Basic and complex emotion recognition in children with autism: cross-cultural findings / S. FRIDENSON-HAYO in Molecular Autism, 7 (2016)  

Public ISBD [article]  inMolecular Autism > 7 (2016) . - 52p. Titre : Basic and complex emotion recognition in children with autism: cross-cultural findings Type de document : Texte imprimé et/ou numérique Auteurs : S. FRIDENSON-HAYO, Auteur ; Steve BERGGREN, Auteur ; A. LASSALLE, Auteur ; S. TAL, Auteur ; D. PIGAT, Auteur ; Sven BÖLTE, Auteur ; Simon BARON-COHEN, Auteur ; O. GOLAN, Auteur Article en page(s) : 52p. Langues : Anglais (eng) Mots-clés : Acoustic Stimulation  Auditory Perception  Autism Spectrum Disorder/physiopathology/psychology  Case-Control Studies  Child  Child, Preschool  Cross-Cultural Comparison  Emotions  Facial Expression  Female  Humans  Israel  Male  Photic Stimulation  Psychological Tests  Sweden  United Kingdom  Video Recording  Visual Perception  Autism spectrum condition  Basic emotions  Complex emotions  Cross-cultural research  Emotion recognition Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with autism spectrum conditions (ASC) have emotion recognition deficits when tested in different expression modalities (face, voice, body). However, these findings usually focus on basic emotions, using one or two expression modalities. In addition, cultural similarities and differences in emotion recognition patterns in children with ASC have not been explored before. The current study examined the similarities and differences in the recognition of basic and complex emotions by children with ASC and typically developing (TD) controls across three cultures: Israel, Britain, and Sweden. METHODS: Fifty-five children with high-functioning ASC, aged 5-9, were compared to 58 TD children. On each site, groups were matched on age, sex, and IQ. Children were tested using four tasks, examining recognition of basic and complex emotions from voice recordings, videos of facial and bodily expressions, and emotional video scenarios including all modalities in context. RESULTS: Compared to their TD peers, children with ASC showed emotion recognition deficits in both basic and complex emotions on all three modalities and their integration in context. Complex emotions were harder to recognize, compared to basic emotions for the entire sample. Cross-cultural agreement was found for all major findings, with minor deviations on the face and body tasks. CONCLUSIONS: Our findings highlight the multimodal nature of ER deficits in ASC, which exist for basic as well as complex emotions and are relatively stable cross-culturally. Cross-cultural research has the potential to reveal both autism-specific universal deficits and the role that specific cultures play in the way empathy operates in different countries. En ligne : http://dx.doi.org/10.1186/s13229-016-0113-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=328 [article] Basic and complex emotion recognition in children with autism: cross-cultural findings [Texte imprimé et/ou numérique] / S. FRIDENSON-HAYO, Auteur ; Steve BERGGREN, Auteur ; A. LASSALLE, Auteur ; S. TAL, Auteur ; D. PIGAT, Auteur ; Sven BÖLTE, Auteur ; Simon BARON-COHEN, Auteur ; O. GOLAN, Auteur . - 52p. Langues : Anglais (eng) in Molecular Autism > 7 (2016) . - 52p. Mots-clés : Acoustic Stimulation  Auditory Perception  Autism Spectrum Disorder/physiopathology/psychology  Case-Control Studies  Child  Child, Preschool  Cross-Cultural Comparison  Emotions  Facial Expression  Female  Humans  Israel  Male  Photic Stimulation  Psychological Tests  Sweden  United Kingdom  Video Recording  Visual Perception  Autism spectrum condition  Basic emotions  Complex emotions  Cross-cultural research  Emotion recognition Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with autism spectrum conditions (ASC) have emotion recognition deficits when tested in different expression modalities (face, voice, body). However, these findings usually focus on basic emotions, using one or two expression modalities. In addition, cultural similarities and differences in emotion recognition patterns in children with ASC have not been explored before. The current study examined the similarities and differences in the recognition of basic and complex emotions by children with ASC and typically developing (TD) controls across three cultures: Israel, Britain, and Sweden. METHODS: Fifty-five children with high-functioning ASC, aged 5-9, were compared to 58 TD children. On each site, groups were matched on age, sex, and IQ. Children were tested using four tasks, examining recognition of basic and complex emotions from voice recordings, videos of facial and bodily expressions, and emotional video scenarios including all modalities in context. RESULTS: Compared to their TD peers, children with ASC showed emotion recognition deficits in both basic and complex emotions on all three modalities and their integration in context. Complex emotions were harder to recognize, compared to basic emotions for the entire sample. Cross-cultural agreement was found for all major findings, with minor deviations on the face and body tasks. CONCLUSIONS: Our findings highlight the multimodal nature of ER deficits in ASC, which exist for basic as well as complex emotions and are relatively stable cross-culturally. Cross-cultural research has the potential to reveal both autism-specific universal deficits and the role that specific cultures play in the way empathy operates in different countries. En ligne : http://dx.doi.org/10.1186/s13229-016-0113-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=328

A Conflict of Interests: A Motivational Perspective on Special Interests and Employment Success of Adults with ASD / Y. GOLDFARB in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3915-3923 Titre : A Conflict of Interests: A Motivational Perspective on Special Interests and Employment Success of Adults with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Y. GOLDFARB, Auteur ; E. GAL, Auteur ; O. GOLAN, Auteur Article en page(s) : p.3915-3923 Langues : Anglais (eng) Mots-clés : Adulthood  Autism spectrum disorder  Employment  Motivation  Self determination theory  Special interests Index. décimale : PER Périodiques Résumé : A course of action often suggested in an attempt to improve employment outcomes of adults with autism spectrum disorder, is to match between special interests and job opportunities. In this commentary, we propose that the match may be more complicated than it seems, possibly overseeing more pressing employment needs that should be answered such as: the job's characteristics, labor market demands, and stress resulting from job expectations. Self determination theory of motivation is suggested as a lens through which the association between special interests and a paying job can be examined, highlighting important considerations that hold the potential to increase employment success. Recommendations for new research directions and vocational rehabilitation practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04098-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] A Conflict of Interests: A Motivational Perspective on Special Interests and Employment Success of Adults with ASD [Texte imprimé et/ou numérique] / Y. GOLDFARB, Auteur ; E. GAL, Auteur ; O. GOLAN, Auteur . - p.3915-3923. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3915-3923 Mots-clés : Adulthood  Autism spectrum disorder  Employment  Motivation  Self determination theory  Special interests Index. décimale : PER Périodiques Résumé : A course of action often suggested in an attempt to improve employment outcomes of adults with autism spectrum disorder, is to match between special interests and job opportunities. In this commentary, we propose that the match may be more complicated than it seems, possibly overseeing more pressing employment needs that should be answered such as: the job's characteristics, labor market demands, and stress resulting from job expectations. Self determination theory of motivation is suggested as a lens through which the association between special interests and a paying job can be examined, highlighting important considerations that hold the potential to increase employment success. Recommendations for new research directions and vocational rehabilitation practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04098-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Implications of Employment Changes Caused by COVID-19 on Mental Health and Work-Related Psychological Need Satisfaction of Autistic Employees: A Mixed-Methods Longitudinal Study / Y. GOLDFARB in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.89-102 Titre : Implications of Employment Changes Caused by COVID-19 on Mental Health and Work-Related Psychological Need Satisfaction of Autistic Employees: A Mixed-Methods Longitudinal Study Type de document : Texte imprimé et/ou numérique Auteurs : Y. GOLDFARB, Auteur ; E. GAL, Auteur ; O. GOLAN, Auteur Article en page(s) : p.89-102 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder  Autistic Disorder  Covid-19  Employment  Humans  Longitudinal Studies  Mental Health  Pandemics  Personal Satisfaction  SARS-CoV-2  Autistic adults  Self-determination theory Index. décimale : PER Périodiques Résumé : This mixed-methods study examined longitudinal data, assessing Israeli autistic adults' employment-related changes, resulting from the COVID-19 pandemic. In the quantitative phase, 23 participants answered a survey before and during COVID-19, assessing work-status, mental health, and work-related psychological need satisfaction. The qualitative phase included interviews with ten employed participants. Results indicate a significant decrease in mental health of participants who lost their jobs during COVID-19, while participants who continued to physically attend work, maintained pre-COVID-19 levels on all assessed variables. Participants who transitioned to remote-work from home, showed a marginally significant deterioration in mental health and a significant decrease in satisfaction of work-related psychological needs for competence and autonomy. Qualitative accounts supplement these findings and portray advantages and disadvantages of remote-work. En ligne : http://dx.doi.org/10.1007/s10803-021-04902-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Implications of Employment Changes Caused by COVID-19 on Mental Health and Work-Related Psychological Need Satisfaction of Autistic Employees: A Mixed-Methods Longitudinal Study [Texte imprimé et/ou numérique] / Y. GOLDFARB, Auteur ; E. GAL, Auteur ; O. GOLAN, Auteur . - p.89-102. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.89-102 Mots-clés : Adult  Autism Spectrum Disorder  Autistic Disorder  Covid-19  Employment  Humans  Longitudinal Studies  Mental Health  Pandemics  Personal Satisfaction  SARS-CoV-2  Autistic adults  Self-determination theory Index. décimale : PER Périodiques Résumé : This mixed-methods study examined longitudinal data, assessing Israeli autistic adults' employment-related changes, resulting from the COVID-19 pandemic. In the quantitative phase, 23 participants answered a survey before and during COVID-19, assessing work-status, mental health, and work-related psychological need satisfaction. The qualitative phase included interviews with ten employed participants. Results indicate a significant decrease in mental health of participants who lost their jobs during COVID-19, while participants who continued to physically attend work, maintained pre-COVID-19 levels on all assessed variables. Participants who transitioned to remote-work from home, showed a marginally significant deterioration in mental health and a significant decrease in satisfaction of work-related psychological needs for competence and autonomy. Qualitative accounts supplement these findings and portray advantages and disadvantages of remote-work. En ligne : http://dx.doi.org/10.1007/s10803-021-04902-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Parent-Adolescent Reciprocity in a Conflictual Situation Predicts Peer Interaction in Adolescents With ASD / S. J. RABIN in Autism Research, 12-2 (February 2019)  

Public ISBD [article]  inAutism Research > 12-2 (February 2019) . - p.263-273 Titre : Parent-Adolescent Reciprocity in a Conflictual Situation Predicts Peer Interaction in Adolescents With ASD Type de document : Texte imprimé et/ou numérique Auteurs : S. J. RABIN, Auteur ; E. BAMBERGER, Auteur ; I. MOR-SNIR, Auteur ; R. FELDMAN, Auteur ; O. GOLAN, Auteur Article en page(s) : p.263-273 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  adolescence  conflict  observational-measures  parenting  peer-interaction  social-communication Index. décimale : PER Périodiques Résumé : Parent-child reciprocity plays a signicant role in shaping children's social interaction skills. The development of conflict management skills throughout childhood and adolescence impacts the individual's social adjustment. The increase in conflictual interaction with one's parents during adolescence affects the transformation of parent-adolescent interaction into a more mutual, equal relationship. Adolescents with ASD and their parents may struggle in this type of interaction due to the adolescents' social and regulatory impairments, in addition to their dependence on their parents' involvement and guidance. The current study aimed to evaluate differences in the way adolescents with and without ASD interact with their parents in a conflictual situation. In addition, the association between parent-adolescent reciprocity and the adolescent's social interaction with an unfamiliar peer was examined in the ASD group. Thirty adolescents with ASD and their parents and 30 typically developing (TD) controls were assessed during a standardized conflict interaction. In addition, adolescents with ASD took part in a conversation with an unfamiliar peer. Interactions were videotaped and coded. Results revealed that during the conflictual interaction, compared to their TD peers, adolescents with ASD were more involved in the conversation and less withdrawn from the parent, while their parents were more sensitive and less intrusive toward them. Parent-adolescent reciprocity was poorer in the ASD (compared to the TD) dyad and was positively associated with the adolescents' social-conversational skills with a peer. These findings emphasize the different developmental trajectory parent-adolescent relationship takes in adolescents with ASD, and its impact on the adolescent's social skills. Autism Res 2019, 12: 263-273 (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The development of conflict management skills throughout childhood and adolescence impacts the individual's social adjustment. The ability of parents to engage in reciprocal social interaction with the children plays a significant role in shaping children's social interaction skills with peers and with other adults. The transition to adolescence is characterized by an increase in conflictual interaction with one's parents, which transforms the interaction between adolescents and their parents into a more mutual, equal relationship. Adolescents with ASD and their parents may struggle in this type of interaction due to the adolescents' social and emotional difficulties, and their dependence on their parents' involvement and guidance. However, the nature of parent-adolescent interaction, and particularly conflict management has rarely been studied. This study evaluated the way parents and their adolescents with ASD interact in a conflictual conversation, compared to parents and their typically developing adolescents. In addition, we examined how this type of interaction associated with adolescents' social conversation skills with a peer, in the ASD group. A videotaped interaction between adolescents and their parents indicated that parents and their adolescents with ASD engaged more positively in the conflict, but were less reciprocal with each other. In addition, higher reciprocity among parents and their adolescents with ASD was associated with better conversation skills with an unfamiliar peer. These findings demonstrate the different ways parent-adolescent relationships evolve in families affected by ASD, and the important role parents have in shaping the adolescent's social communication skills. En ligne : http://dx.doi.org/10.1002/aur.2047 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Parent-Adolescent Reciprocity in a Conflictual Situation Predicts Peer Interaction in Adolescents With ASD [Texte imprimé et/ou numérique] / S. J. RABIN, Auteur ; E. BAMBERGER, Auteur ; I. MOR-SNIR, Auteur ; R. FELDMAN, Auteur ; O. GOLAN, Auteur . - p.263-273. Langues : Anglais (eng) in Autism Research > 12-2 (February 2019) . - p.263-273 Mots-clés : Autism spectrum disorder  adolescence  conflict  observational-measures  parenting  peer-interaction  social-communication Index. décimale : PER Périodiques Résumé : Parent-child reciprocity plays a signicant role in shaping children's social interaction skills. The development of conflict management skills throughout childhood and adolescence impacts the individual's social adjustment. The increase in conflictual interaction with one's parents during adolescence affects the transformation of parent-adolescent interaction into a more mutual, equal relationship. Adolescents with ASD and their parents may struggle in this type of interaction due to the adolescents' social and regulatory impairments, in addition to their dependence on their parents' involvement and guidance. The current study aimed to evaluate differences in the way adolescents with and without ASD interact with their parents in a conflictual situation. In addition, the association between parent-adolescent reciprocity and the adolescent's social interaction with an unfamiliar peer was examined in the ASD group. Thirty adolescents with ASD and their parents and 30 typically developing (TD) controls were assessed during a standardized conflict interaction. In addition, adolescents with ASD took part in a conversation with an unfamiliar peer. Interactions were videotaped and coded. Results revealed that during the conflictual interaction, compared to their TD peers, adolescents with ASD were more involved in the conversation and less withdrawn from the parent, while their parents were more sensitive and less intrusive toward them. Parent-adolescent reciprocity was poorer in the ASD (compared to the TD) dyad and was positively associated with the adolescents' social-conversational skills with a peer. These findings emphasize the different developmental trajectory parent-adolescent relationship takes in adolescents with ASD, and its impact on the adolescent's social skills. Autism Res 2019, 12: 263-273 (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The development of conflict management skills throughout childhood and adolescence impacts the individual's social adjustment. The ability of parents to engage in reciprocal social interaction with the children plays a significant role in shaping children's social interaction skills with peers and with other adults. The transition to adolescence is characterized by an increase in conflictual interaction with one's parents, which transforms the interaction between adolescents and their parents into a more mutual, equal relationship. Adolescents with ASD and their parents may struggle in this type of interaction due to the adolescents' social and emotional difficulties, and their dependence on their parents' involvement and guidance. However, the nature of parent-adolescent interaction, and particularly conflict management has rarely been studied. This study evaluated the way parents and their adolescents with ASD interact in a conflictual conversation, compared to parents and their typically developing adolescents. In addition, we examined how this type of interaction associated with adolescents' social conversation skills with a peer, in the ASD group. A videotaped interaction between adolescents and their parents indicated that parents and their adolescents with ASD engaged more positively in the conflict, but were less reciprocal with each other. In addition, higher reciprocity among parents and their adolescents with ASD was associated with better conversation skills with an unfamiliar peer. These findings demonstrate the different ways parent-adolescent relationships evolve in families affected by ASD, and the important role parents have in shaping the adolescent's social communication skills. En ligne : http://dx.doi.org/10.1002/aur.2047 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Personal Growth Experiences of Parents to Children with Autism Spectrum Disorder / Einat WAIZBARD-BARTOV in Journal of Autism and Developmental Disorders, 49-4 (April 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1330-1341 Titre : Personal Growth Experiences of Parents to Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Einat WAIZBARD-BARTOV, Auteur ; M. YEHONATAN-SCHORI, Auteur ; O. GOLAN, Auteur Article en page(s) : p.1330-1341 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Crisis related growth  Cultural differences  Parenting  Qualitative research Index. décimale : PER Périodiques Résumé : Experiences of parenting a child with Autism Spectrum Disorder (ASD) have mostly been studied in relation to hardship. The current study explored personal growth experiences of Israeli parents to children with ASD, specifically in relation to Tedeschi and Calhoun's crisis-related growth model. Nineteen parents were interviewed, and qualitative categorical content analysis was performed. Four major growth themes emerged: Empowerment and personal strength, Existential perspective/spiritual-emotional experience, Interpersonal and Expertise, professional or political involvement. Themes were largely consistent with the crisis-related growth model, with some being unique to the current subject of inquiry. Findings indicated growth might occur differently in different cultures. Clinically, with some parents, the focus regarding the parenting of their child with ASD should be shifted from adjustment to growth. En ligne : https://dx.doi.org/10.1007/s10803-018-3784-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Personal Growth Experiences of Parents to Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Einat WAIZBARD-BARTOV, Auteur ; M. YEHONATAN-SCHORI, Auteur ; O. GOLAN, Auteur . - p.1330-1341. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1330-1341 Mots-clés : Autism spectrum disorder  Crisis related growth  Cultural differences  Parenting  Qualitative research Index. décimale : PER Périodiques Résumé : Experiences of parenting a child with Autism Spectrum Disorder (ASD) have mostly been studied in relation to hardship. The current study explored personal growth experiences of Israeli parents to children with ASD, specifically in relation to Tedeschi and Calhoun's crisis-related growth model. Nineteen parents were interviewed, and qualitative categorical content analysis was performed. Four major growth themes emerged: Empowerment and personal strength, Existential perspective/spiritual-emotional experience, Interpersonal and Expertise, professional or political involvement. Themes were largely consistent with the crisis-related growth model, with some being unique to the current subject of inquiry. Findings indicated growth might occur differently in different cultures. Clinically, with some parents, the focus regarding the parenting of their child with ASD should be shifted from adjustment to growth. En ligne : https://dx.doi.org/10.1007/s10803-018-3784-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

A randomized controlled trial evaluating the Hebrew adaptation of the PEERS((R)) intervention: Behavioral and questionnaire-based outcomes / S. J. RABIN in Autism Research, 11-8 (August 2018)  

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Seeking Team Collaboration, Dialogue and Support: The Perceptions of Multidisciplinary Staff-Members Working in ASD Preschools / Yana SINAI-GAVRILOV in Journal of Autism and Developmental Disorders, 49-11 (November 2019)  

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Specific Patterns of Emotion Recognition from Faces in Children with ASD: Results of a Cross-Modal Matching Paradigm / O. GOLAN in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

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The comorbidity between autism spectrum disorder and post-traumatic stress disorder is mediated by brooding rumination / O. GOLAN in Autism, 26-2 (February 2022)  

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