Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition / Mary HANLEY in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.908-924 Titre : Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition Type de document : Texte imprimé et/ou numérique Auteurs : Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur ; Teresa MCCORMACK, Auteur ; Clare CARTY, Auteur ; Lisa COYLE, Auteur ; Naomi CROZIER, Auteur ; Johanna ROBINSON, Auteur ; Martin MCPHILLIPS, Auteur Article en page(s) : p.908-924 Langues : Anglais (eng) Mots-clés : Autism  Specific language impairment  Eye-tracking  Social interaction  Implicit mentalising Index. décimale : PER Périodiques Résumé : Abstract Eye-tracking studies have shown how people with autism spend significantly less time looking at socially relevant information on-screen compared to those developing typically. This has been suggested to impact on the development of socio-cognitive skills in autism. We present novel evidence of how attention atypicalities in children with autism extend to real-life interaction, in comparison to typically developing (TD) children and children with specific language impairment (SLI). We explored the allocation of attention during social interaction with an interlocutor, and how aspects of attention (awareness checking) related to traditional measures of social cognition (false belief attribution). We found divergent attention allocation patterns across the groups in relation to social cognition ability. Even though children with autism and SLI performed similarly on the socio-cognitive tasks, there were syndrome-specific atypicalities of their attention patterns. Children with SLI were most similar to TD children in terms of prioritising attention to socially pertinent information (eyes, face, awareness checking). Children with autism showed reduced attention to the eyes and face, and slower awareness checking. This study provides unique and timely insight into real-world social gaze (a)typicality in autism, SLI and typical development, its relationship to socio-cognitive ability, and raises important issues for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition [Texte imprimé et/ou numérique] / Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur ; Teresa MCCORMACK, Auteur ; Clare CARTY, Auteur ; Lisa COYLE, Auteur ; Naomi CROZIER, Auteur ; Johanna ROBINSON, Auteur ; Martin MCPHILLIPS, Auteur . - p.908-924. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.908-924 Mots-clés : Autism  Specific language impairment  Eye-tracking  Social interaction  Implicit mentalising Index. décimale : PER Périodiques Résumé : Abstract Eye-tracking studies have shown how people with autism spend significantly less time looking at socially relevant information on-screen compared to those developing typically. This has been suggested to impact on the development of socio-cognitive skills in autism. We present novel evidence of how attention atypicalities in children with autism extend to real-life interaction, in comparison to typically developing (TD) children and children with specific language impairment (SLI). We explored the allocation of attention during social interaction with an interlocutor, and how aspects of attention (awareness checking) related to traditional measures of social cognition (false belief attribution). We found divergent attention allocation patterns across the groups in relation to social cognition ability. Even though children with autism and SLI performed similarly on the socio-cognitive tasks, there were syndrome-specific atypicalities of their attention patterns. Children with SLI were most similar to TD children in terms of prioritising attention to socially pertinent information (eyes, face, awareness checking). Children with autism showed reduced attention to the eyes and face, and slower awareness checking. This study provides unique and timely insight into real-world social gaze (a)typicality in autism, SLI and typical development, its relationship to socio-cognitive ability, and raises important issues for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

The use of eye-tracking to explore social difficulties in cognitively able students with autism spectrum disorder: A pilot investigation / Mary HANLEY in Autism, 19-7 (October 2015)  

Public ISBD [article]  inAutism > 19-7 (October 2015) . - p.868-873 Titre : The use of eye-tracking to explore social difficulties in cognitively able students with autism spectrum disorder: A pilot investigation Type de document : Texte imprimé et/ou numérique Auteurs : Mary HANLEY, Auteur ; Debbie M. RIBY, Auteur ; Clare CARTY, Auteur ; Annie MELAUGH MCATEER, Auteur ; Andrew KENNEDY, Auteur ; Martin MCPHILLIPS, Auteur Année de publication : 2015 Article en page(s) : p.868-873 Langues : Anglais (eng) Mots-clés : autism  spectrum disorders  eye-tracking  high functioning  social attention  social awareness  social interaction Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder do not just ‘grow out of’ their early difficulties in understanding the social world. Even for those who are cognitively able, autism-related difficulties continue into adulthood. Atypicalities attending to and interpreting communicative signals from others can provide barriers to success in education, employment and relationships. In the current study, we use eye-tracking during real social interaction to explore attention to social cues (e.g. face, eyes, mouth) and links to social awareness in a group of cognitively able University students with autism spectrum disorder and typically developing students from the same University. During the interaction, students with autism spectrum disorder showed less eye fixation and more mouth fixation than typically developing students. Importantly, while 63% of typically developing participants reported thinking they were deceived about the true nature of the interaction, only 9% of autism spectrum disorder participants picked up this subtle social signal. We argue that understanding how these social attentional and social awareness difficulties manifest during adulthood is important given the growing number of adults with autism spectrum disorder who are attending higher level education. These adults may be particularly susceptible to drop-out due to demands of coping in situations where social awareness is so important. En ligne : http://dx.doi.org/10.1177/1362361315580767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 [article] The use of eye-tracking to explore social difficulties in cognitively able students with autism spectrum disorder: A pilot investigation [Texte imprimé et/ou numérique] / Mary HANLEY, Auteur ; Debbie M. RIBY, Auteur ; Clare CARTY, Auteur ; Annie MELAUGH MCATEER, Auteur ; Andrew KENNEDY, Auteur ; Martin MCPHILLIPS, Auteur . - 2015 . - p.868-873. Langues : Anglais (eng) in Autism > 19-7 (October 2015) . - p.868-873 Mots-clés : autism  spectrum disorders  eye-tracking  high functioning  social attention  social awareness  social interaction Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder do not just ‘grow out of’ their early difficulties in understanding the social world. Even for those who are cognitively able, autism-related difficulties continue into adulthood. Atypicalities attending to and interpreting communicative signals from others can provide barriers to success in education, employment and relationships. In the current study, we use eye-tracking during real social interaction to explore attention to social cues (e.g. face, eyes, mouth) and links to social awareness in a group of cognitively able University students with autism spectrum disorder and typically developing students from the same University. During the interaction, students with autism spectrum disorder showed less eye fixation and more mouth fixation than typically developing students. Importantly, while 63% of typically developing participants reported thinking they were deceived about the true nature of the interaction, only 9% of autism spectrum disorder participants picked up this subtle social signal. We argue that understanding how these social attentional and social awareness difficulties manifest during adulthood is important given the growing number of adults with autism spectrum disorder who are attending higher level education. These adults may be particularly susceptible to drop-out due to demands of coping in situations where social awareness is so important. En ligne : http://dx.doi.org/10.1177/1362361315580767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269

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