Dysfunction in interpersonal neural synchronization as a mechanism for social impairment in autism spectrum disorder / Laura E. QUIÑONES-CAMACHO in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1585-1596 Titre : Dysfunction in interpersonal neural synchronization as a mechanism for social impairment in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Laura E. QUIÑONES-CAMACHO, Auteur ; F. A. FISHBURN, Auteur ; Katie BELARDI, Auteur ; D. L. WILLIAMS, Auteur ; T. J. HUPPERT, Auteur ; Susan B. PERLMAN, Auteur Article en page(s) : p.1585-1596 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder  Brain  Brain Mapping  Humans  Mentalization  Spectroscopy, Near-Infrared  Asd  Tpj  neural synchrony  social communication impairment  social deficits Index. décimale : PER Périodiques Résumé : Social deficits in autism spectrum disorder (ASD) have been linked to atypical activation of the mentalizing network. This work, however, has been limited by a focus on the brain activity of a single person during computerized social tasks rather than exploring brain activity during in vivo interactions. The current study assessed neural synchronization during a conversation as a mechanism for social impairment in adults with ASD (n = 24) and matched controls (n = 26). Functional near-infrared spectroscopy (fNIRS) data were collected from the prefrontal cortex (PFC) and tempoparietal junction (TPJ). Participants self-reported on their social communication and videos of the interaction were coded for utterances and conversational turns. As expected, controls showed more neural synchrony than participants with ASD in the TPJ. Also as expected, controls showed less social communication impairment than participants with ASD. However, participants with ASD did not have fewer utterances compared with control subjects. Overall, less neural synchrony in the TPJ was associated with higher social impairment and marginally fewer utterances. Our findings advance our understanding of social difficulties in ASD by linking them to decreased neural synchronization of the TPJ. LAY SUMMARY: The coordination of brain responses is important for efficient social interactions. The current study explored the coordination of brain responses in neurotypical adults and adults with ASD to investigate if difficulties in social interactions are related to difficulties coordinating brain responses in ASD. We found that participants with ASD had more difficulties coordinating brain responses during a conversation with an interacting partner. Additionally, we found that the level of coordination in brain responses was linked to problems with social communication. En ligne : http://dx.doi.org/10.1002/aur.2513 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Dysfunction in interpersonal neural synchronization as a mechanism for social impairment in autism spectrum disorder [Texte imprimé et/ou numérique] / Laura E. QUIÑONES-CAMACHO, Auteur ; F. A. FISHBURN, Auteur ; Katie BELARDI, Auteur ; D. L. WILLIAMS, Auteur ; T. J. HUPPERT, Auteur ; Susan B. PERLMAN, Auteur . - p.1585-1596. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1585-1596 Mots-clés : Adult  Autism Spectrum Disorder  Brain  Brain Mapping  Humans  Mentalization  Spectroscopy, Near-Infrared  Asd  Tpj  neural synchrony  social communication impairment  social deficits Index. décimale : PER Périodiques Résumé : Social deficits in autism spectrum disorder (ASD) have been linked to atypical activation of the mentalizing network. This work, however, has been limited by a focus on the brain activity of a single person during computerized social tasks rather than exploring brain activity during in vivo interactions. The current study assessed neural synchronization during a conversation as a mechanism for social impairment in adults with ASD (n = 24) and matched controls (n = 26). Functional near-infrared spectroscopy (fNIRS) data were collected from the prefrontal cortex (PFC) and tempoparietal junction (TPJ). Participants self-reported on their social communication and videos of the interaction were coded for utterances and conversational turns. As expected, controls showed more neural synchrony than participants with ASD in the TPJ. Also as expected, controls showed less social communication impairment than participants with ASD. However, participants with ASD did not have fewer utterances compared with control subjects. Overall, less neural synchrony in the TPJ was associated with higher social impairment and marginally fewer utterances. Our findings advance our understanding of social difficulties in ASD by linking them to decreased neural synchronization of the TPJ. LAY SUMMARY: The coordination of brain responses is important for efficient social interactions. The current study explored the coordination of brain responses in neurotypical adults and adults with ASD to investigate if difficulties in social interactions are related to difficulties coordinating brain responses in ASD. We found that participants with ASD had more difficulties coordinating brain responses during a conversation with an interacting partner. Additionally, we found that the level of coordination in brain responses was linked to problems with social communication. En ligne : http://dx.doi.org/10.1002/aur.2513 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial / Brian A. BOYD in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3144-3162 Titre : Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Brian A. BOYD, Auteur ; Linda R. WATSON, Auteur ; S. S. RESZKA, Auteur ; J. SIDERIS, Auteur ; Michael ALESSANDRI, Auteur ; Grace T. BARANEK, Auteur ; Elizabeth R. CRAIS, Auteur ; A. DONALDSON, Auteur ; A. GUTIERREZ, Auteur ; L. JOHNSON, Auteur ; Katie BELARDI, Auteur Article en page(s) : p.3144-3162 Langues : Anglais (eng) Mots-clés : Asap  Autism spectrum disorder  Engagement  Randomized controlled trial  School interventions  Social-communication Index. décimale : PER Périodiques Résumé : The advancing social-communication and play (ASAP) intervention was designed as a classroom-based intervention, in which the educational teams serving preschool-aged children with autism spectrum disorder are trained to implement the intervention in order to improve these children's social-communication and play skills. In this 4-year, multi-site efficacy trial, classrooms were randomly assigned to ASAP or a business-as-usual control condition. A total of 78 classrooms, including 161 children, enrolled in this study. No significant group differences were found for the primary outcomes of children's social-communication and play. However, children in the ASAP group showed increased classroom engagement. Additionally, participation in ASAP seemed to have a protective effect for one indicator of teacher burnout. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3584-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial [Texte imprimé et/ou numérique] / Brian A. BOYD, Auteur ; Linda R. WATSON, Auteur ; S. S. RESZKA, Auteur ; J. SIDERIS, Auteur ; Michael ALESSANDRI, Auteur ; Grace T. BARANEK, Auteur ; Elizabeth R. CRAIS, Auteur ; A. DONALDSON, Auteur ; A. GUTIERREZ, Auteur ; L. JOHNSON, Auteur ; Katie BELARDI, Auteur . - p.3144-3162. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3144-3162 Mots-clés : Asap  Autism spectrum disorder  Engagement  Randomized controlled trial  School interventions  Social-communication Index. décimale : PER Périodiques Résumé : The advancing social-communication and play (ASAP) intervention was designed as a classroom-based intervention, in which the educational teams serving preschool-aged children with autism spectrum disorder are trained to implement the intervention in order to improve these children's social-communication and play skills. In this 4-year, multi-site efficacy trial, classrooms were randomly assigned to ASAP or a business-as-usual control condition. A total of 78 classrooms, including 161 children, enrolled in this study. No significant group differences were found for the primary outcomes of children's social-communication and play. However, children in the ASAP group showed increased classroom engagement. Additionally, participation in ASAP seemed to have a protective effect for one indicator of teacher burnout. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3584-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Erratum to: Vocal Patterns in Infants with Autism Spectrum Disorder: Canonical Babbling Status and Vocalization Frequency / Elena PATTEN in Journal of Autism and Developmental Disorders, 44-10 (October 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2429-2429 Titre : Erratum to: Vocal Patterns in Infants with Autism Spectrum Disorder: Canonical Babbling Status and Vocalization Frequency Type de document : Texte imprimé et/ou numérique Auteurs : Elena PATTEN, Auteur ; Katie BELARDI, Auteur ; Grace T. BARANEK, Auteur ; Linda R. WATSON, Auteur ; Jeffrey D. LABBAN, Auteur ; D. Kimbrough OLLER, Auteur Article en page(s) : p.2429-2429 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-014-2214-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 [article] Erratum to: Vocal Patterns in Infants with Autism Spectrum Disorder: Canonical Babbling Status and Vocalization Frequency [Texte imprimé et/ou numérique] / Elena PATTEN, Auteur ; Katie BELARDI, Auteur ; Grace T. BARANEK, Auteur ; Linda R. WATSON, Auteur ; Jeffrey D. LABBAN, Auteur ; D. Kimbrough OLLER, Auteur . - p.2429-2429. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2429-2429 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-014-2214-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240

A Retrospective Video Analysis of Canonical Babbling and Volubility in Infants with Fragile X Syndrome at 9–12 Months of Age / Katie BELARDI in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1193-1206 Titre : A Retrospective Video Analysis of Canonical Babbling and Volubility in Infants with Fragile X Syndrome at 9–12 Months of Age Type de document : Texte imprimé et/ou numérique Auteurs : Katie BELARDI, Auteur ; Linda R. WATSON, Auteur ; Richard A. FALDOWSKI, Auteur ; Heather C. HAZLETT, Auteur ; Elizabeth R. CRAIS, Auteur ; Grace T. BARANEK, Auteur ; Cara MCCOMISH, Auteur ; Elena PATTEN, Auteur ; D. KIMBROUGH OLLER, Auteur Article en page(s) : p.1193-1206 Langues : Anglais (eng) Mots-clés : Fragile X syndrome  Language development  Canonical babbling Index. décimale : PER Périodiques Résumé : An infant’s vocal capacity develops significantly during the first year of life. Research suggests early measures of pre-speech development, such as canonical babbling and volubility, can differentiate typical versus disordered development. This study offers a new contribution by comparing early vocal development in 10 infants with Fragile X syndrome and 14 with typical development. Results suggest infants with Fragile X syndrome produce fewer syllables and have significantly lower canonical babbling ratios compared to infants who are typically developing. Furthermore, the particular measures of babbling were strong predictors of group membership, adding evidence regarding the possible utility of these markers in early identification. En ligne : http://dx.doi.org/10.1007/s10803-017-3033-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] A Retrospective Video Analysis of Canonical Babbling and Volubility in Infants with Fragile X Syndrome at 9–12 Months of Age [Texte imprimé et/ou numérique] / Katie BELARDI, Auteur ; Linda R. WATSON, Auteur ; Richard A. FALDOWSKI, Auteur ; Heather C. HAZLETT, Auteur ; Elizabeth R. CRAIS, Auteur ; Grace T. BARANEK, Auteur ; Cara MCCOMISH, Auteur ; Elena PATTEN, Auteur ; D. KIMBROUGH OLLER, Auteur . - p.1193-1206. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1193-1206 Mots-clés : Fragile X syndrome  Language development  Canonical babbling Index. décimale : PER Périodiques Résumé : An infant’s vocal capacity develops significantly during the first year of life. Research suggests early measures of pre-speech development, such as canonical babbling and volubility, can differentiate typical versus disordered development. This study offers a new contribution by comparing early vocal development in 10 infants with Fragile X syndrome and 14 with typical development. Results suggest infants with Fragile X syndrome produce fewer syllables and have significantly lower canonical babbling ratios compared to infants who are typically developing. Furthermore, the particular measures of babbling were strong predictors of group membership, adding evidence regarding the possible utility of these markers in early identification. En ligne : http://dx.doi.org/10.1007/s10803-017-3033-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom / Eric J. SANDERS in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.96-105 Titre : The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom Type de document : Texte imprimé et/ou numérique Auteurs : Eric J. SANDERS, Auteur ; Dwight W. IRVIN, Auteur ; Katie BELARDI, Auteur ; Luke MCCUNE, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.96-105 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  child characteristics  communication and language  preschool children  questions Index. décimale : PER Périodiques Résumé : This study investigated questions adults asked to children with autism spectrum disorder in inclusive pre-kindergarten classrooms, and whether child (e.g. autism severity) and setting (i.e. adult-to-child ratio) characteristics were related to questions asked during center-time. Videos of verbal children with autism spectrum disorder (n?=?42) were coded based on the following question categories adapted from the work of Massey et al.: management, low cognitive challenging, or cognitively challenging. Results indicated that management questions (mean?=?19.97, standard deviation?=?12.71) were asked more than less cognitively challenging questions (mean?=?14.22, standard deviation?=?8.98) and less cognitively challenging questions were asked more than cognitively challenging questions (mean?=?10.00, standard deviation?=?6.9). Children with higher language levels had a greater likelihood of receiving cognitively challenging questions (odds ratio?=?1.025; p?=?0.007). Cognitively challenging questions had a greater likelihood of being asked in classrooms with more adults relative to children (odds ratio?=?1.176; p?=?0.037). The findings present a first step in identifying the questions directed at preschoolers with autism spectrum disorder in inclusive classrooms. En ligne : http://dx.doi.org/10.1177/1362361315569744 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom [Texte imprimé et/ou numérique] / Eric J. SANDERS, Auteur ; Dwight W. IRVIN, Auteur ; Katie BELARDI, Auteur ; Luke MCCUNE, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur . - p.96-105. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.96-105 Mots-clés : autism spectrum disorder  child characteristics  communication and language  preschool children  questions Index. décimale : PER Périodiques Résumé : This study investigated questions adults asked to children with autism spectrum disorder in inclusive pre-kindergarten classrooms, and whether child (e.g. autism severity) and setting (i.e. adult-to-child ratio) characteristics were related to questions asked during center-time. Videos of verbal children with autism spectrum disorder (n?=?42) were coded based on the following question categories adapted from the work of Massey et al.: management, low cognitive challenging, or cognitively challenging. Results indicated that management questions (mean?=?19.97, standard deviation?=?12.71) were asked more than less cognitively challenging questions (mean?=?14.22, standard deviation?=?8.98) and less cognitively challenging questions were asked more than cognitively challenging questions (mean?=?10.00, standard deviation?=?6.9). Children with higher language levels had a greater likelihood of receiving cognitively challenging questions (odds ratio?=?1.025; p?=?0.007). Cognitively challenging questions had a greater likelihood of being asked in classrooms with more adults relative to children (odds ratio?=?1.176; p?=?0.037). The findings present a first step in identifying the questions directed at preschoolers with autism spectrum disorder in inclusive classrooms. En ligne : http://dx.doi.org/10.1177/1362361315569744 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Vocal Patterns in Infants with Autism Spectrum Disorder: Canonical Babbling Status and Vocalization Frequency / Elena PATTEN in Journal of Autism and Developmental Disorders, 44-10 (October 2014)  

Permalink

---

1 (1 - 6 / 6)