Attempting to “Increase Intake from the Input”: Attention and Word Learning in Children with Autism / Elena J. TENENBAUM in Journal of Autism and Developmental Disorders, 47-6 (June 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1791-1805 Titre : Attempting to “Increase Intake from the Input”: Attention and Word Learning in Children with Autism Type de document : texte imprimé Auteurs : Elena J. TENENBAUM, Auteur ; Dima AMSO, Auteur ; Giulia RIGHI, Auteur ; Stephen J. SHEINKOPF, Auteur Article en page(s) : p.1791-1805 Langues : Anglais (eng) Mots-clés : Autism  Eye-tracking  Word-learning  Attention to faces  Joint attention Index. décimale : PER Périodiques Résumé : Previous work has demonstrated that social attention is related to early language abilities. We explored whether we can facilitate word learning among children with autism by directing attention to areas of the scene that have been demonstrated as relevant for successful word learning. We tracked eye movements to faces and objects while children watched videos of a woman teaching them new words. Test trials measured participants’ recognition of these novel word-object pairings. Results indicate that for children with autism and typically developing children, pointing to the speaker’s mouth while labeling a novel object impaired performance, likely because it distracted participants from the target object. In contrast, for children with autism, holding the object close to the speaker’s mouth improved performance. En ligne : http://dx.doi.org/10.1007/s10803-017-3098-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Attempting to “Increase Intake from the Input”: Attention and Word Learning in Children with Autism [texte imprimé] / Elena J. TENENBAUM, Auteur ; Dima AMSO, Auteur ; Giulia RIGHI, Auteur ; Stephen J. SHEINKOPF, Auteur . - p.1791-1805. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1791-1805 Mots-clés : Autism  Eye-tracking  Word-learning  Attention to faces  Joint attention Index. décimale : PER Périodiques Résumé : Previous work has demonstrated that social attention is related to early language abilities. We explored whether we can facilitate word learning among children with autism by directing attention to areas of the scene that have been demonstrated as relevant for successful word learning. We tracked eye movements to faces and objects while children watched videos of a woman teaching them new words. Test trials measured participants’ recognition of these novel word-object pairings. Results indicate that for children with autism and typically developing children, pointing to the speaker’s mouth while labeling a novel object impaired performance, likely because it distracted participants from the target object. In contrast, for children with autism, holding the object close to the speaker’s mouth improved performance. En ligne : http://dx.doi.org/10.1007/s10803-017-3098-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

Bottom-Up Attention Orienting in Young Children with Autism / Dima AMSO in Journal of Autism and Developmental Disorders, 44-3 (March 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.664-673 Titre : Bottom-Up Attention Orienting in Young Children with Autism Type de document : texte imprimé Auteurs : Dima AMSO, Auteur ; Sara HAAS, Auteur ; Elena TENENBAUM, Auteur ; Julie MARKANT, Auteur ; Stephen J. SHEINKOPF, Auteur Article en page(s) : p.664-673 Langues : Anglais (eng) Mots-clés : Bottom-up attention  Saliency  Visual attention  Autism  Eye tracking  Social attention Index. décimale : PER Périodiques Résumé : We examined the impact of simultaneous bottom-up visual influences and meaningful social stimuli on attention orienting in young children with autism spectrum disorders (ASDs). Relative to typically-developing age and sex matched participants, children with ASDs were more influenced by bottom-up visual scene information regardless of whether social stimuli and bottom-up scene properties were congruent or competing. This initial reliance on bottom-up strategies correlated with severity of social impairment as well as receptive language impairments. These data provide support for the idea that there is enhanced reliance on bottom-up attention strategies in ASDs, and that this may have a negative impact on social and language development. En ligne : http://dx.doi.org/10.1007/s10803-013-1925-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 [article] Bottom-Up Attention Orienting in Young Children with Autism [texte imprimé] / Dima AMSO, Auteur ; Sara HAAS, Auteur ; Elena TENENBAUM, Auteur ; Julie MARKANT, Auteur ; Stephen J. SHEINKOPF, Auteur . - p.664-673. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.664-673 Mots-clés : Bottom-up attention  Saliency  Visual attention  Autism  Eye tracking  Social attention Index. décimale : PER Périodiques Résumé : We examined the impact of simultaneous bottom-up visual influences and meaningful social stimuli on attention orienting in young children with autism spectrum disorders (ASDs). Relative to typically-developing age and sex matched participants, children with ASDs were more influenced by bottom-up visual scene information regardless of whether social stimuli and bottom-up scene properties were congruent or competing. This initial reliance on bottom-up strategies correlated with severity of social impairment as well as receptive language impairments. These data provide support for the idea that there is enhanced reliance on bottom-up attention strategies in ASDs, and that this may have a negative impact on social and language development. En ligne : http://dx.doi.org/10.1007/s10803-013-1925-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

Pre-symptomatic intervention for autism spectrum disorder (ASD): defining a research agenda / Rebecca GRZADZINSKI in Journal of Neurodevelopmental Disorders, 13 (2021)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 13 (2021) Titre : Pre-symptomatic intervention for autism spectrum disorder (ASD): defining a research agenda Type de document : texte imprimé Auteurs : Rebecca GRZADZINSKI, Auteur ; Dima AMSO, Auteur ; Rebecca LANDA, Auteur ; Linda WATSON, Auteur ; Michael GURALNICK, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Gedeon DEÁK, Auteur ; Annette ESTES, Auteur ; Jessica BRIAN, Auteur ; Kevin BATH, Auteur ; Jed ELISON, Auteur ; Leonard ABBEDUTO, Auteur ; Jason WOLFF, Auteur ; Joseph PIVEN, Auteur Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/therapy  Behavior Therapy  Humans  Infant  Social Behavior Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) impacts an individual's ability to socialize, communicate, and interact with, and adapt to, the environment. Over the last two decades, research has focused on early identification of ASD with significant progress being made in understanding the early behavioral and biological markers that precede a diagnosis, providing a catalyst for pre-symptomatic identification and intervention. Evidence from preclinical trials suggest that intervention prior to the onset of ASD symptoms may yield more improved developmental outcomes, and clinical studies suggest that the earlier intervention is administered, the better the outcomes. This article brings together a multidisciplinary group of experts to develop a conceptual framework for behavioral intervention, during the pre-symptomatic period prior to the consolidation of symptoms into diagnosis, in infants at very-high-likelihood for developing ASD (VHL-ASD). The overarching goals of this paper are to promote the development of new intervention approaches, empirical research, and policy efforts aimed at VHL-ASD infants during the pre-symptomatic period (i.e., prior to the consolidation of the defining features of ASD). En ligne : https://dx.doi.org/10.1186/s11689-021-09393-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574 [article] Pre-symptomatic intervention for autism spectrum disorder (ASD): defining a research agenda [texte imprimé] / Rebecca GRZADZINSKI, Auteur ; Dima AMSO, Auteur ; Rebecca LANDA, Auteur ; Linda WATSON, Auteur ; Michael GURALNICK, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Gedeon DEÁK, Auteur ; Annette ESTES, Auteur ; Jessica BRIAN, Auteur ; Kevin BATH, Auteur ; Jed ELISON, Auteur ; Leonard ABBEDUTO, Auteur ; Jason WOLFF, Auteur ; Joseph PIVEN, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 13 (2021) Mots-clés : Autism Spectrum Disorder/diagnosis/therapy  Behavior Therapy  Humans  Infant  Social Behavior Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) impacts an individual's ability to socialize, communicate, and interact with, and adapt to, the environment. Over the last two decades, research has focused on early identification of ASD with significant progress being made in understanding the early behavioral and biological markers that precede a diagnosis, providing a catalyst for pre-symptomatic identification and intervention. Evidence from preclinical trials suggest that intervention prior to the onset of ASD symptoms may yield more improved developmental outcomes, and clinical studies suggest that the earlier intervention is administered, the better the outcomes. This article brings together a multidisciplinary group of experts to develop a conceptual framework for behavioral intervention, during the pre-symptomatic period prior to the consolidation of symptoms into diagnosis, in infants at very-high-likelihood for developing ASD (VHL-ASD). The overarching goals of this paper are to promote the development of new intervention approaches, empirical research, and policy efforts aimed at VHL-ASD infants during the pre-symptomatic period (i.e., prior to the consolidation of the defining features of ASD). En ligne : https://dx.doi.org/10.1186/s11689-021-09393-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574

Sensitivity to audio-visual synchrony and its relation to language abilities in children with and without ASD / Giulia RIGHI in Autism Research, 11-4 (April 2018)  

Public ISBD [article]  inAutism Research > 11-4 (April 2018) . - p.645-653 Titre : Sensitivity to audio-visual synchrony and its relation to language abilities in children with and without ASD Type de document : texte imprimé Auteurs : Giulia RIGHI, Auteur ; Elena J. TENENBAUM, Auteur ; Carolyn MCCORMICK, Auteur ; Megan BLOSSOM, Auteur ; Dima AMSO, Auteur ; Stephen J. SHEINKOPF, Auteur Article en page(s) : p.645-653 Langues : Anglais (eng) Mots-clés : audio-visual synchrony  autism  eye-tracking  language development Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is often accompanied by deficits in speech and language processing. Speech processing relies heavily on the integration of auditory and visual information, and it has been suggested that the ability to detect correspondence between auditory and visual signals helps to lay the foundation for successful language development. The goal of the present study was to examine whether young children with ASD show reduced sensitivity to temporal asynchronies in a speech processing task when compared to typically developing controls, and to examine how this sensitivity might relate to language proficiency. Using automated eye tracking methods, we found that children with ASD failed to demonstrate sensitivity to asynchronies of 0.3s, 0.6s, or 1.0s between a video of a woman speaking and the corresponding audio track. In contrast, typically developing children who were language-matched to the ASD group, were sensitive to both 0.6s and 1.0s asynchronies. We also demonstrated that individual differences in sensitivity to audiovisual asynchronies and individual differences in orientation to relevant facial features were both correlated with scores on a standardized measure of language abilities. Results are discussed in the context of attention to visual language and audio-visual processing as potential precursors to language impairment in ASD. Autism Res 2018, 11: 645-653. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Speech processing relies heavily on the integration of auditory and visual information, and it has been suggested that the ability to detect correspondence between auditory and visual signals helps to lay the foundation for successful language development. The goal of the present study was to explore whether children with ASD process audio-visual synchrony in ways comparable to their typically developing peers, and the relationship between preference for synchrony and language ability. Results showed that there are differences in attention to audiovisual synchrony between typically developing children and children with ASD. Preference for synchrony was related to the language abilities of children across groups. En ligne : http://dx.doi.org/10.1002/aur.1918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 [article] Sensitivity to audio-visual synchrony and its relation to language abilities in children with and without ASD [texte imprimé] / Giulia RIGHI, Auteur ; Elena J. TENENBAUM, Auteur ; Carolyn MCCORMICK, Auteur ; Megan BLOSSOM, Auteur ; Dima AMSO, Auteur ; Stephen J. SHEINKOPF, Auteur . - p.645-653. Langues : Anglais (eng) in Autism Research > 11-4 (April 2018) . - p.645-653 Mots-clés : audio-visual synchrony  autism  eye-tracking  language development Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is often accompanied by deficits in speech and language processing. Speech processing relies heavily on the integration of auditory and visual information, and it has been suggested that the ability to detect correspondence between auditory and visual signals helps to lay the foundation for successful language development. The goal of the present study was to examine whether young children with ASD show reduced sensitivity to temporal asynchronies in a speech processing task when compared to typically developing controls, and to examine how this sensitivity might relate to language proficiency. Using automated eye tracking methods, we found that children with ASD failed to demonstrate sensitivity to asynchronies of 0.3s, 0.6s, or 1.0s between a video of a woman speaking and the corresponding audio track. In contrast, typically developing children who were language-matched to the ASD group, were sensitive to both 0.6s and 1.0s asynchronies. We also demonstrated that individual differences in sensitivity to audiovisual asynchronies and individual differences in orientation to relevant facial features were both correlated with scores on a standardized measure of language abilities. Results are discussed in the context of attention to visual language and audio-visual processing as potential precursors to language impairment in ASD. Autism Res 2018, 11: 645-653. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Speech processing relies heavily on the integration of auditory and visual information, and it has been suggested that the ability to detect correspondence between auditory and visual signals helps to lay the foundation for successful language development. The goal of the present study was to explore whether children with ASD process audio-visual synchrony in ways comparable to their typically developing peers, and the relationship between preference for synchrony and language ability. Results showed that there are differences in attention to audiovisual synchrony between typically developing children and children with ASD. Preference for synchrony was related to the language abilities of children across groups. En ligne : http://dx.doi.org/10.1002/aur.1918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358

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