Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition / Mary HANLEY in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.908-924 Titre : Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition Type de document : Texte imprimé et/ou numérique Auteurs : Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur ; Teresa MCCORMACK, Auteur ; Clare CARTY, Auteur ; Lisa COYLE, Auteur ; Naomi CROZIER, Auteur ; Johanna ROBINSON, Auteur ; Martin MCPHILLIPS, Auteur Article en page(s) : p.908-924 Langues : Anglais (eng) Mots-clés : Autism  Specific language impairment  Eye-tracking  Social interaction  Implicit mentalising Index. décimale : PER Périodiques Résumé : Abstract Eye-tracking studies have shown how people with autism spend significantly less time looking at socially relevant information on-screen compared to those developing typically. This has been suggested to impact on the development of socio-cognitive skills in autism. We present novel evidence of how attention atypicalities in children with autism extend to real-life interaction, in comparison to typically developing (TD) children and children with specific language impairment (SLI). We explored the allocation of attention during social interaction with an interlocutor, and how aspects of attention (awareness checking) related to traditional measures of social cognition (false belief attribution). We found divergent attention allocation patterns across the groups in relation to social cognition ability. Even though children with autism and SLI performed similarly on the socio-cognitive tasks, there were syndrome-specific atypicalities of their attention patterns. Children with SLI were most similar to TD children in terms of prioritising attention to socially pertinent information (eyes, face, awareness checking). Children with autism showed reduced attention to the eyes and face, and slower awareness checking. This study provides unique and timely insight into real-world social gaze (a)typicality in autism, SLI and typical development, its relationship to socio-cognitive ability, and raises important issues for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition [Texte imprimé et/ou numérique] / Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur ; Teresa MCCORMACK, Auteur ; Clare CARTY, Auteur ; Lisa COYLE, Auteur ; Naomi CROZIER, Auteur ; Johanna ROBINSON, Auteur ; Martin MCPHILLIPS, Auteur . - p.908-924. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.908-924 Mots-clés : Autism  Specific language impairment  Eye-tracking  Social interaction  Implicit mentalising Index. décimale : PER Périodiques Résumé : Abstract Eye-tracking studies have shown how people with autism spend significantly less time looking at socially relevant information on-screen compared to those developing typically. This has been suggested to impact on the development of socio-cognitive skills in autism. We present novel evidence of how attention atypicalities in children with autism extend to real-life interaction, in comparison to typically developing (TD) children and children with specific language impairment (SLI). We explored the allocation of attention during social interaction with an interlocutor, and how aspects of attention (awareness checking) related to traditional measures of social cognition (false belief attribution). We found divergent attention allocation patterns across the groups in relation to social cognition ability. Even though children with autism and SLI performed similarly on the socio-cognitive tasks, there were syndrome-specific atypicalities of their attention patterns. Children with SLI were most similar to TD children in terms of prioritising attention to socially pertinent information (eyes, face, awareness checking). Children with autism showed reduced attention to the eyes and face, and slower awareness checking. This study provides unique and timely insight into real-world social gaze (a)typicality in autism, SLI and typical development, its relationship to socio-cognitive ability, and raises important issues for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Brief Report: Faces Cause Less Distraction in Autism / Deborah M. RIBY in Journal of Autism and Developmental Disorders, 42-4 (April 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-4 (April 2012) . - p.634-639 Titre : Brief Report: Faces Cause Less Distraction in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Deborah M. RIBY, Auteur ; Philippa H. BROWN, Auteur ; Nicola JONES, Auteur ; Mary HANLEY, Auteur Année de publication : 2012 Article en page(s) : p.634-639 Langues : Anglais (eng) Mots-clés : Face perception  Social attention  Autism Index. décimale : PER Périodiques Résumé : Individuals with autism have difficulties interpreting face cues that contribute to deficits of social communication. When faces need to be processed for meaning they fail to capture and hold the attention of individuals with autism. In the current study we illustrate that faces fail to capture attention in a typical manner even when they are non-functional to task completion. In a visual search task with a present butterfly target an irrelevant face distracter significantly slows performance of typical individuals. However, participants with autism (n = 28; mean 10 years 4 months) of comparable non-verbal ability are not distracted by the faces. Interestingly, there is a significant relationship between level of functioning on the autism spectrum and degree of face capture or distraction. En ligne : http://dx.doi.org/10.1007/s10803-011-1266-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Brief Report: Faces Cause Less Distraction in Autism [Texte imprimé et/ou numérique] / Deborah M. RIBY, Auteur ; Philippa H. BROWN, Auteur ; Nicola JONES, Auteur ; Mary HANLEY, Auteur . - 2012 . - p.634-639. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-4 (April 2012) . - p.634-639 Mots-clés : Face perception  Social attention  Autism Index. décimale : PER Périodiques Résumé : Individuals with autism have difficulties interpreting face cues that contribute to deficits of social communication. When faces need to be processed for meaning they fail to capture and hold the attention of individuals with autism. In the current study we illustrate that faces fail to capture attention in a typical manner even when they are non-functional to task completion. In a visual search task with a present butterfly target an irrelevant face distracter significantly slows performance of typical individuals. However, participants with autism (n = 28; mean 10 years 4 months) of comparable non-verbal ability are not distracted by the faces. Interestingly, there is a significant relationship between level of functioning on the autism spectrum and degree of face capture or distraction. En ligne : http://dx.doi.org/10.1007/s10803-011-1266-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders / Elizabeth K. JONES in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101515 Titre : Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth K. JONES, Auteur ; Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur Article en page(s) : p.101515 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  ASD  Sensory  Education  Classroom  Learning Index. décimale : PER Périodiques Résumé : Background Many individuals with Autism Spectrum Disorders (ASD) experience sensory differences that impact daily functioning. This study aimed to capture parent and teacher perspectives on how sensory differences affect learning and life at school for pupils with ASD. Method Fifty-seven parents and seventy UK teachers completed a bespoke online questionnaire that focused on the type of sensory experiences encountered at school and how these experiences impacted learning and school life for autistic pupils. Results Despite considerable heterogeneity in the experiences perceived as enjoyable or distressing, parents and teachers reported that sensory experiences at school were frequently negative. Data indicate that it was largely negative sensory experiences that impacted learning, in turn causing distraction, anxiety and limited participation. Although five teachers highlighted positive sensory experiences, the examples offered focused on children’s ability to engage in classroom activities, once their sensory needs had been met (e.g. using weighted blankets). Factors including predictability of sensory input, school resources, and staff knowledge minimized sensory disruption. Conclusions According to teachers and parents, sensory experiences significantly impact learning and school life for autistic pupils and these findings can inform teacher training and intervention development. En ligne : https://doi.org/10.1016/j.rasd.2020.101515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders [Texte imprimé et/ou numérique] / Elizabeth K. JONES, Auteur ; Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur . - p.101515. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101515 Mots-clés : Autism spectrum disorder  ASD  Sensory  Education  Classroom  Learning Index. décimale : PER Périodiques Résumé : Background Many individuals with Autism Spectrum Disorders (ASD) experience sensory differences that impact daily functioning. This study aimed to capture parent and teacher perspectives on how sensory differences affect learning and life at school for pupils with ASD. Method Fifty-seven parents and seventy UK teachers completed a bespoke online questionnaire that focused on the type of sensory experiences encountered at school and how these experiences impacted learning and school life for autistic pupils. Results Despite considerable heterogeneity in the experiences perceived as enjoyable or distressing, parents and teachers reported that sensory experiences at school were frequently negative. Data indicate that it was largely negative sensory experiences that impacted learning, in turn causing distraction, anxiety and limited participation. Although five teachers highlighted positive sensory experiences, the examples offered focused on children’s ability to engage in classroom activities, once their sensory needs had been met (e.g. using weighted blankets). Factors including predictability of sensory input, school resources, and staff knowledge minimized sensory disruption. Conclusions According to teachers and parents, sensory experiences significantly impact learning and school life for autistic pupils and these findings can inform teacher training and intervention development. En ligne : https://doi.org/10.1016/j.rasd.2020.101515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Motor Deficits in Children With Autism Spectrum Disorder: A Cross-Syndrome Study / Martin MCPHILLIPS in Autism Research, 7-6 (December 2014)  

Public ISBD [article]  inAutism Research > 7-6 (December 2014) . - p.664-676 Titre : Motor Deficits in Children With Autism Spectrum Disorder: A Cross-Syndrome Study Type de document : Texte imprimé et/ou numérique Auteurs : Martin MCPHILLIPS, Auteur ; Jennifer FINLAY, Auteur ; Susanne BEJEROT, Auteur ; Mary HANLEY, Auteur Article en page(s) : p.664-676 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  specific language impairment  motor deficit  cross-syndrome Index. décimale : PER Périodiques Résumé : Recent research suggests that children with autism spectrum disorder (ASD) experience some level of motor difficulty, and that this may be associated with social communication skills. However, other studies show that children with language impairments, but without the social communication problems, are at risk of motor difficulties as well. The aim of the present study was to determine if children with ASD have syndrome-specific motor deficits in comparison to children with specific language impairment (SLI). We used an independent groups design with three groups of children (8–10 years old) matched on age and nonverbal IQ: an ASD group, an SLI group, and a typically developing (TD) group. All of the children completed an individually administered, standardized motor assessment battery. We found that the TD group demonstrated significantly better motor skills than either the ASD or SLI groups. Detailed analyses of the motor subtests revealed that the ASD and SLI groups had very similar motor profiles across a range of fine and gross motor skills, with one exception. We conclude that children with ASD, and SLI, are at risk of clinically significant motor deficits. However, future behavioral and neurological studies of motor skills in children with ASD should include an SLI comparison group in order to identify possible autism-specific deficits. En ligne : http://dx.doi.org/10.1002/aur.1408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Motor Deficits in Children With Autism Spectrum Disorder: A Cross-Syndrome Study [Texte imprimé et/ou numérique] / Martin MCPHILLIPS, Auteur ; Jennifer FINLAY, Auteur ; Susanne BEJEROT, Auteur ; Mary HANLEY, Auteur . - p.664-676. Langues : Anglais (eng) in Autism Research > 7-6 (December 2014) . - p.664-676 Mots-clés : autism spectrum disorder  specific language impairment  motor deficit  cross-syndrome Index. décimale : PER Périodiques Résumé : Recent research suggests that children with autism spectrum disorder (ASD) experience some level of motor difficulty, and that this may be associated with social communication skills. However, other studies show that children with language impairments, but without the social communication problems, are at risk of motor difficulties as well. The aim of the present study was to determine if children with ASD have syndrome-specific motor deficits in comparison to children with specific language impairment (SLI). We used an independent groups design with three groups of children (8–10 years old) matched on age and nonverbal IQ: an ASD group, an SLI group, and a typically developing (TD) group. All of the children completed an individually administered, standardized motor assessment battery. We found that the TD group demonstrated significantly better motor skills than either the ASD or SLI groups. Detailed analyses of the motor subtests revealed that the ASD and SLI groups had very similar motor profiles across a range of fine and gross motor skills, with one exception. We conclude that children with ASD, and SLI, are at risk of clinically significant motor deficits. However, future behavioral and neurological studies of motor skills in children with ASD should include an SLI comparison group in order to identify possible autism-specific deficits. En ligne : http://dx.doi.org/10.1002/aur.1408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Spontaneous attention to faces in Asperger syndrome using ecologically valid static stimuli / Mary HANLEY in Autism, 17-6 (November 2013)  

Public ISBD [article]  inAutism > 17-6 (November 2013) . - p.754-761 Titre : Spontaneous attention to faces in Asperger syndrome using ecologically valid static stimuli Type de document : Texte imprimé et/ou numérique Auteurs : Mary HANLEY, Auteur ; Martin MCPHILLIPS, Auteur ; Gerry MULHERN, Auteur ; Deborah M. RIBY, Auteur Année de publication : 2013 Article en page(s) : p.754-761 Langues : Anglais (eng) Mots-clés : Asperger syndrome  Autism  eye tracking  face perception  social attention Index. décimale : PER Périodiques Résumé : Previous eye tracking research on the allocation of attention to social information by individuals with autism spectrum disorders is equivocal and may be in part a consequence of variation in stimuli used between studies. The current study explored attention allocation to faces, and within faces, by individuals with Asperger syndrome using a range of static stimuli where faces were either viewed in isolation or viewed in the context of a social scene. Results showed that faces were viewed typically by the individuals with Asperger syndrome when presented in isolation, but attention to the eyes was significantly diminished in comparison to age and IQ-matched typical viewers when faces were viewed as part of social scenes. We show that when using static stimuli, there is evidence of atypicality for individuals with Asperger syndrome depending on the extent of social context. Our findings shed light on the previous explanations of gaze behaviour that have emphasised the role of movement in atypicalities of social attention in autism spectrum disorders and highlight the importance of consideration of the realistic portrayal of social information for future studies. En ligne : http://dx.doi.org/10.1177/1362361312456746 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Spontaneous attention to faces in Asperger syndrome using ecologically valid static stimuli [Texte imprimé et/ou numérique] / Mary HANLEY, Auteur ; Martin MCPHILLIPS, Auteur ; Gerry MULHERN, Auteur ; Deborah M. RIBY, Auteur . - 2013 . - p.754-761. Langues : Anglais (eng) in Autism > 17-6 (November 2013) . - p.754-761 Mots-clés : Asperger syndrome  Autism  eye tracking  face perception  social attention Index. décimale : PER Périodiques Résumé : Previous eye tracking research on the allocation of attention to social information by individuals with autism spectrum disorders is equivocal and may be in part a consequence of variation in stimuli used between studies. The current study explored attention allocation to faces, and within faces, by individuals with Asperger syndrome using a range of static stimuli where faces were either viewed in isolation or viewed in the context of a social scene. Results showed that faces were viewed typically by the individuals with Asperger syndrome when presented in isolation, but attention to the eyes was significantly diminished in comparison to age and IQ-matched typical viewers when faces were viewed as part of social scenes. We show that when using static stimuli, there is evidence of atypicality for individuals with Asperger syndrome depending on the extent of social context. Our findings shed light on the previous explanations of gaze behaviour that have emphasised the role of movement in atypicalities of social attention in autism spectrum disorders and highlight the importance of consideration of the realistic portrayal of social information for future studies. En ligne : http://dx.doi.org/10.1177/1362361312456746 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Teacher insights into the barriers and facilitators of learning in autism / Emily MCDOUGAL in Research in Autism Spectrum Disorders, 79 (November 2020)  

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The Interplay Between Anxiety and Social Functioning in Williams Syndrome / Deborah M. RIBY in Journal of Autism and Developmental Disorders, 44-5 (May 2014)  

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The use of eye-tracking to explore social difficulties in cognitively able students with autism spectrum disorder: A pilot investigation / Mary HANLEY in Autism, 19-7 (October 2015)  

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Violations of Personal Space in Young People with Autism Spectrum Disorders and Williams Syndrome: Insights from the Social Responsiveness Scale / Emma LOUGH in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

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