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 Auteurs : William JARROLD, Auteur ; Peter C. MUNDY, Auteur ; Mary GWALTNEY, Auteur ; Jeremy BAILENSON, Auteur ; Naomi HATT, Auteur ; Nancy S. 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] / William JARROLD, Auteur ; Peter C. MUNDY, Auteur ; Mary GWALTNEY, Auteur ; Jeremy BAILENSON, Auteur ; Naomi HATT, Auteur ; Nancy S. 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

The Action Observation System when Observing Hand Actions in Autism and Typical Development / Jennifer J. POKORNY in Autism Research, 8-3 (June 2015)  

Public ISBD [article]  inAutism Research > 8-3 (June 2015) . - p.284-296 Titre : The Action Observation System when Observing Hand Actions in Autism and Typical Development Type de document : texte imprimé Auteurs : Jennifer J. POKORNY, Auteur ; Naomi HATT, Auteur ; Costanza COLOMBI, Auteur ; Giacomo VIVANTI, Auteur ; Sally J. ROGERS, Auteur ; Susan M. RIVERA, Auteur Article en page(s) : p.284-296 Langues : Anglais (eng) Mots-clés : mirror neurons  fMRI  imitation  action understanding  autism Index. décimale : PER Périodiques Résumé : Social impairments in individuals with autism spectrum disorders (ASD) may be in part due to difficulty perceiving and recognizing the actions of others. Evidence from imitation studies, which involves both observation and execution of an action, suggests differences, in individuals with ASD, between the ability to imitate goal-directed actions involving objects (transitive actions) and the ability to imitate actions that do not involve objects (intransitive actions). In the present study, we examined whether there were differences in how ASD adolescents encoded transitive and intransitive actions compared to typically developing (TD) adolescents, by having participants view videos of a hand reaching across a screen toward an object or to where an object would be while functional magnetic resonance images were collected. Analyses focused on areas within the action observation network (AON), which is activated during the observation of actions performed by others. We hypothesized that the AON would differentiate transitive from intransitive actions only in the ASD group. However, results revealed that object presence modulated activity in the right inferior frontal gyrus and supramarginal gyrus of the TD group, a differentiation that was not seen in the ASD group. Furthermore, there were no significant group differences between the TD and ASD groups in any of the conditions. This suggests that there is not a global deficit of the AON in individuals with ASD while observing transitive and intransitive actions. En ligne : http://dx.doi.org/10.1002/aur.1445 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 [article] The Action Observation System when Observing Hand Actions in Autism and Typical Development [texte imprimé] / Jennifer J. POKORNY, Auteur ; Naomi HATT, Auteur ; Costanza COLOMBI, Auteur ; Giacomo VIVANTI, Auteur ; Sally J. ROGERS, Auteur ; Susan M. RIVERA, Auteur . - p.284-296. Langues : Anglais (eng) in Autism Research > 8-3 (June 2015) . - p.284-296 Mots-clés : mirror neurons  fMRI  imitation  action understanding  autism Index. décimale : PER Périodiques Résumé : Social impairments in individuals with autism spectrum disorders (ASD) may be in part due to difficulty perceiving and recognizing the actions of others. Evidence from imitation studies, which involves both observation and execution of an action, suggests differences, in individuals with ASD, between the ability to imitate goal-directed actions involving objects (transitive actions) and the ability to imitate actions that do not involve objects (intransitive actions). In the present study, we examined whether there were differences in how ASD adolescents encoded transitive and intransitive actions compared to typically developing (TD) adolescents, by having participants view videos of a hand reaching across a screen toward an object or to where an object would be while functional magnetic resonance images were collected. Analyses focused on areas within the action observation network (AON), which is activated during the observation of actions performed by others. We hypothesized that the AON would differentiate transitive from intransitive actions only in the ASD group. However, results revealed that object presence modulated activity in the right inferior frontal gyrus and supramarginal gyrus of the TD group, a differentiation that was not seen in the ASD group. Furthermore, there were no significant group differences between the TD and ASD groups in any of the conditions. This suggests that there is not a global deficit of the AON in individuals with ASD while observing transitive and intransitive actions. En ligne : http://dx.doi.org/10.1002/aur.1445 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261

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 Auteurs : Kwanguk KIM, Auteur ; M. Zachary ROSENTHAL, Auteur ; Mary GWALTNEY, Auteur ; William JARROLD, Auteur ; Naomi HATT, Auteur ; Nancy S. 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] / Kwanguk KIM, Auteur ; M. Zachary ROSENTHAL, Auteur ; Mary GWALTNEY, Auteur ; William JARROLD, Auteur ; Naomi HATT, Auteur ; Nancy S. 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

What Are You Doing With That Object? Comparing the Neural Responses of Action Understanding in Adolescents With and Without Autism / Jennifer J. POKORNY in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.809-823 Titre : What Are You Doing With That Object? Comparing the Neural Responses of Action Understanding in Adolescents With and Without Autism Type de document : texte imprimé Auteurs : Jennifer J. POKORNY, Auteur ; Naomi HATT, Auteur ; Sally J. ROGERS, Auteur ; Susan M. RIVERA, Auteur Année de publication : 2018 Article en page(s) : p.809-823 Langues : Anglais (eng) Mots-clés : Action understanding  Autism  Intention  Mentalizing  fMRI Index. décimale : PER Périodiques Résumé : Understanding another's actions, including what they are doing and why they are doing it, can be difficult for individuals with autism spectrum disorder (ASD). This understanding is supported by the action observation (AON) and mentalizing (MZN) networks, as well as the superior temporal sulcus. We examined these areas in children with ASD and typically developing controls by having participants view eating and placing actions performed in conventional and unconventional ways while functional magnetic resonance images were collected. We found an effect of action-type, but not conventionality, in both groups, and a between groups difference only when viewing conventional eating actions. Findings suggest there are not global AON/MZN deficits in ASD, and observing unconventional actions may not spontaneously activate the MZN. En ligne : https://doi.org/10.1007/s10803-017-3338-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] What Are You Doing With That Object? Comparing the Neural Responses of Action Understanding in Adolescents With and Without Autism [texte imprimé] / Jennifer J. POKORNY, Auteur ; Naomi HATT, Auteur ; Sally J. ROGERS, Auteur ; Susan M. RIVERA, Auteur . - 2018 . - p.809-823. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.809-823 Mots-clés : Action understanding  Autism  Intention  Mentalizing  fMRI Index. décimale : PER Périodiques Résumé : Understanding another's actions, including what they are doing and why they are doing it, can be difficult for individuals with autism spectrum disorder (ASD). This understanding is supported by the action observation (AON) and mentalizing (MZN) networks, as well as the superior temporal sulcus. We examined these areas in children with ASD and typically developing controls by having participants view eating and placing actions performed in conventional and unconventional ways while functional magnetic resonance images were collected. We found an effect of action-type, but not conventionality, in both groups, and a between groups difference only when viewing conventional eating actions. Findings suggest there are not global AON/MZN deficits in ASD, and observing unconventional actions may not spontaneously activate the MZN. En ligne : https://doi.org/10.1007/s10803-017-3338-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

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