Different Ways of Making a Point: A Study of Gestural Communication in Typical and Atypical Early Development / Sara RAMOS-CABO in Autism Research, 14-5 (May 2021)  

Public ISBD [article]  inAutism Research > 14-5 (May 2021) . - p.984-996 Titre : Different Ways of Making a Point: A Study of Gestural Communication in Typical and Atypical Early Development Type de document : Texte imprimé et/ou numérique Auteurs : Sara RAMOS-CABO, Auteur ; Valentin VULCHANOV, Auteur ; Mila VULCHANOVA, Auteur Article en page(s) : p.984-996 Langues : Anglais (eng) Mots-clés : autism  distal gestures  handshape  nonverbal communication  pointing  proximal gestures Index. décimale : PER Périodiques Résumé : Deictic pointing is among the most impaired gestures in children with autism. Research on typical development demonstrates that contact with the referent and handshape when pointing, are associated with different communicative intentions and developmental stages. Despite their importance, the morphological features of pointing remain largely unexplored in autism. The aim of the present study was to map out pointing production in autism with a focus on handshape and contact with the referent. Participants (age range = 1-6?years old) with ASD (n = 16), at high risk for autism (n = 13) and typically developing children (n = 18) interacted with their caregivers in a gesture elicitation task. Results showed that children with ASD produced fewer pointing gestures overall and fewer index finger pointing without contact with the referent compared to the typically developing children. LAY SUMMARY: Children with autism produce less gestures than typical children, and pointing gestures appear to be more affected than other gesture types. Whether children point using their index finger or the palm, and whether they touch or not the referent is crucial for understanding communicative intentions. This is the first study to document experimentally exactly how pointing gestures differ in autism in comparison to typical development. We found important qualitative differences in the communicative patterns of children with autism and at risk for autism, that may serve to identify potential new markers for early diagnosis. Autism Res 2021, 14: 984-996. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Different Ways of Making a Point: A Study of Gestural Communication in Typical and Atypical Early Development [Texte imprimé et/ou numérique] / Sara RAMOS-CABO, Auteur ; Valentin VULCHANOV, Auteur ; Mila VULCHANOVA, Auteur . - p.984-996. Langues : Anglais (eng) in Autism Research > 14-5 (May 2021) . - p.984-996 Mots-clés : autism  distal gestures  handshape  nonverbal communication  pointing  proximal gestures Index. décimale : PER Périodiques Résumé : Deictic pointing is among the most impaired gestures in children with autism. Research on typical development demonstrates that contact with the referent and handshape when pointing, are associated with different communicative intentions and developmental stages. Despite their importance, the morphological features of pointing remain largely unexplored in autism. The aim of the present study was to map out pointing production in autism with a focus on handshape and contact with the referent. Participants (age range = 1-6?years old) with ASD (n = 16), at high risk for autism (n = 13) and typically developing children (n = 18) interacted with their caregivers in a gesture elicitation task. Results showed that children with ASD produced fewer pointing gestures overall and fewer index finger pointing without contact with the referent compared to the typically developing children. LAY SUMMARY: Children with autism produce less gestures than typical children, and pointing gestures appear to be more affected than other gesture types. Whether children point using their index finger or the palm, and whether they touch or not the referent is crucial for understanding communicative intentions. This is the first study to document experimentally exactly how pointing gestures differ in autism in comparison to typical development. We found important qualitative differences in the communicative patterns of children with autism and at risk for autism, that may serve to identify potential new markers for early diagnosis. Autism Res 2021, 14: 984-996. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Mental rotation and language in autism spectrum disorder / Caroline LARSON in Autism Research, 17-4 (April 2024)  

Public ISBD [article]  inAutism Research > 17-4 (April 2024) . - p.785-798 Titre : Mental rotation and language in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Caroline LARSON, Auteur ; Agata BOCHYNSKA, Auteur ; Mila VULCHANOVA, Auteur Article en page(s) : p.785-798 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Though visuospatial skills are often considered a relative strength in autism spectrum disorder (ASD), unexplained difficulties relative to neurotypical (NT) peers have also been observed. Dissociations between spatial cognition and language skills in ASD may explain these difficulties given that these systems are linked in NT individuals. The current study examined performance on a mental rotation task that systematically varied stimulus features and the degree to which performance was associated with language in ASD relative to NT peers. Participants were children and young adults with ASD and 25 pairwise age- and IQ-matched NT peers (p's>0.53). The mental rotation task involved four conditions: two-dimensional (2D) abstract figures, three-dimensional (3D) abstract figures, 2D common objects, and 3D common objects. Structural language was measured using the grammar subscale from the Test of Language Development: Intermediate adapted for Norwegian. Mixed-effects model results indicated that autistic individuals were less accurate and had slower reaction time across mental rotation task conditions than NT peers. Language was associated with mental rotation accuracy for both groups across conditions, but with reaction time only for the NT group. The current study demonstrated selective associations between language and performance on a classic spatial cognition task in autistic individuals. Namely, there was a dissociation between language and in-the-moment efficiency in the ASD group, and this dissociation may reflect a broader dissociation between visuospatial and language systems. En ligne : https://doi.org/10.1002/aur.3128 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526 [article] Mental rotation and language in autism spectrum disorder [Texte imprimé et/ou numérique] / Caroline LARSON, Auteur ; Agata BOCHYNSKA, Auteur ; Mila VULCHANOVA, Auteur . - p.785-798. Langues : Anglais (eng) in Autism Research > 17-4 (April 2024) . - p.785-798 Index. décimale : PER Périodiques Résumé : Abstract Though visuospatial skills are often considered a relative strength in autism spectrum disorder (ASD), unexplained difficulties relative to neurotypical (NT) peers have also been observed. Dissociations between spatial cognition and language skills in ASD may explain these difficulties given that these systems are linked in NT individuals. The current study examined performance on a mental rotation task that systematically varied stimulus features and the degree to which performance was associated with language in ASD relative to NT peers. Participants were children and young adults with ASD and 25 pairwise age- and IQ-matched NT peers (p's>0.53). The mental rotation task involved four conditions: two-dimensional (2D) abstract figures, three-dimensional (3D) abstract figures, 2D common objects, and 3D common objects. Structural language was measured using the grammar subscale from the Test of Language Development: Intermediate adapted for Norwegian. Mixed-effects model results indicated that autistic individuals were less accurate and had slower reaction time across mental rotation task conditions than NT peers. Language was associated with mental rotation accuracy for both groups across conditions, but with reaction time only for the NT group. The current study demonstrated selective associations between language and performance on a classic spatial cognition task in autistic individuals. Namely, there was a dissociation between language and in-the-moment efficiency in the ASD group, and this dissociation may reflect a broader dissociation between visuospatial and language systems. En ligne : https://doi.org/10.1002/aur.3128 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526

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

Tell me where it is: Selective difficulties in spatial language on the autism spectrum / Agata BOCHYNSKA in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1740-1757 Titre : Tell me where it is: Selective difficulties in spatial language on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Agata BOCHYNSKA, Auteur ; Kenny R. COVENTRY, Auteur ; Valentin VULCHANOV, Auteur ; Mila VULCHANOVA, Auteur Article en page(s) : p.1740-1757 Langues : Anglais (eng) Mots-clés : *developmental delay  *linguistic development  *selective deficits  *spatial language  *spatial prepositions Index. décimale : PER Périodiques Résumé : How we think and talk about space is an essential ability, necessary for understanding the world around us. We recruit spatial thinking every day when finding our way or using tools but also in more advanced tasks, such as reading complex graphs or maps. We do so also in daily communication when we use spatial language, terms such as under, over, to the left of or in front of, and when we give instructions. Spatial terms appear in children's early vocabularies and continue to develop until late childhood or even early adolescence. Because spatial language develops over many years, some spatial terms are mastered very early, whereas others take longer to acquire. In the current set of studies, we tested how intellectually high-functioning children and adults on the autism spectrum use and understand these early- and late-acquired spatial terms in comparison to typically developing age-matched individuals. We found that children and adults on the autism spectrum experience difficulties with the use of some spatial terms (e.g. near and far or out of and down off) but not with others, which are acquired early (e.g. in and on or over and under). We also found that remembering spatial terms from short stories was more difficult for the individuals on the autism spectrum compared with typically developing individuals. These results reveal difficulties that can profoundly affect everyday communication of children and adults on the autism spectrum but also open new directions of research on language development in autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361320921040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Tell me where it is: Selective difficulties in spatial language on the autism spectrum [Texte imprimé et/ou numérique] / Agata BOCHYNSKA, Auteur ; Kenny R. COVENTRY, Auteur ; Valentin VULCHANOV, Auteur ; Mila VULCHANOVA, Auteur . - p.1740-1757. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1740-1757 Mots-clés : *developmental delay  *linguistic development  *selective deficits  *spatial language  *spatial prepositions Index. décimale : PER Périodiques Résumé : How we think and talk about space is an essential ability, necessary for understanding the world around us. We recruit spatial thinking every day when finding our way or using tools but also in more advanced tasks, such as reading complex graphs or maps. We do so also in daily communication when we use spatial language, terms such as under, over, to the left of or in front of, and when we give instructions. Spatial terms appear in children's early vocabularies and continue to develop until late childhood or even early adolescence. Because spatial language develops over many years, some spatial terms are mastered very early, whereas others take longer to acquire. In the current set of studies, we tested how intellectually high-functioning children and adults on the autism spectrum use and understand these early- and late-acquired spatial terms in comparison to typically developing age-matched individuals. We found that children and adults on the autism spectrum experience difficulties with the use of some spatial terms (e.g. near and far or out of and down off) but not with others, which are acquired early (e.g. in and on or over and under). We also found that remembering spatial terms from short stories was more difficult for the individuals on the autism spectrum compared with typically developing individuals. These results reveal difficulties that can profoundly affect everyday communication of children and adults on the autism spectrum but also open new directions of research on language development in autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361320921040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

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