Examining Phenotypical Heterogeneity and its Underlying Factors in Gesture Skills of Chinese Autistic Children: Clustering Analysis / Xue-Ke SONG ; Wing-Chee SO in Journal of Autism and Developmental Disorders, 54-9 (September 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3504-3515 Titre : Examining Phenotypical Heterogeneity and its Underlying Factors in Gesture Skills of Chinese Autistic Children: Clustering Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Xue-Ke SONG, Auteur ; Wing-Chee SO, Auteur Article en page(s) : p.3504-3515 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: The heterogeneity of autism is well documented, but few studies have studied the heterogeneity of gesture production ability in autistic children. The present study aimed to identify subgroups of autistic children who displayed heterogeneous gesture production abilities and explore the underlying factors, including autism characteristics, intellectual ability, and language ability, that were associated with the heterogeneity. Methods: A total of 65 Chinese autistic children (mean age = 5;3) participated. Their autism characteristics and intellectual ability were assessed by standardized measurements. Language output and gesture production were captured from a parent-child interaction task. Results: We conducted a hierarchical cluster analysis and identified four distinct clusters. Cluster 1 and Cluster 2 both had low gesture production whereas Cluster 3 and Cluster 4 had high gesture production. Both Clusters 1 and 2 had relatively strong autism characteristics, in comparison to Clusters 3 and 4. Conclusions: Our findings revealed that children with stronger autism characteristics may gesture less often than those with weaker characteristics. However, the relationship between language ability and intellectual ability and gesture production was not clear. These findings shed light on the directions of intervention on gesture production for autistic children, especially those with stronger autism characteristics. En ligne : https://doi.org/10.1007/s10803-023-06049-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] Examining Phenotypical Heterogeneity and its Underlying Factors in Gesture Skills of Chinese Autistic Children: Clustering Analysis [Texte imprimé et/ou numérique] / Xue-Ke SONG, Auteur ; Wing-Chee SO, Auteur . - p.3504-3515. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3504-3515 Index. décimale : PER Périodiques Résumé : Purpose: The heterogeneity of autism is well documented, but few studies have studied the heterogeneity of gesture production ability in autistic children. The present study aimed to identify subgroups of autistic children who displayed heterogeneous gesture production abilities and explore the underlying factors, including autism characteristics, intellectual ability, and language ability, that were associated with the heterogeneity. Methods: A total of 65 Chinese autistic children (mean age = 5;3) participated. Their autism characteristics and intellectual ability were assessed by standardized measurements. Language output and gesture production were captured from a parent-child interaction task. Results: We conducted a hierarchical cluster analysis and identified four distinct clusters. Cluster 1 and Cluster 2 both had low gesture production whereas Cluster 3 and Cluster 4 had high gesture production. Both Clusters 1 and 2 had relatively strong autism characteristics, in comparison to Clusters 3 and 4. Conclusions: Our findings revealed that children with stronger autism characteristics may gesture less often than those with weaker characteristics. However, the relationship between language ability and intellectual ability and gesture production was not clear. These findings shed light on the directions of intervention on gesture production for autistic children, especially those with stronger autism characteristics. En ligne : https://doi.org/10.1007/s10803-023-06049-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

Examining Phenotypical Heterogeneity in Language Abilities in Chinese-Speaking Children with Autism: A Naturalistic Sampling Approach / Xue-Ke SONG in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1908-1919 Titre : Examining Phenotypical Heterogeneity in Language Abilities in Chinese-Speaking Children with Autism: A Naturalistic Sampling Approach Type de document : Texte imprimé et/ou numérique Auteurs : Xue-Ke SONG, Auteur ; Cassandra LEE, Auteur ; Wing-Chee SO, Auteur Article en page(s) : p.1908-1919 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  China  Cognition  Humans  Language  Cluster analysis  Heterogeneity  Naturalistic sampling approach Index. décimale : PER Périodiques Résumé : Phenotypical heterogeneity in language abilities is a hallmark of autism but remains poorly understood. The present study collected naturalistic language samples from parent-child interactions. We quantified verbal abilities (mean length of utterance, tokens, types) of 50 Chinese-speaking children (M=5; 6) and stratified subgroups based on their autism traits, IQ, and language abilities. Using hierarchical cluster analysis, four groups were identified. Group 1, the least affected group, had mild autism, the highest IQ, and the strongest verbal abilities. Group 2, the severely affected group, had the lowest IQ, most severe autism symptoms, and weakest verbal abilities. Group 3 and Group 4 displayed average levels of verbal abilities and IQ. These findings may characterize the heterogeneous profiles of verbal abilities in Chinese-speaking children. En ligne : http://dx.doi.org/10.1007/s10803-021-05104-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Examining Phenotypical Heterogeneity in Language Abilities in Chinese-Speaking Children with Autism: A Naturalistic Sampling Approach [Texte imprimé et/ou numérique] / Xue-Ke SONG, Auteur ; Cassandra LEE, Auteur ; Wing-Chee SO, Auteur . - p.1908-1919. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1908-1919 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  China  Cognition  Humans  Language  Cluster analysis  Heterogeneity  Naturalistic sampling approach Index. décimale : PER Périodiques Résumé : Phenotypical heterogeneity in language abilities is a hallmark of autism but remains poorly understood. The present study collected naturalistic language samples from parent-child interactions. We quantified verbal abilities (mean length of utterance, tokens, types) of 50 Chinese-speaking children (M=5; 6) and stratified subgroups based on their autism traits, IQ, and language abilities. Using hierarchical cluster analysis, four groups were identified. Group 1, the least affected group, had mild autism, the highest IQ, and the strongest verbal abilities. Group 2, the severely affected group, had the lowest IQ, most severe autism symptoms, and weakest verbal abilities. Group 3 and Group 4 displayed average levels of verbal abilities and IQ. These findings may characterize the heterogeneous profiles of verbal abilities in Chinese-speaking children. En ligne : http://dx.doi.org/10.1007/s10803-021-05104-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

I use my space not yours: Use of gesture space for referential identification among children with autism spectrum disorders / Wing-Chee SO in Research in Autism Spectrum Disorders, 26 (June 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 26 (June 2016) . - p.33-47 Titre : I use my space not yours: Use of gesture space for referential identification among children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Wing-Chee SO, Auteur ; Miranda KIT-YI WONG, Auteur Article en page(s) : p.33-47 Langues : Anglais (eng) Mots-clés : Autism  Gesture  Referential identification  Perspective-taking Index. décimale : PER Périodiques Résumé : AbstractBackground Speakers move their hands (gesture) when they talk. They indicate non-present referents by gesturing those referents in the same locations as the previous gestures for the same referents (spatially-consistent referent-identifying gestures). We examined whether children with autism spectrum disorders (ASD), whose gesture development is slow, produce this kind of gesture in two circumstances: (1) demonstration task in which they had to follow experimenters’ established referents and spatial locations; and (2) spoken narrative task in which they created their own referents and locations. Method School-aged children with ASD and typically-developing children (TD) demonstrated daily-life activities after the experimenter had orally described and gestured the spatial locations of non-present objects involved (demonstration task) and enacted the characters of a story from a picture (spoken narrative task). Results ASD children produced fewer spatially-consistent referent-identifying gestures than TD children in the demonstration task. When not following experimenter’s locations, they established their own gestural locations and kept them consistent. They produced a comparable number of spatially-consistent referent-identifying gestures to their TD counterparts in the spoken narrative task. The ability to produce spatially-consistent referent-identifying gestures was negatively correlated to communication and social interaction skills in the demonstration task in both groups. However, such relationship was not found in the spoken narrative task in ASD children. Conclusion ASD children have the ability to use consistent gestural locations to represent referents, but this ability may be limited when they have to follow others’ perspectives. Communication and social interaction abilities are crucial when taking others’ perspectives. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] I use my space not yours: Use of gesture space for referential identification among children with autism spectrum disorders [Texte imprimé et/ou numérique] / Wing-Chee SO, Auteur ; Miranda KIT-YI WONG, Auteur . - p.33-47. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 26 (June 2016) . - p.33-47 Mots-clés : Autism  Gesture  Referential identification  Perspective-taking Index. décimale : PER Périodiques Résumé : AbstractBackground Speakers move their hands (gesture) when they talk. They indicate non-present referents by gesturing those referents in the same locations as the previous gestures for the same referents (spatially-consistent referent-identifying gestures). We examined whether children with autism spectrum disorders (ASD), whose gesture development is slow, produce this kind of gesture in two circumstances: (1) demonstration task in which they had to follow experimenters’ established referents and spatial locations; and (2) spoken narrative task in which they created their own referents and locations. Method School-aged children with ASD and typically-developing children (TD) demonstrated daily-life activities after the experimenter had orally described and gestured the spatial locations of non-present objects involved (demonstration task) and enacted the characters of a story from a picture (spoken narrative task). Results ASD children produced fewer spatially-consistent referent-identifying gestures than TD children in the demonstration task. When not following experimenter’s locations, they established their own gestural locations and kept them consistent. They produced a comparable number of spatially-consistent referent-identifying gestures to their TD counterparts in the spoken narrative task. The ability to produce spatially-consistent referent-identifying gestures was negatively correlated to communication and social interaction skills in the demonstration task in both groups. However, such relationship was not found in the spoken narrative task in ASD children. Conclusion ASD children have the ability to use consistent gestural locations to represent referents, but this ability may be limited when they have to follow others’ perspectives. Communication and social interaction abilities are crucial when taking others’ perspectives. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

Parents' modelling of play skills in spontaneous interactions may promote autistic children?s play behaviours / Ho-Wai LAM in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102231 Titre : Parents' modelling of play skills in spontaneous interactions may promote autistic children?s play behaviours Type de document : Texte imprimé et/ou numérique Auteurs : Ho-Wai LAM, Auteur ; Wing-Wun LAW, Auteur ; Wing-Chee SO, Auteur Article en page(s) : p.102231 Mots-clés : Autism spectrum disorder  Play skills  Parents  Modelling Index. décimale : PER Périodiques Résumé : Background Autistic children always encounter difficulties in engaging in various play acts. Their parents can play a critical role in their play development. Among the different strategies adopted by parents, modelling, which involves parents demonstrating play acts to their children, can help the latter to develop play skills through observation and imitation. However, very little is known about whether modelling during parent-child spontaneous interactions might influence the production of play acts in autistic children, in comparison to other strategies, such as suggestion, command, and imitation. The present study addressed this issue, and we hypothesized that parents' modelling of play acts was positively associated with autistic children?s production of play acts. Method Thirty-seven autistic children aged between 73 and 114 months (M = 92.1) from a special school in Hong Kong and their parents were recruited for this study. The parents were instructed to play freely with their children for 20 min. The sessions were videotaped and coded. The children?s play acts were categorized into sensory, relational, functional, and symbolic play, while the parents' play strategies were categorized into modelling, command, suggestion, and imitation. Results After controlling for chronological age, autism severity and intelligence, the multiple linear regression showed that the parents' modelling strategy was significantly and positively associated with the number of their children?s play acts (B =.217, p = .046). Conclusion The modelling of play acts by the parents is associated with their autistic children?s play acts. It is advisable for parents to demonstrate play activities in daily-life interactions. En ligne : https://doi.org/10.1016/j.rasd.2023.102231 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Parents' modelling of play skills in spontaneous interactions may promote autistic children?s play behaviours [Texte imprimé et/ou numérique] / Ho-Wai LAM, Auteur ; Wing-Wun LAW, Auteur ; Wing-Chee SO, Auteur . - p.102231. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102231 Mots-clés : Autism spectrum disorder  Play skills  Parents  Modelling Index. décimale : PER Périodiques Résumé : Background Autistic children always encounter difficulties in engaging in various play acts. Their parents can play a critical role in their play development. Among the different strategies adopted by parents, modelling, which involves parents demonstrating play acts to their children, can help the latter to develop play skills through observation and imitation. However, very little is known about whether modelling during parent-child spontaneous interactions might influence the production of play acts in autistic children, in comparison to other strategies, such as suggestion, command, and imitation. The present study addressed this issue, and we hypothesized that parents' modelling of play acts was positively associated with autistic children?s production of play acts. Method Thirty-seven autistic children aged between 73 and 114 months (M = 92.1) from a special school in Hong Kong and their parents were recruited for this study. The parents were instructed to play freely with their children for 20 min. The sessions were videotaped and coded. The children?s play acts were categorized into sensory, relational, functional, and symbolic play, while the parents' play strategies were categorized into modelling, command, suggestion, and imitation. Results After controlling for chronological age, autism severity and intelligence, the multiple linear regression showed that the parents' modelling strategy was significantly and positively associated with the number of their children?s play acts (B =.217, p = .046). Conclusion The modelling of play acts by the parents is associated with their autistic children?s play acts. It is advisable for parents to demonstrate play activities in daily-life interactions. En ligne : https://doi.org/10.1016/j.rasd.2023.102231 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

A Robot-Based Play-Drama Intervention May Improve the Joint Attention and Functional Play Behaviors of Chinese-Speaking Preschoolers with Autism Spectrum Disorder: A Pilot Study / Wing-Chee SO in Journal of Autism and Developmental Disorders, 50-2 (February 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.467-481 Titre : A Robot-Based Play-Drama Intervention May Improve the Joint Attention and Functional Play Behaviors of Chinese-Speaking Preschoolers with Autism Spectrum Disorder: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Wing-Chee SO, Auteur ; Chun-Ho CHENG, Auteur ; Wan-Yi LAM, Auteur ; Ying HUANG, Auteur ; Ka-Ching NG, Auteur ; Hiu-Ching TUNG, Auteur ; Wing WONG, Auteur Article en page(s) : p.467-481 Langues : Anglais (eng) Mots-clés : Autism  Early childhood  Functional play  Intervention  Joint attention  Social robots Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have deficits in joint attention and play behaviors. We examined whether a robot-based play-drama intervention would promote these skills. Chinese-speaking preschool children were randomly assigned to an intervention group (N = 12) and a waitlist control group (N = 11). Children in the intervention group watched three robot dramas and engaged in role-plays with both robots and human experimenters over the course of 9 weeks. There were significant improvements in joint attention initiations and functional play behaviors in the intervention group. Parents of this group of children also reported less severe social impairments. It was therefore concluded that a robot-based play-drama intervention can enhance the joint attention and play behaviors of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04270-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] A Robot-Based Play-Drama Intervention May Improve the Joint Attention and Functional Play Behaviors of Chinese-Speaking Preschoolers with Autism Spectrum Disorder: A Pilot Study [Texte imprimé et/ou numérique] / Wing-Chee SO, Auteur ; Chun-Ho CHENG, Auteur ; Wan-Yi LAM, Auteur ; Ying HUANG, Auteur ; Ka-Ching NG, Auteur ; Hiu-Ching TUNG, Auteur ; Wing WONG, Auteur . - p.467-481. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.467-481 Mots-clés : Autism  Early childhood  Functional play  Intervention  Joint attention  Social robots Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have deficits in joint attention and play behaviors. We examined whether a robot-based play-drama intervention would promote these skills. Chinese-speaking preschool children were randomly assigned to an intervention group (N = 12) and a waitlist control group (N = 11). Children in the intervention group watched three robot dramas and engaged in role-plays with both robots and human experimenters over the course of 9 weeks. There were significant improvements in joint attention initiations and functional play behaviors in the intervention group. Parents of this group of children also reported less severe social impairments. It was therefore concluded that a robot-based play-drama intervention can enhance the joint attention and play behaviors of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04270-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Seeing through a robot's eyes: A cross-sectional exploratory study in developing a robotic screening technology for autism / Wing-Chee SO in Autism Research, 17-2 (February 2024)  

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The development of co-speech gesture and its semantic integration with speech in 6- to 12-year-old children with autism spectrum disorders / Wing-Chee SO in Autism, 19-8 (November 2015)  

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Whose Gestures are More Predictive of Expressive Language Abilities among Chinese-Speaking Children with Autism? A Comparison of Caregivers' and Children?s Gestures / Wing-Chee SO in Journal of Autism and Developmental Disorders, 53-9 (September 2023)  

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