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Détail de l'auteur
Auteur Alana MCVEY |
Documents disponibles écrits par cet auteur (2)
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Changes in Electroencephalogram Coherence in Adolescents With Autism Spectrum Disorder After a Social Skills Intervention / Angela D. HAENDEL in Autism Research, 14-4 (April 2021)
[article]
Titre : Changes in Electroencephalogram Coherence in Adolescents With Autism Spectrum Disorder After a Social Skills Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Angela D. HAENDEL, Auteur ; Alexander BARRINGTON, Auteur ; Brooke MAGNUS, Auteur ; Alexis A. ARIAS, Auteur ; Alana MCVEY, Auteur ; Sheryl PLEISS, Auteur ; Audrey M. CARSON, Auteur ; Elisabeth M. VOGT, Auteur ; Amy VAUGHAN VAN HECKE, Auteur Article en page(s) : p.787-803 Langues : Anglais (eng) Mots-clés : Eeg Peers® autism coherence electroencephalogram social skill intervention Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a developmental condition that affects social communication and behavior. There is consensus that neurological differences are present in ASD. Further, theories emphasize the mixture of hypo- and hyper-connectivity as a neuropathologies in ASD [O'Reilly, Lewis, & Elsabbagh, 2017]; however, there is a paucity of studies specifically testing neurological underpinnings as predictors of success on social skills interventions. This study examined functional neural connectivity (electroencephalogram [EEG], coherence) of adolescents with ASD before and after the Program for the Education and Enrichment of Relational Skills (PEERS®) intervention, using a randomized controlled trial of two groups: an Experimental ASD (EXP) Group and a Waitlist Control ASD (WL) Group. The study had two purposes. First, the study aimed to determine whether changes in EEG coherence differed for adolescents that received PEERS® versus those that did not receive PEERS®. Results revealed a significant increase in connectivity in the occipital left to temporal left pair for the EXP group after intervention. Second, the study aimed to determine if changes in EEG coherence related to changes in behavior, friendships, and social skills measured by questionnaires. At post-intervention, results indicated: (a) positive change in frontal right to parietal right coherence was linked to an increase in social skills scores; and (b) positive changes in occipital right to temporal right coherence and occipital left to parietal left coherence were linked to an increase in the total number of get-togethers. Results of this study support utilizing neurobehavioral domains as indicators of treatment outcome. Lay Summary: This study examined how well various areas of the brain communicate in adolescents with ASD before and after a social skills intervention. Results revealed increased connectivity in the adolescents that received the intervention. Secondly, the study aimed to determine if changes in connectivity of brain areas related to changes in behavior, friendships, and social skills. Results indicated that changes in connectivity were also linked to increased social skills. Autism Res 2021, 14: 787-803. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2459 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-4 (April 2021) . - p.787-803[article] Changes in Electroencephalogram Coherence in Adolescents With Autism Spectrum Disorder After a Social Skills Intervention [Texte imprimé et/ou numérique] / Angela D. HAENDEL, Auteur ; Alexander BARRINGTON, Auteur ; Brooke MAGNUS, Auteur ; Alexis A. ARIAS, Auteur ; Alana MCVEY, Auteur ; Sheryl PLEISS, Auteur ; Audrey M. CARSON, Auteur ; Elisabeth M. VOGT, Auteur ; Amy VAUGHAN VAN HECKE, Auteur . - p.787-803.
Langues : Anglais (eng)
in Autism Research > 14-4 (April 2021) . - p.787-803
Mots-clés : Eeg Peers® autism coherence electroencephalogram social skill intervention Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a developmental condition that affects social communication and behavior. There is consensus that neurological differences are present in ASD. Further, theories emphasize the mixture of hypo- and hyper-connectivity as a neuropathologies in ASD [O'Reilly, Lewis, & Elsabbagh, 2017]; however, there is a paucity of studies specifically testing neurological underpinnings as predictors of success on social skills interventions. This study examined functional neural connectivity (electroencephalogram [EEG], coherence) of adolescents with ASD before and after the Program for the Education and Enrichment of Relational Skills (PEERS®) intervention, using a randomized controlled trial of two groups: an Experimental ASD (EXP) Group and a Waitlist Control ASD (WL) Group. The study had two purposes. First, the study aimed to determine whether changes in EEG coherence differed for adolescents that received PEERS® versus those that did not receive PEERS®. Results revealed a significant increase in connectivity in the occipital left to temporal left pair for the EXP group after intervention. Second, the study aimed to determine if changes in EEG coherence related to changes in behavior, friendships, and social skills measured by questionnaires. At post-intervention, results indicated: (a) positive change in frontal right to parietal right coherence was linked to an increase in social skills scores; and (b) positive changes in occipital right to temporal right coherence and occipital left to parietal left coherence were linked to an increase in the total number of get-togethers. Results of this study support utilizing neurobehavioral domains as indicators of treatment outcome. Lay Summary: This study examined how well various areas of the brain communicate in adolescents with ASD before and after a social skills intervention. Results revealed increased connectivity in the adolescents that received the intervention. Secondly, the study aimed to determine if changes in connectivity of brain areas related to changes in behavior, friendships, and social skills. Results indicated that changes in connectivity were also linked to increased social skills. Autism Res 2021, 14: 787-803. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2459 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Measuring social attention and motivation in autism spectrum disorder using eye-tracking: Stimulus type matters / Coralie CHEVALLIER in Autism Research, 8-5 (October 2015)
[article]
Titre : Measuring social attention and motivation in autism spectrum disorder using eye-tracking: Stimulus type matters Type de document : Texte imprimé et/ou numérique Auteurs : Coralie CHEVALLIER, Auteur ; Julia PARISH-MORRIS, Auteur ; Alana MCVEY, Auteur ; Keiran M. RUMP, Auteur ; Noah J. SASSON, Auteur ; John D. HERRINGTON, Auteur ; Robert T. SCHULTZ, Auteur Article en page(s) : p.620-628 Langues : Anglais (eng) Mots-clés : social attention autism spectrum disorder eye-tracking social motivation methodology face processing Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is characterized by social impairments that have been related to deficits in social attention, including diminished gaze to faces. Eye-tracking studies are commonly used to examine social attention and social motivation in ASD, but they vary in sensitivity. In this study, we hypothesized that the ecological nature of the social stimuli would affect participants' social attention, with gaze behavior during more naturalistic scenes being most predictive of ASD vs. typical development. Eighty-one children with and without ASD participated in three eye-tracking tasks that differed in the ecological relevance of the social stimuli. In the “Static Visual Exploration” task, static images of objects and people were presented; in the “Dynamic Visual Exploration” task, video clips of individual faces and objects were presented side-by-side; in the “Interactive Visual Exploration” task, video clips of children playing with objects in a naturalistic context were presented. Our analyses uncovered a three-way interaction between Task, Social vs. Object Stimuli, and Diagnosis. This interaction was driven by group differences on one task only—the Interactive task. Bayesian analyses confirmed that the other two tasks were insensitive to group membership. In addition, receiver operating characteristic analyses demonstrated that, unlike the other two tasks, the Interactive task had significant classification power. The ecological relevance of social stimuli is an important factor to consider for eye-tracking studies aiming to measure social attention and motivation in ASD. Autism Res 2015, 8: 620–628. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1479 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Autism Research > 8-5 (October 2015) . - p.620-628[article] Measuring social attention and motivation in autism spectrum disorder using eye-tracking: Stimulus type matters [Texte imprimé et/ou numérique] / Coralie CHEVALLIER, Auteur ; Julia PARISH-MORRIS, Auteur ; Alana MCVEY, Auteur ; Keiran M. RUMP, Auteur ; Noah J. SASSON, Auteur ; John D. HERRINGTON, Auteur ; Robert T. SCHULTZ, Auteur . - p.620-628.
Langues : Anglais (eng)
in Autism Research > 8-5 (October 2015) . - p.620-628
Mots-clés : social attention autism spectrum disorder eye-tracking social motivation methodology face processing Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is characterized by social impairments that have been related to deficits in social attention, including diminished gaze to faces. Eye-tracking studies are commonly used to examine social attention and social motivation in ASD, but they vary in sensitivity. In this study, we hypothesized that the ecological nature of the social stimuli would affect participants' social attention, with gaze behavior during more naturalistic scenes being most predictive of ASD vs. typical development. Eighty-one children with and without ASD participated in three eye-tracking tasks that differed in the ecological relevance of the social stimuli. In the “Static Visual Exploration” task, static images of objects and people were presented; in the “Dynamic Visual Exploration” task, video clips of individual faces and objects were presented side-by-side; in the “Interactive Visual Exploration” task, video clips of children playing with objects in a naturalistic context were presented. Our analyses uncovered a three-way interaction between Task, Social vs. Object Stimuli, and Diagnosis. This interaction was driven by group differences on one task only—the Interactive task. Bayesian analyses confirmed that the other two tasks were insensitive to group membership. In addition, receiver operating characteristic analyses demonstrated that, unlike the other two tasks, the Interactive task had significant classification power. The ecological relevance of social stimuli is an important factor to consider for eye-tracking studies aiming to measure social attention and motivation in ASD. Autism Res 2015, 8: 620–628. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1479 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270