20
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Block G, Jannati A, Maynard TR, Pascual-Leone A, O’Connor MG. Personality in Autism Spectrum Disorder: Associations With Face Memory Deficit and Theory of Mind. Cogn Behav Neurol 2021; 34:117-128. [PMID: 34074866 PMCID: PMC8186733 DOI: 10.1097/wnn.0000000000000271] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2020] [Accepted: 09/28/2020] [Indexed: 11/25/2022]
Abstract
OBJECTIVE To examine the personality profiles of adults with autism spectrum disorder (ASD) using a standard personality assessment and to investigate the association between personality, ASD-related face memory deficit (FMD), and theory of mind (ToM). In a broader context, to examine whether there are distinct clinical phenotypes in the ASD population that have implications for personality development and treatment. METHOD Fifty-five adults with ASD and 22 neurotypical (NT) adults underwent a battery of neuropsychological tests, including measures of personality, face memory, and ToM. We compared ASD and NT groups in terms of their Personality Assessment Inventory (PAI) profiles. Additional analyses focused on the association between specific PAI scales and FMD. Performance on the Eyes Test was compared across groups and was examined in relation to FMD. RESULTS Adults with ASD demonstrated significant elevations on several PAI scales compared with NT adults. The presence of FMD was associated with differing PAI profiles among the ASD adults. The ASD adults with FMD scored significantly higher on scales that are sensitive to positive impression management and treatment rejection and significantly lower on scales that are sensitive to borderline personality, anxiety, depression, schizophrenia, and stress. There was a significant association between performance on the Eyes Test and FMD in the ASD group. CONCLUSION Adults with ASD have a unique personality profile. Further, ASD adults with FMD have reduced insight into their difficulties with emotional processing and may not be as sensitive as ASD adults without FMD to the emotions of others.
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Affiliation(s)
- Gabrielle Block
- Berenson-Allen Center for Noninvasive Brain Stimulation, Department of Neurology, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
- Division of Cognitive Neurology, Department of Neurology, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
- Neuromodulation Program and Division of Epilepsy and Clinical Neurophysiology, Department of Neurology, Boston Children’s Hospital, Harvard Medical School, Boston, MA, USA
| | - Ali Jannati
- Berenson-Allen Center for Noninvasive Brain Stimulation, Department of Neurology, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
- Division of Cognitive Neurology, Department of Neurology, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
- Neuromodulation Program and Division of Epilepsy and Clinical Neurophysiology, Department of Neurology, Boston Children’s Hospital, Harvard Medical School, Boston, MA, USA
| | - Taylor R. Maynard
- Division of Cognitive Neurology, Department of Neurology, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
| | - Alvaro Pascual-Leone
- Department of Neurology, Harvard Medical School, Boston, MA
- Hinda and Arthur Marcus Institute for Aging Research and Center for Memory Health, Hebrew SeniorLife, Boston, MA, USA
- Institut Guttman de Neurorehabilitació, Universitat Autónoma de Barcelona, Badalona, Barcelona, Spain
| | - Margaret G. O’Connor
- Division of Cognitive Neurology, Department of Neurology, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
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21
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Xie Y, Zhang X, Liu F, Qin W, Fu J, Xue K, Yu C. Brain mRNA Expression Associated with Cortical Volume Alterations in Autism Spectrum Disorder. Cell Rep 2021; 32:108137. [PMID: 32937121 DOI: 10.1016/j.celrep.2020.108137] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2020] [Revised: 05/23/2020] [Accepted: 08/21/2020] [Indexed: 12/16/2022] Open
Abstract
Numerous studies report abnormal cerebral cortex volume (CCV) in autism spectrum disorder (ASD); however, genes related to CCV abnormalities in ASD remain largely unknown. Here, we identify genes associated with CCV alterations in ASD by performing spatial correlations between the gene expression of 6 donated brains and neuroimaging data from 1,404 ASD patients and 1,499 controls. Based on spatial correlations between gene expression and CCV differences from two independent meta-analyses and between gene expression and individual CCV distributions of 404 patients and 496 controls, we identify 417 genes associated with both CCV differences and individual CCV distributions. These genes are enriched for genetic association signals and genes downregulated in the ASD post-mortem brain. The expression patterns of these genes are correlated with brain activation patterns of language-related neural processes frequently impaired in ASD. These findings highlight a model whereby genetic risk impacts gene expression (downregulated), which leads to CCV alterations in ASD.
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Affiliation(s)
- Yingying Xie
- Department of Radiology and Tianjin Key Laboratory of Functional Imaging, Tianjin Medical University General Hospital, 300052 Tianjin, China
| | - Xue Zhang
- Department of Radiology and Tianjin Key Laboratory of Functional Imaging, Tianjin Medical University General Hospital, 300052 Tianjin, China
| | - Feng Liu
- Department of Radiology and Tianjin Key Laboratory of Functional Imaging, Tianjin Medical University General Hospital, 300052 Tianjin, China
| | - Wen Qin
- Department of Radiology and Tianjin Key Laboratory of Functional Imaging, Tianjin Medical University General Hospital, 300052 Tianjin, China
| | - Jilian Fu
- Department of Radiology and Tianjin Key Laboratory of Functional Imaging, Tianjin Medical University General Hospital, 300052 Tianjin, China
| | - Kaizhong Xue
- Department of Radiology and Tianjin Key Laboratory of Functional Imaging, Tianjin Medical University General Hospital, 300052 Tianjin, China
| | - Chunshui Yu
- Department of Radiology and Tianjin Key Laboratory of Functional Imaging, Tianjin Medical University General Hospital, 300052 Tianjin, China; CAS Center for Excellence in Brain Science and Intelligence Technology, Chinese Academy of Sciences, Shanghai 200031, P.R. China.
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22
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Khalulyan A, Byrd K, Tarbox J, Little A, Moll H. The role of eye contact in young children's judgments of others' visibility: A comparison of preschoolers with and without autism spectrum disorder. JOURNAL OF COMMUNICATION DISORDERS 2021; 89:106075. [PMID: 33388696 DOI: 10.1016/j.jcomdis.2020.106075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2018] [Revised: 12/10/2020] [Accepted: 12/10/2020] [Indexed: 06/12/2023]
Abstract
Typically-developing (TD) children under age 5 often deny that they can see a person whose eyes are covered (e.g., Moll & Khalulyan, 2017). This has been interpreted as a manifestation of their preference for reciprocal interactions. We investigated how 3- to 4-year-old children with autism spectrum disorder (ASD, n = 12) respond in this situation. Because a lack of interpersonal connectedness and reciprocal communication are core features of this disorder, we predicted that young children with ASD will not make mutual regard a condition for seeing another person and therefore acknowledge being able to see her. Against this prediction, children with ASD gave the same negative answers as a group of TD (n = 36) age-mates. Various interpretations are discussed, including the possibility that some children with ASD are capable of relating to others as second persons.
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Affiliation(s)
| | - Katie Byrd
- University of Southern California, United States.
| | | | | | - Henrike Moll
- University of Southern California, United States.
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23
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Observed Social Emotional Behavior at 22 Months Predicts a Later ASD Diagnosis in High-Risk Siblings. J Autism Dev Disord 2020; 51:3187-3198. [PMID: 33200351 DOI: 10.1007/s10803-020-04789-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/05/2020] [Indexed: 01/06/2023]
Abstract
Social engagement, pretend play, and concern for another's distress represent fundamental features of typical social-emotional development in the second year. Children with autism spectrum disorder (ASD) display delays and deficits in these areas, and research on toddlers at heightened risk for ASD (HR; younger siblings of children with ASD) indicates these deficits may be apparent in toddlerhood. Prior research has examined these aspects of social-emotional development individually in HR toddlers. The present paper examines them jointly as predictors of ASD. We show that social engagement, pretend play, and empathic concern at 22-months each contribute uniquely to predicting later ASD diagnosis with high specificity and moderate sensitivity. Results have important implications for early diagnosis and intervention in young children with ASD.
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24
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Niego A, Benítez-Burraco A. Autism and Williams syndrome: Dissimilar socio-cognitive profiles with similar patterns of abnormal gene expression in the blood. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2020; 25:464-489. [PMID: 33143449 DOI: 10.1177/1362361320965074] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
LAY ABSTRACT Autism spectrum disorders and Williams syndrome are complex cognitive conditions exhibiting quite opposite features in the social domain: whereas people with autism spectrum disorders are mostly hyposocial, subjects with Williams syndrome are usually reported as hypersocial. At the same time, autism spectrum disorders and Williams syndrome share some common underlying behavioral and cognitive deficits. It is not clear, however, which genes account for the attested differences (and similarities) in the socio-cognitive domain. In this article, we adopted a comparative molecular approach and looked for genes that might be differentially (or similarly) regulated in the blood of people with these conditions. We found a significant overlap between genes dysregulated in the blood of patients compared to neurotypical controls, with most of them being upregulated or, in some cases, downregulated. Still, genes with similar expression trends can exhibit quantitative differences between conditions, with most of them being more dysregulated in Williams syndrome than in autism spectrum disorders. Differentially expressed genes are involved in aspects of brain development and function (particularly dendritogenesis) and are expressed in brain areas (particularly the cerebellum, the thalamus, and the striatum) of relevance for the autism spectrum disorder and the Williams syndrome etiopathogenesis. Overall, these genes emerge as promising candidates for the similarities and differences between the autism spectrum disorder and the Williams syndrome socio-cognitive profiles.
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25
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Focusing: A new challenger for improving the empathy skills of medical students. Complement Ther Med 2020; 53:102536. [PMID: 33066864 DOI: 10.1016/j.ctim.2020.102536] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2020] [Revised: 07/17/2020] [Accepted: 07/29/2020] [Indexed: 12/30/2022] Open
Abstract
OBJECTIVES Studies of empathy among medical students reported an alarming significant decline during medical education. Some authors identified the third year of education as the most problematic one: empathy decreased significantly when the curriculum was shifting to patient-care activities. Scientists have tried to address the means and methods for improving empathy skills (e.g., by improving communication abilities), but investigations on this topic are missing. Based on the Damasio's hypothesis and scientific studies, we assume that Focusing (i.e., an embodied practice where one attends to a bodily felt sense and uses it to understand the self and situations) would be significantly and positively linked to empathy. METHOD After their clinical internships, we selected third-year medical students (N = 121) and asked them to complete three questionnaires assessing empathy, Focusing, and social desirability. RESULTS By controlling social desirability, findings confirmed that Focusing (especially the "having access to the felt body" component) was significantly and positively linked with empathy (i.e., Fantasy & Perspective-Taking), and positively predicted Fantasy, Perspective-Taking, and Empathic Concern. CONCLUSIONS These preliminary results suggest that the felt body plays a role in increasing empathy (mainly on cognitive empathy). Few scientific studies have described constructs that significantly promote cognitive empathy and empathic concern (a deeply anchored trait of empathy), which suggests new avenues of investigation.
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26
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Niego A, Benítez-Burraco A. Autism and Williams syndrome: truly mirror conditions in the socio-cognitive domain? INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2020; 68:399-415. [PMID: 35937179 PMCID: PMC9351567 DOI: 10.1080/20473869.2020.1817717] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 08/25/2020] [Accepted: 08/27/2020] [Indexed: 06/15/2023]
Abstract
Autism Spectrum Disorders (ASD) and Williams Syndrome (WS) are frequently characterized as mirror conditions in the socio-cognitive domain, with ASD entailing restrictive social interests and with WS exhibiting hypersociability. In this review paper, we examine in detail the strong points and deficits of people with ASD or WS in the socio-cognitive domain and show that both conditions also share some common features. Moreover, we explore the neurobiological basis of the social profile of ASD and WS and found a similar mixture of common affected areas and condition-specific impaired regions. We discuss these findings under the hypothesis of a continuum of the socio-cognitive abilities in humans.
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Affiliation(s)
- Amy Niego
- Faculty of Philology, University of Seville, Seville, Spain
| | - Antonio Benítez-Burraco
- Department of Spanish, Linguistics, and Theory of Literature (Linguistics), Faculty of Philology, University of Seville, Seville, Spain
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27
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Franchini M, Hamodat T, Armstrong VL, Sacrey LAR, Brian J, Bryson SE, Garon N, Roberts W, Zwaigenbaum L, Smith IM. Infants at Risk for Autism Spectrum Disorder: Frequency, Quality, and Variety of Joint Attention Behaviors. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2020; 47:907-920. [PMID: 30146674 DOI: 10.1007/s10802-018-0471-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Initiation of joint attention is a critical developmental function related to further social communicative development in infancy. Joint attention appears to be impaired very early in life for children with autism spectrum disorder (ASD), well before a formal diagnosis is established. To observe the early development of joint attention, we prospectively followed infant siblings at high risk for ASD (HR) and low-risk (LR) infants. Initiations of joint attention behaviors were coded with respect to frequency, quality, and variety from videos taken during the administration of the Autism Observation Schedule for Infants. Participants were further stratified based on the presence of ASD (n = 17) or language delay (n = 19) at 3 years of age. Our results revealed that initiations of joint attention are impaired from 12 months of age in both children with ASD and those with language delay, especially for use of gestures (i.e., showing and pointing). At 18 months, fewer initiations of joint attention in all three dimensions distinguished infants with ASD, compared to infants with language delay and HR and LR infants without a diagnosis. Beyond the definition of initiation of joint attention as an early sign for ASD, clinical implications of these results concern the importance of intervening on frequency, quality, and variety of joint attention as early as possible in infants at heightened risk for ASD.
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Affiliation(s)
- Martina Franchini
- Autism Research Centre, IWK Health Centre, 5850/5980 University Avenue, PO Box 9700, Halifax, NS, B3K 6R8, Canada. .,Department of Pediatrics, Dalhousie University, Halifax, NS, Canada.
| | - T Hamodat
- Department of Psychology & Neuroscience, Dalhousie University, Halifax, NS, Canada
| | - V L Armstrong
- Autism Research Centre, IWK Health Centre, 5850/5980 University Avenue, PO Box 9700, Halifax, NS, B3K 6R8, Canada
| | - L-A R Sacrey
- Department of Pediatrics, University of Alberta, Edmonton, AB, Canada
| | - J Brian
- Bloorview Research Institute, Toronto, ON, Canada.,Department of Pediatrics, University of Toronto, Toronto, ON, Canada
| | - S E Bryson
- Autism Research Centre, IWK Health Centre, 5850/5980 University Avenue, PO Box 9700, Halifax, NS, B3K 6R8, Canada.,Department of Pediatrics, Dalhousie University, Halifax, NS, Canada
| | - N Garon
- Department of Psychology, Mount Allison University, Sackville, NB, Canada
| | - W Roberts
- Integrated Services for Autism and Neurodevelopmental Disorders, Toronto, ON, Canada
| | - L Zwaigenbaum
- Department of Pediatrics, University of Alberta, Edmonton, AB, Canada
| | - I M Smith
- Autism Research Centre, IWK Health Centre, 5850/5980 University Avenue, PO Box 9700, Halifax, NS, B3K 6R8, Canada.,Department of Pediatrics, Dalhousie University, Halifax, NS, Canada.,Department of Psychology & Neuroscience, Dalhousie University, Halifax, NS, Canada
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28
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Shire SY, Shih W, Bracaglia S, Kodjoe M, Kasari C. Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2020; 24:2142-2152. [PMID: 32643385 DOI: 10.1177/1362361320935689] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
LAY ABSTRACT Although young children may participate in education and intervention programs that take place in classrooms or groups, there is little information about how toddlers with special needs, and specifically toddlers with autism, are engaging with their peers. This study takes place in a public center-based early intervention program for toddlers with autism. Classrooms of toddlers were randomly assigned to an individual social communication intervention or the same intervention adapted to include a peer. Children in both groups made gains in social communication and play skills. Children who had the peer intervention were more engaged with peers when an adult was present, but not when the children were unsupported. This article adds information about early skills that may be important for children to master so that they have more success when trying to interact with their peers. These skills include understanding language (referred to as "receptive language" at 12 months or more) and play skills including building and stacking (referred to as "combination play"-for example, building with blocks or completing a puzzle) and extending familiar actions to themselves, others, and figures (referred to as "presymbolic play"-for example, putting a bottle to the doll or to themselves). Understanding which skills to target can help practitioners focus their instruction to build children's skills toward connecting with peers through play.
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Affiliation(s)
| | - Wendy Shih
- University of California, Los Angeles, USA
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29
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Lee GT, Hu X, Liu Y, Ren Y. Effects of Video Modeling on the Acquisition, Maintenance, and Generalization of Playing with Imaginary Objects in Children with Autism Spectrum Disorder. Behav Modif 2020; 45:1041-1069. [PMID: 32627573 DOI: 10.1177/0145445520939856] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Many children with autism spectrum disorder (ASD) do not have symbolic play skills. One type of symbolic play involves playing with imaginary objects, in which a child displays play actions without actual objects. The purpose of this study was to evaluate the effects of video modeling on the acquisition, maintenance, and generalization of playing with imaginary objects in young children with ASD. Three male Chinese children (aged 4-5 years) with ASD participated in this study. A multiple-probe across three behaviors design was used. The results indicated that video modeling was effective in establishing and maintaining target symbolic play behaviors for the three children. Generalization to untaught imaginary play activities occurred in all three children.
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Affiliation(s)
| | - Xiaoyi Hu
- Beijing Normal University, Beijing, China
| | | | - Yuan Ren
- Long Yuan School, Nanshan District, Shenzhen, Guangdong, China
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30
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Dijkstra-de Neijs L, Leenen PJM, Hays JP, van der Valk ES, Kraaij R, van Rossum EFC, Ester WA. Biological Consequences of Psychological Distress in Caregivers of Children with Autism Spectrum Disorder and its Potential Relevance to Other Chronic Diseases Including Cancer. CURR EPIDEMIOL REP 2020. [DOI: 10.1007/s40471-020-00237-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
Abstract
Purpose of Review
Caregivers of children with a chronic illness are a neglected group in medical research and patient care, and are frequently confronted with chronic psychological distress. The biological consequences of this chronic distress are unclear but highly relevant, as these caregivers have a lifelong task in caring for their child. In this review, the authors specifically describe caregiver distress related to autism spectrum disorder (ASD), but the review may be relevant to other chronic diseases, including cancer.
Recent Findings
Epidemiological evidence illustrates the increased mortality risk in caregivers of children with ASD although some individual factors appear to diminish these risks. Biological studies demonstrate that caregiver distress can lead to dysregulation of the hypothalamic-pituitary-adrenal-axis, a pro-inflammatory state of the immune and central nervous system, and gut microbiome imbalance.
Summary
Caregivers of children with a chronic illness like ASD deserve more health-related attention with respect to their psychological and physical well-being. Such attention would benefit individual caregivers, as well as their children, as both are highly interconnected. Structural psychological and physical screening of caregivers can be considered.
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31
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Chokron S, Kovarski K, Zalla T, Dutton G. The inter-relationships between cerebral visual impairment, autism and intellectual disability. Neurosci Biobehav Rev 2020; 114:201-210. [DOI: 10.1016/j.neubiorev.2020.04.008] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2019] [Revised: 01/13/2020] [Accepted: 04/06/2020] [Indexed: 12/13/2022]
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32
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West KL, Roemer EJ, Northrup JB, Iverson JM. Profiles of Early Actions and Gestures in Infants With an Older Sibling With Autism Spectrum Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:1195-1211. [PMID: 32302252 PMCID: PMC7242984 DOI: 10.1044/2019_jslhr-19-00013] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2019] [Revised: 10/10/2019] [Accepted: 12/27/2019] [Indexed: 06/11/2023]
Abstract
Purpose Infants with autism spectrum disorder (ASD) produce fewer play actions and gestures than neurotypical infants (e.g., Mastrogiuseppe et al., 2015; Veness et al., 2012; Zwaigenbaum et al., 2005). The purpose of this study was to investigate whether different "types" of actions and gestures are more or less likely to develop atypically in ASD. Method We examined eight types of actions and gestures longitudinally from ages 8 to 14 months in 80 infants with a heightened risk for developing ASD by virtue of having an affected older sibling (high risk [HR]; e.g., Ozonoff et al., 2011) and 25 infants with no such familial risk (low risk). Data were collected using the MacArthur-Bates Communicative Development Inventories (Fenson et al., 1994, 1993). Results HR infants later diagnosed with ASD showed less growth across nearly all types of actions and gestures compared to the low-risk comparison group. Importantly, these HR infants who were later diagnosed with ASD also exhibited reduced growth in frequent deictic gestures and in actions that involve object manipulation relative to HR infants with non-ASD language delay. Conclusions During infancy, it is challenging for clinicians to distinguish ASD from other early communicative delays (e.g., Camarata, 2014). Our results indicate that deictic gestures, as well as actions and gestures involving object manipulation, may be useful targets of surveillance strategies for HR infants and could support early detection efforts for ASD.
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Girbau D, Skoler T. Infant's gaze in a teasing task with an experimenter or parent: A naturalistic approach. Scand J Psychol 2020; 61:535-542. [PMID: 32302015 DOI: 10.1111/sjop.12630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2019] [Accepted: 02/01/2020] [Indexed: 11/28/2022]
Abstract
We assessed infant's gaze in a teasing task in New York City public spaces. The task was administered to two different groups of 5- to 13-month-old infants. We used a between participants design across two studies. In Study 1 an experimenter administered the task to these infants (n = 79), whereas a parent did so in Study 2 (n = 79). The adult engaged the infant with a toy and then pulled it away to one side by counting to 7. A second trial to the other side was repeated. Infants passed the teasing task if they looked to the adult's face within the first 5 seconds after removing the toy in at least one trial. In Study 1, we found that infants looked to the experimenter's face after teasing by 7 months of age. In Study 2, infants did not show any significant gazes to the parent's face after teasing at any age. Most trained parents successfully administered the teasing task to their infant. A teasing game played by an adult stranger (e.g., experimenter) may be optimal to elicit infant's gaze in a naturalistic setting. Implications for developing cost-effective social-cognitive milestone measures in non-laboratory settings are discussed.
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Affiliation(s)
| | - Tricia Skoler
- City University of New York, Hunter College, New York City, NY, USA
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Neural Mechanisms of Vicarious Reward Processing in Adults with Autism Spectrum Disorder. AUTISM RESEARCH AND TREATMENT 2020; 2020:8014248. [PMID: 32257439 PMCID: PMC7115154 DOI: 10.1155/2020/8014248] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/24/2019] [Accepted: 02/07/2020] [Indexed: 11/17/2022]
Abstract
Previous studies examining the neural substrates of reward processing in ASD have explored responses to rewards for oneself but not rewards earned for others (i.e., vicarious reward). This omission is notable given that vicarious reward processing is a critical component of creating and maintaining social relationships. The current study examined the neural mechanisms of vicarious reward processing in 15 adults with ASD and 15 age- and gender-matched typically developing controls. Individuals with ASD demonstrated attenuated activation of reward-related regions during vicarious reward processing. Altered connectivity was also observed in individuals with ASD during reward receipt. These findings of altered neural sensitivity to vicarious reward processing may represent a mechanism that hinders the development of social abilities in ASD.
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Chevalier P, Kompatsiari K, Ciardo F, Wykowska A. Examining joint attention with the use of humanoid robots-A new approach to study fundamental mechanisms of social cognition. Psychon Bull Rev 2020; 27:217-236. [PMID: 31848909 PMCID: PMC7093354 DOI: 10.3758/s13423-019-01689-4] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
This article reviews methods to investigate joint attention and highlights the benefits of new methodological approaches that make use of the most recent technological developments, such as humanoid robots for studying social cognition. After reviewing classical approaches that address joint attention mechanisms with the use of controlled screen-based stimuli, we describe recent accounts that have proposed the need for more natural and interactive experimental protocols. Although the recent approaches allow for more ecological validity, they often face the challenges of experimental control in more natural social interaction protocols. In this context, we propose that the use of humanoid robots in interactive protocols is a particularly promising avenue for targeting the mechanisms of joint attention. Using humanoid robots to interact with humans in naturalistic experimental setups has the advantage of both excellent experimental control and ecological validity. In clinical applications, it offers new techniques for both diagnosis and therapy, especially for children with autism spectrum disorder. The review concludes with indications for future research, in the domains of healthcare applications and human-robot interaction in general.
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Affiliation(s)
- Pauline Chevalier
- Social Cognition in Human-Robot Interaction Unit, Istituto Italiano di Tecnologia, Genoa, Italy.
| | - Kyveli Kompatsiari
- Social Cognition in Human-Robot Interaction Unit, Istituto Italiano di Tecnologia, Genoa, Italy
| | - Francesca Ciardo
- Social Cognition in Human-Robot Interaction Unit, Istituto Italiano di Tecnologia, Genoa, Italy
| | - Agnieszka Wykowska
- Social Cognition in Human-Robot Interaction Unit, Istituto Italiano di Tecnologia, Genoa, Italy
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Vasil J, Badcock PB, Constant A, Friston K, Ramstead MJD. A World Unto Itself: Human Communication as Active Inference. Front Psychol 2020; 11:417. [PMID: 32269536 PMCID: PMC7109408 DOI: 10.3389/fpsyg.2020.00417] [Citation(s) in RCA: 38] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2019] [Accepted: 02/24/2020] [Indexed: 01/12/2023] Open
Abstract
Recent theoretical work in developmental psychology suggests that humans are predisposed to align their mental states with those of other individuals. One way this manifests is in cooperative communication; that is, intentional communication aimed at aligning individuals' mental states with respect to events in their shared environment. This idea has received strong empirical support. The purpose of this paper is to extend this account by proposing an integrative model of the biobehavioral dynamics of cooperative communication. Our formulation is based on active inference. Active inference suggests that action-perception cycles operate to minimize uncertainty and optimize an individual's internal model of the world. We propose that humans are characterized by an evolved adaptive prior belief that their mental states are aligned with, or similar to, those of conspecifics (i.e., that 'we are the same sort of creature, inhabiting the same sort of niche'). The use of cooperative communication emerges as the principal means to gather evidence for this belief, allowing for the development of a shared narrative that is used to disambiguate interactants' (hidden and inferred) mental states. Thus, by using cooperative communication, individuals effectively attune to a hermeneutic niche composed, in part, of others' mental states; and, reciprocally, attune the niche to their own ends via epistemic niche construction. This means that niche construction enables features of the niche to encode precise, reliable cues about the deontic or shared value of certain action policies (e.g., the utility of using communicative constructions to disambiguate mental states, given expectations about shared prior beliefs). In turn, the alignment of mental states (prior beliefs) enables the emergence of a novel, contextualizing scale of cultural dynamics that encompasses the actions and mental states of the ensemble of interactants and their shared environment. The dynamics of this contextualizing layer of cultural organization feedback, across scales, to constrain the variability of the prior expectations of the individuals who constitute it. Our theory additionally builds upon the active inference literature by introducing a new set of neurobiologically plausible computational hypotheses for cooperative communication. We conclude with directions for future research.
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Affiliation(s)
- Jared Vasil
- Department of Psychology and Neuroscience, Duke University, Durham, NC, United States
| | - Paul B. Badcock
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, VIC, Australia
- Melbourne School of Psychological Sciences, The University of Melbourne, Melbourne, VIC, Australia
- Orygen, Melbourne, VIC, Australia
| | - Axel Constant
- Charles Perkins Centre, The University of Sydney, Camperdown, NSW, Australia
- Culture, Mind, and Brain Program, McGill University, Montreal, QC, Canada
- Wellcome Centre for Human Neuroimaging, University College London, London, United Kingdom
| | - Karl Friston
- Wellcome Centre for Human Neuroimaging, University College London, London, United Kingdom
| | - Maxwell J. D. Ramstead
- Culture, Mind, and Brain Program, McGill University, Montreal, QC, Canada
- Wellcome Centre for Human Neuroimaging, University College London, London, United Kingdom
- Division of Social and Transcultural Psychiatry, Department of Psychiatry, McGill University, Montreal, QC, Canada
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Varlet M, Nozaradan S, Nijhuis P, Keller PE. Neural tracking and integration of ‘self’ and ‘other’ in improvised interpersonal coordination. Neuroimage 2020; 206:116303. [DOI: 10.1016/j.neuroimage.2019.116303] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2019] [Revised: 10/10/2019] [Accepted: 10/18/2019] [Indexed: 11/24/2022] Open
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Abstract
There is a lack of information on early childhood inclusive education and the parental perspectives towards the inclusion of autistic children in Kuwait. The aim of this study was to explore the perspectives and experiences amongst mothers of young autistic children regarding the inclusion of their children in general education kindergarten settings. Focus group and individual semi-structured interviews were conducted with (n = 34) Kuwaiti mothers of children with (ASD). The study participants were of the opinion that the behaviours unique to (ASD) can only be managed in highly structured special education settings. The themes that emerged from the interviews demonstrate that the general view amongst the study participants is that the inclusive educational model will not meet the autistic children's needs.
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Wang Q, Wall CA, Barney EC, Bradshaw JL, Macari SL, Chawarska K, Shic F. Promoting social attention in 3-year-olds with ASD through gaze-contingent eye tracking. Autism Res 2020; 13:61-73. [PMID: 31468735 PMCID: PMC7256927 DOI: 10.1002/aur.2199] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2018] [Revised: 06/11/2019] [Accepted: 07/21/2019] [Indexed: 12/15/2022]
Abstract
Young children with autism spectrum disorder (ASD) look less toward faces compared to their non-ASD peers, limiting access to social learning. Currently, no technologies directly target these core social attention difficulties. This study examines the feasibility of automated gaze modification training for improving attention to faces in 3-year-olds with ASD. Using free-viewing data from typically developing (TD) controls (n = 41), we implemented gaze-contingent adaptive cueing to redirect children with ASD toward normative looking patterns during viewing of videos of an actress. Children with ASD were randomly assigned to either (a) an adaptive Cue condition (Cue, n = 16) or (b) a No-Cue condition (No-Cue, n = 19). Performance was examined at baseline, during training, and post-training, and contrasted with TD controls (n = 23). Proportion of time looking at the screen (%Screen) and at actresses' faces (%Face) was analyzed. At Pre-Training, Cue and No-Cue groups did not differ in %Face (P > 0.1). At Post-Training, the Cue group had higher %Face than the No-Cue group (P = 0.015). In the No-Cue group %Face decreased Pre- to Post-Training; no decline was observed in the Cue group. These results suggest gaze-contingent training effectively mitigated decreases of attention toward the face of onscreen social characters in ASD. Additionally, larger training effects were observed in children with lower nonverbal ability, suggesting a gaze-contingent approach may be particularly relevant for children with greater cognitive impairment. This work represents development toward new social attention therapeutic systems that could augment current behavioral interventions. Autism Res 2020, 13: 61-73. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In this study, we leverage a new technology that combines eye tracking and automatic computer programs to help very young children with ASD look at social information in a more prototypical way. In a randomized controlled trial, we show that the use of this technology prevents the diminishing attention toward social information normally seen in children with ASD over the course of a single experimental session. This work represents development toward new social attention therapeutic systems that could augment current behavioral interventions.
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Affiliation(s)
- Quan Wang
- Child Study Center, School of Medicine, Yale University, New Haven, Connecticut
| | - Carla A Wall
- Department of School Psychology, University of South Carolina, Columbia, South Carolina
| | - Erin C Barney
- Center for Child Health, Behavior and Development, Seattle Children's Research Institute, Seattle, Washington
| | - Jessica L Bradshaw
- Department of Psychology, University of South Carolina, Columbia, South Carolina
| | - Suzanne L Macari
- Child Study Center, School of Medicine, Yale University, New Haven, Connecticut
| | - Katarzyna Chawarska
- Child Study Center, School of Medicine, Yale University, New Haven, Connecticut
| | - Frederick Shic
- Center for Child Health, Behavior and Development, Seattle Children's Research Institute, Seattle, Washington
- Department of Pediatrics, University of Washington, Seattle, Washington
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Hepach R, Hedley D, Nuske HJ. Prosocial attention in children with and without autism spectrum disorder: Dissociation between anticipatory gaze and internal arousal. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2019; 48:589-605. [DOI: 10.1007/s10802-019-00606-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Comparison of Imitation From Screens Between Typically Developing Preschoolers and Preschoolers With Autism Spectrum Disorder. JOURNAL OF COGNITIVE EDUCATION AND PSYCHOLOGY 2019. [DOI: 10.1891/1945-8959.18.2.108] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Typically developing (TD) children exhibit a transfer deficit imitating significantly less from screen demonstrations compared to a live demonstrations. Although many interventions for children with autism spectrum disorder (ASD) include video materials, little research exists comparing the effectiveness of video demonstration over live instruction. The current study compared imitation learning from live and screen-based demonstrations of how to make a puzzle by 3- to 4.5-year-old TD children (n = 68) and children with ASD (n = 17). Children were tested on either on a three-dimensional (3D) magnet board (MB) with magnetic puzzle pieces or a 2D touch screen (TS) with virtual puzzle pieces. Neither TD nor ASD children exhibited a transfer deficit suggesting that for this task, the transfer deficit ends around 3 years of age. Children with ASD were less efficient overall than TD children on the task and performed worse than their TD counterparts when they were tested with the 3D MB puzzle. These findings suggest that children with ASD have greater difficulty acting on 3D objects than 2D TSs. Future studies should investigate if TSs can be used to teach children with ASD other tasks (184 words).
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Khullar V, Singh HP, Bala M. IoT based assistive companion for hypersensitive individuals (ACHI) with autism spectrum disorder. Asian J Psychiatr 2019; 46:92-102. [PMID: 31639556 DOI: 10.1016/j.ajp.2019.09.030] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/29/2019] [Revised: 09/23/2019] [Accepted: 09/26/2019] [Indexed: 12/25/2022]
Abstract
OBJECTIVE Today, most of the individuals with Autism Spectrum Disorders (ASD) have atypical sensory behaviors. The main aim of this study is to propose an assistive intervention for supporting the overloaded sensory responses in hypersensitive individuals with ASD. METHODS The vision, auditory, smell, and physical balance related multi-sensors based hardware prototype, namely Assistive Companion for Hypersensitive Individuals (ACHI) has been designed for individuals with ASD. The proposed ACHI prototype is an assistive-technology based companion for hypersensitive individuals with ASD which is able to 'fetch/detect the sensory information using electronic sensors', 'making the decision using fuzzy logic on the basis of fetched sensory information' and then, 'transmit the generated information over the internet through the Internet of Things (IoT)', and also able for 'generating alerts to caregivers'. The proposed design is also capable of providing audio & video feedback to calm down individuals with ASD. RESULTS After testing, it is observed that 93% percent of the caregivers rated the proposed ACHI intervention on the scale of above average. The remarkable reduction in hyperactive states related triggering incidents in ASD has been found with the use of ACHI. CONCLUSION The present work and the proposed prototype can identify and control the sensory overload triggers in ASD and it can guide the caregiver or clinicians to optimize the responsible surrounding causes of explosive behavior in ASD and would help the individuals with ASD to become calm.
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Affiliation(s)
- Vikas Khullar
- CT Institute of Engineering, Management and Technology, Jalandhar, India; IKG Punjab Technical University, Kapurthala, India.
| | - Harjit Pal Singh
- CT Institute of Engineering, Management and Technology, Jalandhar, India; IKG Punjab Technical University, Kapurthala, India.
| | - Manju Bala
- Khalsa College of Engineering and Technology, Amritsar, India; IKG Punjab Technical University, Kapurthala, India.
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Foxe JJ, Molholm S, Baudouin SJ, Wallace MT. Explorations and perspectives on the neurobiological bases of autism spectrum disorder. Eur J Neurosci 2019; 47:488-496. [PMID: 29575230 DOI: 10.1111/ejn.13902] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Affiliation(s)
- John J Foxe
- Department of Neuroscience, The Ernest J. Del Monte Institute for Neuroscience, University of Rochester School of Medicine and Dentistry, Rochester, NY, USA.,The Cognitive Neurophysiology Laboratory, Departments of Pediatrics and Neuroscience, Albert Einstein College of Medicine, Bronx, NY, USA
| | - Sophie Molholm
- Department of Neuroscience, The Ernest J. Del Monte Institute for Neuroscience, University of Rochester School of Medicine and Dentistry, Rochester, NY, USA.,The Cognitive Neurophysiology Laboratory, Departments of Pediatrics and Neuroscience, Albert Einstein College of Medicine, Bronx, NY, USA
| | | | - Mark T Wallace
- Center for Integrative and Cognitive Neuroscience, Vanderbilt University, Nashville, TN, USA
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Watching a video together creates social closeness between children and adults. J Exp Child Psychol 2019; 189:104712. [PMID: 31677423 DOI: 10.1016/j.jecp.2019.104712] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2019] [Revised: 08/21/2019] [Accepted: 09/07/2019] [Indexed: 11/21/2022]
Abstract
Human social relationships are often formed through shared social activities in which individuals share mental states about external stimuli. Previous work on joint attention has shown that even minimal shared experiences such as watching something together facilitates social closeness between individuals. Here, we examined whether young children already connect with others through joint attention. In the current studies, children sat next to a novel adult who either watched a film with them or was not able to see the film and read a book instead. After the video, we measured children's willingness (i.e., latency) to approach the experimenter holding out a toy. In both studies, the 2.5-year-olds who watched the film together approached more quickly than the other children. These results show that both minimally interactive shared experiences and noninteractive shared experiences lead children to feel more comfortable with a novel adult. This suggests that joint attention interactions, and shared experiences in general, play an important role not only in children's cognitive development but also in their social development and the formation of their social relationships.
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A Robot-Based Play-Drama Intervention May Improve the Joint Attention and Functional Play Behaviors of Chinese-Speaking Preschoolers with Autism Spectrum Disorder: A Pilot Study. J Autism Dev Disord 2019; 50:467-481. [DOI: 10.1007/s10803-019-04270-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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46
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Naturalistic Interventions to Improve Prelinguistic Communication for Children with Autism Spectrum Disorder: a Systematic Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2019. [DOI: 10.1007/s40489-019-00184-9] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
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47
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Petric F, Kovacic Z. Design and Validation of MOMDP Models for Child–Robot Interaction Within Tasks of Robot-Assisted ASD Diagnostic Protocol. Int J Soc Robot 2019. [DOI: 10.1007/s12369-019-00577-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Hughes KR, Hogan AL, Roberts JE, Klusek J. Gesture Frequency and Function in Infants With Fragile X Syndrome and Infant Siblings of Children With Autism Spectrum Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:2386-2399. [PMID: 31251678 PMCID: PMC6808356 DOI: 10.1044/2019_jslhr-l-17-0491] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/30/2017] [Revised: 06/22/2018] [Accepted: 03/05/2019] [Indexed: 06/09/2023]
Abstract
Purpose Infant siblings of children with autism spectrum disorder (ASIBs) and infants with fragile X syndrome (FXS) are both at risk for developing autism spectrum disorder (ASD) and communication disorders; however, very few studies have examined 1 of the earliest forms of intentional communication in infants from these groups: gestures. This study examined the frequency and function of gesture use across 12-month-old infant ASIBs, infants with FXS, and low-risk controls. Method Participants included 23 ASIBs who did not later meet diagnostic criteria for ASD, 18 infants with FXS, and 21 low-risk controls. Gestures were coded from a semistructured play-based interaction. Results Overall, infants with FXS displayed fewer gestures than low-risk infants, whereas ASIBs did not differ from the FXS or low-risk groups in overall gesture frequency. In terms of the communicative function of the gestures used, the FXS and ASIB groups displayed significantly fewer social interaction gestures than the low-risk controls, with large effect sizes. Conclusion This study contributes to scant knowledge of early communication phenotypes of infant ASIBs who do not meet criteria for ASD and infants with FXS. Results indicated that gesture function, not frequency, best discriminated at-risk infants from low-risk infants at 12 months of age. Findings have implications for the clinical evaluation and treatment of infants at high risk for ASD and communication disorders.
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Affiliation(s)
- K. R. Hughes
- Department of Psychological, Health, & Learning Sciences, University of Houston, TX
- Department of Psychology, University of South Carolina, Columbia
| | - Abigail L. Hogan
- Department of Psychology, University of South Carolina, Columbia
| | - Jane E. Roberts
- Department of Psychology, University of South Carolina, Columbia
| | - Jessica Klusek
- Department of Communication Sciences and Disorders, University of South Carolina, Columbia
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Abstract
Symbolic play skills are important in language acquisition and child development. Children with autism spectrum disorder (ASD) often have difficulties demonstrating such play behaviors. Imaginary objects symbolic play refers to play behavior in which children perform play actions without actual objects. Three boys with ASD (3-7 years) participated in this study. A multiple-probe across three participants and two settings design was employed to evaluate the effects of intraverbal training on the acquisition and generalization of imaginary objects symbolic play. Results indicated that all children acquired and maintained target imaginary objects play activities. Generalization to untaught activities occurred in one child. All three children' symbolic play emerged or increased in free play after the instruction.
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50
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Espanola Aguirre E, Gutierrez A. An Assessment and Instructional Guide for Motor and Vocal Imitation. J Autism Dev Disord 2019; 49:2545-2558. [DOI: 10.1007/s10803-019-04008-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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