Difficulty of crossmodal processing in individuals with autism spectrum disorders: An audio-visual gap/overlap paradigm study / Masatoshi KATAGIRI in Research in Autism Spectrum Disorders, 8-4 (April 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-4 (April 2014) . - p.424-431 Titre : Difficulty of crossmodal processing in individuals with autism spectrum disorders: An audio-visual gap/overlap paradigm study Type de document : Texte imprimé et/ou numérique Auteurs : Masatoshi KATAGIRI, Auteur ; Kazushi MIYA, Auteur ; Mie MATSUI, Auteur Article en page(s) : p.424-431 Mots-clés : Autism spectrum disorders  Gap/overlap task  Crossmodal processing  Attention Index. décimale : PER Périodiques Résumé : Evidence suggests that individuals with autism spectrum disorders (ASD) exhibit difficulty in integrating crossmodal information. However, few previous studies have investigated crossmodal attention switching in individuals with ASD. The present study investigates whether children with ASD have difficulty in crossmodal processing across auditory and visual modalities. For this study, we observed 10 children with ASD and 11 IQ-, age-, and gender-matched, healthy, control children. We used a modified gap/overlap task that required the simultaneous allocation of attention to auditory and visual stimuli (audio-visual gap/overlap task). In addition, the visual-only gap/overlap task used a classical gap/overlap procedure. In the visual-only gap/overlap task, children with ASD exhibited the same performance as control children. In contrast, in the audio-visual condition, children with ASD were significantly slower to respond than control children in both the gap and overlap tasks. In addition, the gap effects between the ASD and control groups were observed in each condition, but no significant group differences were observed. These results suggest that children with ASD exhibit difficulty in simultaneously allocating attentional resources to auditory and visual modalities although children with ASD are intact in disengagement of attention. These findings provide important insights regarding crossmodal processing in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226 [article] Difficulty of crossmodal processing in individuals with autism spectrum disorders: An audio-visual gap/overlap paradigm study [Texte imprimé et/ou numérique] / Masatoshi KATAGIRI, Auteur ; Kazushi MIYA, Auteur ; Mie MATSUI, Auteur . - p.424-431. in Research in Autism Spectrum Disorders > 8-4 (April 2014) . - p.424-431 Mots-clés : Autism spectrum disorders  Gap/overlap task  Crossmodal processing  Attention Index. décimale : PER Périodiques Résumé : Evidence suggests that individuals with autism spectrum disorders (ASD) exhibit difficulty in integrating crossmodal information. However, few previous studies have investigated crossmodal attention switching in individuals with ASD. The present study investigates whether children with ASD have difficulty in crossmodal processing across auditory and visual modalities. For this study, we observed 10 children with ASD and 11 IQ-, age-, and gender-matched, healthy, control children. We used a modified gap/overlap task that required the simultaneous allocation of attention to auditory and visual stimuli (audio-visual gap/overlap task). In addition, the visual-only gap/overlap task used a classical gap/overlap procedure. In the visual-only gap/overlap task, children with ASD exhibited the same performance as control children. In contrast, in the audio-visual condition, children with ASD were significantly slower to respond than control children in both the gap and overlap tasks. In addition, the gap effects between the ASD and control groups were observed in each condition, but no significant group differences were observed. These results suggest that children with ASD exhibit difficulty in simultaneously allocating attentional resources to auditory and visual modalities although children with ASD are intact in disengagement of attention. These findings provide important insights regarding crossmodal processing in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226

Individuals with Asperger's Disorder Exhibit Difficulty in Switching Attention from a Local Level to a Global Level / Masatoshi KATAGIRI in Journal of Autism and Developmental Disorders, 43-2 (February 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.395-403 Titre : Individuals with Asperger's Disorder Exhibit Difficulty in Switching Attention from a Local Level to a Global Level Type de document : Texte imprimé et/ou numérique Auteurs : Masatoshi KATAGIRI, Auteur ; Tetsuko KASAI, Auteur ; Yoko KAMIO, Auteur ; Harumitsu MUROHASHI, Auteur Année de publication : 2013 Article en page(s) : p.395-403 Langues : (Eng) Mots-clés : Asperger's disorder  Level-repetition  Switching  Global  Local Index. décimale : PER Périodiques Résumé : The purpose of the present study was to determine whether individuals with Asperger's disorder exhibit difficulty in switching attention from a local level to a global level. Eleven participants with Asperger's disorder and 11 age- and gender-matched healthy controls performed a level-repetition switching task using Navon-type hierarchical stimuli. In both groups, level-repetition was beneficial at both levels. Furthermore, individuals with Asperger's disorder exhibited difficulty in switching attention from a local level to a global level compared to control individuals. These findings suggested that there is a problem with the inhibitory mechanism that influences the output of enhanced local visual processing in Asperger's disorder. En ligne : http://dx.doi.org/10.1007/s10803-012-1578-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188 [article] Individuals with Asperger's Disorder Exhibit Difficulty in Switching Attention from a Local Level to a Global Level [Texte imprimé et/ou numérique] / Masatoshi KATAGIRI, Auteur ; Tetsuko KASAI, Auteur ; Yoko KAMIO, Auteur ; Harumitsu MUROHASHI, Auteur . - 2013 . - p.395-403. Langues : (Eng) in Journal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.395-403 Mots-clés : Asperger's disorder  Level-repetition  Switching  Global  Local Index. décimale : PER Périodiques Résumé : The purpose of the present study was to determine whether individuals with Asperger's disorder exhibit difficulty in switching attention from a local level to a global level. Eleven participants with Asperger's disorder and 11 age- and gender-matched healthy controls performed a level-repetition switching task using Navon-type hierarchical stimuli. In both groups, level-repetition was beneficial at both levels. Furthermore, individuals with Asperger's disorder exhibited difficulty in switching attention from a local level to a global level compared to control individuals. These findings suggested that there is a problem with the inhibitory mechanism that influences the output of enhanced local visual processing in Asperger's disorder. En ligne : http://dx.doi.org/10.1007/s10803-012-1578-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188

Mirroring effect in 2- and 3-year-olds with autism spectrum disorder / Masatoshi KATAGIRI in Research in Autism Spectrum Disorders, 4-3 (July-September 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.474-478 Titre : Mirroring effect in 2- and 3-year-olds with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Masatoshi KATAGIRI, Auteur ; Yoko KAMIO, Auteur ; Naoko INADA, Auteur Année de publication : 2010 Article en page(s) : p.474-478 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorder-(ASD) Imitation Mirroring-effect Social-responsiveness Index. décimale : PER Périodiques Résumé : Previous studies have suggested that being imitated by an adult is an effective intervention with children with autism and developmental delay. The purpose of this study wais to investigate whether “mirroring” interaction, which includes being imitated by an adult, can facilitate the social responsiveness of toddlers with autism spectrum disorder (ASD). Participants were 16 toddlers (2- and 3-year-olds) with ASD. This study consisted of three experimental phases: in the first baseline phase, the experimenter manipulated toys in front of the participant; in the second phase, the experimenter reproduced (mirrored) all of the child's behaviors; and in the third phase, the first baseline phase was repeated. Our results demonstrated that although the mirroring effect differed by age, the effect was observed in both 2- and 3-year-olds with ASD. In addition, the overall magnitude of the mirroring effect differed by IQ, but not by the severity of autistic symptoms. Mirroring interaction is promising as an early intervention for a wide range of children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.11.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100 [article] Mirroring effect in 2- and 3-year-olds with autism spectrum disorder [Texte imprimé et/ou numérique] / Masatoshi KATAGIRI, Auteur ; Yoko KAMIO, Auteur ; Naoko INADA, Auteur . - 2010 . - p.474-478. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.474-478 Mots-clés : Autism-spectrum-disorder-(ASD) Imitation Mirroring-effect Social-responsiveness Index. décimale : PER Périodiques Résumé : Previous studies have suggested that being imitated by an adult is an effective intervention with children with autism and developmental delay. The purpose of this study wais to investigate whether “mirroring” interaction, which includes being imitated by an adult, can facilitate the social responsiveness of toddlers with autism spectrum disorder (ASD). Participants were 16 toddlers (2- and 3-year-olds) with ASD. This study consisted of three experimental phases: in the first baseline phase, the experimenter manipulated toys in front of the participant; in the second phase, the experimenter reproduced (mirrored) all of the child's behaviors; and in the third phase, the first baseline phase was repeated. Our results demonstrated that although the mirroring effect differed by age, the effect was observed in both 2- and 3-year-olds with ASD. In addition, the overall magnitude of the mirroring effect differed by IQ, but not by the severity of autistic symptoms. Mirroring interaction is promising as an early intervention for a wide range of children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.11.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100

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