Error monitoring in decision-making and timing is disrupted in autism spectrum disorder / Ceymi DOENYAS in Autism Research, 12-2 (February 2019)  

Public ISBD [article]  inAutism Research > 12-2 (February 2019) . - p.239-248 Titre : Error monitoring in decision-making and timing is disrupted in autism spectrum disorder Type de document : texte imprimé Auteurs : Ceymi DOENYAS, Auteur ; Tuba MUTLUER, Auteur ; E. GENC, Auteur ; F. BALCI, Auteur Article en page(s) : p.239-248 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  decision-making  error-monitoring  metacognition  time perception Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have difficulties in social interactions. The cognitive domains that support these interactions include perceptual decision-making, timing, and error-monitoring, which enable one to appropriately understand and react to the other individual in communicative settings. This study constitutes a comprehensive exploration of decision-making and interval timing in ASD as well as the first investigation of error-monitoring abilities of individuals with ASD regarding their performance in the corresponding domains. We found that children with ASD fared similar to typically developing (TD) children in their first-order task performance in two-alternative forced choice perceptual decision-making and temporal reproduction tasks as well as the secondary tasks (signal detection and free finger tapping tasks). Yet, they had a deficit in error-monitoring in both tasks where their accuracy did not predict their confidence ratings, which was the case for the TD group. The difference between ASD and TD groups was limited to error-monitoring performance. This study attests to a circumscribed impairment in error-monitoring in individuals with ASD, which may partially underlie their social interaction problems. This difficulty in cognitively evaluating one's own performance may also relate to theory of mind deficits reported for individuals with ASD, where they struggle in understanding the mental states and intentions of others. This novel finding holds the potential to inform effective interventions for individuals with ASD that can target this error-monitoring ability to have broad-ranging effects in multiple domains involved in communication and social interaction. Autism Res 2019, 12: 239-248 (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Decision-making, timing, and error-monitoring are three of many abilities that underlie smooth social interactions. To date, these domains have been only investigated separately, but given their interactive role in social interactions that are impaired in ASD, we conducted the first study to investigate them together. Children with ASD were as successful as typically developing children in their task performances, but unlike them, were unaware of their errors in both decision-making and timing tasks. This deficit that is limited to error-monitoring can contribute to unraveling the unique cognitive signature of ASD and to formulating interventions with positive implications in multiple domains. En ligne : http://dx.doi.org/10.1002/aur.2041 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Error monitoring in decision-making and timing is disrupted in autism spectrum disorder [texte imprimé] / Ceymi DOENYAS, Auteur ; Tuba MUTLUER, Auteur ; E. GENC, Auteur ; F. BALCI, Auteur . - p.239-248. Langues : Anglais (eng) in Autism Research > 12-2 (February 2019) . - p.239-248 Mots-clés : autism spectrum disorder  decision-making  error-monitoring  metacognition  time perception Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have difficulties in social interactions. The cognitive domains that support these interactions include perceptual decision-making, timing, and error-monitoring, which enable one to appropriately understand and react to the other individual in communicative settings. This study constitutes a comprehensive exploration of decision-making and interval timing in ASD as well as the first investigation of error-monitoring abilities of individuals with ASD regarding their performance in the corresponding domains. We found that children with ASD fared similar to typically developing (TD) children in their first-order task performance in two-alternative forced choice perceptual decision-making and temporal reproduction tasks as well as the secondary tasks (signal detection and free finger tapping tasks). Yet, they had a deficit in error-monitoring in both tasks where their accuracy did not predict their confidence ratings, which was the case for the TD group. The difference between ASD and TD groups was limited to error-monitoring performance. This study attests to a circumscribed impairment in error-monitoring in individuals with ASD, which may partially underlie their social interaction problems. This difficulty in cognitively evaluating one's own performance may also relate to theory of mind deficits reported for individuals with ASD, where they struggle in understanding the mental states and intentions of others. This novel finding holds the potential to inform effective interventions for individuals with ASD that can target this error-monitoring ability to have broad-ranging effects in multiple domains involved in communication and social interaction. Autism Res 2019, 12: 239-248 (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Decision-making, timing, and error-monitoring are three of many abilities that underlie smooth social interactions. To date, these domains have been only investigated separately, but given their interactive role in social interactions that are impaired in ASD, we conducted the first study to investigate them together. Children with ASD were as successful as typically developing children in their task performances, but unlike them, were unaware of their errors in both decision-making and timing tasks. This deficit that is limited to error-monitoring can contribute to unraveling the unique cognitive signature of ASD and to formulating interventions with positive implications in multiple domains. En ligne : http://dx.doi.org/10.1002/aur.2041 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Long-term Behavioral Consequences of the COVID-19 Pandemic for Autistic Individuals and Their Mothers / Ceymi DOENYAS ; Yasemin AKSU ; Mirac Nur MUSAOÄžLU ; Sena UZUNAY ; Tuba MUTLUER in Journal of Autism and Developmental Disorders, 54-7 (July 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-7 (July 2024) . - p.2578-2590 Titre : Long-term Behavioral Consequences of the COVID-19 Pandemic for Autistic Individuals and Their Mothers Type de document : texte imprimé Auteurs : Ceymi DOENYAS, Auteur ; Yasemin AKSU, Auteur ; Mirac Nur MUSAOÄžLU, Auteur ; Sena UZUNAY, Auteur ; Tuba MUTLUER, Auteur Article en page(s) : p.2578-2590 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Long-term effects of the COVID-19 pandemic on autistic individuals and their families are recently emerging. This study investigated these effects in 40 mother-child dyads by measuring the behavioral problems of autistic individuals (via Aberrant Behavior Checklist) and their mothers' anxiety levels (via Beck Anxiety Inventory) during the pre-pandemic period, one month after, and one year after its onset. One year into the pandemic, aberrant behaviors of autistic individuals worsened only for those whose mothers had high anxiety levels. The continued negative impact of the COVID-19 pandemic on the behavior of autistic individuals is related to their mother?s anxiety level, highlighting the need to support maternal mental health in families with individuals with autism. En ligne : https://doi.org/10.1007/s10803-023-05933-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Long-term Behavioral Consequences of the COVID-19 Pandemic for Autistic Individuals and Their Mothers [texte imprimé] / Ceymi DOENYAS, Auteur ; Yasemin AKSU, Auteur ; Mirac Nur MUSAOÄžLU, Auteur ; Sena UZUNAY, Auteur ; Tuba MUTLUER, Auteur . - p.2578-2590. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-7 (July 2024) . - p.2578-2590 Index. décimale : PER Périodiques Résumé : Long-term effects of the COVID-19 pandemic on autistic individuals and their families are recently emerging. This study investigated these effects in 40 mother-child dyads by measuring the behavioral problems of autistic individuals (via Aberrant Behavior Checklist) and their mothers' anxiety levels (via Beck Anxiety Inventory) during the pre-pandemic period, one month after, and one year after its onset. One year into the pandemic, aberrant behaviors of autistic individuals worsened only for those whose mothers had high anxiety levels. The continued negative impact of the COVID-19 pandemic on the behavior of autistic individuals is related to their mother?s anxiety level, highlighting the need to support maternal mental health in families with individuals with autism. En ligne : https://doi.org/10.1007/s10803-023-05933-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

The Social Living Complex: A New, All Day, Yearlong Intervention Model for Individuals with Autism Spectrum Disorder and Their Parents / Ceymi DOENYAS in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.3037-3053 Titre : The Social Living Complex: A New, All Day, Yearlong Intervention Model for Individuals with Autism Spectrum Disorder and Their Parents Type de document : texte imprimé Auteurs : Ceymi DOENYAS, Auteur Article en page(s) : p.3037-3053 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  ASD  Social  Skills  Intervention  Support  Parent  Living  Coping  Stress Index. décimale : PER Périodiques Résumé : We propose an unprecedented intervention for individuals with autism spectrum disorder (ASD) and their parents: the social living complex. Unlike existing social skills interventions, peer-mediated interventions here are not limited to the school/experiment duration and setting. Whereas other supported living services house adults with ASD only, here children with ASD and their families live and interact with typically developing (TD) individuals. Another novelty is support groups for parents of children with ASD, who report feeling higher levels of stress than parents of TD children and children with other disabilities, feeling isolated, and not receiving social support. This complex will enable the practice and generalization of schooled skills in the lives of children with ASD and foster an accepting, autism-friendly community. En ligne : http://dx.doi.org/10.1007/s10803-016-2846-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] The Social Living Complex: A New, All Day, Yearlong Intervention Model for Individuals with Autism Spectrum Disorder and Their Parents [texte imprimé] / Ceymi DOENYAS, Auteur . - p.3037-3053. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.3037-3053 Mots-clés : Autism spectrum disorder  ASD  Social  Skills  Intervention  Support  Parent  Living  Coping  Stress Index. décimale : PER Périodiques Résumé : We propose an unprecedented intervention for individuals with autism spectrum disorder (ASD) and their parents: the social living complex. Unlike existing social skills interventions, peer-mediated interventions here are not limited to the school/experiment duration and setting. Whereas other supported living services house adults with ASD only, here children with ASD and their families live and interact with typically developing (TD) individuals. Another novelty is support groups for parents of children with ASD, who report feeling higher levels of stress than parents of TD children and children with other disabilities, feeling isolated, and not receiving social support. This complex will enable the practice and generalization of schooled skills in the lives of children with ASD and foster an accepting, autism-friendly community. En ligne : http://dx.doi.org/10.1007/s10803-016-2846-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

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