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Kim W, Seong M, Kim KJ, Kim S. Engagnition: A multi-dimensional dataset for engagement recognition of children with autism spectrum disorder. Sci Data 2024; 11:299. [PMID: 38491000 PMCID: PMC10942992 DOI: 10.1038/s41597-024-03132-3] [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: 10/16/2023] [Accepted: 03/08/2024] [Indexed: 03/18/2024] Open
Abstract
Engagement plays a key role in improving the cognitive and motor development of children with autism spectrum disorder (ASD). Sensing and recognizing their engagement is crucial before sustaining and improving the engagement. Engaging technologies involving interactive and multi-sensory stimuli have improved engagement and alleviated hyperactive and stereotyped behaviors. However, due to the scarcity of data on engagement recognition for children with ASD, limited access to and small pools of participants, and the prohibitive application requirements such as robots, high cost, and expertise, implementation in real world is challenging. However, serious games have the potential to overcome those drawbacks and are suitable for practical use in the field. This study proposes Engagnition, a dataset for engagement recognition of children with ASD (N = 57) using a serious game, "Defeat the Monster," based on enhancing recognition and classification skills. The dataset consists of physiological and behavioral responses, annotated by experts. For technical validation, we report the distributions of engagement and intervention, and the signal-to-noise ratio of physiological signals.
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Affiliation(s)
- Won Kim
- Gwangju Institute of Science and Technology, School of Integrated Technology, Gwangju, 61005, South Korea
| | - Minwoo Seong
- Gwangju Institute of Science and Technology, School of Integrated Technology, Gwangju, 61005, South Korea
| | - Kyung-Joong Kim
- Gwangju Institute of Science and Technology, School of Integrated Technology, Gwangju, 61005, South Korea
| | - SeungJun Kim
- Gwangju Institute of Science and Technology, School of Integrated Technology, Gwangju, 61005, South Korea.
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2
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Shkel J, Geng A, Pilchak E, Millan ME, Schwartzman JM, Schuck R, Bundang MV, Barnowski A, Slap DM, Stratford S, Hardan AY, Phillips JM, Gengoux GW. A Pilot Randomized Controlled Trial of Motivation-Based Social Skills Group Treatment with Parent Training. J Autism Dev Disord 2024:10.1007/s10803-024-06302-9. [PMID: 38446265 DOI: 10.1007/s10803-024-06302-9] [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] [Accepted: 02/19/2024] [Indexed: 03/07/2024]
Abstract
Despite the popularity of social skills groups, there remains a need for empirical investigation of treatment effects, especially when targeting pivotal aspects of social functioning such as initiations to peers. The goal of the present study was to conduct a randomized controlled trial of a 12-week social intervention (SUCCESS), which combined an inclusive social group with a parent education program. Twenty-five 4- to 6-year-olds with Autism Spectrum Disorder (ASD) were randomized to SUCCESS (N = 11) or to treatment as usual (N = 14). Combining a peer group model with a parent training program, the SUCCESS intervention used naturalistic behavioral techniques (e.g., environmental arrangement, natural reinforcement) to increase social initiations to peers. After 12 weeks, children participating in the SUCCESS program made more frequent initiations to peers than children in the treatment-as-usual group, including more prompted and unprompted initiations to request. Additional gains in clinician-rated social functioning were observed in children randomized to SUCCESS, while differential treatment effects were not detected in parent-rated measures. However, lower baseline social motivation was associated with greater parent-reported initiation improvement. This study provides preliminary support for the efficacy of a naturalistic, behavioral social skills intervention to improve peer initiations for children with ASD. The findings suggest that using a motivation-based social skills group was effective in increasing both prompted and spontaneous initiations to peers, and highlights the need for further research into the role of baseline social motivation in predicting social skills treatment response.
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Affiliation(s)
- Jane Shkel
- Stanford University School of Medicine, Stanford, USA
| | - Alicia Geng
- Stanford University School of Medicine, Stanford, USA
| | | | | | - Jessica M Schwartzman
- Department of Pediatrics, Keck School of Medicine, University of Southern California, Los Angeles, USA
- Division of Developmental-Behavioral Pediatrics, Children's Hospital Los Angeles, Los Angeles, USA
| | - Rachel Schuck
- Stanford University School of Medicine, Stanford, USA
| | | | | | - Devon M Slap
- Stanford Medicine Children's Health, Stanford, USA
| | | | | | | | - Grace W Gengoux
- Stanford University School of Medicine, Stanford, USA.
- Department of Psychiatry & Behavioral Sciences, Division of Child & Adolescent Psychiatry, 401 Quarry Road, Stanford, CA, 94305-5719, USA.
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3
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Marrus N, Botteron KN, Hawks Z, Pruett JR, Elison JT, Jackson JJ, Markson L, Eggebrecht AT, Burrows CA, Zwaigenbaum L, Dager S, Estes A, Hazlett H, Schultz RT, Piven J, Constantino JN. Social motivation in infancy is associated with familial recurrence of ASD. Dev Psychopathol 2024; 36:101-111. [PMID: 36189644 PMCID: PMC10067534 DOI: 10.1017/s0954579422001006] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Pre-diagnostic deficits in social motivation are hypothesized to contribute to autism spectrum disorder (ASD), a heritable neurodevelopmental condition. We evaluated psychometric properties of a social motivation index (SMI) using parent-report item-level data from 597 participants in a prospective cohort of infant siblings at high and low familial risk for ASD. We tested whether lower SMI scores at 6, 12, and 24 months were associated with a 24-month ASD diagnosis and whether social motivation's course differed relative to familial ASD liability. The SMI displayed good internal consistency and temporal stability. Children diagnosed with ASD displayed lower mean SMI T-scores at all ages and a decrease in mean T-scores across age. Lower group-level 6-month scores corresponded with higher familial ASD liability. Among high-risk infants, strong decline in SMI T-scores was associated with 10-fold odds of diagnosis. Infant social motivation is quantifiable by parental report, differentiates children with versus without later ASD by age 6 months, and tracks with familial ASD liability, consistent with a diagnostic and susceptibility marker of ASD. Early decrements and decline in social motivation indicate increased likelihood of ASD, highlighting social motivation's importance to risk assessment and clarification of the ontogeny of ASD.
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Affiliation(s)
- Natasha Marrus
- Department of Psychiatry, Washington University School of Medicine
| | | | - Zoë Hawks
- Department of Psychological & Brain Sciences, Washington University in St. Louis
| | - John R. Pruett
- Department of Psychiatry, Washington University School of Medicine
| | - Jed T. Elison
- Institute of Child Development, University of Minnesota
| | - Joshua J. Jackson
- Department of Psychological & Brain Sciences, Washington University in St. Louis
| | - Lori Markson
- Department of Psychological & Brain Sciences, Washington University in St. Louis
| | - Adam T. Eggebrecht
- Mallinckrodt Institute of Radiology, Washington University School of Medicine
| | | | | | | | - Annette Estes
- Department of Speech and Hearing Sciences, University of Washington
| | - Heather Hazlett
- Department of Psychiatry, University of North Carolina at Chapel Hill
| | | | - Joseph Piven
- Department of Psychiatry, University of North Carolina at Chapel Hill
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4
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Neuhaus E, Bernier RA, Webb SJ. Social motivation by self- and caregiver-report: Reporter concordance and social correlates among autistic and neurotypical youth. Autism Res 2024; 17:55-65. [PMID: 37987233 PMCID: PMC10843724 DOI: 10.1002/aur.3054] [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: 02/22/2023] [Accepted: 10/19/2023] [Indexed: 11/22/2023]
Abstract
Differences in social motivation underlie the core social-communication features of autism according to several theoretical models, with decreased social motivation among autistic youth relative to neurotypical peers. However, research on social motivation often relies on caregiver reports and rarely includes firsthand perspectives of children and adolescents with autism. Furthermore, social motivation is typically assumed to be constant across social settings when it may actually vary by social context. Among a sample of 58 verbally fluent youth (8-13 years old; 22 with autism, 36 neurotypical), we examined correspondence between youth and caregiver reports of social motivation with peers and with adults, as well as diagnostic group differences and associations with social outcomes. Results suggest youth and caregivers provide overlapping but distinct information. Autistic youth had lower levels of social motivation relative to neurotypical youth, and reported relatively consistent motivation toward peers and adults. Youth self- and caregiver-report were correlated for motivation toward adults, but not toward peers. Despite low correspondence between self- and caregiver-reported motivation toward peers, autistic youths' self-report corresponded to caregiver-reported social skills and difficulties whereas caregiver-report of peer motivation did not. For neurotypical youth, self- and caregiver-reported motivation toward adults was correlated, but motivation by both reporters was largely independent of broader social outcomes. Findings highlight the unique value of self-report among autistic children and adolescents, and warrant additional work exploring the development, structure, and correlates of social motivation among autistic and neurotypical youth.
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Affiliation(s)
- Emily Neuhaus
- Seattle Children’s Research Institute; Center on Child Health, Behavior and Development
- University of Washington Psychiatry & Behavioral Sciences
| | - Raphael A. Bernier
- Seattle Children’s Research Institute; Center on Child Health, Behavior and Development
- University of Washington Psychiatry & Behavioral Sciences
| | - Sara Jane Webb
- Seattle Children’s Research Institute; Center on Child Health, Behavior and Development
- University of Washington Psychiatry & Behavioral Sciences
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5
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Frazier TW, Khaliq I, Scullin K, Uljarevic M, Shih A, Karpur A. Development and Psychometric Evaluation of the Open-Source Challenging Behavior Scale (OS-CBS). J Autism Dev Disord 2023; 53:4655-4670. [PMID: 36112303 DOI: 10.1007/s10803-022-05750-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/06/2022] [Indexed: 12/28/2022]
Abstract
At present, there are no brief, freely-available, informant-report measures that evaluate key challenging behaviors relevant to youth with autism spectrum disorder (ASD) or other developmental disabilities (DD). This paper describes the development, refinement, and initial psychometric evaluation of a new 18-item measure, the Open-Source Challenging Behavior Scale (OS-CBS). In a large sample (n = 2004, 169 with ASD, ages 2-17), results of psychometric analyses indicated a clear factor structure (property destruction, aggression, elopement, conduct problems, and self-injury and a general factor with high loadings from all items) based on exploratory structural equation modeling, good scale reliability (α = .66-.83 for subscales, α = .91 total scale), measurement invariance across demographics, and good construct validity. The OS-CBS is a psychometrically-sound instrument for screening and monitoring intervention progress.
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Affiliation(s)
- Thomas W Frazier
- Department of Psychology, John Carroll University, 1 John Carroll Boulevard, University Heights, OH, 44118, USA.
| | - Izma Khaliq
- Department of Psychology, John Carroll University, 1 John Carroll Boulevard, University Heights, OH, 44118, USA
| | - Keeley Scullin
- Department of Psychology, John Carroll University, 1 John Carroll Boulevard, University Heights, OH, 44118, USA
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6
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Frazier TW, Dimitropoulos A, Abbeduto L, Armstrong-Brine M, Kralovic S, Shih A, Hardan AY, Youngstrom EA, Uljarević M. The Autism Symptom Dimensions Questionnaire: Development and psychometric evaluation of a new, open-source measure of autism symptomatology. Dev Med Child Neurol 2023; 65:1081-1092. [PMID: 36628521 DOI: 10.1111/dmcn.15497] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Revised: 11/29/2022] [Accepted: 12/01/2022] [Indexed: 01/12/2023]
Abstract
AIM To describe the development and initial psychometric evaluation of a new, freely available measure, the Autism Symptom Dimensions Questionnaire (ASDQ). METHOD After development and revision of an initial 33-item version, informants completed a revised 39-item version of the ASDQ on 1467 children and adolescents (aged 2-17 years), including 104 with autism spectrum disorder (ASD). RESULTS The initial 33-item version of the ASDQ had good reliability and construct validity. However, only four specific symptom factors were identified, potentially due to an insufficient number of items. Factor analyses of the expanded instrument identified a general ASD factor and nine specific symptom factors with good measurement invariance across demographic groups. Scales showed good-to-excellent overall and conditional reliability. Exploratory analyses of predictive validity for ASD versus neurotypical and other developmental disability diagnoses indicated good accuracy for population and at-risk contexts. INTERPRETATION The ASDQ is a free and psychometrically sound informant report instrument with good reliability of measurement across a continuous range of scores and preliminary evidence of predictive validity. The measure may be a useful alternative to existing autism symptom measures but further studies with comparison of clinical diagnoses using criterion-standard instruments are needed. WHAT THIS PAPER ADDS The Autism Symptom Dimensions Questionnaire (ASDQ) is a new, freely available measure of autism symptoms. The ASDQ showed reliable and accurate measurement of autism symptoms. The measure had good screening efficiency for autism spectrum disorder relative to other developmental conditions.
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Affiliation(s)
- Thomas W Frazier
- Department of Psychology, John Carroll University, University Heights, OH, USA
- Autism Speaks, Princeton, NJ, USA
| | | | - Leonard Abbeduto
- Department of Psychiatry and Behavioral Sciences and MIND Institute, University of California, Davis, Davis, CA, USA
| | | | - Shanna Kralovic
- Division of Developmental Behavioral Pediatrics and Psychology, University Hospitals Case Medical Center, Cleveland, OH, USA
| | | | - Antonio Y Hardan
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, USA
| | - Eric A Youngstrom
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, NC, USA
- Helping Give Away Psychological Science, Chapel Hill, NC, USA
| | - Mirko Uljarević
- Melbourne School of Psychological Sciences, Faculty of Medicine, Dentistry, and Health Sciences, The University of Melbourne, Victoria, Australia
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7
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Lestarevic S, Kalanj M, Milutinovic L, Grujicic R, Vasic J, Maslak J, Mitkovic-Voncina M, Ljubomirovic N, Pejovic-Milovancevic M. Internal Consistency of the Serbian Translation of the Stanford Social Dimensions Scale and Association to Strengths and Difficulties Questionnaire Scores in Male and Female Individuals on the Autism Spectrum and Non-autistic Individuals. J Autism Dev Disord 2023:10.1007/s10803-023-06061-z. [PMID: 37480441 DOI: 10.1007/s10803-023-06061-z] [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: 07/06/2023] [Indexed: 07/24/2023]
Abstract
We aimed to evaluate the internal consistency of Stanford Social Dimensions Scale (SSDS) translated to Serbian and to test it against the Strengths and Difficulties Questionnaire (SDQ). The sample consisted of 200 patients (32% ASD) of the Institute of Mental Health in Belgrade, Serbia (68 females, 132 males, Mage=9.61, SDage=4.06). Internal consistency coefficients were within good/acceptable range for Social Motivation, Affiliation, Recognition and Unusual Approach subscales and below acceptable for Expressive Social Communication subscale. The non-autistic group scored higher on all subscales compared to the ASD group. All SSDS subscales positively correlated with SDQ Prosocial Behaviors scale. The SSDS is a valuable instrument for accessing sociobehavioral phenotype in both individuals on the autism spectrum and non-autistic individuals.
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Affiliation(s)
| | | | | | | | | | | | - Marija Mitkovic-Voncina
- Institute of Mental Health, Belgrade, Serbia
- Faculty of Medicine, University of Belgrade, Beograd, Serbia
| | - Natasa Ljubomirovic
- Institute of Mental Health, Belgrade, Serbia
- College of Social Work, Belgrade, Serbia
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8
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Birkeneder SL, Bullen J, McIntyre N, Zajic MC, Lerro L, Solomon M, Sparapani N, Mundy P. The Construct Validity of the Childhood Joint Attention Rating Scale (C-JARS) in School-Aged Autistic Children. J Autism Dev Disord 2023:10.1007/s10803-023-06051-1. [PMID: 37480436 DOI: 10.1007/s10803-023-06051-1] [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] [Accepted: 04/17/2023] [Indexed: 07/24/2023]
Abstract
Preliminary evidence from the Childhood Joint Attention Rating Scale (C-JARS; Mundy et al., 2017) suggests symptoms related to diminished joint attention and the spontaneous sharing of experience with others can be assessed with a parent-report measure in children and adolescents with autism. This study was designed to expand on the previous study by examining the validity of both a Social Symptom (SS) and a Prosocial (PS) scale of the C-JARS in a study of school-aged autistic children (n = 89) with and without co-occurring intellectual disability (ID), as well as an age matched neurotypical sample (n = 62). Results indicated that both C-JARS scales were sensitive and specific with respect to identifying the diagnostic status of the children. In addition, the PS scale was sensitive to differences in cognitive abilities (IQ) and sex differences in the autism group. These results are consistent with the hypothesis that joint attention and spontaneous sharing of experience symptoms are not only characteristic of preschool children with autism but may also constitute a developmentally continuous dimension of the social phenotype of autism that can be measured in school-aged children.
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Affiliation(s)
- Sandy L Birkeneder
- School of Education and the MIND Institute, University of California, Davis, One Shields Ave., Davis, CA, 95616, USA.
| | - Jennifer Bullen
- MIND Institute and Department of Psychiatry and Behavioral Science, University of California, Davis, 2825 50th Street, Sacramento, CA, 95817, USA
| | - Nancy McIntyre
- Communication Sciences and Disorder, University of Central Florida, 12805 Pegasus Drive, Orlando, FL, USA
| | - Matthew C Zajic
- Teachers College, Health and Behavior Studies, Columbia University, 525 W. 120th Street, Box 223, New York, NY, 10027, USA
| | - Lindsay Lerro
- The Swain Center, Santa Rosa, 795 Farmers Lane, Suite 23, Santa Rosa, CA, 95405, USA
| | - Marjorie Solomon
- MIND Institute and Department of Psychiatry and Behavioral Science, University of California, Davis, 2825 50th Street, Sacramento, CA, 95817, USA
| | - Nicole Sparapani
- School of Education and the MIND Institute, University of California, Davis, One Shields Ave., Davis, CA, 95616, USA
| | - Peter Mundy
- School of Education and the MIND Institute, University of California, Davis, One Shields Ave., Davis, CA, 95616, USA
- MIND Institute and Department of Psychiatry and Behavioral Science, University of California, Davis, 2825 50th Street, Sacramento, CA, 95817, USA
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9
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Frazier TW, Whitehouse AJO, Leekam SR, Carrington SJ, Alvares GA, Evans DW, Hardan AY, Uljarević M. Reliability of the Commonly Used and Newly-Developed Autism Measures. J Autism Dev Disord 2023:10.1007/s10803-023-05967-y. [PMID: 37017861 DOI: 10.1007/s10803-023-05967-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/11/2023] [Indexed: 04/06/2023]
Abstract
PURPOSE The aim of the present study was to compare scale and conditional reliability derived from item response theory analyses among the most commonly used, as well as several newly developed, observation, interview, and parent-report autism instruments. METHODS When available, data sets were combined to facilitate large sample evaluation. Scale reliability (internal consistency, average corrected item-total correlations, and model reliability) and conditional reliability estimates were computed for total scores and for measure subscales. RESULTS Generally good to excellent scale reliability was observed for total scores for all measures, scale reliability was weaker for RRB subscales of the ADOS and ADI-R, reflecting the relatively small number of items for these measures. For diagnostic measures, conditional reliability tended to be very good (> 0.80) in the regions of the latent trait where ASD and non-ASD developmental disability cases would be differentiated. For parent-report scales, conditional reliability of total scores tended to be excellent (> 0.90) across very wide ranges of autism symptom levels, with a few notable exceptions. CONCLUSIONS These findings support the use of all of the clinical observation, interview, and parent-report autism symptom measures examined, but also suggest specific limitations that warrant consideration when choosing measures for specific clinical or research applications.
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Affiliation(s)
- Thomas W Frazier
- Department of Psychology, John Carroll University, Cleveland, OH, USA.
- Departments of Pediatrics and Psychiatry, SUNY Upstate Medical University, Syracuse, NY, USA.
| | | | - Susan R Leekam
- School of Psychology, College of Biomedical and Life Sciences, Cardiff University, Cardiff, UK
| | - Sarah J Carrington
- School of Psychology, College of Health and Life Sciences, Aston University, Birmingham, UK
| | - Gail A Alvares
- Telethon Kids Institute, University of Western Australia, Nedlands, Australia
| | - David W Evans
- Department of Psychology, Program in Neuroscience, Bucknell University, Lewisburg, PA, USA
| | - Antonio Y Hardan
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, USA
| | - Mirko Uljarević
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, USA
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10
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Tang B, Levine M, Adamek JH, Wodka EL, Caffo BS, Ewen JB. Evaluating causal psychological models: A study of language theories of autism using a large sample. Front Psychol 2023; 14:1060525. [PMID: 36910768 PMCID: PMC9998497 DOI: 10.3389/fpsyg.2023.1060525] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2022] [Accepted: 02/03/2023] [Indexed: 03/14/2023] Open
Abstract
We used a large convenience sample (n = 22,223) from the Simons Powering Autism Research (SPARK) dataset to evaluate causal, explanatory theories of core autism symptoms. In particular, the data-items collected supported the testing of theories that posited altered language abilities as cause of social withdrawal, as well as alternative theories that competed with these language theories. Our results using this large dataset converge with the evolution of the field in the decades since these theories were first proposed, namely supporting primary social withdrawal (in some cases of autism) as a cause of altered language development, rather than vice versa. To accomplish the above empiric goals, we used a highly theory-constrained approach, one which differs from current data-driven modeling trends but is coherent with a very recent resurgence in theory-driven psychology. In addition to careful explication and formalization of theoretical accounts, we propose three principles for future work of this type: specification, quantification, and integration. Specification refers to constraining models with pre-existing data, from both outside and within autism research, with more elaborate models and more veridical measures, and with longitudinal data collection. Quantification refers to using continuous measures of both psychological causes and effects, as well as weighted graphs. This approach avoids "universality and uniqueness" tests that hold that a single cognitive difference could be responsible for a heterogeneous and complex behavioral phenotype. Integration of multiple explanatory paths within a single model helps the field examine for multiple contributors to a single behavioral feature or to multiple behavioral features. It also allows integration of explanatory theories across multiple current-day diagnoses and as well as typical development.
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Affiliation(s)
- Bohao Tang
- Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD, United States
| | | | - Jack H Adamek
- Kennedy Krieger Institute, Baltimore, MD, United States
| | - Ericka L Wodka
- Kennedy Krieger Institute, Baltimore, MD, United States.,School of Medicine, Johns Hopkins University, Baltimore, MD, United States
| | - Brian S Caffo
- Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD, United States
| | - Joshua B Ewen
- Kennedy Krieger Institute, Baltimore, MD, United States.,School of Medicine, Johns Hopkins University, Baltimore, MD, United States.,Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, MD, United States
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11
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Frazier TW, Crowley E, Shih A, Vasudevan V, Karpur A, Uljarevic M, Cai RY. Associations between executive functioning, challenging behavior, and quality of life in children and adolescents with and without neurodevelopmental conditions. Front Psychol 2022; 13:1022700. [PMID: 36337537 PMCID: PMC9632446 DOI: 10.3389/fpsyg.2022.1022700] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Accepted: 10/06/2022] [Indexed: 11/25/2022] Open
Abstract
The present study sought to clarify the impact of executive and social functioning on challenging behavior and the downstream influence of challenging behavior on quality of life and functioning in a large transdiagnostic sample. Understanding these relationships is crucial for developing and designing tailored intervention strategies. In a cross-sectional study, parent informants of 2,004 children completed measures of executive and social functioning, challenging behavior, child and family quality of life, and reported on functional impacts of challenging behavior. Using structural (path) modeling, analyses evaluated the associations between executive and social functioning, including emotion regulation and risk avoidance, with overall and specific types of challenging behavior. Structural models also examined the influence of challenging behavior on child and family quality of life, including measures of the immediate and extended environment, and functional impacts on the parent/child as well as interactions with the medical/legal systems. Finally, mediational models explored the direct and indirect effects of executive and social functioning on quality of life and impact measures via challenging behavior. Results indicated that executive functioning accounts for substantial variance (R2 = 0.47) in challenging behavior. In turn, challenging behavior accounts for substantial variance in child and family quality of life (R2 = 0.36) and parent/child impacts (R2 = 0.31). Exploratory mediational models identified direct effects from executive and social functioning measures on quality of life and functional impacts and indirect effects for executive functioning via challenging behavior. These findings support the development of new intervention strategies and suggest the need to measure executive functioning when assessing and tailoring the treatment of challenging behavior in clinical practice.
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Affiliation(s)
- Thomas W. Frazier
- Department of Psychology, John Carroll University, University Heights, OH, United States
- *Correspondence: Thomas W. Frazier,
| | - Ethan Crowley
- Department of Psychology, John Carroll University, University Heights, OH, United States
| | - Andy Shih
- Science and Public Health Department, Autism Speaks, New York, NY, United States
| | - Vijay Vasudevan
- Science and Public Health Department, Autism Speaks, New York, NY, United States
| | - Arun Karpur
- Science and Public Health Department, Autism Speaks, New York, NY, United States
| | - Mirko Uljarevic
- The School of Psychological Sciences, University of Melbourne, Melbourne, VIC, Australia
| | - Ru Ying Cai
- Aspect Research Centre for Autism Practice, French’s Forest, NSW, Australia
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12
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Mednicoff SD, Barashy S, Gonzales D, Benning SD, Snyder JS, Hannon EE. Auditory affective processing, musicality, and the development of misophonic reactions. Front Neurosci 2022; 16:924806. [PMID: 36213735 PMCID: PMC9537735 DOI: 10.3389/fnins.2022.924806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Accepted: 09/02/2022] [Indexed: 11/13/2022] Open
Abstract
Misophonia can be characterized both as a condition and as a negative affective experience. Misophonia is described as feeling irritation or disgust in response to hearing certain sounds, such as eating, drinking, gulping, and breathing. Although the earliest misophonic experiences are often described as occurring during childhood, relatively little is known about the developmental pathways that lead to individual variation in these experiences. This literature review discusses evidence of misophonic reactions during childhood and explores the possibility that early heightened sensitivities to both positive and negative sounds, such as to music, might indicate a vulnerability for misophonia and misophonic reactions. We will review when misophonia may develop, how it is distinguished from other auditory conditions (e.g., hyperacusis, phonophobia, or tinnitus), and how it relates to developmental disorders (e.g., autism spectrum disorder or Williams syndrome). Finally, we explore the possibility that children with heightened musicality could be more likely to experience misophonic reactions and develop misophonia.
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13
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Yao M, Wang J, Liu P, Guo Y, Xie Y, Zhang L, Su N, Li Y, Yu D, Hong Q, Chi X. Development, Reliability, and Validity of the Preschool Learning Skills Scale: A Tool for Early Identification of Preschoolers at Risk of Learning Disorder in Mainland China. Front Neurol 2022; 13:918163. [PMID: 35911917 PMCID: PMC9326052 DOI: 10.3389/fneur.2022.918163] [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: 04/12/2022] [Accepted: 06/20/2022] [Indexed: 11/13/2022] Open
Abstract
BackgroundEarly identification of children at risk of learning disorders (LD) may mitigate the adverse effects of delayed intervention by guiding children to receive preventive services at an earlier age. However, there is no assessment tool for the early identification of children at risk of LD in Mainland China. Therefore, this study aimed to create a Chinese version of the Preschool Learning Skills Scale and investigate its validity and reliability.MethodsFirstly, a pilot scale was designed based on literature review and expert review. Secondly, a pre-survey of the pilot scale was conducted. In phase 3, a formal survey was carried out to test the reliability and validity of the scale by involving 2,677 preschool children from 7 kindergartens. Data were collected using a checklist for demographic characteristics, the preschool learning skills scale, the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P), and Conners' Rating Scales.ResultsThe final scale included 38 items under seven factors. The reliability and validity tests confirmed that the Cronbach's alpha, split-half reliability, and test–retest reliability coefficients of the scale were 0.946, 0.888, and 0.941, respectively. The Spearman correlations of factor-total score ranged from 0.685 to 0.876. The results of criterion-related validity showed a direct and significant association between the preschool learning skills scale with the BRIEF-P (r = 0.641, P < 0.001) and the cognitive problems factor of Conners' Rating Scales (r = 0.564, P < 0.001). The model had a good fit (χ2/df = 3.489, RMSEA = 0.047, RMR = 0.024, CFI = 0.912, TLI = 0.900, and IFI = 0.912). Multigroup confirmatory factor analysis supported the structural and measurement invariance on the preschool learning skills scale across gender and grade.ConclusionsThe developed preschool learning skills scale has good reliability and validity, indicating that the scale can be used to identify preschool children at risk of LD and can be recommended for use in clinical research and practice.
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Affiliation(s)
- Mengmeng Yao
- School of Public Health, Nanjing Medical University, Nanjing, China
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
| | - Jing Wang
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
- School of Pediatrics, Nanjing Medical University, Nanjing, China
| | - Panting Liu
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
| | - Yanru Guo
- School of Pediatrics, Nanjing Medical University, Nanjing, China
| | - Yachun Xie
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
- School of Pediatrics, Nanjing Medical University, Nanjing, China
| | - Lei Zhang
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
| | - Nan Su
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
| | - Yanwei Li
- School of Early-Childhood Education, NanJing XiaoZhuang University, Nanjing, China
| | - Dongchuan Yu
- Research Center of Learning Science, Southeast University, Nanjing, China
| | - Qin Hong
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
- *Correspondence: Xia Chi
| | - Xia Chi
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
- School of Pediatrics, Nanjing Medical University, Nanjing, China
- Qin Hong
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14
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Uljarević M, Frazier TW, Jo B, Phillips JM, Billingham W, Cooper MN, Hardan AY. Relationship Between Social Motivation in Children With Autism Spectrum Disorder and Their Parents. Front Neurosci 2021; 15:660330. [PMID: 34121990 PMCID: PMC8187582 DOI: 10.3389/fnins.2021.660330] [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: 01/29/2021] [Accepted: 04/14/2021] [Indexed: 11/20/2022] Open
Abstract
Impairment in social motivation (SM) has been suggested as a key mechanism underlying social communication deficits observed in autism spectrum disorder (ASD). However, the factors accounting for variability in SM remain poorly described and understood. The current study aimed to characterize the relationship between parental and proband SM. Data from 2,759 children with ASD (M age = 9.03 years, SD age = 3.57, 375 females) and their parents from the Simons Simplex Collection (SSC) project was included in this study. Parental and proband SM was assessed using previously identified item sets from the Social Responsiveness Scale (SRS). Children who had parents with low SM scores (less impairments) showed significantly lower impairments in SM compared to children who had either one or both parents with elevated SM scores. No parent-of-origin effect was identified. No significant interactions were found involving proband sex or intellectual disability (ID) status (presence/absence of ID) with paternal or maternal SM. This study establishes that low SM in children with ASD may be driven, in part, by lower SM in one or both parents. Future investigations should utilize larger family pedigrees, including simplex and multiplex families, evaluate other measures of SM, and include other related, yet distinct constructs, such as social inhibition and anhedonia. This will help to gain finer-grained insights into the factors and mechanisms accounting for individual differences in sociability among typically developing children as well as those with, or at risk, for developing ASD.
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Affiliation(s)
- Mirko Uljarević
- Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, VIC, Australia
- School of Psychology and Public Health, La Trobe University, Melbourne, VIC, Australia
| | - Thomas W. Frazier
- Department of Psychology, John Carroll University, University Heights, OH, United States
| | - Booil Jo
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, United States
| | - Jennifer M. Phillips
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, United States
| | - Wesley Billingham
- Telethon Kids Institute, University of Western Australia, Perth, WA, Australia
| | - Matthew N. Cooper
- Telethon Kids Institute, University of Western Australia, Perth, WA, Australia
| | - Antonio Y. Hardan
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, United States
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15
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Hedley D, Uljarević M, Cai RY, Bury SM, Stokes MA, Evans DW. Domains of the autism phenotype, cognitive control, and rumination as transdiagnostic predictors of DSM-5 suicide risk. PLoS One 2021; 16:e0245562. [PMID: 33482664 PMCID: PMC7822649 DOI: 10.1371/journal.pone.0245562] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2020] [Accepted: 01/02/2021] [Indexed: 12/15/2022] Open
Abstract
Suicide is a global health problem affecting both normative and clinical populations. Theoretical models that examine mechanisms underlying suicide risk across heterogeneous samples are needed. The present study explored core characteristics associated with autism spectrum disorder (ASD), a sub-population at high risk of suicide, as well as two dimensional cognitive constructs, as potential transdiagnostic predictors of suicidal ideation in a clinically diverse sample. Participants (n = 1851, 62% female) aged 18 to 89 years completed online questionnaires assessing: social communication difficulties; insistence on sameness; cognitive control; and rumination. Forty-three percent of participants reported the presence of at least one neurodevelopmental or neuropsychiatric disorder. One third of the sample reported some suicidal ideation (SI), and 40 percent met the threshold for concern for depression. All hypothesized constructs were associated with SI and depression and, with the exception of rumination, contributed significantly to SI. Participants reporting SI returned significantly higher social communication difficulties and insistence on sameness, and lower levels of cognitive control than those reporting no-SI. The study was limited by the use of a cross-sectional sample assessed with self-report measures. All diagnoses were self-reported and the study was additionally limited by the use of a single item indicator of suicidal ideation. These findings support a role for constructs associated with the ASD phenotype and associated broad cognitive domains as potential risk factors underlying suicidal ideation in a large clinically diverse sample. Our findings suggest directions for future longitudinal research studies, along with specific targets for suicide prevention and clinical practice.
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Affiliation(s)
- Darren Hedley
- Olga Tennison Autism Research Centre, La Trobe University, Melbourne, Victoria, Australia
| | - Mirko Uljarević
- University of Melbourne, Melbourne, Victoria, Australia
- Stanford Autism Center, Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, California, United States of America
| | - Ru Ying Cai
- Aspect Research Centre for Autism Practice, Melbourne, Victoria, Australia
| | - Simon M. Bury
- Olga Tennison Autism Research Centre, La Trobe University, Melbourne, Victoria, Australia
| | - Mark A. Stokes
- School of Psychology, Deakin University, Melbourne, Victoria, Australia
| | - David W. Evans
- Bucknell University, Lewisburg, Pennsylvania, United States of America
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16
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Tschida JE, Yerys BE. A Systematic Review of the Positive Valence System in Autism Spectrum Disorder. Neuropsychol Rev 2020; 31:58-88. [PMID: 33174110 DOI: 10.1007/s11065-020-09459-z] [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] [Received: 10/11/2019] [Accepted: 09/23/2020] [Indexed: 01/04/2023]
Abstract
This review synthesized current literature of behavioral and cognitive studies targeting reward processing in autism spectrum disorder (ASD). The National Institute of Mental Health's Research Domain Criteria (RDoC) Positive Valence System (PVS) domain was used as an overarching framework. The objectives were to determine which component operations of reward processing may be atypical in ASD and consequently postulate a heuristic model of reward processing in ASD that could be evaluated with future research. 34 studies were identified from the Embase, PubMed, PsycINFO, and Web of Science databases and included in the review using guidelines from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (also known as PRISMA guidelines). The extant literature suggested potential relationships between social symptoms of ASD and PVS sub-constructs of reward anticipation, probabilistic and reinforcement learning, reward prediction error, reward (probability), delay, and effort as well as between restricted and repetitive behaviors and interests (RRBIs) and PVS-sub constructs of initial response to reward, reward anticipation, reward (probability), delay, and effort. However, these findings are limited by a sparse and mixed literature for some sub-constructs. We put forward a developmentally informed heuristic model that posits how these component reward processes may be implicated in early ASD behaviors as well as later emerging and more intransigent symptoms. Future research is needed to comprehensively evaluate the proposed model.
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Affiliation(s)
- Jessica E Tschida
- Children's Hospital of Philadelphia, Roberts Center for Pediatric Research Building, Center for Autism Research, 2716 South Street, 5th Floor, Philadelphia, PA, 19146, USA.
| | - Benjamin E Yerys
- Children's Hospital of Philadelphia, Roberts Center for Pediatric Research Building, Center for Autism Research, 2716 South Street, 5th Floor, Philadelphia, PA, 19146, USA.,Perelman School of Medicine, Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, USA
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17
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Itskovich E, Zyga O, Libove RA, Phillips JM, Garner JP, Parker KJ. Complex Interplay Between Cognitive Ability and Social Motivation in Predicting Social Skill: A Unique Role for Social Motivation in Children With Autism. Autism Res 2020; 14:86-92. [DOI: 10.1002/aur.2409] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2020] [Revised: 08/28/2020] [Accepted: 09/29/2020] [Indexed: 01/08/2023]
Affiliation(s)
- Elena Itskovich
- Department of Psychiatry and Behavioral Sciences Stanford University Stanford California USA
| | - Olena Zyga
- Department of Psychiatry and Behavioral Sciences Stanford University Stanford California USA
| | - Robin A. Libove
- Department of Psychiatry and Behavioral Sciences Stanford University Stanford California USA
| | - Jennifer M. Phillips
- Department of Psychiatry and Behavioral Sciences Stanford University Stanford California USA
| | - Joseph P. Garner
- Department of Psychiatry and Behavioral Sciences Stanford University Stanford California USA
- Department of Comparative Medicine Stanford University Stanford California USA
| | - Karen J. Parker
- Department of Psychiatry and Behavioral Sciences Stanford University Stanford California USA
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18
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Ferguson EF, Drapalik KN, Liang J, Hua K, Feerst H, Mallory AB, Vernon TW. Social Interaction Skill Intervention for Autistic Adults with Intellectual Disability and Limited Language: A Pilot of the SKILL Program. J Autism Dev Disord 2020; 51:1641-1657. [PMID: 32812191 DOI: 10.1007/s10803-020-04659-1] [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] [Indexed: 11/26/2022]
Abstract
There is a dearth of research that focuses on social intervention efforts for adults on the autism spectrum with intellectual disability and limited conversational language. Using a multiple baseline experimental design, this pilot investigation of the Socialization Knowledge for Individuals with Limited Language (SKILL) program evaluated a novel peer-facilitated group program specifically designed to target social interaction skills for this population. Findings from five pilot participants yielded evidence of social improvements across specific verbal skills (on-topic conversational contributions and responses) and nonverbal behaviors (eye-contact, active listening), as evidenced by coded social conversation probes and parent-report measures. These findings demonstrate the promise of a socialization intervention for a population that has historically been neglected in the social intervention research literature.
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Affiliation(s)
- Emily F Ferguson
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA.
| | - Krista N Drapalik
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
- Yale Child Study Center, New Haven, CT, USA
| | - Jeffrey Liang
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Klaire Hua
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Harrison Feerst
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Alice B Mallory
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Ty W Vernon
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
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19
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Uljarević M, Phillips JM, Schuck RK, Schapp S, Solomon EM, Salzman E, Allerhand L, Libove RA, Frazier TW, Hardan AY. Exploring Social Subtypes in Autism Spectrum Disorder: A Preliminary Study. Autism Res 2020; 13:1335-1342. [DOI: 10.1002/aur.2294] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Accepted: 03/03/2020] [Indexed: 11/10/2022]
Affiliation(s)
- Mirko Uljarević
- Department of Psychiatry and Behavioral SciencesStanford University Stanford California USA
- Melbourne School of Psychological Sciences Faculty of Medicine, Dentistry, and Health SciencesThe University of Melbourne Victoria Australia
| | - Jennifer M. Phillips
- Department of Psychiatry and Behavioral SciencesStanford University Stanford California USA
| | - Rachel K. Schuck
- Department of Psychiatry and Behavioral SciencesStanford University Stanford California USA
| | - Salena Schapp
- Department of PsychiatryKaiser Permanente Redwood City California USA
| | - Elizabeth M. Solomon
- Department of Psychiatry and Behavioral Sciences, Davis Medical CenterUniversity of California Sacramento California USA
| | - Emma Salzman
- Department of PsychiatryUniversity of California San Francisco San Francisco California USA
| | - Lauren Allerhand
- Department of Psychiatry and Behavioral SciencesStanford University Stanford California USA
| | - Robin A. Libove
- Department of Psychiatry and Behavioral SciencesStanford University Stanford California USA
| | - Thomas W. Frazier
- Autism Speaks New York USA
- Department of PsychologyJohn Carroll University, University Heights Ohio USA
| | - Antonio Y. Hardan
- Department of Psychiatry and Behavioral SciencesStanford University Stanford California USA
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