Attention allocation to facial expressions of emotion among persons with Williams and Down syndromes / Karen J. GOLDMAN in Development and Psychopathology, 29-4 (October 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-4 (October 2017) . - p.1189-1197 Titre : Attention allocation to facial expressions of emotion among persons with Williams and Down syndromes Type de document : Texte imprimé et/ou numérique Auteurs : Karen J. GOLDMAN, Auteur ; Cory SHULMAN, Auteur ; Yair BAR-HAIM, Auteur ; Rany ABEND, Auteur ; Jacob A. BURACK, Auteur Article en page(s) : p.1189-1197 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Individuals with Williams syndrome and those with Down syndrome are both characterized by heightened social interest, although the manifestation is not always similar. Using a dot-probe task, we examined one possible source of difference: allocation of attention to facial expressions of emotion. Thirteen individuals with Williams syndrome (mean age = 19.2 years, range = 10–28.6), 20 with Down syndrome (mean age = 18.8 years, range = 12.1–26.3), and 19 typically developing children participated. The groups were matched for mental age (mean = 5.8 years). None of the groups displayed a bias to angry faces. The participants with Williams syndrome showed a selective bias toward happy faces, whereas the participants with Down syndrome behaved similarly to the typically developing participants with no such bias. Homogeneity in the direction of bias was markedly highest in the Williams syndrome group whose bias appeared to result from enhanced attention capture. They appeared to rapidly and selectively allocate attention toward positive facial expressions. The complexity of social approach behavior and the need to explore other aspects of cognition that may be implicated in this behavior in both syndromes is discussed. En ligne : http://dx.doi.org/10.1017/s0954579416001231 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=312 [article] Attention allocation to facial expressions of emotion among persons with Williams and Down syndromes [Texte imprimé et/ou numérique] / Karen J. GOLDMAN, Auteur ; Cory SHULMAN, Auteur ; Yair BAR-HAIM, Auteur ; Rany ABEND, Auteur ; Jacob A. BURACK, Auteur . - p.1189-1197. Langues : Anglais (eng) in Development and Psychopathology > 29-4 (October 2017) . - p.1189-1197 Index. décimale : PER Périodiques Résumé : Abstract Individuals with Williams syndrome and those with Down syndrome are both characterized by heightened social interest, although the manifestation is not always similar. Using a dot-probe task, we examined one possible source of difference: allocation of attention to facial expressions of emotion. Thirteen individuals with Williams syndrome (mean age = 19.2 years, range = 10–28.6), 20 with Down syndrome (mean age = 18.8 years, range = 12.1–26.3), and 19 typically developing children participated. The groups were matched for mental age (mean = 5.8 years). None of the groups displayed a bias to angry faces. The participants with Williams syndrome showed a selective bias toward happy faces, whereas the participants with Down syndrome behaved similarly to the typically developing participants with no such bias. Homogeneity in the direction of bias was markedly highest in the Williams syndrome group whose bias appeared to result from enhanced attention capture. They appeared to rapidly and selectively allocate attention toward positive facial expressions. The complexity of social approach behavior and the need to explore other aspects of cognition that may be implicated in this behavior in both syndromes is discussed. En ligne : http://dx.doi.org/10.1017/s0954579416001231 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=312

Including young autistic adults with intellectual disabilities in a mainstream college setting in Israel: challenges and benefits / Karen J. GOLDMAN in Good Autism Practice - GAP, 25-2 (October 2024)  

Public ISBD [article]  inGood Autism Practice - GAP > 25-2 (October 2024) . - p.5-11 Titre : Including young autistic adults with intellectual disabilities in a mainstream college setting in Israel: challenges and benefits Type de document : Texte imprimé et/ou numérique Auteurs : Karen J. GOLDMAN, Auteur Article en page(s) : p.5-11 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Dr Karen Goldman works at the David Yellin College of Education in Jerusalem and teaches on two B. Ed degree programmes preparing students to become teachers of pupils with special needs, and in particular, pupils with severe, profound and multiple learning difficulties. In this paper, she describes a programme designed to include autistic students with learning difficulties within a mainstream academic college of higher education for 5000 students in Jerusalem. Details are given on how five autistic students are included in the academic sessions with their neurotypical peers and in the general life and facilities of the college. The nature of the support provided, the challenges for mainstream teaching staff and the benefits for all are described. It is a positive and uplifting account and shows that it is often the inexperience of staff with students who are different that leads to their reluctance. As their understanding develops and sensitive support is given, they can see the benefits to themselves and the mainstream students. The author would like to see the model embraced in other places and offered to autistic adults as an alternative to the segregated workshop/day centre settings which are still standard for autistic people with intellectual disabilities. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00003  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Including young autistic adults with intellectual disabilities in a mainstream college setting in Israel: challenges and benefits [Texte imprimé et/ou numérique] / Karen J. GOLDMAN, Auteur . - p.5-11. Langues : Anglais (eng) in Good Autism Practice - GAP > 25-2 (October 2024) . - p.5-11 Index. décimale : PER Périodiques Résumé : Dr Karen Goldman works at the David Yellin College of Education in Jerusalem and teaches on two B. Ed degree programmes preparing students to become teachers of pupils with special needs, and in particular, pupils with severe, profound and multiple learning difficulties. In this paper, she describes a programme designed to include autistic students with learning difficulties within a mainstream academic college of higher education for 5000 students in Jerusalem. Details are given on how five autistic students are included in the academic sessions with their neurotypical peers and in the general life and facilities of the college. The nature of the support provided, the challenges for mainstream teaching staff and the benefits for all are described. It is a positive and uplifting account and shows that it is often the inexperience of staff with students who are different that leads to their reluctance. As their understanding develops and sensitive support is given, they can see the benefits to themselves and the mainstream students. The author would like to see the model embraced in other places and offered to autistic adults as an alternative to the segregated workshop/day centre settings which are still standard for autistic people with intellectual disabilities. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00003  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

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