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Joint-Attention and the Social Phenotype of School-Aged Children with ASD / Peter C. MUNDY in Journal of Autism and Developmental Disorders, 47-5 (May 2017)
[article]
Titre : Joint-Attention and the Social Phenotype of School-Aged Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur ; Stephanie NOVOTNY, Auteur ; Lindsey SWAIN-LERRO, Auteur ; Nancy MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Tasha OSWALD, Auteur Article en page(s) : p.1423-1435 Langues : Anglais (eng) Mots-clés : Joint attention Childhood ASD Social assessment Social phenotype Diagnostic screening Higher functioning ASD Index. décimale : PER Périodiques Résumé : The validity of joint attention assessment in school-aged children with ASD is unclear (Lord, Jones, Journal of Child Psychology and Psychiatry 53(5):490–509, 2012). This study examined the feasibility and validity of a parent-report measure of joint attention related behaviors in verbal children and adolescents with ASD. Fifty-two children with ASD and 34 controls were assessed with the Childhood Joint Attention Rating Scale (C-JARS). The C-JARS exhibited internally consistency, ? = 0.88, and one factor explained 49% of the scale variance. Factor scores correctly identified between 88 and 94% of the children with ASD and 62–82% of controls. These scores were correlated with the ADOS-2, but not other parent-report symptom measures. The C-JARS appears to assess a unique dimension of the social-phenotype of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3061-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305
in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1423-1435[article] Joint-Attention and the Social Phenotype of School-Aged Children with ASD [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur ; Stephanie NOVOTNY, Auteur ; Lindsey SWAIN-LERRO, Auteur ; Nancy MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Tasha OSWALD, Auteur . - p.1423-1435.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1423-1435
Mots-clés : Joint attention Childhood ASD Social assessment Social phenotype Diagnostic screening Higher functioning ASD Index. décimale : PER Périodiques Résumé : The validity of joint attention assessment in school-aged children with ASD is unclear (Lord, Jones, Journal of Child Psychology and Psychiatry 53(5):490–509, 2012). This study examined the feasibility and validity of a parent-report measure of joint attention related behaviors in verbal children and adolescents with ASD. Fifty-two children with ASD and 34 controls were assessed with the Childhood Joint Attention Rating Scale (C-JARS). The C-JARS exhibited internally consistency, ? = 0.88, and one factor explained 49% of the scale variance. Factor scores correctly identified between 88 and 94% of the children with ASD and 62–82% of controls. These scores were correlated with the ADOS-2, but not other parent-report symptom measures. The C-JARS appears to assess a unique dimension of the social-phenotype of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3061-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 Natural language markers of social phenotype in girls with autism / A. SONG in Journal of Child Psychology and Psychiatry, 62-8 (August 2021)
[article]
Titre : Natural language markers of social phenotype in girls with autism Type de document : Texte imprimé et/ou numérique Auteurs : A. SONG, Auteur ; M. COLA, Auteur ; S. PLATE, Auteur ; V. PETRULLA, Auteur ; L. YANKOWITZ, Auteur ; J. PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : p.949-960 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Child Female Humans Language Male Motivation Phenotype Autism spectrum condition language pronouns sex differences social phenotype Index. décimale : PER Périodiques Résumé : BACKGROUND: Girls with autism spectrum condition (ASC) are chronically underdiagnosed compared to boys, which may be due to poorly understood sex differences in a variety of domains, including social interest and motivation. In this study, we use natural language processing to identify objective markers of social phenotype that are easily obtained from a brief conversation with a nonexpert. METHODS: 87 school-aged children and adolescents with ASC (17 girls, 33 boys) or typical development (TD; 15 girls, 22 boys) were matched on age (mean = 11.35 years), IQ estimates (mean = 107), and - for ASC participants - level of social impairment. Participants engaged in an informal 5-min 'get to know you' conversation with a nonexpert conversation partner. To measure attention to social groups, we analyzed first-person plural pronoun variants (e.g., 'we' and 'us') and third-person plural pronoun variants (e.g., 'they' and 'them'). RESULTS: Consistent with prior research suggesting greater social motivation in autistic girls, autistic girls talked more about social groups than did ASC boys. Compared to TD girls, autistic girls demonstrated atypically heightened discussion of groups they were not a part of ('they', 'them'), indicating potential awareness of social exclusion. Pronoun use predicted individual differences in the social phenotypes of autistic girls. CONCLUSIONS: Relatively heightened but atypical social group focus is evident in autistic girls during spontaneous conversation, which contrasts with patterns observed in autistic boys and TD girls. Quantifying subtle linguistic differences in verbally fluent autistic girls is an important step toward improved identification and support for this understudied sector of the autism spectrum. En ligne : http://dx.doi.org/10.1111/jcpp.13348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 62-8 (August 2021) . - p.949-960[article] Natural language markers of social phenotype in girls with autism [Texte imprimé et/ou numérique] / A. SONG, Auteur ; M. COLA, Auteur ; S. PLATE, Auteur ; V. PETRULLA, Auteur ; L. YANKOWITZ, Auteur ; J. PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur . - p.949-960.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-8 (August 2021) . - p.949-960
Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Child Female Humans Language Male Motivation Phenotype Autism spectrum condition language pronouns sex differences social phenotype Index. décimale : PER Périodiques Résumé : BACKGROUND: Girls with autism spectrum condition (ASC) are chronically underdiagnosed compared to boys, which may be due to poorly understood sex differences in a variety of domains, including social interest and motivation. In this study, we use natural language processing to identify objective markers of social phenotype that are easily obtained from a brief conversation with a nonexpert. METHODS: 87 school-aged children and adolescents with ASC (17 girls, 33 boys) or typical development (TD; 15 girls, 22 boys) were matched on age (mean = 11.35 years), IQ estimates (mean = 107), and - for ASC participants - level of social impairment. Participants engaged in an informal 5-min 'get to know you' conversation with a nonexpert conversation partner. To measure attention to social groups, we analyzed first-person plural pronoun variants (e.g., 'we' and 'us') and third-person plural pronoun variants (e.g., 'they' and 'them'). RESULTS: Consistent with prior research suggesting greater social motivation in autistic girls, autistic girls talked more about social groups than did ASC boys. Compared to TD girls, autistic girls demonstrated atypically heightened discussion of groups they were not a part of ('they', 'them'), indicating potential awareness of social exclusion. Pronoun use predicted individual differences in the social phenotypes of autistic girls. CONCLUSIONS: Relatively heightened but atypical social group focus is evident in autistic girls during spontaneous conversation, which contrasts with patterns observed in autistic boys and TD girls. Quantifying subtle linguistic differences in verbally fluent autistic girls is an important step toward improved identification and support for this understudied sector of the autism spectrum. En ligne : http://dx.doi.org/10.1111/jcpp.13348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 Friend matters: sex differences in social language during autism diagnostic interviews / M. COLA in Molecular Autism, 13 (2022)
[article]
Titre : Friend matters: sex differences in social language during autism diagnostic interviews Type de document : Texte imprimé et/ou numérique Auteurs : M. COLA, Auteur ; L. D. YANKOWITZ, Auteur ; K. TENA, Auteur ; A. RUSSELL, Auteur ; Leila BATEMAN, Auteur ; A. KNOX, Auteur ; S. PLATE, Auteur ; L. S. CUBIT, Auteur ; C. J. ZAMPELLA, Auteur ; J. PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : 5p. Langues : Anglais (eng) Mots-clés : Autism spectrum condition Autism spectrum disorder Language Sex differences Social phenotype Index. décimale : PER Périodiques Résumé : BACKGROUND: Autistic individuals frequently experience social communication challenges. Girls are diagnosed with autism less often than boys even when their symptoms are equally severe, which may be due to insufficient understanding of the way autism manifests in girls. Differences in the behavioral presentation of autism, including how people talk about social topics, could contribute to these persistent problems with identification. Despite a growing body of research suggesting that autistic girls and boys present distinct symptom profiles in a variety of domains, including social attention, friendships, social motivation, and language, differences in the way that autistic boys and girls communicate verbally are not yet well understood. Closely analyzing boys' and girls' socially-focused language during semi-structured clinical assessments could shed light on potential sex differences in the behavioral presentation of autistic individuals that may prove useful for identifying and effectively supporting autistic girls. Here, we compare social word use in verbally fluent autistic girls and boys during the interview sections of the ADOS-2 Module 3 and measure associations with clinical phenotype. METHODS: School-aged girls and boys with autism (N?=?101, 25 females; aged 6-15) were matched on age, IQ, and parent/clinician ratings of autism symptom severity. Our primary analysis compared the number of social words produced by autistic boys and girls (normalized to account for differences in total word production). Social words are words that make reference to other people, including friends and family. RESULTS: There was a significant main effect of sex on social word production, such that autistic girls used more social words than autistic boys. To identify the specific types of words driving this effect, additional subcategories of friend and family words were analyzed. There was a significant effect of sex on friend words, with girls using significantly more friend words than boys. However, there was no significant main effect of sex on family words, suggesting that sex differences in social word production may be driven by girls talking more about friends compared to boys, not family. To assess relationships between word use and clinical phenotype, we modeled ADOS-2 Social Affect (SA) scores as a function of social word production. In the overall sample, social word use correlated significantly with ADOS-2 SA scores, indicating that participants who used more social words were rated as less socially impaired by clinicians. However, when examined in each sex separately, this result only held for boys. LIMITATIONS: This study cannot speak to the ways in which social word use may differ for younger children, adults, or individuals who are not verbally fluent; in addition, there were more autistic boys than girls in our sample, making it difficult to detect small effects. CONCLUSIONS: Autistic girls used significantly more social words than boys during a diagnostic assessment-despite being matched on age, IQ, and both parent- and clinician-rated autism symptom severity. Sex differences in linguistic markers of social phenotype in autism are especially important in light of the late or missed diagnoses that disproportionately affect autistic girls. Specifically, heightened talk about social topics could complicate autism referral and diagnosis when non-clinician observers expect a male-typical pattern of reduced social focus, which autistic girls may not always exhibit. En ligne : http://dx.doi.org/10.1186/s13229-021-00483-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Molecular Autism > 13 (2022) . - 5p.[article] Friend matters: sex differences in social language during autism diagnostic interviews [Texte imprimé et/ou numérique] / M. COLA, Auteur ; L. D. YANKOWITZ, Auteur ; K. TENA, Auteur ; A. RUSSELL, Auteur ; Leila BATEMAN, Auteur ; A. KNOX, Auteur ; S. PLATE, Auteur ; L. S. CUBIT, Auteur ; C. J. ZAMPELLA, Auteur ; J. PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur . - 5p.
Langues : Anglais (eng)
in Molecular Autism > 13 (2022) . - 5p.
Mots-clés : Autism spectrum condition Autism spectrum disorder Language Sex differences Social phenotype Index. décimale : PER Périodiques Résumé : BACKGROUND: Autistic individuals frequently experience social communication challenges. Girls are diagnosed with autism less often than boys even when their symptoms are equally severe, which may be due to insufficient understanding of the way autism manifests in girls. Differences in the behavioral presentation of autism, including how people talk about social topics, could contribute to these persistent problems with identification. Despite a growing body of research suggesting that autistic girls and boys present distinct symptom profiles in a variety of domains, including social attention, friendships, social motivation, and language, differences in the way that autistic boys and girls communicate verbally are not yet well understood. Closely analyzing boys' and girls' socially-focused language during semi-structured clinical assessments could shed light on potential sex differences in the behavioral presentation of autistic individuals that may prove useful for identifying and effectively supporting autistic girls. Here, we compare social word use in verbally fluent autistic girls and boys during the interview sections of the ADOS-2 Module 3 and measure associations with clinical phenotype. METHODS: School-aged girls and boys with autism (N?=?101, 25 females; aged 6-15) were matched on age, IQ, and parent/clinician ratings of autism symptom severity. Our primary analysis compared the number of social words produced by autistic boys and girls (normalized to account for differences in total word production). Social words are words that make reference to other people, including friends and family. RESULTS: There was a significant main effect of sex on social word production, such that autistic girls used more social words than autistic boys. To identify the specific types of words driving this effect, additional subcategories of friend and family words were analyzed. There was a significant effect of sex on friend words, with girls using significantly more friend words than boys. However, there was no significant main effect of sex on family words, suggesting that sex differences in social word production may be driven by girls talking more about friends compared to boys, not family. To assess relationships between word use and clinical phenotype, we modeled ADOS-2 Social Affect (SA) scores as a function of social word production. In the overall sample, social word use correlated significantly with ADOS-2 SA scores, indicating that participants who used more social words were rated as less socially impaired by clinicians. However, when examined in each sex separately, this result only held for boys. LIMITATIONS: This study cannot speak to the ways in which social word use may differ for younger children, adults, or individuals who are not verbally fluent; in addition, there were more autistic boys than girls in our sample, making it difficult to detect small effects. CONCLUSIONS: Autistic girls used significantly more social words than boys during a diagnostic assessment-despite being matched on age, IQ, and both parent- and clinician-rated autism symptom severity. Sex differences in linguistic markers of social phenotype in autism are especially important in light of the late or missed diagnoses that disproportionately affect autistic girls. Specifically, heightened talk about social topics could complicate autism referral and diagnosis when non-clinician observers expect a male-typical pattern of reduced social focus, which autistic girls may not always exhibit. En ligne : http://dx.doi.org/10.1186/s13229-021-00483-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 An Exploration of Social Cognition in Children with Different Degrees of Genetic Deletion in Williams Syndrome / Carlos Alberto SERRANO-JUAREZ in Journal of Autism and Developmental Disorders, 51-5 (May 2021)
[article]
Titre : An Exploration of Social Cognition in Children with Different Degrees of Genetic Deletion in Williams Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Carlos Alberto SERRANO-JUAREZ, Auteur ; Belén PRIETO-CORONA, Auteur ; Mario RODRIGUEZ-CAMACHO, Auteur ; Carlos Alberto VENEGAS-VEGA, Auteur ; Ma Guillermina YAÑEZ-TELLEZ, Auteur ; Juan SILVA-PEREYRA, Auteur ; Hermelinda SALGADO-CEBALLOS, Auteur ; Natalia ARIAS-TREJO, Auteur ; Miguel Angel DE LEON MIRANDA, Auteur Article en page(s) : p.1695-1704 Langues : Anglais (eng) Mots-clés : GTF2I family Gtf2ird2 Genotypes Social cognition Social phenotype Williams syndrome Index. décimale : PER Périodiques Résumé : An explanation for the social dysfunction observed in Williams syndrome may be deficits in social cognition. This study explored aspects of social cognition in children with Williams syndrome with different genotypes. The 12 participants included one with a 1.1 Mb deletion that retained the GTF2IRD1, GTF2I, and GTF2IRD2 genes, seven with a 1.5 Mb deletion that preserved the GTF2IRD2 gene, and four with a 1.8 Mb deletion with loss of all three genes. The participant retaining all three genes was found to have better performance on social judgment and first-order theory of mind tasks than the group with loss of all three genes. These results may reflect the influence of the GTF2I gene family on social cognition in Williams syndrome. En ligne : http://dx.doi.org/10.1007/s10803-020-04656-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1695-1704[article] An Exploration of Social Cognition in Children with Different Degrees of Genetic Deletion in Williams Syndrome [Texte imprimé et/ou numérique] / Carlos Alberto SERRANO-JUAREZ, Auteur ; Belén PRIETO-CORONA, Auteur ; Mario RODRIGUEZ-CAMACHO, Auteur ; Carlos Alberto VENEGAS-VEGA, Auteur ; Ma Guillermina YAÑEZ-TELLEZ, Auteur ; Juan SILVA-PEREYRA, Auteur ; Hermelinda SALGADO-CEBALLOS, Auteur ; Natalia ARIAS-TREJO, Auteur ; Miguel Angel DE LEON MIRANDA, Auteur . - p.1695-1704.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1695-1704
Mots-clés : GTF2I family Gtf2ird2 Genotypes Social cognition Social phenotype Williams syndrome Index. décimale : PER Périodiques Résumé : An explanation for the social dysfunction observed in Williams syndrome may be deficits in social cognition. This study explored aspects of social cognition in children with Williams syndrome with different genotypes. The 12 participants included one with a 1.1 Mb deletion that retained the GTF2IRD1, GTF2I, and GTF2IRD2 genes, seven with a 1.5 Mb deletion that preserved the GTF2IRD2 gene, and four with a 1.8 Mb deletion with loss of all three genes. The participant retaining all three genes was found to have better performance on social judgment and first-order theory of mind tasks than the group with loss of all three genes. These results may reflect the influence of the GTF2I gene family on social cognition in Williams syndrome. En ligne : http://dx.doi.org/10.1007/s10803-020-04656-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Extending the positive bias in Williams syndrome: The influence of biographical information on attention allocation / Kelsie A. BOULTON in Development and Psychopathology, 32-1 (February 2020)
[article]
Titre : Extending the positive bias in Williams syndrome: The influence of biographical information on attention allocation Type de document : Texte imprimé et/ou numérique Auteurs : Kelsie A. BOULTON, Auteur ; Melanie A. PORTER, Auteur Article en page(s) : p.243-256 Langues : Anglais (eng) Mots-clés : Williams syndrome attention bias social phenotype Index. décimale : PER Périodiques Résumé : There is evidence that individuals with Williams syndrome (WS) show an attention bias toward positive social-perceptual (happy) faces. Research has not yet considered whether this attention bias extends beyond social-perceptual stimuli to perceptually neutral stimuli that are paired with positive (trustworthy) biographical information. Fourteen participants with WS (mean age = 21 years, 1 month) learned to associate perceptually neutral faces with trustworthy (positive), neutral, or untrustworthy (negative) biographical information, before completing a dot-probe task where the same biographical faces were presented. The performance of the WS group was compared to two typically developing control groups, individually matched to the WS individuals on chronological age and mental age, respectively. No between-group bias toward untrustworthy characters was observed. The WS group displayed a selective attention bias toward trustworthy characters compared to both control groups (who did not show such a bias). Results support previous findings that indicate WS individuals show a preference for positive social-perceptual stimuli (happy faces) at the neurological, physiological, and attentional levels. The current findings extend this work to include a "top-down" positive bias. The implications of a positive bias that extends beyond social-perceptual stimuli (or "bottom-up" processes) in this syndrome are discussed. En ligne : http://dx.doi.org/10.1017/s0954579418001712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Development and Psychopathology > 32-1 (February 2020) . - p.243-256[article] Extending the positive bias in Williams syndrome: The influence of biographical information on attention allocation [Texte imprimé et/ou numérique] / Kelsie A. BOULTON, Auteur ; Melanie A. PORTER, Auteur . - p.243-256.
Langues : Anglais (eng)
in Development and Psychopathology > 32-1 (February 2020) . - p.243-256
Mots-clés : Williams syndrome attention bias social phenotype Index. décimale : PER Périodiques Résumé : There is evidence that individuals with Williams syndrome (WS) show an attention bias toward positive social-perceptual (happy) faces. Research has not yet considered whether this attention bias extends beyond social-perceptual stimuli to perceptually neutral stimuli that are paired with positive (trustworthy) biographical information. Fourteen participants with WS (mean age = 21 years, 1 month) learned to associate perceptually neutral faces with trustworthy (positive), neutral, or untrustworthy (negative) biographical information, before completing a dot-probe task where the same biographical faces were presented. The performance of the WS group was compared to two typically developing control groups, individually matched to the WS individuals on chronological age and mental age, respectively. No between-group bias toward untrustworthy characters was observed. The WS group displayed a selective attention bias toward trustworthy characters compared to both control groups (who did not show such a bias). Results support previous findings that indicate WS individuals show a preference for positive social-perceptual stimuli (happy faces) at the neurological, physiological, and attentional levels. The current findings extend this work to include a "top-down" positive bias. The implications of a positive bias that extends beyond social-perceptual stimuli (or "bottom-up" processes) in this syndrome are discussed. En ligne : http://dx.doi.org/10.1017/s0954579418001712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416