The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery / James W. TANAKA in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1259-1267 Titre : The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery Type de document : Texte imprimé et/ou numérique Auteurs : James W. TANAKA, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Jeffrey COCKBURN, Auteur ; Lauren HERLIHY, Auteur ; Carla BROWN, Auteur ; Sherin S. STAHL, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur ; Martha D. KAISER, Auteur ; Robert T. SCHULTZ, Auteur Article en page(s) : p.1259-1267 Langues : Anglais (eng) Mots-clés : ASD  computer-based assessment  facial emotions  perceptual skills  social communication Index. décimale : PER Périodiques Résumé : Background: Although impaired social?emotional ability is a hallmark of autism spectrum disorder (ASD), the perceptual skills and mediating strategies contributing to the social deficits of autism are not well understood. A perceptual skill that is fundamental to effective social communication is the ability to accurately perceive and interpret facial emotions. To evaluate the expression processing of participants with ASD, we designed the Let?s Face It! Emotion Skills Battery (LFI! Battery), a computer-based assessment composed of three subscales measuring verbal and perceptual skills implicated in the recognition of facial emotions. Methods: We administered the LFI! Battery to groups of participants with ASD and typically developing control (TDC) participants that were matched for age and IQ. Results: On the Name Game labeling task, participants with ASD (N = 68) performed on par with TDC individuals (N = 66) in their ability to name the facial emotions of happy, sad, disgust and surprise and were only impaired in their ability to identify the angry expression. On the Matchmaker Expression task that measures the recognition of facial emotions across different facial identities, the ASD participants (N = 66) performed reliably worse than TDC participants (N = 67) on the emotions of happy, sad, disgust, frighten and angry. In the Parts?Wholes test of perceptual strategies of expression, the TDC participants (N = 67) displayed more holistic encoding for the eyes than the mouths in expressive faces whereas ASD participants (N = 66) exhibited the reverse pattern of holistic recognition for the mouth and analytic recognition of the eyes. Conclusion: In summary, findings from the LFI! Battery show that participants with ASD were able to label the basic facial emotions (with the exception of angry expression) on par with age- and IQ-matched TDC participants. However, participants with ASD were impaired in their ability to generalize facial emotions across different identities and showed a tendency to recognize the mouth feature holistically and the eyes as isolated parts. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02571.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery [Texte imprimé et/ou numérique] / James W. TANAKA, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Jeffrey COCKBURN, Auteur ; Lauren HERLIHY, Auteur ; Carla BROWN, Auteur ; Sherin S. STAHL, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur ; Martha D. KAISER, Auteur ; Robert T. SCHULTZ, Auteur . - p.1259-1267. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1259-1267 Mots-clés : ASD  computer-based assessment  facial emotions  perceptual skills  social communication Index. décimale : PER Périodiques Résumé : Background: Although impaired social?emotional ability is a hallmark of autism spectrum disorder (ASD), the perceptual skills and mediating strategies contributing to the social deficits of autism are not well understood. A perceptual skill that is fundamental to effective social communication is the ability to accurately perceive and interpret facial emotions. To evaluate the expression processing of participants with ASD, we designed the Let?s Face It! Emotion Skills Battery (LFI! Battery), a computer-based assessment composed of three subscales measuring verbal and perceptual skills implicated in the recognition of facial emotions. Methods: We administered the LFI! Battery to groups of participants with ASD and typically developing control (TDC) participants that were matched for age and IQ. Results: On the Name Game labeling task, participants with ASD (N = 68) performed on par with TDC individuals (N = 66) in their ability to name the facial emotions of happy, sad, disgust and surprise and were only impaired in their ability to identify the angry expression. On the Matchmaker Expression task that measures the recognition of facial emotions across different facial identities, the ASD participants (N = 66) performed reliably worse than TDC participants (N = 67) on the emotions of happy, sad, disgust, frighten and angry. In the Parts?Wholes test of perceptual strategies of expression, the TDC participants (N = 67) displayed more holistic encoding for the eyes than the mouths in expressive faces whereas ASD participants (N = 66) exhibited the reverse pattern of holistic recognition for the mouth and analytic recognition of the eyes. Conclusion: In summary, findings from the LFI! Battery show that participants with ASD were able to label the basic facial emotions (with the exception of angry expression) on par with age- and IQ-matched TDC participants. However, participants with ASD were impaired in their ability to generalize facial emotions across different identities and showed a tendency to recognize the mouth feature holistically and the eyes as isolated parts. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02571.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

The visual rooting reflex in individuals with autism spectrum disorders and co-occurring intellectual disability / Annelies A. DE BILDT in Autism Research, 5-1 (February 2012)  

Public ISBD [article]  inAutism Research > 5-1 (February 2012) . - p.67-72 Titre : The visual rooting reflex in individuals with autism spectrum disorders and co-occurring intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Annelies A. DE BILDT, Auteur ; Erik J. MULDER, Auteur ; Natasja D.J. VAN LANG, Auteur ; S. A. Jytte DE WITH, Auteur ; Ruud B. MINDERAA, Auteur ; Sherin S. STAHL, Auteur ; George M. ANDERSON, Auteur Année de publication : 2012 Article en page(s) : p.67-72 Langues : Anglais (eng) Mots-clés : primitive reflexes  visual rooting reflex  autism  intellectual disability Index. décimale : PER Périodiques Résumé : The rooting reflex has long been studied by neurologists and developmentalists and is defined as an orientation toward tactile stimulation in the perioral region or visual stimulation near the face. Nearly, all previous reports of the visual rooting reflex (VRR) concern its presence in adults with neurological dysfunction. Previously, the VRR was reported to be present in a majority of individuals with autism and absent in control subjects. In the present larger study, we examined the presence of the VRR in 155 individuals with ASD and co-occurring Intellectual Disability (ASD + ID: autism, N = 60; Pervasive Developmental Disorder-Not Otherwise Specified (PDD_NOS), N = 95) and in a contrast group of 65 individuals with ID only. The VRR was present significantly more often in the ASD + ID (43.9%) group than in the ID-only group (24.6%; = 7.19; P = 0.007). Individuals with autism displayed a VRR more often (55.0%) than individuals with PDD-NOS (36.8%; = 4.92; P = 0.026) and individuals with ID only (24.6%; = 12.09; P = 0.001). A positive VRR was associated with lower IQ and adaptive functioning; in the ASD + ID group, ADI-R/ADOS domain scores were significantly higher in the VRR-positive subgroup. The results replicate and extend the finding of an increased occurrence of the VRR in autism. Although some association with IQ was observed, the VRR occurred substantially more often in the autism group compared with an intellectually disabled group, indicating some degree of specificity. Additional studies of infants and children with typical development, ASD and ID are needed to determine the utility of the VRR in ASD risk assessment and to elucidate possible specific behavioral associations. En ligne : http://dx.doi.org/10.1002/aur.225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] The visual rooting reflex in individuals with autism spectrum disorders and co-occurring intellectual disability [Texte imprimé et/ou numérique] / Annelies A. DE BILDT, Auteur ; Erik J. MULDER, Auteur ; Natasja D.J. VAN LANG, Auteur ; S. A. Jytte DE WITH, Auteur ; Ruud B. MINDERAA, Auteur ; Sherin S. STAHL, Auteur ; George M. ANDERSON, Auteur . - 2012 . - p.67-72. Langues : Anglais (eng) in Autism Research > 5-1 (February 2012) . - p.67-72 Mots-clés : primitive reflexes  visual rooting reflex  autism  intellectual disability Index. décimale : PER Périodiques Résumé : The rooting reflex has long been studied by neurologists and developmentalists and is defined as an orientation toward tactile stimulation in the perioral region or visual stimulation near the face. Nearly, all previous reports of the visual rooting reflex (VRR) concern its presence in adults with neurological dysfunction. Previously, the VRR was reported to be present in a majority of individuals with autism and absent in control subjects. In the present larger study, we examined the presence of the VRR in 155 individuals with ASD and co-occurring Intellectual Disability (ASD + ID: autism, N = 60; Pervasive Developmental Disorder-Not Otherwise Specified (PDD_NOS), N = 95) and in a contrast group of 65 individuals with ID only. The VRR was present significantly more often in the ASD + ID (43.9%) group than in the ID-only group (24.6%; = 7.19; P = 0.007). Individuals with autism displayed a VRR more often (55.0%) than individuals with PDD-NOS (36.8%; = 4.92; P = 0.026) and individuals with ID only (24.6%; = 12.09; P = 0.001). A positive VRR was associated with lower IQ and adaptive functioning; in the ASD + ID group, ADI-R/ADOS domain scores were significantly higher in the VRR-positive subgroup. The results replicate and extend the finding of an increased occurrence of the VRR in autism. Although some association with IQ was observed, the VRR occurred substantially more often in the autism group compared with an intellectually disabled group, indicating some degree of specificity. Additional studies of infants and children with typical development, ASD and ID are needed to determine the utility of the VRR in ASD risk assessment and to elucidate possible specific behavioral associations. En ligne : http://dx.doi.org/10.1002/aur.225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Two Proposed Early Biomarker Tests of ASD: More Harm Than Good / George M. ANDERSON in Journal of Autism and Developmental Disorders, 44-4 (April 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.988-989 Titre : Two Proposed Early Biomarker Tests of ASD: More Harm Than Good Type de document : Texte imprimé et/ou numérique Auteurs : George M. ANDERSON, Auteur ; Sherin S. STAHL, Auteur Année de publication : 2014 Article en page(s) : p.988-989 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-013-1981-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 [article] Two Proposed Early Biomarker Tests of ASD: More Harm Than Good [Texte imprimé et/ou numérique] / George M. ANDERSON, Auteur ; Sherin S. STAHL, Auteur . - 2014 . - p.988-989. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.988-989 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-013-1981-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228

Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let’s Face It! program / James W. TANAKA in Journal of Child Psychology and Psychiatry, 51-8 (August 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-8 (August 2010) . - p.944-952 Titre : Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let’s Face It! program Type de document : Texte imprimé et/ou numérique Auteurs : James W. TANAKA, Auteur ; Robert T. SCHULTZ, Auteur ; Jeffrey COCKBURN, Auteur ; Martha D. KAISER, Auteur ; Carla BROWN, Auteur ; Lauren HERLIHY, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Sherin S. STAHL, Auteur Année de publication : 2010 Article en page(s) : p.944-952 Langues : Anglais (eng) Mots-clés : Face-recognition autism computer-based-intervention training perceptual-expertise Index. décimale : PER Périodiques Résumé : Background:  An emerging body of evidence indicates that relative to typically developing children, children with autism are selectively impaired in their ability to recognize facial identity. A critical question is whether face recognition skills can be enhanced through a direct training intervention. Methods:  In a randomized clinical trial, children diagnosed with autism spectrum disorder were pre-screened with a battery of subtests (the Let’s Face It! Skills battery) examining face and object processing abilities. Participants who were significantly impaired in their face processing abilities were assigned to either a treatment or a waitlist group. Children in the treatment group (N = 42) received 20 hours of face training with the Let’s Face It! (LFI!) computer-based intervention. The LFI! program is comprised of seven interactive computer games that target the specific face impairments associated with autism, including the recognition of identity across image changes in expression, viewpoint and features, analytic and holistic face processing strategies and attention to information in the eye region. Time 1 and Time 2 performance for the treatment and waitlist groups was assessed with the Let’s Face It! Skills battery. Results:  The main finding was that relative to the control group (N = 37), children in the face training group demonstrated reliable improvements in their analytic recognition of mouth features and holistic recognition of a face based on its eyes features. Conclusion:  These results indicate that a relatively short-term intervention program can produce measurable improvements in the face recognition skills of children with autism. As a treatment for face processing deficits, the Let’s Face It! program has advantages of being cost-free, adaptable to the specific learning needs of the individual child and suitable for home and school applications. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02258.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let’s Face It! program [Texte imprimé et/ou numérique] / James W. TANAKA, Auteur ; Robert T. SCHULTZ, Auteur ; Jeffrey COCKBURN, Auteur ; Martha D. KAISER, Auteur ; Carla BROWN, Auteur ; Lauren HERLIHY, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Sherin S. STAHL, Auteur . - 2010 . - p.944-952. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-8 (August 2010) . - p.944-952 Mots-clés : Face-recognition autism computer-based-intervention training perceptual-expertise Index. décimale : PER Périodiques Résumé : Background:  An emerging body of evidence indicates that relative to typically developing children, children with autism are selectively impaired in their ability to recognize facial identity. A critical question is whether face recognition skills can be enhanced through a direct training intervention. Methods:  In a randomized clinical trial, children diagnosed with autism spectrum disorder were pre-screened with a battery of subtests (the Let’s Face It! Skills battery) examining face and object processing abilities. Participants who were significantly impaired in their face processing abilities were assigned to either a treatment or a waitlist group. Children in the treatment group (N = 42) received 20 hours of face training with the Let’s Face It! (LFI!) computer-based intervention. The LFI! program is comprised of seven interactive computer games that target the specific face impairments associated with autism, including the recognition of identity across image changes in expression, viewpoint and features, analytic and holistic face processing strategies and attention to information in the eye region. Time 1 and Time 2 performance for the treatment and waitlist groups was assessed with the Let’s Face It! Skills battery. Results:  The main finding was that relative to the control group (N = 37), children in the face training group demonstrated reliable improvements in their analytic recognition of mouth features and holistic recognition of a face based on its eyes features. Conclusion:  These results indicate that a relatively short-term intervention program can produce measurable improvements in the face recognition skills of children with autism. As a treatment for face processing deficits, the Let’s Face It! program has advantages of being cost-free, adaptable to the specific learning needs of the individual child and suitable for home and school applications. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02258.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

---

1 (1 - 4 / 4)