Altered Gesture and Speech Production in ASD Detract from In-Person Communicative Quality / Laura M. MORETT in Journal of Autism and Developmental Disorders, 46-3 (March 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.998-1012 Titre : Altered Gesture and Speech Production in ASD Detract from In-Person Communicative Quality Type de document : texte imprimé Auteurs : Laura M. MORETT, Auteur ; Kirsten O'HEARN, Auteur ; Beatriz LUNA, Auteur ; Avniel Singh GHUMAN, Auteur Article en page(s) : p.998-1012 Langues : Anglais (eng) Mots-clés : Gesture  Language  Social communication  Dialogue  Adolescence Index. décimale : PER Périodiques Résumé : This study disentangled the influences of language and social processing on communication in autism spectrum disorder (ASD) by examining whether gesture and speech production differs as a function of social context. The results indicate that, unlike other adolescents, adolescents with ASD did not increase their coherency and engagement in the presence of a visible listener, and that greater coherency and engagement were related to lesser social and communicative impairments. Additionally, the results indicated that adolescents with ASD produced sparser speech and fewer gestures conveying supplementary information, and that both of these effects increased in the presence of a visible listener. Together, these findings suggest that interpersonal communication deficits in ASD are driven more strongly by social processing than language processing. En ligne : http://dx.doi.org/10.1007/s10803-015-2645-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 [article] Altered Gesture and Speech Production in ASD Detract from In-Person Communicative Quality [texte imprimé] / Laura M. MORETT, Auteur ; Kirsten O'HEARN, Auteur ; Beatriz LUNA, Auteur ; Avniel Singh GHUMAN, Auteur . - p.998-1012. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.998-1012 Mots-clés : Gesture  Language  Social communication  Dialogue  Adolescence Index. décimale : PER Périodiques Résumé : This study disentangled the influences of language and social processing on communication in autism spectrum disorder (ASD) by examining whether gesture and speech production differs as a function of social context. The results indicate that, unlike other adolescents, adolescents with ASD did not increase their coherency and engagement in the presence of a visible listener, and that greater coherency and engagement were related to lesser social and communicative impairments. Additionally, the results indicated that adolescents with ASD produced sparser speech and fewer gestures conveying supplementary information, and that both of these effects increased in the presence of a visible listener. Together, these findings suggest that interpersonal communication deficits in ASD are driven more strongly by social processing than language processing. En ligne : http://dx.doi.org/10.1007/s10803-015-2645-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281

Dis/Associations Between Language and In-the-Moment Mental Rotation Effort in Autism / Caroline LARSON in Autism Research, 18-10 (October 2025)  

Public ISBD [article]  inAutism Research > 18-10 (October 2025) . - p.2041-2053 Titre : Dis/Associations Between Language and In-the-Moment Mental Rotation Effort in Autism Type de document : texte imprimé Auteurs : Caroline LARSON, Auteur ; Laura M. MORETT, Auteur ; Sophie BARTH, Auteur ; Stephanie DURRLEMAN, Auteur ; Mila VULCHANOVA, Auteur Article en page(s) : p.2041-2053 Langues : Anglais (eng) Mots-clés : autism  language  mental rotation  pupillometry Index. décimale : PER Périodiques Résumé : ABSTRACT In-the-moment dissociations between language and visuospatial systems in autism spectrum disorder (ASD) may explain notable heterogeneity observed in both language and visuospatial skills. The current study used pupillometry, a physiological measure of in-the-moment cognitive effort, during a mental rotation task to examine associations between structural language and visuospatial cognition. Participants were 25 children and young adults with ASD and 25 age- and IQ-matched neurotypical (NT) peers. The mental rotation task involved four conditions: two- and three-dimensional figures, and two- and three-dimensional objects. We measured structural language using the grammar subscale from the Test of Language Development: Intermediate. Growth-curve mixed-effects model results indicated no overall group differences in average pupil dilation or the time course of cognitive effort. Group differences were evident in the association between grammar skills and latency of cognitive effort for stimuli in the objects, 3D, and, more narrowly, 3D objects conditions. Autistic individuals with relatively better grammar skills deployed cognitive effort less efficiently, whereas, NT individuals with relatively better grammar skills deployed cognitive effort more efficiently. These findings suggest that language and visuospatial systems are more dissociated in autistic individuals than in NT peers. This work underscores the importance of examining the time course of how language and cognition interact in ASD. En ligne : https://doi.org/10.1002/aur.70101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569 [article] Dis/Associations Between Language and In-the-Moment Mental Rotation Effort in Autism [texte imprimé] / Caroline LARSON, Auteur ; Laura M. MORETT, Auteur ; Sophie BARTH, Auteur ; Stephanie DURRLEMAN, Auteur ; Mila VULCHANOVA, Auteur . - p.2041-2053. Langues : Anglais (eng) in Autism Research > 18-10 (October 2025) . - p.2041-2053 Mots-clés : autism  language  mental rotation  pupillometry Index. décimale : PER Périodiques Résumé : ABSTRACT In-the-moment dissociations between language and visuospatial systems in autism spectrum disorder (ASD) may explain notable heterogeneity observed in both language and visuospatial skills. The current study used pupillometry, a physiological measure of in-the-moment cognitive effort, during a mental rotation task to examine associations between structural language and visuospatial cognition. Participants were 25 children and young adults with ASD and 25 age- and IQ-matched neurotypical (NT) peers. The mental rotation task involved four conditions: two- and three-dimensional figures, and two- and three-dimensional objects. We measured structural language using the grammar subscale from the Test of Language Development: Intermediate. Growth-curve mixed-effects model results indicated no overall group differences in average pupil dilation or the time course of cognitive effort. Group differences were evident in the association between grammar skills and latency of cognitive effort for stimuli in the objects, 3D, and, more narrowly, 3D objects conditions. Autistic individuals with relatively better grammar skills deployed cognitive effort less efficiently, whereas, NT individuals with relatively better grammar skills deployed cognitive effort more efficiently. These findings suggest that language and visuospatial systems are more dissociated in autistic individuals than in NT peers. This work underscores the importance of examining the time course of how language and cognition interact in ASD. En ligne : https://doi.org/10.1002/aur.70101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569

Preschool teachers? knowledge, beliefs, and self-efficacy concerning autism: A parallel mixed-methods study of an intervention to improve autism identification / Laura M. MORETT ; Sumaia Mohammed ZAID ; Samsilah ROSLAN ; Mohammed TARESH TALEB ; Pu SONG ; Nor Aniza AHMAD ; Sarah NOMAN in Autism, 28-1 (January 2024)  

Public ISBD [article]  inAutism > 28-1 (January 2024) . - p.239?253 Titre : Preschool teachers? knowledge, beliefs, and self-efficacy concerning autism: A parallel mixed-methods study of an intervention to improve autism identification Type de document : texte imprimé Auteurs : Laura M. MORETT, Auteur ; Sumaia Mohammed ZAID, Auteur ; Samsilah ROSLAN, Auteur ; Mohammed TARESH TALEB, Auteur ; Pu SONG, Auteur ; Nor Aniza AHMAD, Auteur ; Sarah NOMAN, Auteur Article en page(s) : p.239?253 Mots-clés : autism identification  beliefs  EMiASD  knowledge  preschool teachers  self-efficacy  Yemen Index. décimale : PER Périodiques Résumé : Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n 60) or a comparison arm receiving standard training (n 60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context. Lay Abstract Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n 60) or a comparison arm receiving standard training (n 60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context. En ligne : https://dx.doi.org/10.1177/13623613231211850 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Preschool teachers? knowledge, beliefs, and self-efficacy concerning autism: A parallel mixed-methods study of an intervention to improve autism identification [texte imprimé] / Laura M. MORETT, Auteur ; Sumaia Mohammed ZAID, Auteur ; Samsilah ROSLAN, Auteur ; Mohammed TARESH TALEB, Auteur ; Pu SONG, Auteur ; Nor Aniza AHMAD, Auteur ; Sarah NOMAN, Auteur . - p.239?253. in Autism > 28-1 (January 2024) . - p.239?253 Mots-clés : autism identification  beliefs  EMiASD  knowledge  preschool teachers  self-efficacy  Yemen Index. décimale : PER Périodiques Résumé : Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n 60) or a comparison arm receiving standard training (n 60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context. Lay Abstract Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n 60) or a comparison arm receiving standard training (n 60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context. En ligne : https://dx.doi.org/10.1177/13623613231211850 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

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