Brief Report: Seeing the Man in the Moon: Do Children with Autism Perceive Pareidolic Faces? A Pilot Study / Christian RYAN in Journal of Autism and Developmental Disorders, 46-12 (December 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3838-3843 Titre : Brief Report: Seeing the Man in the Moon: Do Children with Autism Perceive Pareidolic Faces? A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Christian RYAN, Auteur ; Martina STAFFORD, Auteur ; Robert James KING, Auteur Article en page(s) : p.3838-3843 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Face perception  Social attention  Protofacial stimuli  Pareidolia Index. décimale : PER Périodiques Résumé : Faces are one of the most socially significant visual stimuli encountered in the environment, whereas pareidolias are illusions of faces arising from ambiguous stimuli in the environment. Autism spectrum disorder (ASD) is characterised by deficits in response to social stimuli. We found that children with ASD (n?=?60) identify significantly fewer pareidolic faces in a sequence of ambiguous stimuli than typically developing peers. The two groups did not differ in the number of objects identified, indicating that the children with ASD had a specific lack of attention to faces. Pareidolia have considerable potential as naturalistic and easy-to-create materials for the investigation of spontaneous attention to social stimuli in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2927-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Brief Report: Seeing the Man in the Moon: Do Children with Autism Perceive Pareidolic Faces? A Pilot Study [Texte imprimé et/ou numérique] / Christian RYAN, Auteur ; Martina STAFFORD, Auteur ; Robert James KING, Auteur . - p.3838-3843. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3838-3843 Mots-clés : Autism spectrum disorder  Face perception  Social attention  Protofacial stimuli  Pareidolia Index. décimale : PER Périodiques Résumé : Faces are one of the most socially significant visual stimuli encountered in the environment, whereas pareidolias are illusions of faces arising from ambiguous stimuli in the environment. Autism spectrum disorder (ASD) is characterised by deficits in response to social stimuli. We found that children with ASD (n?=?60) identify significantly fewer pareidolic faces in a sequence of ambiguous stimuli than typically developing peers. The two groups did not differ in the number of objects identified, indicating that the children with ASD had a specific lack of attention to faces. Pareidolia have considerable potential as naturalistic and easy-to-create materials for the investigation of spontaneous attention to social stimuli in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2927-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Eliciting Expressions of Emotion: An Exploratory Analysis of Alexithymia in Adults with Autism Utilising the APRQ / Christian RYAN ; Stephen Cogan in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2499-2513 Titre : Eliciting Expressions of Emotion: An Exploratory Analysis of Alexithymia in Adults with Autism Utilising the APRQ : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Christian RYAN, Auteur ; Stephen Cogan, Auteur Article en page(s) : p.2499-2513 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined alternative methods for detecting alexithymia to the Toronto Alexithymia Scale-20 (TAS-20) by comparing the emotional linguistic performance of ASD and NT samples (n=32 in each) on the Alexithymia Provoked Responses Questionnaire (APRQ). We utilised both the LIWC and tidytext approaches to linguistic analysis. The results indicate the ASD sample used significantly fewer affective words in response to emotionally stimulating scenarios and had less emotional granularity. Affective word use was correlated with ASD symptomatology but not with TAS-20 scores, suggesting that some elements of alexithymia are not well detected by the TAS-20 alone. The APRQ, in combination with the tidytext package, offers significant potential for sophisticated exploration of emotional expression in ASD. En ligne : https://doi.org/10.1007/s10803-022-05508-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Eliciting Expressions of Emotion: An Exploratory Analysis of Alexithymia in Adults with Autism Utilising the APRQ : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Christian RYAN, Auteur ; Stephen Cogan, Auteur . - p.2499-2513. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2499-2513 Index. décimale : PER Périodiques Résumé : This study examined alternative methods for detecting alexithymia to the Toronto Alexithymia Scale-20 (TAS-20) by comparing the emotional linguistic performance of ASD and NT samples (n=32 in each) on the Alexithymia Provoked Responses Questionnaire (APRQ). We utilised both the LIWC and tidytext approaches to linguistic analysis. The results indicate the ASD sample used significantly fewer affective words in response to emotionally stimulating scenarios and had less emotional granularity. Affective word use was correlated with ASD symptomatology but not with TAS-20 scores, suggesting that some elements of alexithymia are not well detected by the TAS-20 alone. The APRQ, in combination with the tidytext package, offers significant potential for sophisticated exploration of emotional expression in ASD. En ligne : https://doi.org/10.1007/s10803-022-05508-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

Is there evidence that playing games promotes social skills training for autistic children and youth? / Orla Walsh ; Conor Linehan ; Christian RYAN in Autism, 29-2 (February 2025)  

Public ISBD [article]  inAutism > 29-2 (February 2025) . - p.329-343 Titre : Is there evidence that playing games promotes social skills training for autistic children and youth? : Autism Type de document : Texte imprimé et/ou numérique Auteurs : Orla Walsh, Auteur ; Conor Linehan, Auteur ; Christian RYAN, Auteur Article en page(s) : p.329-343 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorder  children  social communication  social skills games  systematic review  young adults  youth Index. décimale : PER Périodiques Résumé : There is increasing interest in the use of games to scaffold social skills training for autistic children and youth. However, there is no consensus on how to best approach their design, so that learning opportunities are maximised. This article presents a systematic scoping review of empirical studies that use games as social skills training for autistic children and youth. We set out to describe the different types of game-based interventions observed, to identify those that typically bring successful outcomes (while noting the social skills targeted in each), and to highlight the psychological intervention approach taken. Through a search of five databases, 3070 studies were identified and reduced, through screening, to a sample of 17 studies. Each study reported that their game successfully promoted social skills training for autistic people. Although not a part of the criteria, all studies included a technological element. However, across the sample, there was also a lack of specificity in how 'social skills' were defined and in which skills were chosen as the focus of the intervention. Moving forward, we recommend a more theoretically driven approach to defining behavioral targets for game-based interventions, as well as the inclusion of autistic voices earlier and more centrally in the design processes. Lay Abstract There is growing interest in using games to help autistic children and youth learn social skills. However, there is no clear agreement on the best way to design these games to ensure they are most effective. In our research, we reviewed studies that used games to teach social skills to autistic children and youth. We aimed to describe the different types of games, identify which ones were most successful and understand the psychological methods used. We searched five databases and found 3070 studies, which we narrowed down to 17 that met our criteria. Each of these 17 studies reported that their game helped improve social skills in autistic children. Interestingly, all these studies used some form of technology, even though this was not a requirement. However, we noticed that many studies were not clear on what specific social skills they were targeting or how they defined 'social skills'. For future work, we suggest that game-based interventions should be more clearly based on established theories. In addition, it is important to involve autistic people in the design of these games to ensure they meet their needs effectively. En ligne : https://dx.doi.org/10.1177/13623613241277309 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Is there evidence that playing games promotes social skills training for autistic children and youth? : Autism [Texte imprimé et/ou numérique] / Orla Walsh, Auteur ; Conor Linehan, Auteur ; Christian RYAN, Auteur . - p.329-343. Langues : Anglais (eng) in Autism > 29-2 (February 2025) . - p.329-343 Mots-clés : adolescents  autism spectrum disorder  children  social communication  social skills games  systematic review  young adults  youth Index. décimale : PER Périodiques Résumé : There is increasing interest in the use of games to scaffold social skills training for autistic children and youth. However, there is no consensus on how to best approach their design, so that learning opportunities are maximised. This article presents a systematic scoping review of empirical studies that use games as social skills training for autistic children and youth. We set out to describe the different types of game-based interventions observed, to identify those that typically bring successful outcomes (while noting the social skills targeted in each), and to highlight the psychological intervention approach taken. Through a search of five databases, 3070 studies were identified and reduced, through screening, to a sample of 17 studies. Each study reported that their game successfully promoted social skills training for autistic people. Although not a part of the criteria, all studies included a technological element. However, across the sample, there was also a lack of specificity in how 'social skills' were defined and in which skills were chosen as the focus of the intervention. Moving forward, we recommend a more theoretically driven approach to defining behavioral targets for game-based interventions, as well as the inclusion of autistic voices earlier and more centrally in the design processes. Lay Abstract There is growing interest in using games to help autistic children and youth learn social skills. However, there is no clear agreement on the best way to design these games to ensure they are most effective. In our research, we reviewed studies that used games to teach social skills to autistic children and youth. We aimed to describe the different types of games, identify which ones were most successful and understand the psychological methods used. We searched five databases and found 3070 studies, which we narrowed down to 17 that met our criteria. Each of these 17 studies reported that their game helped improve social skills in autistic children. Interestingly, all these studies used some form of technology, even though this was not a requirement. However, we noticed that many studies were not clear on what specific social skills they were targeting or how they defined 'social skills'. For future work, we suggest that game-based interventions should be more clearly based on established theories. In addition, it is important to involve autistic people in the design of these games to ensure they meet their needs effectively. En ligne : https://dx.doi.org/10.1177/13623613241277309 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

Judgments of Nonverbal Behaviour by Children with High-Functioning Autism Spectrum Disorder: Can they Detect Signs of Winning and Losing from Brief Video Clips? / Christian RYAN in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2916-2923 Titre : Judgments of Nonverbal Behaviour by Children with High-Functioning Autism Spectrum Disorder: Can they Detect Signs of Winning and Losing from Brief Video Clips? Type de document : Texte imprimé et/ou numérique Auteurs : Christian RYAN, Auteur ; Philip FURLEY, Auteur ; Kathleen MULHALL, Auteur Article en page(s) : p.2916-2923 Langues : Anglais (eng) Mots-clés : Sport  Emotion expression  Nonverbal behavior  Thin slices  Autism  Social rank Index. décimale : PER Périodiques Résumé : Typically developing children are able to judge who is winning or losing from very short clips of video footage of behaviour between active match play across a number of sports. Inferences from “thin slices” (short video clips) allow participants to make complex judgments about the meaning of posture, gesture and body language. This study extends the use of the thin slice research paradigm to children with high-functioning autism spectrum disorder (ASD). We tested 38 children with ASD, in two age groups: 15 participants aged 5–8 years and 23 participants aged 9–13 years. We found that the children with ASD had a rate of accuracy similar to that of typically developing peers tested in a previous study. En ligne : http://dx.doi.org/10.1007/s10803-016-2839-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Judgments of Nonverbal Behaviour by Children with High-Functioning Autism Spectrum Disorder: Can they Detect Signs of Winning and Losing from Brief Video Clips? [Texte imprimé et/ou numérique] / Christian RYAN, Auteur ; Philip FURLEY, Auteur ; Kathleen MULHALL, Auteur . - p.2916-2923. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2916-2923 Mots-clés : Sport  Emotion expression  Nonverbal behavior  Thin slices  Autism  Social rank Index. décimale : PER Périodiques Résumé : Typically developing children are able to judge who is winning or losing from very short clips of video footage of behaviour between active match play across a number of sports. Inferences from “thin slices” (short video clips) allow participants to make complex judgments about the meaning of posture, gesture and body language. This study extends the use of the thin slice research paradigm to children with high-functioning autism spectrum disorder (ASD). We tested 38 children with ASD, in two age groups: 15 participants aged 5–8 years and 23 participants aged 9–13 years. We found that the children with ASD had a rate of accuracy similar to that of typically developing peers tested in a previous study. En ligne : http://dx.doi.org/10.1007/s10803-016-2839-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Teaching Emotion Recognition Skills to Children with Autism / Christian RYAN in Journal of Autism and Developmental Disorders, 40-12 (December 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-12 (December 2010) . - p.1505-1511 Titre : Teaching Emotion Recognition Skills to Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Christian RYAN, Auteur ; Caitríona NI CHARRAGAIN, Auteur Année de publication : 2010 Article en page(s) : p.1505-1511 Langues : Anglais (eng) Mots-clés : Autism  Emotion recognition  Facial expressions Index. décimale : PER Périodiques Résumé : Autism is associated with difficulty interacting with others and an impaired ability to recognize facial expressions of emotion. Previous teaching programmes have not addressed weak central coherence. Emotion recognition training focused on components of facial expressions. The training was administered in small groups ranging from 4 to 7 children. Improvements were significantly better for the training group (n = 20, mean age 9 years, 3 months) than a waiting list control group (n = 10, mean age 10 years, 7 months). Pre and post measures revealed an effect size of the training of Cohen’s d = 1.42. The impact of the training was highly significant. There was evidence of some generalisation of the emotion recognition and improvements at follow-up. En ligne : http://dx.doi.org/10.1007/s10803-010-1009-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Teaching Emotion Recognition Skills to Children with Autism [Texte imprimé et/ou numérique] / Christian RYAN, Auteur ; Caitríona NI CHARRAGAIN, Auteur . - 2010 . - p.1505-1511. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-12 (December 2010) . - p.1505-1511 Mots-clés : Autism  Emotion recognition  Facial expressions Index. décimale : PER Périodiques Résumé : Autism is associated with difficulty interacting with others and an impaired ability to recognize facial expressions of emotion. Previous teaching programmes have not addressed weak central coherence. Emotion recognition training focused on components of facial expressions. The training was administered in small groups ranging from 4 to 7 children. Improvements were significantly better for the training group (n = 20, mean age 9 years, 3 months) than a waiting list control group (n = 10, mean age 10 years, 7 months). Pre and post measures revealed an effect size of the training of Cohen’s d = 1.42. The impact of the training was highly significant. There was evidence of some generalisation of the emotion recognition and improvements at follow-up. En ligne : http://dx.doi.org/10.1007/s10803-010-1009-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

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