Disembedding performance and eye gaze behavior of adolescents with Autism Spectrum Disorder / Melissa H. BLACK in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101417 Titre : Disembedding performance and eye gaze behavior of adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Melissa H. BLACK, Auteur ; Sharmila VAZ, Auteur ; Richard PARSONS, Auteur ; Torbjörn FALKMER, Auteur ; Julia S.Y. TANG, Auteur ; Susan MORRIS, Auteur ; Hoe LEE, Auteur ; Marita FALKMER, Auteur Article en page(s) : p.101417 Langues : Anglais (eng) Mots-clés : Eye tracking  Local bias  Weak central coherence  Enhanced perceptual functioning Index. décimale : PER Périodiques Résumé : Background Atypical visual perception in individuals with Autism Spectrum Disorders (ASD) may contribute to superiority in disembedding tasks. Gaze behavior has provided some insights in to mechanisms underlying this purported superiority in children, however evidence is limited and requires additional investigation. Method The performance and gaze behavior of 27 adolescents with ASD and 27 matched typically developing (TD) peers were examined during the Figure Ground Subtest of the Test of Visual Perception Skills-third edition (TVPS-3). Results Compared to their TD counterparts, adolescents with ASD were no different in accuracy, however, had a longer response time. Differences in gaze behavior were also observed, characterized by adolescents with ASD spending less time viewing the incorrect and target figures, and spending a greater proportion of time viewing irrelevant areas of the stimuli compared to TD adolescents. Conclusions Results suggest that while altered visual perception was observed, this did not contribute to superiority in disembedding tasks in adolescents with ASD. Future research is required to elucidate conditions under which altered visual perception may contribute to behavioral superiority. En ligne : https://doi.org/10.1016/j.rasd.2019.101417 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Disembedding performance and eye gaze behavior of adolescents with Autism Spectrum Disorder [texte imprimé] / Melissa H. BLACK, Auteur ; Sharmila VAZ, Auteur ; Richard PARSONS, Auteur ; Torbjörn FALKMER, Auteur ; Julia S.Y. TANG, Auteur ; Susan MORRIS, Auteur ; Hoe LEE, Auteur ; Marita FALKMER, Auteur . - p.101417. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101417 Mots-clés : Eye tracking  Local bias  Weak central coherence  Enhanced perceptual functioning Index. décimale : PER Périodiques Résumé : Background Atypical visual perception in individuals with Autism Spectrum Disorders (ASD) may contribute to superiority in disembedding tasks. Gaze behavior has provided some insights in to mechanisms underlying this purported superiority in children, however evidence is limited and requires additional investigation. Method The performance and gaze behavior of 27 adolescents with ASD and 27 matched typically developing (TD) peers were examined during the Figure Ground Subtest of the Test of Visual Perception Skills-third edition (TVPS-3). Results Compared to their TD counterparts, adolescents with ASD were no different in accuracy, however, had a longer response time. Differences in gaze behavior were also observed, characterized by adolescents with ASD spending less time viewing the incorrect and target figures, and spending a greater proportion of time viewing irrelevant areas of the stimuli compared to TD adolescents. Conclusions Results suggest that while altered visual perception was observed, this did not contribute to superiority in disembedding tasks in adolescents with ASD. Future research is required to elucidate conditions under which altered visual perception may contribute to behavioral superiority. En ligne : https://doi.org/10.1016/j.rasd.2019.101417 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Facial emotion recognition and visual search strategies of children with high functioning autism and Asperger syndrome / Denise LEUNG in Research in Autism Spectrum Disorders, 7-7 (July 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-7 (July 2013) . - p.833-844 Titre : Facial emotion recognition and visual search strategies of children with high functioning autism and Asperger syndrome Type de document : texte imprimé Auteurs : Denise LEUNG, Auteur ; Anna ORDQVIST, Auteur ; Torbjörn FALKMER, Auteur ; Richard PARSONS, Auteur ; Marita FALKMER, Auteur Article en page(s) : p.833-844 Langues : Anglais (eng) Mots-clés : Emotion recognition  Eye tracking  Fixations  Fixation durations  Socialisation Index. décimale : PER Périodiques Résumé : Adults with high functioning autism (HFA) and Asperger syndrome (AS) are often less able to identify facially expressed emotions than their matched controls. However, results regarding emotion recognition abilities in children with HFA/AS remain equivocal. Emotion recognition ability and visual search strategies of 26 children with HFA/AS and matched controls were compared. An eye tracker measured the number of fixations and fixation durations as participants were shown 12 pairs of slides, displaying photos of faces expressing anger, happiness or surprise. The first slide of each pair showed a face broken up into puzzle pieces. The eyes in half of the puzzle piece slides were bisected, while those in the remaining half were whole. Participants then identified which of three alternative faces was expressing the same emotion shown in the preceding puzzle piece slide. No differences between the participant groups were found for either emotion recognition ability or number of fixations. Both groups fixated more often on the eyes and performed better when the eyes were whole, suggesting that both children with HFA/AS and controls consider the eyes to be the most important source of information during emotion recognition. Fixation durations were longer in the group with HFA/AS, which indicates that while children with HFA/AS may be able to accurately recognise emotions, they find the task more demanding. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Facial emotion recognition and visual search strategies of children with high functioning autism and Asperger syndrome [texte imprimé] / Denise LEUNG, Auteur ; Anna ORDQVIST, Auteur ; Torbjörn FALKMER, Auteur ; Richard PARSONS, Auteur ; Marita FALKMER, Auteur . - p.833-844. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-7 (July 2013) . - p.833-844 Mots-clés : Emotion recognition  Eye tracking  Fixations  Fixation durations  Socialisation Index. décimale : PER Périodiques Résumé : Adults with high functioning autism (HFA) and Asperger syndrome (AS) are often less able to identify facially expressed emotions than their matched controls. However, results regarding emotion recognition abilities in children with HFA/AS remain equivocal. Emotion recognition ability and visual search strategies of 26 children with HFA/AS and matched controls were compared. An eye tracker measured the number of fixations and fixation durations as participants were shown 12 pairs of slides, displaying photos of faces expressing anger, happiness or surprise. The first slide of each pair showed a face broken up into puzzle pieces. The eyes in half of the puzzle piece slides were bisected, while those in the remaining half were whole. Participants then identified which of three alternative faces was expressing the same emotion shown in the preceding puzzle piece slide. No differences between the participant groups were found for either emotion recognition ability or number of fixations. Both groups fixated more often on the eyes and performed better when the eyes were whole, suggesting that both children with HFA/AS and controls consider the eyes to be the most important source of information during emotion recognition. Fixation durations were longer in the group with HFA/AS, which indicates that while children with HFA/AS may be able to accurately recognise emotions, they find the task more demanding. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Looking through the Same Eyes? Do Teachers’ Participation Ratings Match with Ratings of Students with Autism Spectrum Conditions in Mainstream Schools? / Marita FALKMER in Autism Research and Treatment, (February 2012)  

Public ISBD [article]  inAutism Research and Treatment > (February 2012) . - 13 p. Titre : Looking through the Same Eyes? Do Teachers’ Participation Ratings Match with Ratings of Students with Autism Spectrum Conditions in Mainstream Schools? Type de document : texte imprimé Auteurs : Marita FALKMER, Auteur ; Richard PARSONS, Auteur ; Mats GRANLUND, Auteur Année de publication : 2012 Article en page(s) : 13 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : To create an inclusive classroom and act accordingly, teachers’ understanding of the experiences of participation of students with autism spectrum conditions (ASCs) is crucial. This understanding may depend on the teachers’ professional experiences, support and personal interests. The aim of the present questionnaire study was to investigate how well the teachers’ ratings of their students with ASCs’ perception of participation matched with the students’ own ratings. Furthermore, possible correlations between the accuracy of teachers’ ratings and the teachers’ self-reported professional experience, support (including support-staff), and personal interest were investigated. Teachers’ ratings were also used to examine how their understandings correlated with classroom actions. The agreements between teachers’ and students’ ratings were moderate to high, and the ability to attune to the students’ perception of participation was not affected by the presence of a support-staff. The teachers’ personal interest in teaching students with ASC correlated with their accuracy, suggesting that this is a factor to consider when planning for successful placements in mainstream schools. Teachers’ understandings of the students with ASCs’ perception of being bullied or unpopular correlated with implementation of activities to improve the attitudes of classmates, but not with actions to enhance social relations for the students with ASC. En ligne : http://dx.doi.org/10.1155/2012/656981 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178 [article] Looking through the Same Eyes? Do Teachers’ Participation Ratings Match with Ratings of Students with Autism Spectrum Conditions in Mainstream Schools? [texte imprimé] / Marita FALKMER, Auteur ; Richard PARSONS, Auteur ; Mats GRANLUND, Auteur . - 2012 . - 13 p. Langues : Anglais (eng) in Autism Research and Treatment > (February 2012) . - 13 p. Index. décimale : PER Périodiques Résumé : To create an inclusive classroom and act accordingly, teachers’ understanding of the experiences of participation of students with autism spectrum conditions (ASCs) is crucial. This understanding may depend on the teachers’ professional experiences, support and personal interests. The aim of the present questionnaire study was to investigate how well the teachers’ ratings of their students with ASCs’ perception of participation matched with the students’ own ratings. Furthermore, possible correlations between the accuracy of teachers’ ratings and the teachers’ self-reported professional experience, support (including support-staff), and personal interest were investigated. Teachers’ ratings were also used to examine how their understandings correlated with classroom actions. The agreements between teachers’ and students’ ratings were moderate to high, and the ability to attune to the students’ perception of participation was not affected by the presence of a support-staff. The teachers’ personal interest in teaching students with ASC correlated with their accuracy, suggesting that this is a factor to consider when planning for successful placements in mainstream schools. Teachers’ understandings of the students with ASCs’ perception of being bullied or unpopular correlated with implementation of activities to improve the attitudes of classmates, but not with actions to enhance social relations for the students with ASC. En ligne : http://dx.doi.org/10.1155/2012/656981 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178

Postural and Cortical Responses Following Visual Occlusion in Adults With and Without ASD / Kwang Leng GOH in Journal of Autism and Developmental Disorders, 48-5 (May 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1446-1457 Titre : Postural and Cortical Responses Following Visual Occlusion in Adults With and Without ASD Type de document : texte imprimé Auteurs : Kwang Leng GOH, Auteur ; Susan MORRIS, Auteur ; Richard PARSONS, Auteur ; Alexander RING, Auteur ; Tele TAN, Auteur Article en page(s) : p.1446-1457 Langues : Anglais (eng) Mots-clés : Asd  Perturbation evoked response  Postural control  Postural disturbance  Sensory integration  Vision Index. décimale : PER Périodiques Résumé : Autism is associated with differences in sensory processing and motor coordination. Evidence from electroencephalography suggests individual perturbation evoked response (PER) components represent specific aspects of postural disturbance processing; P1 reflects the detection and N1 reflects the evaluation of postural instability. Despite the importance of these cortical responses to postural control, PERs to a perturbation in adults with autism spectrum disorder (ASD) have yet to be reported. The aim was to compare PERs to visual perturbation under varied postural stability conditions in adults with and without ASD. This study is the first to report that while the assessment of postural set is intact, adults with ASD use more cortical resources to integrate and interpret visual perturbations for postural control. En ligne : http://dx.doi.org/10.1007/s10803-017-3405-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=354 [article] Postural and Cortical Responses Following Visual Occlusion in Adults With and Without ASD [texte imprimé] / Kwang Leng GOH, Auteur ; Susan MORRIS, Auteur ; Richard PARSONS, Auteur ; Alexander RING, Auteur ; Tele TAN, Auteur . - p.1446-1457. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1446-1457 Mots-clés : Asd  Perturbation evoked response  Postural control  Postural disturbance  Sensory integration  Vision Index. décimale : PER Périodiques Résumé : Autism is associated with differences in sensory processing and motor coordination. Evidence from electroencephalography suggests individual perturbation evoked response (PER) components represent specific aspects of postural disturbance processing; P1 reflects the detection and N1 reflects the evaluation of postural instability. Despite the importance of these cortical responses to postural control, PERs to a perturbation in adults with autism spectrum disorder (ASD) have yet to be reported. The aim was to compare PERs to visual perturbation under varied postural stability conditions in adults with and without ASD. This study is the first to report that while the assessment of postural set is intact, adults with ASD use more cortical resources to integrate and interpret visual perturbations for postural control. En ligne : http://dx.doi.org/10.1007/s10803-017-3405-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=354

Relationship Satisfaction and Dyadic Coping in Couples with a Child with Autism Spectrum Disorder / Angela SIM in Journal of Autism and Developmental Disorders, 47-11 (November 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-11 (November 2017) . - p.3562-3573 Titre : Relationship Satisfaction and Dyadic Coping in Couples with a Child with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Angela SIM, Auteur ; Reinie CORDIER, Auteur ; Sharmila VAZ, Auteur ; Richard PARSONS, Auteur ; Torbjörn FALKMER, Auteur Article en page(s) : p.3562-3573 Langues : Anglais (eng) Mots-clés : Asd  Marriage  Parenting stress  Partner support  Resilience  Strengths Index. décimale : PER Périodiques Résumé : Dyadic coping strategies may play a pivotal role in relationship satisfaction and explain why some couples adapt positively to the challenges associated with raising a child with ASD and others do not. Survey data from 127 caregivers of a child with ASD were used in generalized estimating equation analyses to investigate the factors associated with relationship satisfaction, including socio-demographics, parenting stress and dyadic coping. Results showed that over two-thirds of the sample reported satisfaction, which was associated with low parenting stress, increased use of positive and decreased use of negative dyadic coping strategies. Positive dyadic coping was found to have a greater influence than negative dyadic coping, supporting a strengths-based approach to interventions promoting family resilience. En ligne : http://dx.doi.org/10.1007/s10803-017-3275-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325 [article] Relationship Satisfaction and Dyadic Coping in Couples with a Child with Autism Spectrum Disorder [texte imprimé] / Angela SIM, Auteur ; Reinie CORDIER, Auteur ; Sharmila VAZ, Auteur ; Richard PARSONS, Auteur ; Torbjörn FALKMER, Auteur . - p.3562-3573. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-11 (November 2017) . - p.3562-3573 Mots-clés : Asd  Marriage  Parenting stress  Partner support  Resilience  Strengths Index. décimale : PER Périodiques Résumé : Dyadic coping strategies may play a pivotal role in relationship satisfaction and explain why some couples adapt positively to the challenges associated with raising a child with ASD and others do not. Survey data from 127 caregivers of a child with ASD were used in generalized estimating equation analyses to investigate the factors associated with relationship satisfaction, including socio-demographics, parenting stress and dyadic coping. Results showed that over two-thirds of the sample reported satisfaction, which was associated with low parenting stress, increased use of positive and decreased use of negative dyadic coping strategies. Positive dyadic coping was found to have a greater influence than negative dyadic coping, supporting a strengths-based approach to interventions promoting family resilience. En ligne : http://dx.doi.org/10.1007/s10803-017-3275-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325

The use of psychotropic medications in autistic individuals (21?years and younger) in Western Australia: A preliminary investigation / Kim WATKINS ; Richard PARSONS ; Bruce SUNDERLAND ; Andrew WHITEHOUSE ; Rima CACCETTA in Autism, 28-8 (August 2024)  

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