Computer-based intervention for inferring facial expressions from the socio-emotional context in two children with autism spectrum disorders / Soichiro MATSUDA in Research in Autism Spectrum Disorders, 8-8 (August 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-8 (August 2014) . - p.944-950 Titre : Computer-based intervention for inferring facial expressions from the socio-emotional context in two children with autism spectrum disorders Type de document : texte imprimé Auteurs : Soichiro MATSUDA, Auteur ; Junichi YAMAMOTO, Auteur Article en page(s) : p.944-950 Langues : Anglais (eng) Mots-clés : Facial expressions  Autism  Matching-to-sample  Socio-emotional situations  Emotion recognition Index. décimale : PER Périodiques Résumé : Abstract Difficulties in understanding others’ emotions have been widely reported in autism spectrum disorders (ASDs). Many methodologies for evaluating the emotion recognition can be analyzed by matching-to-sample (MTS) procedures. When using movies of socio-emotional situations as sample stimuli, children with ASD have been found to have difficulties in understanding them. Furthermore, there are few intervention studies that have targeted understanding of socio-emotional situations in children with ASD. The present study examined whether two young children with ASD can acquire the relationships between movies of socio-emotional situations and pictures of facial expressions through computer-based MTS training. The movies of situations and pictures of facial expressions represented happy, surprised, angry and sad emotions. The child with ASD was required to select the picture of facial expression when presented with the movie of socio-emotional situations as a sample stimulus, and if so, whether these skills can be generalized to untrained stimuli. We used a multiple baseline design across participants, and the results demonstrated that both children learned the relationships and improved their performance with untrained stimuli. These findings are discussed in terms of procedures to increase the understanding of others’ emotions at an early developmental stage. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Computer-based intervention for inferring facial expressions from the socio-emotional context in two children with autism spectrum disorders [texte imprimé] / Soichiro MATSUDA, Auteur ; Junichi YAMAMOTO, Auteur . - p.944-950. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-8 (August 2014) . - p.944-950 Mots-clés : Facial expressions  Autism  Matching-to-sample  Socio-emotional situations  Emotion recognition Index. décimale : PER Périodiques Résumé : Abstract Difficulties in understanding others’ emotions have been widely reported in autism spectrum disorders (ASDs). Many methodologies for evaluating the emotion recognition can be analyzed by matching-to-sample (MTS) procedures. When using movies of socio-emotional situations as sample stimuli, children with ASD have been found to have difficulties in understanding them. Furthermore, there are few intervention studies that have targeted understanding of socio-emotional situations in children with ASD. The present study examined whether two young children with ASD can acquire the relationships between movies of socio-emotional situations and pictures of facial expressions through computer-based MTS training. The movies of situations and pictures of facial expressions represented happy, surprised, angry and sad emotions. The child with ASD was required to select the picture of facial expression when presented with the movie of socio-emotional situations as a sample stimulus, and if so, whether these skills can be generalized to untrained stimuli. We used a multiple baseline design across participants, and the results demonstrated that both children learned the relationships and improved their performance with untrained stimuli. These findings are discussed in terms of procedures to increase the understanding of others’ emotions at an early developmental stage. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Contingent imitation increases verbal interaction in children with autism spectrum disorders / Yuka ISHIZUKA in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.1011-1020 Titre : Contingent imitation increases verbal interaction in children with autism spectrum disorders Type de document : texte imprimé Auteurs : Yuka ISHIZUKA, Auteur ; Jun-ichi YAMAMOTO, Auteur Article en page(s) : p.1011-1020 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  communication and language  contingent imitation  development  imitation  verbal interaction  vocal imitation  vocal turn-taking Index. décimale : PER Périodiques Résumé : Several studies have suggested that contingent adult imitation increase nonverbal communication, such as attention and proximity to adults, in children with autism spectrum disorders. However, few studies have shown the effect of contingent imitation on verbal communication. This study examined whether children with autism were able to promote verbal interaction such as vocal imitation, vocalization, and vocal turn-taking via contingent imitation. We used an alternating treatment design composed of the conditions of contingent imitation and control for six children with autism (aged 33–63 months). For contingent imitation condition, adults imitated children’s vocalization immediately. For control condition, adults did not imitate but gave a vocal response immediately. Results showed that in contingent imitation condition, all children increased the number of vocal imitations and vocal turn-takings compared with control condition. The number of vocalizations increased in both condition for all children. Overall, it is suggested that all children promote verbal interaction via contingent imitation. En ligne : http://dx.doi.org/10.1177/1362361315622856 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Contingent imitation increases verbal interaction in children with autism spectrum disorders [texte imprimé] / Yuka ISHIZUKA, Auteur ; Jun-ichi YAMAMOTO, Auteur . - p.1011-1020. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.1011-1020 Mots-clés : autism spectrum disorder  communication and language  contingent imitation  development  imitation  verbal interaction  vocal imitation  vocal turn-taking Index. décimale : PER Périodiques Résumé : Several studies have suggested that contingent adult imitation increase nonverbal communication, such as attention and proximity to adults, in children with autism spectrum disorders. However, few studies have shown the effect of contingent imitation on verbal communication. This study examined whether children with autism were able to promote verbal interaction such as vocal imitation, vocalization, and vocal turn-taking via contingent imitation. We used an alternating treatment design composed of the conditions of contingent imitation and control for six children with autism (aged 33–63 months). For contingent imitation condition, adults imitated children’s vocalization immediately. For control condition, adults did not imitate but gave a vocal response immediately. Results showed that in contingent imitation condition, all children increased the number of vocal imitations and vocal turn-takings compared with control condition. The number of vocalizations increased in both condition for all children. Overall, it is suggested that all children promote verbal interaction via contingent imitation. En ligne : http://dx.doi.org/10.1177/1362361315622856 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Gaze Behavior of Children with ASD toward Pictures of Facial Expressions / S. MATSUDA in Autism Research and Treatment, 2015 (2015)  

Public ISBD [article]  inAutism Research and Treatment > 2015 (2015) Titre : Gaze Behavior of Children with ASD toward Pictures of Facial Expressions Type de document : texte imprimé Auteurs : S. MATSUDA, Auteur ; Y. MINAGAWA, Auteur ; Junichi YAMAMOTO, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Atypical gaze behavior in response to a face has been well documented in individuals with autism spectrum disorders (ASDs). Children with ASD appear to differ from typically developing (TD) children in gaze behavior for spoken and dynamic face stimuli but not for nonspeaking, static face stimuli. Furthermore, children with ASD and TD children show a difference in their gaze behavior for certain expressions. However, few studies have examined the relationship between autism severity and gaze behavior toward certain facial expressions. The present study replicated and extended previous studies by examining gaze behavior towards pictures of facial expressions. We presented ASD and TD children with pictures of surprised, happy, neutral, angry, and sad facial expressions. Autism severity was assessed using the Childhood Autism Rating Scale (CARS). The results showed that there was no group difference in gaze behavior when looking at pictures of facial expressions. Conversely, the children with ASD who had more severe autistic symptomatology had a tendency to gaze at angry facial expressions for a shorter duration in comparison to other facial expressions. These findings suggest that autism severity should be considered when examining atypical responses to certain facial expressions. En ligne : http://dx.doi.org/10.1155/2015/617190 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332 [article] Gaze Behavior of Children with ASD toward Pictures of Facial Expressions [texte imprimé] / S. MATSUDA, Auteur ; Y. MINAGAWA, Auteur ; Junichi YAMAMOTO, Auteur. Langues : Anglais (eng) in Autism Research and Treatment > 2015 (2015) Index. décimale : PER Périodiques Résumé : Atypical gaze behavior in response to a face has been well documented in individuals with autism spectrum disorders (ASDs). Children with ASD appear to differ from typically developing (TD) children in gaze behavior for spoken and dynamic face stimuli but not for nonspeaking, static face stimuli. Furthermore, children with ASD and TD children show a difference in their gaze behavior for certain expressions. However, few studies have examined the relationship between autism severity and gaze behavior toward certain facial expressions. The present study replicated and extended previous studies by examining gaze behavior towards pictures of facial expressions. We presented ASD and TD children with pictures of surprised, happy, neutral, angry, and sad facial expressions. Autism severity was assessed using the Childhood Autism Rating Scale (CARS). The results showed that there was no group difference in gaze behavior when looking at pictures of facial expressions. Conversely, the children with ASD who had more severe autistic symptomatology had a tendency to gaze at angry facial expressions for a shorter duration in comparison to other facial expressions. These findings suggest that autism severity should be considered when examining atypical responses to certain facial expressions. En ligne : http://dx.doi.org/10.1155/2015/617190 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332

Intervention for increasing the comprehension of affective prosody in children with autism spectrum disorders / Soichiro MATSUDA in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.938-946 Titre : Intervention for increasing the comprehension of affective prosody in children with autism spectrum disorders Type de document : texte imprimé Auteurs : Soichiro MATSUDA, Auteur ; Junichi YAMAMOTO, Auteur Année de publication : 2013 Article en page(s) : p.938-946 Langues : Anglais (eng) Mots-clés : Affective prosody  Autism  Cross-modal matching  Emotion perception  Facial expression Index. décimale : PER Périodiques Résumé : Abstract Deficits in comprehension of others’ emotions have been well documented in children with autism spectrum disorders (ASDs). As to variety of methodological procedures, many of them can be analyzed by matching-to-sample (MTS) procedures. When using affective prosody as a sample stimulus, children with ASD have been found to have difficulties with cross-modal MTS, including understanding the relationship between affective prosody (auditory stimulus) and affective illustrations or texts (visual stimulus). Furthermore, several studies have attempted to train the perception of cross-modal processing relationships in older children with high functioning ASD or Asperger's syndrome. The purpose of the present study was to examine whether four young children with ASD (mean age, 5 years 6 months) could be taught the relationships between affective prosody and facial expression via cross-modal MTS training and, if so, whether or not this skills generalized to novel stimuli. A multiple baseline design across participants was implemented. Results showed that all four of the children acquired the cross-modal emotion relationships and generalized this learned relationship to the perception of untrained stimuli. These findings are discussed in terms of the procedures to increase the understanding of the richness of other's emotions at an early developmental stage. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Intervention for increasing the comprehension of affective prosody in children with autism spectrum disorders [texte imprimé] / Soichiro MATSUDA, Auteur ; Junichi YAMAMOTO, Auteur . - 2013 . - p.938-946. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.938-946 Mots-clés : Affective prosody  Autism  Cross-modal matching  Emotion perception  Facial expression Index. décimale : PER Périodiques Résumé : Abstract Deficits in comprehension of others’ emotions have been well documented in children with autism spectrum disorders (ASDs). As to variety of methodological procedures, many of them can be analyzed by matching-to-sample (MTS) procedures. When using affective prosody as a sample stimulus, children with ASD have been found to have difficulties with cross-modal MTS, including understanding the relationship between affective prosody (auditory stimulus) and affective illustrations or texts (visual stimulus). Furthermore, several studies have attempted to train the perception of cross-modal processing relationships in older children with high functioning ASD or Asperger's syndrome. The purpose of the present study was to examine whether four young children with ASD (mean age, 5 years 6 months) could be taught the relationships between affective prosody and facial expression via cross-modal MTS training and, if so, whether or not this skills generalized to novel stimuli. A multiple baseline design across participants was implemented. Results showed that all four of the children acquired the cross-modal emotion relationships and generalized this learned relationship to the perception of untrained stimuli. These findings are discussed in terms of the procedures to increase the understanding of the richness of other's emotions at an early developmental stage. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Intervention for tact as reporting in children with autism / Nozomi NAOI in Research in Autism Spectrum Disorders, 1-2 (April/June 2007)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.174-184 Titre : Intervention for tact as reporting in children with autism Type de document : texte imprimé Auteurs : Nozomi NAOI, Auteur ; Kumiko YOKOYAMA, Auteur ; Jun-ichi YAMAMOTO, Auteur Année de publication : 2007 Article en page(s) : p.174-184 Langues : Anglais (eng) Mots-clés : Tact Reporting Verbal-behavior Children-with-autism Index. décimale : PER Périodiques Résumé : Many children with autism have severe difficulty in ‘reporting’ on events at schools to mothers at home despite their ability to tact some objects and actions in discrete trial setting. Many studies have attempted to establish tact as labeling in children with autism. Few studies, however, have attempted to establish tact as a functional communication skill. The conditions under which children with autism acquired tact regarding objects and events that are remote in time and space from the listener was investigated in three children with autism. A multiple-baseline design was implemented to evaluate intervention effects. Animated cartoons or still pictures were used as stimuli and the children were required to walk to see a stimulus, observe it, walk back to an adult listener, and tact what they had seen. In the baseline condition, no participants were able to sufficiently tact after moving 1-m from the stimulus. Then tacting was trained using vocal prompts. Through this procedure, all children acquired tact for untrained events that were remote in time and space from their mothers. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 [article] Intervention for tact as reporting in children with autism [texte imprimé] / Nozomi NAOI, Auteur ; Kumiko YOKOYAMA, Auteur ; Jun-ichi YAMAMOTO, Auteur . - 2007 . - p.174-184. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.174-184 Mots-clés : Tact Reporting Verbal-behavior Children-with-autism Index. décimale : PER Périodiques Résumé : Many children with autism have severe difficulty in ‘reporting’ on events at schools to mothers at home despite their ability to tact some objects and actions in discrete trial setting. Many studies have attempted to establish tact as labeling in children with autism. Few studies, however, have attempted to establish tact as a functional communication skill. The conditions under which children with autism acquired tact regarding objects and events that are remote in time and space from the listener was investigated in three children with autism. A multiple-baseline design was implemented to evaluate intervention effects. Animated cartoons or still pictures were used as stimuli and the children were required to walk to see a stimulus, observe it, walk back to an adult listener, and tact what they had seen. In the baseline condition, no participants were able to sufficiently tact after moving 1-m from the stimulus. Then tacting was trained using vocal prompts. Through this procedure, all children acquired tact for untrained events that were remote in time and space from their mothers. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147

Intramodal and cross-modal matching of emotional expression in young children with autism spectrum disorders / Soichiro MATSUDA in Research in Autism Spectrum Disorders, 10 (February 2015)  

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Stimulus pairing training in children with autism spectrum disorder / Kosuke TAKAHASHI in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

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The effect of contingent imitation intervention on children with autism spectrum disorder and co-occurring intellectual disabilities / Yuka ISHIZUKA in Research in Autism Spectrum Disorders, 85 (July 2021)  

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