Emotion recognition in autism spectrum disorder across age groups: A cross-sectional investigation of various visual and auditory communicative domains / Florence Y. N. LEUNG in Autism Research, 16-4 (April 2023)  

Public ISBD [article]  inAutism Research > 16-4 (April 2023) . - p.783-801 Titre : Emotion recognition in autism spectrum disorder across age groups: A cross-sectional investigation of various visual and auditory communicative domains Type de document : Texte imprimé et/ou numérique Auteurs : Florence Y. N. LEUNG, Auteur ; Vesna STOJANOVIK, Auteur ; Martina MICAI, Auteur ; Cunmei JIANG, Auteur ; Fang LIU, Auteur Article en page(s) : p.783-801 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Previous research on emotion processing in autism spectrum disorder (ASD) has predominantly focused on human faces and speech prosody, with little attention paid to other domains such as nonhuman faces and music. In addition, emotion processing in different domains was often examined in separate studies, making it challenging to evaluate whether emotion recognition difficulties in ASD generalize across domains and age cohorts. The present study investigated: (i) the recognition of basic emotions (angry, scared, happy, and sad) across four domains (human faces, face-like objects, speech prosody, and song) in 38 autistic and 38 neurotypical (NT) children, adolescents, and adults in a forced-choice labeling task, and (ii) the impact of pitch and visual processing profiles on this ability. Results showed similar recognition accuracy between the ASD and NT groups across age groups for all domains and emotion types, although processing speed was slower in the ASD compared to the NT group. Age-related differences were seen in both groups, which varied by emotion, domain, and performance index. Visual processing style was associated with facial emotion recognition speed and pitch perception ability with auditory emotion recognition in the NT group but not in the ASD group. These findings suggest that autistic individuals may employ different emotion processing strategies compared to NT individuals, and that emotion recognition difficulties as manifested by slower response times may result from a generalized, rather than a domain-specific underlying mechanism that governs emotion recognition processes across domains in ASD. En ligne : https://doi.org/10.1002/aur.2896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Emotion recognition in autism spectrum disorder across age groups: A cross-sectional investigation of various visual and auditory communicative domains [Texte imprimé et/ou numérique] / Florence Y. N. LEUNG, Auteur ; Vesna STOJANOVIK, Auteur ; Martina MICAI, Auteur ; Cunmei JIANG, Auteur ; Fang LIU, Auteur . - p.783-801. Langues : Anglais (eng) in Autism Research > 16-4 (April 2023) . - p.783-801 Index. décimale : PER Périodiques Résumé : Abstract Previous research on emotion processing in autism spectrum disorder (ASD) has predominantly focused on human faces and speech prosody, with little attention paid to other domains such as nonhuman faces and music. In addition, emotion processing in different domains was often examined in separate studies, making it challenging to evaluate whether emotion recognition difficulties in ASD generalize across domains and age cohorts. The present study investigated: (i) the recognition of basic emotions (angry, scared, happy, and sad) across four domains (human faces, face-like objects, speech prosody, and song) in 38 autistic and 38 neurotypical (NT) children, adolescents, and adults in a forced-choice labeling task, and (ii) the impact of pitch and visual processing profiles on this ability. Results showed similar recognition accuracy between the ASD and NT groups across age groups for all domains and emotion types, although processing speed was slower in the ASD compared to the NT group. Age-related differences were seen in both groups, which varied by emotion, domain, and performance index. Visual processing style was associated with facial emotion recognition speed and pitch perception ability with auditory emotion recognition in the NT group but not in the ASD group. These findings suggest that autistic individuals may employ different emotion processing strategies compared to NT individuals, and that emotion recognition difficulties as manifested by slower response times may result from a generalized, rather than a domain-specific underlying mechanism that governs emotion recognition processes across domains in ASD. En ligne : https://doi.org/10.1002/aur.2896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Intervention Services for Autistic Adults: An ASDEU Study of Autistic Adults, Carers, and Professionals' Experiences / Martina MICAI in Journal of Autism and Developmental Disorders, 52-4 (April 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1623-1639 Titre : Intervention Services for Autistic Adults: An ASDEU Study of Autistic Adults, Carers, and Professionals' Experiences Type de document : Texte imprimé et/ou numérique Auteurs : Martina MICAI, Auteur ; Antonio CIARAMELLA, Auteur ; Tommaso SALVITTI, Auteur ; Francesca FULCERI, Auteur ; Laura Maria FATTA, Auteur ; Luise POUSTKA, Auteur ; Robert DIEHM, Auteur ; Georgi ISKROV, Auteur ; Rumen STEFANOV, Auteur ; Quentin GUILLON, Auteur ; Bernadette ROGE, Auteur ; Anthony STAINES, Auteur ; Mary Rose SWEENEY, Auteur ; Andrew Martin BOILSON, Auteur ; Thóra LEOSDOTTIR, Auteur ; Evald SAEMUNDSEN, Auteur ; Irma MOILANEN, Auteur ; Hanna EBELING, Auteur ; Anneli YLIHERVA, Auteur ; Mika GISSLER, Auteur ; Tarja PARVIAINEN, Auteur ; Pekka TANI, Auteur ; Rafal KAWA, Auteur ; Astrid VICENTE, Auteur ; Célia RASGA, Auteur ; Magdalena BUDISTEANU, Auteur ; Ian DALE, Auteur ; Carol POVEY, Auteur ; Noelia FLORES, Auteur ; Cristina JENARO, Auteur ; Maria Luisa MONROY, Auteur ; Patricia GARCÍA PRIMO, Auteur ; Tony CHARMAN, Auteur ; Susanne CRAMER, Auteur ; Christine KLOSTER WARBERG, Auteur ; Ricardo CANAL-BEDIA, Auteur ; Manuel POSADA, Auteur ; Maria Luisa SCATTONI, Auteur ; Diana SCHENDEL, Auteur Article en page(s) : p.1623-1639 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder/psychology/therapy  Autistic Disorder/psychology  Caregivers  European Union  Humans  Surveys and Questionnaires  Adults  Autism Spectrum Disorder  Interventions  Services Index. décimale : PER Périodiques Résumé : The Autism Spectrum Disorders in the European Union (ASDEU) survey investigated local services' use experiences of autistic adults, carers and professionals with interventions for autistic adults. The majority of the 697 participants experienced recommended considerations prior to deciding on intervention and during the intervention plan and implementation. Psychosocial interventions were the most commonly experienced interventions, while pharmacological interventions NOT recommended for core autistic symptoms were reported by fairly large proportions of participants. Family interventions were experienced slightly more commonly by carers than adults or professionals. Less than the 26% of autistic adult responders who had experienced challenging behaviors reported receiving an intervention to change them. These results provide insights for improving gaps in service provision of interventions among autistic adults. En ligne : http://dx.doi.org/10.1007/s10803-021-05038-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Intervention Services for Autistic Adults: An ASDEU Study of Autistic Adults, Carers, and Professionals' Experiences [Texte imprimé et/ou numérique] / Martina MICAI, Auteur ; Antonio CIARAMELLA, Auteur ; Tommaso SALVITTI, Auteur ; Francesca FULCERI, Auteur ; Laura Maria FATTA, Auteur ; Luise POUSTKA, Auteur ; Robert DIEHM, Auteur ; Georgi ISKROV, Auteur ; Rumen STEFANOV, Auteur ; Quentin GUILLON, Auteur ; Bernadette ROGE, Auteur ; Anthony STAINES, Auteur ; Mary Rose SWEENEY, Auteur ; Andrew Martin BOILSON, Auteur ; Thóra LEOSDOTTIR, Auteur ; Evald SAEMUNDSEN, Auteur ; Irma MOILANEN, Auteur ; Hanna EBELING, Auteur ; Anneli YLIHERVA, Auteur ; Mika GISSLER, Auteur ; Tarja PARVIAINEN, Auteur ; Pekka TANI, Auteur ; Rafal KAWA, Auteur ; Astrid VICENTE, Auteur ; Célia RASGA, Auteur ; Magdalena BUDISTEANU, Auteur ; Ian DALE, Auteur ; Carol POVEY, Auteur ; Noelia FLORES, Auteur ; Cristina JENARO, Auteur ; Maria Luisa MONROY, Auteur ; Patricia GARCÍA PRIMO, Auteur ; Tony CHARMAN, Auteur ; Susanne CRAMER, Auteur ; Christine KLOSTER WARBERG, Auteur ; Ricardo CANAL-BEDIA, Auteur ; Manuel POSADA, Auteur ; Maria Luisa SCATTONI, Auteur ; Diana SCHENDEL, Auteur . - p.1623-1639. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1623-1639 Mots-clés : Adult  Autism Spectrum Disorder/psychology/therapy  Autistic Disorder/psychology  Caregivers  European Union  Humans  Surveys and Questionnaires  Adults  Autism Spectrum Disorder  Interventions  Services Index. décimale : PER Périodiques Résumé : The Autism Spectrum Disorders in the European Union (ASDEU) survey investigated local services' use experiences of autistic adults, carers and professionals with interventions for autistic adults. The majority of the 697 participants experienced recommended considerations prior to deciding on intervention and during the intervention plan and implementation. Psychosocial interventions were the most commonly experienced interventions, while pharmacological interventions NOT recommended for core autistic symptoms were reported by fairly large proportions of participants. Family interventions were experienced slightly more commonly by carers than adults or professionals. Less than the 26% of autistic adult responders who had experienced challenging behaviors reported receiving an intervention to change them. These results provide insights for improving gaps in service provision of interventions among autistic adults. En ligne : http://dx.doi.org/10.1007/s10803-021-05038-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Reading Goals and Executive Function in Autism: An Eye-Tracking Study / Martina MICAI in Autism Research, 14-5 (May 2021)  

Public ISBD [article]  inAutism Research > 14-5 (May 2021) . - p.1007-1024 Titre : Reading Goals and Executive Function in Autism: An Eye-Tracking Study Type de document : Texte imprimé et/ou numérique Auteurs : Martina MICAI, Auteur ; Mila VULCHANOVA, Auteur ; David SALDANA, Auteur Article en page(s) : p.1007-1024 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  executive functioning  eye movement  reading comprehension Index. décimale : PER Périodiques Résumé : The sources of reading comprehension difficulties in people with autism spectrum disorder (ASD) are still open to discussion. We explored their ability to adapt reading strategies to different reading goals using eye-tracking technology. A group of participants with ASD, and intelligence-, receptive oral language- and reading skills-matched control peers, read three stories under three different reading goals conditions: read for entertainment; read for study; and read fast and search information for a previously presented question. Each text required participants to answer comprehension questions. The ASD group was less accurate in question answering. The control group was faster in reading questions, displayed more fixations on the text, and reported to be more confident in question answering during reading for study compared to reading for entertainment. These differences between reading goals were not observed in the ASD group. The control group adopted and was aware of using different reading strategies according to different reading goals. In contrast, the ASD group did not change their reading behavior and strategies between entertainment and study reading goal condition, showing less of a tendency to adopt deep-level processing strategies when necessary. Planning, as measured by Tower of Hanoi, was the only executive task that predicted individual differences in text reading time across conditions. Participants with better planning ability were also able to adapt their reading behavior to different reading instructions. Difficulties in adjusting the reading behavior according to the task, evaluating own performance and planning may be partly involved in reading comprehension problems in ASD. LAY ABSTRACT: The control group read questions faster, reported to be more confident in question answering during reading for study compared to reading for entertainment, and were aware of using different reading strategies according to different reading goals. In contrast, the autistic group did not change their reading behavior and strategies according to the reading goal. Difficulties in adjusting the reading behavior according to the task, in evaluating own performance and in planning may be partly involved in reading comprehension problems in autism. Autism Res 2021, 14: 1007-1024. © 2020 International Society for Autism Research, Wiley Periodicals, LLC. En ligne : http://dx.doi.org/10.1002/aur.2447 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Reading Goals and Executive Function in Autism: An Eye-Tracking Study [Texte imprimé et/ou numérique] / Martina MICAI, Auteur ; Mila VULCHANOVA, Auteur ; David SALDANA, Auteur . - p.1007-1024. Langues : Anglais (eng) in Autism Research > 14-5 (May 2021) . - p.1007-1024 Mots-clés : autism spectrum disorder  executive functioning  eye movement  reading comprehension Index. décimale : PER Périodiques Résumé : The sources of reading comprehension difficulties in people with autism spectrum disorder (ASD) are still open to discussion. We explored their ability to adapt reading strategies to different reading goals using eye-tracking technology. A group of participants with ASD, and intelligence-, receptive oral language- and reading skills-matched control peers, read three stories under three different reading goals conditions: read for entertainment; read for study; and read fast and search information for a previously presented question. Each text required participants to answer comprehension questions. The ASD group was less accurate in question answering. The control group was faster in reading questions, displayed more fixations on the text, and reported to be more confident in question answering during reading for study compared to reading for entertainment. These differences between reading goals were not observed in the ASD group. The control group adopted and was aware of using different reading strategies according to different reading goals. In contrast, the ASD group did not change their reading behavior and strategies between entertainment and study reading goal condition, showing less of a tendency to adopt deep-level processing strategies when necessary. Planning, as measured by Tower of Hanoi, was the only executive task that predicted individual differences in text reading time across conditions. Participants with better planning ability were also able to adapt their reading behavior to different reading instructions. Difficulties in adjusting the reading behavior according to the task, evaluating own performance and planning may be partly involved in reading comprehension problems in ASD. LAY ABSTRACT: The control group read questions faster, reported to be more confident in question answering during reading for study compared to reading for entertainment, and were aware of using different reading strategies according to different reading goals. In contrast, the autistic group did not change their reading behavior and strategies according to the reading goal. Difficulties in adjusting the reading behavior according to the task, in evaluating own performance and in planning may be partly involved in reading comprehension problems in autism. Autism Res 2021, 14: 1007-1024. © 2020 International Society for Autism Research, Wiley Periodicals, LLC. En ligne : http://dx.doi.org/10.1002/aur.2447 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Strategies of readers with autism when responding to inferential questions: An eye-movement study / Martina MICAI in Autism Research, 10-5 (May 2017)  

Public ISBD [article]  inAutism Research > 10-5 (May 2017) . - p.888-900 Titre : Strategies of readers with autism when responding to inferential questions: An eye-movement study Type de document : Texte imprimé et/ou numérique Auteurs : Martina MICAI, Auteur ; Holly JOSEPH, Auteur ; Mila VULCHANOVA, Auteur ; David SALDANA, Auteur Article en page(s) : p.888-900 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  inference  reading  language  eye movement Index. décimale : PER Périodiques Résumé : Previous research suggests that individuals with autism spectrum disorder (ASD) have difficulties with inference generation in reading tasks. However, most previous studies have examined how well children understand a text after reading or have measured on-line reading behavior without response to questions. The aim of this study was to investigate the online strategies of children and adolescents with autism during reading and at the same time responding to a question by monitoring their eye movements. The reading behavior of participants with ASD was compared with that of age-, language-, nonverbal intelligence-, reading-, and receptive language skills-matched participants without ASD (control group). The results showed that the ASD group were as accurate as the control group in generating inferences when answering questions about the short texts, and no differences were found between the two groups in the global paragraph reading and responding times. However, the ASD group displayed longer gaze latencies on a target word necessary to produce an inference. They also showed more regressions into the word that supported the inference compared to the control group after reading the question, irrespective of whether an inference was required or not. In conclusion, the ASD group achieved an equivalent level of inferential comprehension, but showed subtle differences in reading comprehension strategies compared to the control group. En ligne : http://dx.doi.org/10.1002/aur.1731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Strategies of readers with autism when responding to inferential questions: An eye-movement study [Texte imprimé et/ou numérique] / Martina MICAI, Auteur ; Holly JOSEPH, Auteur ; Mila VULCHANOVA, Auteur ; David SALDANA, Auteur . - p.888-900. Langues : Anglais (eng) in Autism Research > 10-5 (May 2017) . - p.888-900 Mots-clés : autism spectrum disorder  inference  reading  language  eye movement Index. décimale : PER Périodiques Résumé : Previous research suggests that individuals with autism spectrum disorder (ASD) have difficulties with inference generation in reading tasks. However, most previous studies have examined how well children understand a text after reading or have measured on-line reading behavior without response to questions. The aim of this study was to investigate the online strategies of children and adolescents with autism during reading and at the same time responding to a question by monitoring their eye movements. The reading behavior of participants with ASD was compared with that of age-, language-, nonverbal intelligence-, reading-, and receptive language skills-matched participants without ASD (control group). The results showed that the ASD group were as accurate as the control group in generating inferences when answering questions about the short texts, and no differences were found between the two groups in the global paragraph reading and responding times. However, the ASD group displayed longer gaze latencies on a target word necessary to produce an inference. They also showed more regressions into the word that supported the inference compared to the control group after reading the question, irrespective of whether an inference was required or not. In conclusion, the ASD group achieved an equivalent level of inferential comprehension, but showed subtle differences in reading comprehension strategies compared to the control group. En ligne : http://dx.doi.org/10.1002/aur.1731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

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