Attention Allocation During Exploration of Visual Arrays in ASD: Results from the ABC-CT Feasibility Study / Tawny TSANG in Journal of Autism and Developmental Disorders, 53-8 (August 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-8 (August 2023) . - p.3220-3229 Titre : Attention Allocation During Exploration of Visual Arrays in ASD: Results from the ABC-CT Feasibility Study Type de document : Texte imprimé et/ou numérique Auteurs : Tawny TSANG, Auteur ; Adam J. NAPLES, Auteur ; Erin C. BARNEY, Auteur ; Minhang XIE, Auteur ; Raphael BERNIER, Auteur ; Geraldine DAWSON, Auteur ; James DZIURA, Auteur ; Susan FAJA, Auteur ; Shafali Spurling JESTE, Auteur ; James C. MCPARTLAND, Auteur ; Charles A. NELSON, Auteur ; Michael MURIAS, Auteur ; Helen SEOW, Auteur ; Catherine SUGAR, Auteur ; Sara J. WEBB, Auteur ; Frederick SHIC, Auteur ; Scott P. JOHNSON, Auteur Article en page(s) : p.3220-3229 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Visual exploration paradigms involving object arrays have been used to examine salience of social stimuli such as faces in ASD. Recent work suggests performance on these paradigms may associate with clinical features of ASD. We evaluate metrics from a visual exploration paradigm in 4-to-11-year-old children with ASD (n?=?23; 18 males) and typical development (TD; n?=?23; 13 males). Presented with arrays containing faces and nonsocial stimuli, children with ASD looked less at (p?=?0.002) and showed fewer fixations to (p?=?0.022) faces than TD children, and spent less time looking at each object on average (p?=?0.004). Attention to the screen and faces correlated positively with social and cognitive skills in the ASD group (ps? En ligne : https://doi.org/10.1007/s10803-022-05569-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Attention Allocation During Exploration of Visual Arrays in ASD: Results from the ABC-CT Feasibility Study [Texte imprimé et/ou numérique] / Tawny TSANG, Auteur ; Adam J. NAPLES, Auteur ; Erin C. BARNEY, Auteur ; Minhang XIE, Auteur ; Raphael BERNIER, Auteur ; Geraldine DAWSON, Auteur ; James DZIURA, Auteur ; Susan FAJA, Auteur ; Shafali Spurling JESTE, Auteur ; James C. MCPARTLAND, Auteur ; Charles A. NELSON, Auteur ; Michael MURIAS, Auteur ; Helen SEOW, Auteur ; Catherine SUGAR, Auteur ; Sara J. WEBB, Auteur ; Frederick SHIC, Auteur ; Scott P. JOHNSON, Auteur . - p.3220-3229. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-8 (August 2023) . - p.3220-3229 Index. décimale : PER Périodiques Résumé : Visual exploration paradigms involving object arrays have been used to examine salience of social stimuli such as faces in ASD. Recent work suggests performance on these paradigms may associate with clinical features of ASD. We evaluate metrics from a visual exploration paradigm in 4-to-11-year-old children with ASD (n?=?23; 18 males) and typical development (TD; n?=?23; 13 males). Presented with arrays containing faces and nonsocial stimuli, children with ASD looked less at (p?=?0.002) and showed fewer fixations to (p?=?0.022) faces than TD children, and spent less time looking at each object on average (p?=?0.004). Attention to the screen and faces correlated positively with social and cognitive skills in the ASD group (ps? En ligne : https://doi.org/10.1007/s10803-022-05569-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Erratum to: A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders / Fred FRANKEL in Journal of Autism and Developmental Disorders, 40-7 (July 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.843 Titre : Erratum to: A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Fred FRANKEL, Auteur ; Elizabeth A. LAUGESON, Auteur ; Robert MYATT, Auteur ; Catherine SUGAR, Auteur ; Cynthia WHITHAM, Auteur ; Clarissa M. GOROSPE, Auteur Année de publication : 2010 Article en page(s) : p.843 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-010-1016-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] Erratum to: A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Fred FRANKEL, Auteur ; Elizabeth A. LAUGESON, Auteur ; Robert MYATT, Auteur ; Catherine SUGAR, Auteur ; Cynthia WHITHAM, Auteur ; Clarissa M. GOROSPE, Auteur . - 2010 . - p.843. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.843 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-010-1016-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

Mothers’ reports of play dates and observation of school playground behavior of children having high-functioning autism spectrum disorders / Frederick D. FRANKEL in Journal of Child Psychology and Psychiatry, 52-5 (May 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-5 (May 2011) . - p.571-579 Titre : Mothers’ reports of play dates and observation of school playground behavior of children having high-functioning autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Frederick D. FRANKEL, Auteur ; Clarissa M. GOROSPE, Auteur ; Ya-Chih CHANG, Auteur ; Catherine SUGAR, Auteur Année de publication : 2011 Article en page(s) : p.571-579 Langues : Anglais (eng) Mots-clés : Social skills  autism  Asperger’s disorder  friendship Index. décimale : PER Périodiques Résumé : Background:  Children with high-functioning autism spectrum disorders (ASD) are generally included with typically developing peers at school. They have difficulties interacting with peers on the school playground. Previous literature suggests that having play dates in the home may be related to better peer acceptance at school. Methods:  This study examines the relationship between mother-reported play date frequency and amount of conflict, and peer interaction observed on the school playground for a sample of 27 boys and 4 girls meeting structured interview and observation criteria for ASD. Measures of intellectual functioning, adaptive behavior, and social skills were included in a stepwise regression analysis to account for their impact on relationships between maternal play date reports, general peer acceptance at school (as rated by the child’s teacher) and observations of school playground behavior. Results:  Results revealed that children with autism spectrum disorders who had more play dates in their home tended to spend a greater amount of time engaged in behaviors such as mutual offering of objects, conversing and other turn-taking activities with peers on the school playground. They also received more positive responses to their overtures from peers. These relationships remained highly significant even after accounting for other demographic, general social, and cognitive variables. Conclusions:  The present results suggest that play date frequency is strongly related to school playground behavior. Owing to the design of this study, future research must assess whether play dates in the home promote better peer relationships on the playground or the reverse. In either case, the assessment of play dates, as well as observation of spontaneous unsupervised social interactions, are important outcome measures to consider in social skills interventions for children with high-functioning ASD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02318.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 [article] Mothers’ reports of play dates and observation of school playground behavior of children having high-functioning autism spectrum disorders [Texte imprimé et/ou numérique] / Frederick D. FRANKEL, Auteur ; Clarissa M. GOROSPE, Auteur ; Ya-Chih CHANG, Auteur ; Catherine SUGAR, Auteur . - 2011 . - p.571-579. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-5 (May 2011) . - p.571-579 Mots-clés : Social skills  autism  Asperger’s disorder  friendship Index. décimale : PER Périodiques Résumé : Background:  Children with high-functioning autism spectrum disorders (ASD) are generally included with typically developing peers at school. They have difficulties interacting with peers on the school playground. Previous literature suggests that having play dates in the home may be related to better peer acceptance at school. Methods:  This study examines the relationship between mother-reported play date frequency and amount of conflict, and peer interaction observed on the school playground for a sample of 27 boys and 4 girls meeting structured interview and observation criteria for ASD. Measures of intellectual functioning, adaptive behavior, and social skills were included in a stepwise regression analysis to account for their impact on relationships between maternal play date reports, general peer acceptance at school (as rated by the child’s teacher) and observations of school playground behavior. Results:  Results revealed that children with autism spectrum disorders who had more play dates in their home tended to spend a greater amount of time engaged in behaviors such as mutual offering of objects, conversing and other turn-taking activities with peers on the school playground. They also received more positive responses to their overtures from peers. These relationships remained highly significant even after accounting for other demographic, general social, and cognitive variables. Conclusions:  The present results suggest that play date frequency is strongly related to school playground behavior. Owing to the design of this study, future research must assess whether play dates in the home promote better peer relationships on the playground or the reverse. In either case, the assessment of play dates, as well as observation of spontaneous unsupervised social interactions, are important outcome measures to consider in social skills interventions for children with high-functioning ASD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02318.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121

A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders / Fred FRANKEL in Journal of Autism and Developmental Disorders, 40-7 (July 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.827-842 Titre : A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Fred FRANKEL, Auteur ; Elizabeth A. LAUGESON, Auteur ; Robert MYATT, Auteur ; Catherine SUGAR, Auteur ; Cynthia WHITHAM, Auteur ; Clarissa M. GOROSPE, Auteur Année de publication : 2010 Article en page(s) : p.827-842 Note générale : Article Open Access - An erratum to this article can be found at http://dx.doi.org/10.1007/s10803-010-1016-9 Langues : Anglais (eng) Mots-clés : Social-skills-training Autism Asperger’s-disorder Index. décimale : PER Périodiques Résumé : This study evaluated Children’s Friendship Training (CFT), a manualized parent-assisted intervention to improve social skills among second to fifth grade children with autism spectrum disorders. Comparison was made with a delayed treatment control group (DTC). Targeted skills included conversational skills, peer entry skills, developing friendship networks, good sportsmanship, good host behavior during play dates, and handling teasing. At post-testing, the CFT group was superior to the DTC group on parent measures of social skill and play date behavior, and child measures of popularity and loneliness, At 3-month follow-up, parent measures showed significant improvement from baseline. Post-hoc analysis indicated more than 87% of children receiving CFT showed reliable change on at least one measure at post-test and 66.7% after 3 months follow-up. En ligne : http://dx.doi.org/10.1007/s10803-009-0932-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Fred FRANKEL, Auteur ; Elizabeth A. LAUGESON, Auteur ; Robert MYATT, Auteur ; Catherine SUGAR, Auteur ; Cynthia WHITHAM, Auteur ; Clarissa M. GOROSPE, Auteur . - 2010 . - p.827-842. Article Open Access - An erratum to this article can be found at http://dx.doi.org/10.1007/s10803-010-1016-9 Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.827-842 Mots-clés : Social-skills-training Autism Asperger’s-disorder Index. décimale : PER Périodiques Résumé : This study evaluated Children’s Friendship Training (CFT), a manualized parent-assisted intervention to improve social skills among second to fifth grade children with autism spectrum disorders. Comparison was made with a delayed treatment control group (DTC). Targeted skills included conversational skills, peer entry skills, developing friendship networks, good sportsmanship, good host behavior during play dates, and handling teasing. At post-testing, the CFT group was superior to the DTC group on parent measures of social skill and play date behavior, and child measures of popularity and loneliness, At 3-month follow-up, parent measures showed significant improvement from baseline. Post-hoc analysis indicated more than 87% of children receiving CFT showed reliable change on at least one measure at post-test and 66.7% after 3 months follow-up. En ligne : http://dx.doi.org/10.1007/s10803-009-0932-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

Response to distress in infants at risk for autism: a prospective longitudinal study / Ted HUTMAN in Journal of Child Psychology and Psychiatry, 51-9 (September 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-9 (September 2010) . - p.1010-1020 Titre : Response to distress in infants at risk for autism: a prospective longitudinal study Type de document : Texte imprimé et/ou numérique Auteurs : Ted HUTMAN, Auteur ; Marian SIGMAN, Auteur ; Catherine SUGAR, Auteur ; Agata ROZGA, Auteur ; Angeline D. DELAURENTIS, Auteur ; Jenna M. BARNWELL, Auteur Année de publication : 2010 Article en page(s) : p.1010-1020 Langues : Anglais (eng) Mots-clés : Autism early-identification siblings empathy infancy Index. décimale : PER Périodiques Résumé : Background:  Infants and preschoolers with ASD show impairment in their responses to other people’s distress relative to children with other developmental delays and typically developing children. This deficit is expected to disrupt social interactions, social learning, and the formation of close relationships. Response to distress has not been evaluated previously in infants with ASD earlier than 18 months of age. Methods:  Participants were 103 infant siblings of children with autism and 55 low-risk controls. All children were screened for ASD at 36 months and 14 were diagnosed with ASD. Infants’ responsiveness to distress was evaluated at 12, 18, 24, and 36 months. An examiner pretended to hit her finger with a toy mallet and infants’ responses were video-recorded. Attention to the examiner and congruent changes in affect were coded on four-point Likert scales. Results:  Cross-sectional and longitudinal analyses confirm that the ASD group paid less attention and demonstrated less change in affect in response to the examiner’s distress relative to the high-risk and low-risk participants who were not subsequently diagnosed with ASD. Group differences remained when verbal skills and general social responsiveness were included in the analytic models. Conclusions:  Diagnostic groups differ on distress response from 12 to 36 months of age. Distress-response measures are predictive of later ASD diagnosis above and beyond verbal impairments. Distress response is a worthwhile target for early intervention programs. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02270.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Response to distress in infants at risk for autism: a prospective longitudinal study [Texte imprimé et/ou numérique] / Ted HUTMAN, Auteur ; Marian SIGMAN, Auteur ; Catherine SUGAR, Auteur ; Agata ROZGA, Auteur ; Angeline D. DELAURENTIS, Auteur ; Jenna M. BARNWELL, Auteur . - 2010 . - p.1010-1020. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-9 (September 2010) . - p.1010-1020 Mots-clés : Autism early-identification siblings empathy infancy Index. décimale : PER Périodiques Résumé : Background:  Infants and preschoolers with ASD show impairment in their responses to other people’s distress relative to children with other developmental delays and typically developing children. This deficit is expected to disrupt social interactions, social learning, and the formation of close relationships. Response to distress has not been evaluated previously in infants with ASD earlier than 18 months of age. Methods:  Participants were 103 infant siblings of children with autism and 55 low-risk controls. All children were screened for ASD at 36 months and 14 were diagnosed with ASD. Infants’ responsiveness to distress was evaluated at 12, 18, 24, and 36 months. An examiner pretended to hit her finger with a toy mallet and infants’ responses were video-recorded. Attention to the examiner and congruent changes in affect were coded on four-point Likert scales. Results:  Cross-sectional and longitudinal analyses confirm that the ASD group paid less attention and demonstrated less change in affect in response to the examiner’s distress relative to the high-risk and low-risk participants who were not subsequently diagnosed with ASD. Group differences remained when verbal skills and general social responsiveness were included in the analytic models. Conclusions:  Diagnostic groups differ on distress response from 12 to 36 months of age. Distress-response measures are predictive of later ASD diagnosis above and beyond verbal impairments. Distress response is a worthwhile target for early intervention programs. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02270.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

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