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16 recherche sur le mot-clé 'Social Development'
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Mutual Gaze: An Active Ingredient for Social Development in Toddlers with ASD: A Randomized Control Trial / P. R. ROLLINS in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
Social complexity and the early social environment affect visual social attention to faces / T. TSANG in Autism Research, 12-3 (March 2019)
[article]
Titre : Social complexity and the early social environment affect visual social attention to faces Type de document : Texte imprimé et/ou numérique Auteurs : T. TSANG, Auteur ; S. JOHNSON, Auteur ; S. JESTE, Auteur ; Mirella DAPRETTO, Auteur Article en page(s) : p.445-457 Langues : Anglais (eng) Mots-clés : autism risk broad autism phenotype infancy social development visual social attention Index. décimale : PER Périodiques Résumé : Diminished attention to socially relevant information appears to be an early emerging risk factor associated with autism spectrum disorders (ASD). However, inconsistencies across studies suggest that atypicalities in visual social attention in infants at high-risk for ASD during the first postnatal year may be subtle and more apparent under certain contexts. Here we explore factors that may moderate developmental trajectories in attention to faces, including the social complexity of the dynamic visual stimuli used to measure visual social attention and the early social environment of the infant as indexed by parental affectedness of ASD-related traits. Across infants at both high (HR) and low risk for ASD, attention to faces increased during the first postnatal year, with overall greater attention being allocated to schematic faces in the simpler video stimulus. Moreover, greater parental affectedness of ASD-related traits was associated with reduced developmental gains in attention to faces. For HR infants, greater attention to faces was positively associated with social communicative competence, including better joint attention skills and lower social impairments. Altogether, our findings highlight the importance of considering developmental level when selecting stimuli to longitudinally examine visual social attention, and the clinical relevance of including measures of infant's social environment in understanding early markers of ASD risk. Autism Res 2019, 12: 445-457 (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Attention to faces is an important means for infants to learn about the social world. The complexity of the social scene and an infant's early social environment both affect the amount of time infants at high- and low-risk for ASD look at faces during the first postnatal year. For infants at high-risk for ASD, greater attention to faces was associated with better social skills. Understanding an infant's social environment may have a positive impact on social communicative development. En ligne : http://dx.doi.org/10.1002/aur.2060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism Research > 12-3 (March 2019) . - p.445-457[article] Social complexity and the early social environment affect visual social attention to faces [Texte imprimé et/ou numérique] / T. TSANG, Auteur ; S. JOHNSON, Auteur ; S. JESTE, Auteur ; Mirella DAPRETTO, Auteur . - p.445-457.
Langues : Anglais (eng)
in Autism Research > 12-3 (March 2019) . - p.445-457
Mots-clés : autism risk broad autism phenotype infancy social development visual social attention Index. décimale : PER Périodiques Résumé : Diminished attention to socially relevant information appears to be an early emerging risk factor associated with autism spectrum disorders (ASD). However, inconsistencies across studies suggest that atypicalities in visual social attention in infants at high-risk for ASD during the first postnatal year may be subtle and more apparent under certain contexts. Here we explore factors that may moderate developmental trajectories in attention to faces, including the social complexity of the dynamic visual stimuli used to measure visual social attention and the early social environment of the infant as indexed by parental affectedness of ASD-related traits. Across infants at both high (HR) and low risk for ASD, attention to faces increased during the first postnatal year, with overall greater attention being allocated to schematic faces in the simpler video stimulus. Moreover, greater parental affectedness of ASD-related traits was associated with reduced developmental gains in attention to faces. For HR infants, greater attention to faces was positively associated with social communicative competence, including better joint attention skills and lower social impairments. Altogether, our findings highlight the importance of considering developmental level when selecting stimuli to longitudinally examine visual social attention, and the clinical relevance of including measures of infant's social environment in understanding early markers of ASD risk. Autism Res 2019, 12: 445-457 (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Attention to faces is an important means for infants to learn about the social world. The complexity of the social scene and an infant's early social environment both affect the amount of time infants at high- and low-risk for ASD look at faces during the first postnatal year. For infants at high-risk for ASD, greater attention to faces was associated with better social skills. Understanding an infant's social environment may have a positive impact on social communicative development. En ligne : http://dx.doi.org/10.1002/aur.2060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 Commentary: Becoming social – a commentary on Happé Frith (2014) / Charles A. NELSON in Journal of Child Psychology and Psychiatry, 55-6 (June 2014)
[article]
Titre : Commentary: Becoming social – a commentary on Happé Frith (2014) Type de document : Texte imprimé et/ou numérique Auteurs : Charles A. NELSON, Auteur Année de publication : 2014 Article en page(s) : p.578-581 Langues : Anglais (eng) Mots-clés : Developmental neuroscience social cognition social development autism Index. décimale : PER Périodiques Résumé : The field of developmental cognitive neuroscience is now established as a discipline at the nexus of the broader fields of developmental psychology and cognitive neuroscience. Sitting in its rear view mirror, but gaining rapidly, is the nascent discipline of developmental social neuroscience. Given the relative youth of this field, it is not surprising that a great deal of energy has gone into generating a rich corpus of empirical data. En ligne : http://dx.doi.org/10.1111/jcpp.12254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234
in Journal of Child Psychology and Psychiatry > 55-6 (June 2014) . - p.578-581[article] Commentary: Becoming social – a commentary on Happé Frith (2014) [Texte imprimé et/ou numérique] / Charles A. NELSON, Auteur . - 2014 . - p.578-581.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-6 (June 2014) . - p.578-581
Mots-clés : Developmental neuroscience social cognition social development autism Index. décimale : PER Périodiques Résumé : The field of developmental cognitive neuroscience is now established as a discipline at the nexus of the broader fields of developmental psychology and cognitive neuroscience. Sitting in its rear view mirror, but gaining rapidly, is the nascent discipline of developmental social neuroscience. Given the relative youth of this field, it is not surprising that a great deal of energy has gone into generating a rich corpus of empirical data. En ligne : http://dx.doi.org/10.1111/jcpp.12254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 Do reciprocal associations exist between social and language pathways in preschoolers with autism spectrum disorders? / Teresa BENNETT in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)
[article]
Titre : Do reciprocal associations exist between social and language pathways in preschoolers with autism spectrum disorders? Type de document : Texte imprimé et/ou numérique Auteurs : Teresa BENNETT, Auteur ; Peter SZATMARI, Auteur ; Katholiki GEORGIADES, Auteur ; Steven HANNA, Auteur ; Magdelena JANUS, Auteur ; Stelios GEORGIADES, Auteur ; Eric DUKU, Auteur ; Susan E. BRYSON, Auteur ; Eric FOMBONNE, Auteur ; Isabel M. SMITH, Auteur ; Pat MIRENDA, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Wendy ROBERTS, Auteur ; Tracy VAILLANCOURT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur ; Ann THOMPSON, Auteur ; THE PATHWAYS IN A. S. D. STUDY TEAM,, Auteur Article en page(s) : p.874-883 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder social development language epidemiology reciprocal effects model Index. décimale : PER Périodiques Résumé : Background Differences in how developmental pathways interact dynamically in children with autism spectrum disorder (ASD) likely contribute in important ways to phenotypic heterogeneity. This study aimed to model longitudinal reciprocal associations between social competence (SOC) and language (LANG) pathways in young children with ASD. Methods Data were obtained from 365 participants aged 2–4 years who had recently been diagnosed with an ASD and who were followed over three time points: baseline (time of diagnosis), 6- and 12 months later. Using structural equation modeling, a cross-lagged reciprocal effects model was developed that incorporated auto-regressive (stability) paths for SOC (using the Socialization subscale of the Vineland Adaptive Behavior Scales-2) and LANG (using the Preschool Language Scale-4 Auditory Comprehension subscale). Cross-domain associations included within-time correlations and lagged associations. Results SOC and LANG were highly stable over 12 months. Small reciprocal cross-lagged associations were found across most time points and within-time correlations decreased over time. There were no differences in strength of cross-lagged associations between SOC-LANG and LANG-SOC across time points. Few differences were found between subgroups of children with ASD with and without cognitive impairment. Conclusions Longitudinal reciprocal cross-domain associations between social competence and language were small in this sample of young children with ASD. Instead, a pattern emerged to suggest that the two domains were strongly associated around time of diagnosis in preschoolers with ASD, and then appeared to become more independent over the ensuing 12 months. En ligne : http://dx.doi.org/10.1111/jcpp.12356 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.874-883[article] Do reciprocal associations exist between social and language pathways in preschoolers with autism spectrum disorders? [Texte imprimé et/ou numérique] / Teresa BENNETT, Auteur ; Peter SZATMARI, Auteur ; Katholiki GEORGIADES, Auteur ; Steven HANNA, Auteur ; Magdelena JANUS, Auteur ; Stelios GEORGIADES, Auteur ; Eric DUKU, Auteur ; Susan E. BRYSON, Auteur ; Eric FOMBONNE, Auteur ; Isabel M. SMITH, Auteur ; Pat MIRENDA, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Wendy ROBERTS, Auteur ; Tracy VAILLANCOURT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur ; Ann THOMPSON, Auteur ; THE PATHWAYS IN A. S. D. STUDY TEAM,, Auteur . - p.874-883.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.874-883
Mots-clés : Autism spectrum disorder social development language epidemiology reciprocal effects model Index. décimale : PER Périodiques Résumé : Background Differences in how developmental pathways interact dynamically in children with autism spectrum disorder (ASD) likely contribute in important ways to phenotypic heterogeneity. This study aimed to model longitudinal reciprocal associations between social competence (SOC) and language (LANG) pathways in young children with ASD. Methods Data were obtained from 365 participants aged 2–4 years who had recently been diagnosed with an ASD and who were followed over three time points: baseline (time of diagnosis), 6- and 12 months later. Using structural equation modeling, a cross-lagged reciprocal effects model was developed that incorporated auto-regressive (stability) paths for SOC (using the Socialization subscale of the Vineland Adaptive Behavior Scales-2) and LANG (using the Preschool Language Scale-4 Auditory Comprehension subscale). Cross-domain associations included within-time correlations and lagged associations. Results SOC and LANG were highly stable over 12 months. Small reciprocal cross-lagged associations were found across most time points and within-time correlations decreased over time. There were no differences in strength of cross-lagged associations between SOC-LANG and LANG-SOC across time points. Few differences were found between subgroups of children with ASD with and without cognitive impairment. Conclusions Longitudinal reciprocal cross-domain associations between social competence and language were small in this sample of young children with ASD. Instead, a pattern emerged to suggest that the two domains were strongly associated around time of diagnosis in preschoolers with ASD, and then appeared to become more independent over the ensuing 12 months. En ligne : http://dx.doi.org/10.1111/jcpp.12356 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 RCT of a Manualized Social Treatment for High-Functioning Autism Spectrum Disorders / Christopher LOPATA in Journal of Autism and Developmental Disorders, 40-11 (November 2010)
[article]
Titre : RCT of a Manualized Social Treatment for High-Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur ; Martin A. VOLKER, Auteur ; Jennifer A. TOOMEY, Auteur ; Robert E. NIDA, Auteur ; Gloria K. LEE, Auteur ; Audrey M. SMERBECK, Auteur ; Jonathan D. RODGERS, Auteur Année de publication : 2010 Article en page(s) : p.1297-1310 Langues : Anglais (eng) Mots-clés : Manualized treatment Social development Social skills intervention High-functioning autism spectrum disorders Index. décimale : PER Périodiques Résumé : This RCT examined the efficacy of a manualized social intervention for children with HFASDs. Participants were randomly assigned to treatment or wait-list conditions. Treatment included instruction and therapeutic activities targeting social skills, face-emotion recognition, interest expansion, and interpretation of non-literal language. A response-cost program was applied to reduce problem behaviors and foster skills acquisition. Significant treatment effects were found for five of seven primary outcome measures (parent ratings and direct child measures). Secondary measures based on staff ratings (treatment group only) corroborated gains reported by parents. High levels of parent, child and staff satisfaction were reported, along with high levels of treatment fidelity. Standardized effect size estimates were primarily in the medium and large ranges and favored the treatment group. En ligne : http://dx.doi.org/10.1007/s10803-010-0989-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113
in Journal of Autism and Developmental Disorders > 40-11 (November 2010) . - p.1297-1310[article] RCT of a Manualized Social Treatment for High-Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur ; Martin A. VOLKER, Auteur ; Jennifer A. TOOMEY, Auteur ; Robert E. NIDA, Auteur ; Gloria K. LEE, Auteur ; Audrey M. SMERBECK, Auteur ; Jonathan D. RODGERS, Auteur . - 2010 . - p.1297-1310.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-11 (November 2010) . - p.1297-1310
Mots-clés : Manualized treatment Social development Social skills intervention High-functioning autism spectrum disorders Index. décimale : PER Périodiques Résumé : This RCT examined the efficacy of a manualized social intervention for children with HFASDs. Participants were randomly assigned to treatment or wait-list conditions. Treatment included instruction and therapeutic activities targeting social skills, face-emotion recognition, interest expansion, and interpretation of non-literal language. A response-cost program was applied to reduce problem behaviors and foster skills acquisition. Significant treatment effects were found for five of seven primary outcome measures (parent ratings and direct child measures). Secondary measures based on staff ratings (treatment group only) corroborated gains reported by parents. High levels of parent, child and staff satisfaction were reported, along with high levels of treatment fidelity. Standardized effect size estimates were primarily in the medium and large ranges and favored the treatment group. En ligne : http://dx.doi.org/10.1007/s10803-010-0989-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 Social and behavioural outcomes in children diagnosed with autism spectrum disorders: a longitudinal cohort study / Ginny RUSSELL in Journal of Child Psychology and Psychiatry, 53-7 (July 2012)
PermalinkStability and change in social interaction style of children with autism spectrum disorder: A 4-year follow-up study / Anke M. SCHEEREN in Autism Research, 13-1 (January 2020)
PermalinkPathways linking adverse environments to emerging adults’ substance abuse and depressive symptoms: A prospective analysis of rural African American men / Steven M. KOGAN in Development and Psychopathology, 33-4 (October 2021)
PermalinkThe non-fitness-related benefits of exergames for young individuals diagnosed with autism spectrum disorder: A systematic review / Phoebe O. MORRIS in Research in Autism Spectrum Disorders, 94 (June 2022)
PermalinkEmotion Regulation in Young Children with Autism Spectrum Disorders / Lauren D. BERKOVITS in Journal of Autism and Developmental Disorders, 47-1 (January 2017)
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