Brief Report: Broad Autism Phenotype in Adults is Associated with Performance on an Eye-Tracking Measure of Joint Attention / Meghan R. SWANSON in Journal of Autism and Developmental Disorders, 44-3 (March 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.694-702 Titre : Brief Report: Broad Autism Phenotype in Adults is Associated with Performance on an Eye-Tracking Measure of Joint Attention Type de document : Texte imprimé et/ou numérique Auteurs : Meghan R. SWANSON, Auteur ; Michael SILLER, Auteur Article en page(s) : p.694-702 Langues : Anglais (eng) Mots-clés : Broad autism phenotype  Autism spectrum disorder  Response to joint attention  Gaze following  Eye-tracking  Endophenotype Index. décimale : PER Périodiques Résumé : The current study takes advantage of modern eye-tracking technology and evaluates how individuals allocate their attention when viewing social videos that display an adult model who is gazing at a series of targets that appear and disappear in the four corners of the screen (congruent condition), or gazing elsewhere (incongruent condition). Data demonstrated the feasibility of administrating this experimental paradigm to a diverse sample of healthy adult college students (N = 44). Results revealed that individual differences in gaze allocation were significantly related to a self-report measure evaluating features of the broad autism phenotype, suggesting that individual variation in the broad autism phenotype is related to individual differences in gaze allocation. En ligne : http://dx.doi.org/10.1007/s10803-013-1901-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 [article] Brief Report: Broad Autism Phenotype in Adults is Associated with Performance on an Eye-Tracking Measure of Joint Attention [Texte imprimé et/ou numérique] / Meghan R. SWANSON, Auteur ; Michael SILLER, Auteur . - p.694-702. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.694-702 Mots-clés : Broad autism phenotype  Autism spectrum disorder  Response to joint attention  Gaze following  Eye-tracking  Endophenotype Index. décimale : PER Périodiques Résumé : The current study takes advantage of modern eye-tracking technology and evaluates how individuals allocate their attention when viewing social videos that display an adult model who is gazing at a series of targets that appear and disappear in the four corners of the screen (congruent condition), or gazing elsewhere (incongruent condition). Data demonstrated the feasibility of administrating this experimental paradigm to a diverse sample of healthy adult college students (N = 44). Results revealed that individual differences in gaze allocation were significantly related to a self-report measure evaluating features of the broad autism phenotype, suggesting that individual variation in the broad autism phenotype is related to individual differences in gaze allocation. En ligne : http://dx.doi.org/10.1007/s10803-013-1901-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

Broad Autism Phenotype in Typically Developing Children Predicts Performance on an Eye-Tracking Measure of Joint Attention / Meghan R. SWANSON in Journal of Autism and Developmental Disorders, 43-3 (March 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.707-718 Titre : Broad Autism Phenotype in Typically Developing Children Predicts Performance on an Eye-Tracking Measure of Joint Attention Type de document : Texte imprimé et/ou numérique Auteurs : Meghan R. SWANSON, Auteur ; Gayle C. SERLIN, Auteur ; Michael SILLER, Auteur Article en page(s) : p.707-718 Langues : Anglais (eng) Mots-clés : Broad autism phenotype  Autism spectrum disorder  Response to joint attention  Gaze following  Eye-tracking  Endophenotype Index. décimale : PER Périodiques Résumé : We examined visual attention allocation during a set of social videos that are intended to elicit the coordination of attention with another person, compared to a control condition. Deficits in joint attention are a characteristic of young children with autism spectrum disorder (ASD). Participants included a diverse sample of 50 typically developing school-aged children between 3 and 9 years of age (M = 6:3, SD = 1:8). Results demonstrated that gaze allocation differed significantly between the experimental and control condition. Further, individual differences in gaze allocation were significantly predicted by a parent-report measure evaluating features of the broad autism phenotype. This study contributes to a research program that aims to develop and validate an endophenotype measure of ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1616-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Broad Autism Phenotype in Typically Developing Children Predicts Performance on an Eye-Tracking Measure of Joint Attention [Texte imprimé et/ou numérique] / Meghan R. SWANSON, Auteur ; Gayle C. SERLIN, Auteur ; Michael SILLER, Auteur . - p.707-718. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.707-718 Mots-clés : Broad autism phenotype  Autism spectrum disorder  Response to joint attention  Gaze following  Eye-tracking  Endophenotype Index. décimale : PER Périodiques Résumé : We examined visual attention allocation during a set of social videos that are intended to elicit the coordination of attention with another person, compared to a control condition. Deficits in joint attention are a characteristic of young children with autism spectrum disorder (ASD). Participants included a diverse sample of 50 typically developing school-aged children between 3 and 9 years of age (M = 6:3, SD = 1:8). Results demonstrated that gaze allocation differed significantly between the experimental and control condition. Further, individual differences in gaze allocation were significantly predicted by a parent-report measure evaluating features of the broad autism phenotype. This study contributes to a research program that aims to develop and validate an endophenotype measure of ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1616-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings / Michael SILLER in Autism, 28-3 (March 2024)  

Public ISBD [article]  inAutism > 28-3 (March 2024) . - p.587-599 Titre : Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings Type de document : Texte imprimé et/ou numérique Auteurs : Michael SILLER, Auteur ; Lindee MORGAN, Auteur ; Sally FUHRMEISTER, Auteur ; Quentin WEDDERBURN, Auteur ; Brooke SCHIRMER, Auteur ; Emma CHATSON, Auteur ; Scott GILLESPIE, Auteur Article en page(s) : p.587-599 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  feasibility trial  interventions-psychosocial/behavioral  preschool  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study is an uncontrolled clinical trial of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with social-communication challenges and consists of four asynchronous online modules and three synchronous coaching sessions. The current research evaluated the feasibility and acceptability of intervention and research procedures, implemented in authentic early childhood education settings. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms, sampled to maximize variability. Overall, the current research revealed high levels of feasibility, with 9 out of 10 benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student teacher relationship, social-communication competencies). Implications for the design of a subsequent, larger effectiveness-implementation hybrid trial (Type 1) are discussed. Lay Abstract Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study evaluates the feasibility and acceptability of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with a broad range of social-communication challenges in authentic preschool classrooms. The intervention consists of four asynchronous online modules and three synchronous coaching sessions. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms from private childcare, Head Start, and public Pre-K programs. Results reveal high levels of Social Emotional Engagement-Knowledge & Skills-Early Childhood feasibility, with 9 out of 10 feasibility benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student-teacher relationship, social-communication competencies). This research prepares a subsequent, larger effectiveness-implementation hybrid trial (Type 1) that investigates the effectiveness of Social Emotional Engagement-Knowledge & Skills-Early Childhood for improving child outcomes and explores facilitators and barriers of program implementation and sustainability. En ligne : https://dx.doi.org/10.1177/13623613231179289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 [article] Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings [Texte imprimé et/ou numérique] / Michael SILLER, Auteur ; Lindee MORGAN, Auteur ; Sally FUHRMEISTER, Auteur ; Quentin WEDDERBURN, Auteur ; Brooke SCHIRMER, Auteur ; Emma CHATSON, Auteur ; Scott GILLESPIE, Auteur . - p.587-599. Langues : Anglais (eng) in Autism > 28-3 (March 2024) . - p.587-599 Mots-clés : autism spectrum disorder  feasibility trial  interventions-psychosocial/behavioral  preschool  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study is an uncontrolled clinical trial of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with social-communication challenges and consists of four asynchronous online modules and three synchronous coaching sessions. The current research evaluated the feasibility and acceptability of intervention and research procedures, implemented in authentic early childhood education settings. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms, sampled to maximize variability. Overall, the current research revealed high levels of feasibility, with 9 out of 10 benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student teacher relationship, social-communication competencies). Implications for the design of a subsequent, larger effectiveness-implementation hybrid trial (Type 1) are discussed. Lay Abstract Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study evaluates the feasibility and acceptability of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with a broad range of social-communication challenges in authentic preschool classrooms. The intervention consists of four asynchronous online modules and three synchronous coaching sessions. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms from private childcare, Head Start, and public Pre-K programs. Results reveal high levels of Social Emotional Engagement-Knowledge & Skills-Early Childhood feasibility, with 9 out of 10 feasibility benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student-teacher relationship, social-communication competencies). This research prepares a subsequent, larger effectiveness-implementation hybrid trial (Type 1) that investigates the effectiveness of Social Emotional Engagement-Knowledge & Skills-Early Childhood for improving child outcomes and explores facilitators and barriers of program implementation and sustainability. En ligne : https://dx.doi.org/10.1177/13623613231179289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523

Internal state language in the storybook narratives of children with and without autism spectrum disorder: Investigating relations to theory of mind abilities / Michael SILLER in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.589-596 Titre : Internal state language in the storybook narratives of children with and without autism spectrum disorder: Investigating relations to theory of mind abilities Type de document : Texte imprimé et/ou numérique Auteurs : Michael SILLER, Auteur ; Meghan R. SWANSON, Auteur ; Gayle SERLIN, Auteur ; Ann G. TEACHWORTH, Auteur Article en page(s) : p.589-596 Mots-clés : Autism spectrum disorder  Narrative  Internal state language  Theory of mind Index. décimale : PER Périodiques Résumé : The current study examines narratives elicited using a wordless picture book, focusing on language used to describe the characters’ thoughts and emotions (i.e., internal state language, ISL). The sample includes 21 children with autism spectrum disorder (ASD) and 24 typically developing controls, matched on children's gender, IQ, as well as receptive and expressive vocabulary. This research had three major findings. First, despite equivalent performance on standardized language assessments, the volume of children's narratives (i.e., the number of utterances and words, the range of unique verbs and adjectives) was lower in children with ASD than in typically developing controls. Second, after controlling for narrative volume, the narratives of children with ASD were less likely to reference the characters’ emotions than was the case for typically developing controls. Finally, our results revealed a specific association between children's use of emotion terms and their performance on a battery of experimental tasks evaluating children's Theory of Mind abilities. Implications for our understanding of narrative deficits in ASD as well as interventions that use narrative as a context for improving social comprehension are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Internal state language in the storybook narratives of children with and without autism spectrum disorder: Investigating relations to theory of mind abilities [Texte imprimé et/ou numérique] / Michael SILLER, Auteur ; Meghan R. SWANSON, Auteur ; Gayle SERLIN, Auteur ; Ann G. TEACHWORTH, Auteur . - p.589-596. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.589-596 Mots-clés : Autism spectrum disorder  Narrative  Internal state language  Theory of mind Index. décimale : PER Périodiques Résumé : The current study examines narratives elicited using a wordless picture book, focusing on language used to describe the characters’ thoughts and emotions (i.e., internal state language, ISL). The sample includes 21 children with autism spectrum disorder (ASD) and 24 typically developing controls, matched on children's gender, IQ, as well as receptive and expressive vocabulary. This research had three major findings. First, despite equivalent performance on standardized language assessments, the volume of children's narratives (i.e., the number of utterances and words, the range of unique verbs and adjectives) was lower in children with ASD than in typically developing controls. Second, after controlling for narrative volume, the narratives of children with ASD were less likely to reference the characters’ emotions than was the case for typically developing controls. Finally, our results revealed a specific association between children's use of emotion terms and their performance on a battery of experimental tasks evaluating children's Theory of Mind abilities. Implications for our understanding of narrative deficits in ASD as well as interventions that use narrative as a context for improving social comprehension are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Interview Skills for Adults with Autism Spectrum Disorder: A Pilot Randomized Controlled Trial / Lindee MORGAN in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2290-2300 Titre : Interview Skills for Adults with Autism Spectrum Disorder: A Pilot Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Lindee MORGAN, Auteur ; Allison LEATZOW, Auteur ; Sarah CLARK, Auteur ; Michael SILLER, Auteur Article en page(s) : p.2290-2300 Langues : Anglais (eng) Mots-clés : ASD  Autism  Adults  Randomized controlled trial  Social skills  Intervention Index. décimale : PER Périodiques Résumé : The purpose of this pilot study was to evaluate the efficacy of the interview skills curriculum (ISC), a manualized 12-week group-delivered intervention for young adults with autism spectrum disorder (ASD). This intervention aims to increase social–pragmatic skills essential to a successful job interview. Twenty-eight adults (18–36 years) were randomly assigned to one of two groups: ISC or waitlist control. Results revealed that the experimental group showed larger gains in social–pragmatic skills observed during a mock job interview than the control group. Treatment effects on distal outcomes, including social adaptive behaviors and depressive symptoms were not significant, although the respective effect sizes were medium/large. Results indicate that a brief, low-intensity treatment can improve the job-interview performance of young adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2100-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Interview Skills for Adults with Autism Spectrum Disorder: A Pilot Randomized Controlled Trial [Texte imprimé et/ou numérique] / Lindee MORGAN, Auteur ; Allison LEATZOW, Auteur ; Sarah CLARK, Auteur ; Michael SILLER, Auteur . - p.2290-2300. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2290-2300 Mots-clés : ASD  Autism  Adults  Randomized controlled trial  Social skills  Intervention Index. décimale : PER Périodiques Résumé : The purpose of this pilot study was to evaluate the efficacy of the interview skills curriculum (ISC), a manualized 12-week group-delivered intervention for young adults with autism spectrum disorder (ASD). This intervention aims to increase social–pragmatic skills essential to a successful job interview. Twenty-eight adults (18–36 years) were randomly assigned to one of two groups: ISC or waitlist control. Results revealed that the experimental group showed larger gains in social–pragmatic skills observed during a mock job interview than the control group. Treatment effects on distal outcomes, including social adaptive behaviors and depressive symptoms were not significant, although the respective effect sizes were medium/large. Results indicate that a brief, low-intensity treatment can improve the job-interview performance of young adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2100-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Longitudinal change in the use of services in autism spectrum disorder: Understanding the role of child characteristics, family demographics, and parent cognitions / Michael SILLER in Autism, 18-4 (May 2014)  

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Mothers'narratives regarding their child with autism predict maternal synchronous behavior during play / Ted HUTMAN in Journal of Child Psychology and Psychiatry, 50-10 (October 2009)  

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Moving beyond the mother-child dyad: a commentary on Oppenheim et al. (2023) / Michael SILLER in Journal of Child Psychology and Psychiatry, 64-9 (September 2023)  

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A Parent-Mediated Intervention That Targets Responsive Parental Behaviors Increases Attachment Behaviors in Children with ASD: Results from a Randomized Clinical Trial / Michael SILLER in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

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A Parent-Mediated Intervention to Increase Responsive Parental Behaviors and Child Communication in Children with ASD: A Randomized Clinical Trial / Michael SILLER in Journal of Autism and Developmental Disorders, 43-3 (March 2013)  

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Patterns of gaze behavior during an eye-tracking measure of joint attention in typically developing children and children with autism spectrum disorder / Meghan R. SWANSON in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

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Pupillary responses during a joint attention task are associated with nonverbal cognitive abilities and sub-clinical symptoms of autism / Valentyna ERSTENYUK in Research in Autism Spectrum Disorders, 8-6 (June 2014)  

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