Brief Report: Joint Attention and Information Processing in Children with Higher Functioning Autism Spectrum Disorders / Peter C. MUNDY in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2555-2560 Titre : Brief Report: Joint Attention and Information Processing in Children with Higher Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur ; Kwanguk KIM, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; William JARROLD, Auteur Article en page(s) : p.2555-2560 Langues : Anglais (eng) Mots-clés : Joint attention  Information processing  Social cognition  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Theory suggests that information processing during joint attention may be atypical in children with Autism Spectrum Disorder (ASD). This hypothesis was tested in a study of school-aged children with higher functioning ASD and groups of children with symptoms of ADHD or typical development. The results indicated that the control groups displayed significantly better recognition memory for pictures studied in an initiating joint attention (IJA) rather than responding to joint attention (RJA) condition. This effect was not evident in the ASD group. The ASD group also recognized fewer pictures from the IJA condition than controls, but not the RJA condition. Atypical information processing may be a marker of the continued effects of joint attention disturbance in school aged children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2785-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Brief Report: Joint Attention and Information Processing in Children with Higher Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur ; Kwanguk KIM, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; William JARROLD, Auteur . - p.2555-2560. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2555-2560 Mots-clés : Joint attention  Information processing  Social cognition  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Theory suggests that information processing during joint attention may be atypical in children with Autism Spectrum Disorder (ASD). This hypothesis was tested in a study of school-aged children with higher functioning ASD and groups of children with symptoms of ADHD or typical development. The results indicated that the control groups displayed significantly better recognition memory for pictures studied in an initiating joint attention (IJA) rather than responding to joint attention (RJA) condition. This effect was not evident in the ASD group. The ASD group also recognized fewer pictures from the IJA condition than controls, but not the RJA condition. Atypical information processing may be a marker of the continued effects of joint attention disturbance in school aged children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2785-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism / William JARROLD in Autism Research, 6-5 (October 2013)  

Public ISBD [article]  inAutism Research > 6-5 (October 2013) . - p.393-410 Titre : Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : William JARROLD, Auteur ; Peter C. MUNDY, Auteur ; Mary GWALTNEY, Auteur ; Jeremy BAILENSON, Auteur ; Naomi HATT, Auteur ; Nancy MCINTYRE, Auteur ; Kwanguk KIM, Auteur ; Marjorie SOLOMON, Auteur ; Stephanie NOVOTNY, Auteur ; Lindsay SWAIN, Auteur Article en page(s) : p.393-410 Langues : Anglais (eng) Mots-clés : cognition and learning  school-aged development  social attention  individual differences Index. décimale : PER Périodiques Résumé : Impairments in social attention play a major role in autism, but little is known about their role in development after preschool. In this study, a public speaking task was used to study social attention, its moderators, and its association with classroom learning in elementary and secondary students with higher functioning autism spectrum disorder (HFASD). Thirty-seven students with HFASD and 54 age- and intelligence quotient (IQ)-matched peers without symptoms of ASD were assessed in a virtual classroom public speaking paradigm. This paradigm assessed the ability to attend to nine avatar peers seated at a table, while simultaneously answering self-referenced questions. Students with HFASD looked less frequently to avatar peers in the classroom while talking. However, social attention was moderated in the HFASD sample such that students with lower IQ, and/or more symptoms of social anxiety, and/or more attention deficit/hyperactivity disorder inattentive symptoms, displayed more atypical social attention. Group differences were more pronounced when the classroom contained social avatars versus nonsocial targets. Moreover, measures of social attention rather than nonsocial attention were significantly associated with parent report and objective measures of learning in the classroom. The data in this study support the hypothesis of the Social Attention Model of ASD that social attention disturbance remains part of the school-aged phenotype of autism that is related to syndrome-specific problems in social learning. More research of this kind would likely contribute to advances in the understanding of the development of the spectrum of autism and educational intervention approaches for affected school-aged children. En ligne : http://dx.doi.org/10.1002/aur.1302 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism [Texte imprimé et/ou numérique] / William JARROLD, Auteur ; Peter C. MUNDY, Auteur ; Mary GWALTNEY, Auteur ; Jeremy BAILENSON, Auteur ; Naomi HATT, Auteur ; Nancy MCINTYRE, Auteur ; Kwanguk KIM, Auteur ; Marjorie SOLOMON, Auteur ; Stephanie NOVOTNY, Auteur ; Lindsay SWAIN, Auteur . - p.393-410. Langues : Anglais (eng) in Autism Research > 6-5 (October 2013) . - p.393-410 Mots-clés : cognition and learning  school-aged development  social attention  individual differences Index. décimale : PER Périodiques Résumé : Impairments in social attention play a major role in autism, but little is known about their role in development after preschool. In this study, a public speaking task was used to study social attention, its moderators, and its association with classroom learning in elementary and secondary students with higher functioning autism spectrum disorder (HFASD). Thirty-seven students with HFASD and 54 age- and intelligence quotient (IQ)-matched peers without symptoms of ASD were assessed in a virtual classroom public speaking paradigm. This paradigm assessed the ability to attend to nine avatar peers seated at a table, while simultaneously answering self-referenced questions. Students with HFASD looked less frequently to avatar peers in the classroom while talking. However, social attention was moderated in the HFASD sample such that students with lower IQ, and/or more symptoms of social anxiety, and/or more attention deficit/hyperactivity disorder inattentive symptoms, displayed more atypical social attention. Group differences were more pronounced when the classroom contained social avatars versus nonsocial targets. Moreover, measures of social attention rather than nonsocial attention were significantly associated with parent report and objective measures of learning in the classroom. The data in this study support the hypothesis of the Social Attention Model of ASD that social attention disturbance remains part of the school-aged phenotype of autism that is related to syndrome-specific problems in social learning. More research of this kind would likely contribute to advances in the understanding of the development of the spectrum of autism and educational intervention approaches for affected school-aged children. En ligne : http://dx.doi.org/10.1002/aur.1302 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

A Virtual Joy-Stick Study of Emotional Responses and Social Motivation in Children with Autism Spectrum Disorder / Kwanguk KIM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3891-3899 Titre : A Virtual Joy-Stick Study of Emotional Responses and Social Motivation in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kwanguk KIM, Auteur ; M. Zachary ROSENTHAL, Auteur ; Mary GWALTNEY, Auteur ; William JARROLD, Auteur ; Naomi HATT, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay SWAIN, Auteur ; Marjorie SOLOMON, Auteur ; Peter C. MUNDY, Auteur Année de publication : 2015 Article en page(s) : p.3891-3899 Langues : Anglais (eng) Mots-clés : Motivation sociale  Interpersonal distance  Emotional accuracy  Social-motivation  Reward sensitivity  Virtual avatar  High function Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : A new virtual reality task was employed which uses preference for interpersonal distance to social stimuli to examine social motivation and emotion perception in children with Autism Spectrum Disorders. Nineteen high function children with higher functioning Autism Spectrum Disorder (HFASD) and 23 age, gender, and IQ matched children with typical development (TD) used a joy stick to position themselves closer or further from virtual avatars while attempting to identify six emotions expressed by the avatars, happiness, fear, anger, disgust, sadness, and surprise that were expressed at different levels of intensity. The results indicated that children with HFASD displayed significantly less approach behavior to the positive happy expression than did children with TD, who displayed increases in approach behavior to higher intensities of happy expressions. Alternatively, all groups tended to withdraw from negative emotions to the same extent and there were no diagnostic group differences in accuracy of recognition of any of the six emotions. This pattern of results is consistent with theory that suggests that some children with HFASD display atypical social-approach motivation, or sensitivity to the positive reward value of positive social–emotional events. Conversely, there was little evidence that a tendency to withdraw from social–emotional stimuli, or a failure to process social emotional stimuli, was a component of social behavior task performance in this sample of children with HFASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2036-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 [article] A Virtual Joy-Stick Study of Emotional Responses and Social Motivation in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kwanguk KIM, Auteur ; M. Zachary ROSENTHAL, Auteur ; Mary GWALTNEY, Auteur ; William JARROLD, Auteur ; Naomi HATT, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay SWAIN, Auteur ; Marjorie SOLOMON, Auteur ; Peter C. MUNDY, Auteur . - 2015 . - p.3891-3899. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3891-3899 Mots-clés : Motivation sociale  Interpersonal distance  Emotional accuracy  Social-motivation  Reward sensitivity  Virtual avatar  High function Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : A new virtual reality task was employed which uses preference for interpersonal distance to social stimuli to examine social motivation and emotion perception in children with Autism Spectrum Disorders. Nineteen high function children with higher functioning Autism Spectrum Disorder (HFASD) and 23 age, gender, and IQ matched children with typical development (TD) used a joy stick to position themselves closer or further from virtual avatars while attempting to identify six emotions expressed by the avatars, happiness, fear, anger, disgust, sadness, and surprise that were expressed at different levels of intensity. The results indicated that children with HFASD displayed significantly less approach behavior to the positive happy expression than did children with TD, who displayed increases in approach behavior to higher intensities of happy expressions. Alternatively, all groups tended to withdraw from negative emotions to the same extent and there were no diagnostic group differences in accuracy of recognition of any of the six emotions. This pattern of results is consistent with theory that suggests that some children with HFASD display atypical social-approach motivation, or sensitivity to the positive reward value of positive social–emotional events. Conversely, there was little evidence that a tendency to withdraw from social–emotional stimuli, or a failure to process social emotional stimuli, was a component of social behavior task performance in this sample of children with HFASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2036-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273

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