Commentary: sex difference differences? A reply to Constantino / D. S. MESSINGER in Molecular Autism, 7 (2016)  

Public ISBD [article]  inMolecular Autism > 7 (2016) . - 31p. Titre : Commentary: sex difference differences? A reply to Constantino Type de document : Texte imprimé et/ou numérique Auteurs : D. S. MESSINGER, Auteur ; Gregory S. YOUNG, Auteur ; S. J. WEBB, Auteur ; S. OZONOFF, Auteur ; Susan E. BRYSON, Auteur ; Alice S. CARTER, Auteur ; Leslie J. CARVER, Auteur ; Tony CHARMAN, Auteur ; Katarzyna CHAWARSKA, Auteur ; S. CURTIN, Auteur ; K. DOBKINS, Auteur ; I. HERTZ-PICCIOTTO, Auteur ; T. HUTMAN, Auteur ; J. M. IVERSON, Auteur ; R. LANDA, Auteur ; C. A. NELSON, Auteur ; W. L. STONE, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Lonnie ZWAIGENBAUM, Auteur Article en page(s) : 31p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Female protective effect  High-risk siblings  Sex differences Index. décimale : PER Périodiques Résumé : Messinger et al. found a 3.18 odds ratio of male to female ASD recurrence in 1241 prospectively followed high-risk (HR) siblings. Among high-risk siblings (with and without ASD), as well as among 583 low-risk controls, girls exhibited higher performance on the Mullen Scales of Early Learning, as well as lower restricted and repetitive behavior severity scores on the Autism Diagnostic Observation Schedule (ADOS) than boys. That is, female-favoring sex differences in developmental performance and autism traits were evident among low-risk and non-ASD high-risk children, as well as those with ASD. Constantino (Mol Autism) suggests that sex differences in categorical ASD outcomes in Messinger et al. should be understood as a female protective effect. We are receptive to Constantino's (Mol Autism) suggestion, and propose that quantitative sex differences in autism-related features are keys to understanding this female protective effect. En ligne : http://dx.doi.org/10.1186/s13229-016-0093-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=328 [article] Commentary: sex difference differences? A reply to Constantino [Texte imprimé et/ou numérique] / D. S. MESSINGER, Auteur ; Gregory S. YOUNG, Auteur ; S. J. WEBB, Auteur ; S. OZONOFF, Auteur ; Susan E. BRYSON, Auteur ; Alice S. CARTER, Auteur ; Leslie J. CARVER, Auteur ; Tony CHARMAN, Auteur ; Katarzyna CHAWARSKA, Auteur ; S. CURTIN, Auteur ; K. DOBKINS, Auteur ; I. HERTZ-PICCIOTTO, Auteur ; T. HUTMAN, Auteur ; J. M. IVERSON, Auteur ; R. LANDA, Auteur ; C. A. NELSON, Auteur ; W. L. STONE, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Lonnie ZWAIGENBAUM, Auteur . - 31p. Langues : Anglais (eng) in Molecular Autism > 7 (2016) . - 31p. Mots-clés : Autism spectrum disorder  Female protective effect  High-risk siblings  Sex differences Index. décimale : PER Périodiques Résumé : Messinger et al. found a 3.18 odds ratio of male to female ASD recurrence in 1241 prospectively followed high-risk (HR) siblings. Among high-risk siblings (with and without ASD), as well as among 583 low-risk controls, girls exhibited higher performance on the Mullen Scales of Early Learning, as well as lower restricted and repetitive behavior severity scores on the Autism Diagnostic Observation Schedule (ADOS) than boys. That is, female-favoring sex differences in developmental performance and autism traits were evident among low-risk and non-ASD high-risk children, as well as those with ASD. Constantino (Mol Autism) suggests that sex differences in categorical ASD outcomes in Messinger et al. should be understood as a female protective effect. We are receptive to Constantino's (Mol Autism) suggestion, and propose that quantitative sex differences in autism-related features are keys to understanding this female protective effect. En ligne : http://dx.doi.org/10.1186/s13229-016-0093-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=328

A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism / R. M. FASANO in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1658-1669 Titre : A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism Type de document : Texte imprimé et/ou numérique Auteurs : R. M. FASANO, Auteur ; L. K. PERRY, Auteur ; Y. ZHANG, Auteur ; L. VITALE, Auteur ; J. WANG, Auteur ; C. SONG, Auteur ; D. S. MESSINGER, Auteur Article en page(s) : p.1658-1669 Langues : Anglais (eng) Mots-clés : Aptitude  Autism Spectrum Disorder  Autistic Disorder  Child  Child, Preschool  Female  Humans  Language  Language Development  developmental disabilities  language development  objective measurement  peer interactions  social networks Index. décimale : PER Périodiques Résumé : Children's preschool experiences have consequences for development. However, it is not clear how children's real-time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real-time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M?= 50.14?months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end-of-year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real-time language use and in the developing language abilities of children with ASD in inclusion classrooms. LAY SUMMARY: This study objectively measured associations between children's peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Children's centrality to social speech networks, regardless of ASD status, was associated with assessed language abilities. En ligne : http://dx.doi.org/10.1002/aur.2526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism [Texte imprimé et/ou numérique] / R. M. FASANO, Auteur ; L. K. PERRY, Auteur ; Y. ZHANG, Auteur ; L. VITALE, Auteur ; J. WANG, Auteur ; C. SONG, Auteur ; D. S. MESSINGER, Auteur . - p.1658-1669. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1658-1669 Mots-clés : Aptitude  Autism Spectrum Disorder  Autistic Disorder  Child  Child, Preschool  Female  Humans  Language  Language Development  developmental disabilities  language development  objective measurement  peer interactions  social networks Index. décimale : PER Périodiques Résumé : Children's preschool experiences have consequences for development. However, it is not clear how children's real-time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real-time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M?= 50.14?months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end-of-year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real-time language use and in the developing language abilities of children with ASD in inclusion classrooms. LAY SUMMARY: This study objectively measured associations between children's peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Children's centrality to social speech networks, regardless of ASD status, was associated with assessed language abilities. En ligne : http://dx.doi.org/10.1002/aur.2526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Metaperception in Adolescents With and Without Autism Spectrum Disorder / L. V. USHER in Journal of Autism and Developmental Disorders, 48-2 (February 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.533-548 Titre : Metaperception in Adolescents With and Without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : L. V. USHER, Auteur ; Catherine A. BURROWS, Auteur ; D. S. MESSINGER, Auteur ; Heather A. HENDERSON, Auteur Article en page(s) : p.533-548 Langues : Anglais (eng) Mots-clés : Adolescence  Autism spectrum disorder  Metaperception  Perception  Social cognition  Social competence Index. décimale : PER Périodiques Résumé : This study compared how adolescents with and without autism spectrum disorder (ASD) evaluated unfamiliar peers (i.e., perceptions), as well as how adolescents believed they were evaluated by peers (i.e., metaperceptions). The Perceptions and Metaperceptions Questionnaire was designed to quantify perceptions and metaperceptions following a live interaction. For all adolescents, more positive perceptions of the peer were associated with more positive metaperceptions. Adolescents with ASD exhibited more accurate metaperceptions than did typically developing adolescents. More positive perceptions and metaperceptions were associated with higher levels of observed social competence across groups. Findings extend our understanding of typically and atypically developing adolescents' impressions of unfamiliar peers and their ability to discern what peers think of them. En ligne : https://doi.org/10.1007/s10803-017-3356-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Metaperception in Adolescents With and Without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / L. V. USHER, Auteur ; Catherine A. BURROWS, Auteur ; D. S. MESSINGER, Auteur ; Heather A. HENDERSON, Auteur . - p.533-548. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.533-548 Mots-clés : Adolescence  Autism spectrum disorder  Metaperception  Perception  Social cognition  Social competence Index. décimale : PER Périodiques Résumé : This study compared how adolescents with and without autism spectrum disorder (ASD) evaluated unfamiliar peers (i.e., perceptions), as well as how adolescents believed they were evaluated by peers (i.e., metaperceptions). The Perceptions and Metaperceptions Questionnaire was designed to quantify perceptions and metaperceptions following a live interaction. For all adolescents, more positive perceptions of the peer were associated with more positive metaperceptions. Adolescents with ASD exhibited more accurate metaperceptions than did typically developing adolescents. More positive perceptions and metaperceptions were associated with higher levels of observed social competence across groups. Findings extend our understanding of typically and atypically developing adolescents' impressions of unfamiliar peers and their ability to discern what peers think of them. En ligne : https://doi.org/10.1007/s10803-017-3356-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Objective measurement of head movement differences in children with and without autism spectrum disorder / K. B. MARTIN in Molecular Autism, 9 (2018)  

Public ISBD [article]  inMolecular Autism > 9 (2018) . - 14p. Titre : Objective measurement of head movement differences in children with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : K. B. MARTIN, Auteur ; Z. HAMMAL, Auteur ; G. REN, Auteur ; Jeffrey F. COHN, Auteur ; J. CASSELL, Auteur ; M. OGIHARA, Auteur ; Jennifer C. BRITTON, Auteur ; A. GUTIERREZ, Auteur ; D. S. MESSINGER, Auteur Article en page(s) : 14p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Head movement  Motor movement  Social processing Index. décimale : PER Périodiques Résumé : Background: Deficits in motor movement in children with autism spectrum disorder (ASD) have typically been characterized qualitatively by human observers. Although clinicians have noted the importance of atypical head positioning (e.g. social peering and repetitive head banging) when diagnosing children with ASD, a quantitative understanding of head movement in ASD is lacking. Here, we conduct a quantitative comparison of head movement dynamics in children with and without ASD using automated, person-independent computer-vision based head tracking (Zface). Because children with ASD often exhibit preferential attention to nonsocial versus social stimuli, we investigated whether children with and without ASD differed in their head movement dynamics depending on stimulus sociality. Methods: The current study examined differences in head movement dynamics in children with (n = 21) and without ASD (n = 21). Children were video-recorded while watching a 16-min video of social and nonsocial stimuli. Three dimensions of rigid head movement-pitch (head nods), yaw (head turns), and roll (lateral head inclinations)-were tracked using Zface. The root mean square of pitch, yaw, and roll was calculated to index the magnitude of head angular displacement (quantity of head movement) and angular velocity (speed). Results: Compared with children without ASD, children with ASD exhibited greater yaw displacement, indicating greater head turning, and greater velocity of yaw and roll, indicating faster head turning and inclination. Follow-up analyses indicated that differences in head movement dynamics were specific to the social rather than the nonsocial stimulus condition. Conclusions: Head movement dynamics (displacement and velocity) were greater in children with ASD than in children without ASD, providing a quantitative foundation for previous clinical reports. Head movement differences were evident in lateral (yaw and roll) but not vertical (pitch) movement and were specific to a social rather than nonsocial condition. When presented with social stimuli, children with ASD had higher levels of head movement and moved their heads more quickly than children without ASD. Children with ASD may use head movement to modulate their perception of social scenes. En ligne : http://dx.doi.org/10.1186/s13229-018-0198-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=354 [article] Objective measurement of head movement differences in children with and without autism spectrum disorder [Texte imprimé et/ou numérique] / K. B. MARTIN, Auteur ; Z. HAMMAL, Auteur ; G. REN, Auteur ; Jeffrey F. COHN, Auteur ; J. CASSELL, Auteur ; M. OGIHARA, Auteur ; Jennifer C. BRITTON, Auteur ; A. GUTIERREZ, Auteur ; D. S. MESSINGER, Auteur . - 14p. Langues : Anglais (eng) in Molecular Autism > 9 (2018) . - 14p. Mots-clés : Autism spectrum disorder  Head movement  Motor movement  Social processing Index. décimale : PER Périodiques Résumé : Background: Deficits in motor movement in children with autism spectrum disorder (ASD) have typically been characterized qualitatively by human observers. Although clinicians have noted the importance of atypical head positioning (e.g. social peering and repetitive head banging) when diagnosing children with ASD, a quantitative understanding of head movement in ASD is lacking. Here, we conduct a quantitative comparison of head movement dynamics in children with and without ASD using automated, person-independent computer-vision based head tracking (Zface). Because children with ASD often exhibit preferential attention to nonsocial versus social stimuli, we investigated whether children with and without ASD differed in their head movement dynamics depending on stimulus sociality. Methods: The current study examined differences in head movement dynamics in children with (n = 21) and without ASD (n = 21). Children were video-recorded while watching a 16-min video of social and nonsocial stimuli. Three dimensions of rigid head movement-pitch (head nods), yaw (head turns), and roll (lateral head inclinations)-were tracked using Zface. The root mean square of pitch, yaw, and roll was calculated to index the magnitude of head angular displacement (quantity of head movement) and angular velocity (speed). Results: Compared with children without ASD, children with ASD exhibited greater yaw displacement, indicating greater head turning, and greater velocity of yaw and roll, indicating faster head turning and inclination. Follow-up analyses indicated that differences in head movement dynamics were specific to the social rather than the nonsocial stimulus condition. Conclusions: Head movement dynamics (displacement and velocity) were greater in children with ASD than in children without ASD, providing a quantitative foundation for previous clinical reports. Head movement differences were evident in lateral (yaw and roll) but not vertical (pitch) movement and were specific to a social rather than nonsocial condition. When presented with social stimuli, children with ASD had higher levels of head movement and moved their heads more quickly than children without ASD. Children with ASD may use head movement to modulate their perception of social scenes. En ligne : http://dx.doi.org/10.1186/s13229-018-0198-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=354

Respiratory sinus arrhythmia, parenting, and externalizing behavior in children with autism spectrum disorder / J. K. BAKER in Autism, 24-1 (January 2020)  

Public ISBD [article]  inAutism > 24-1 (January 2020) . - p.109-120 Titre : Respiratory sinus arrhythmia, parenting, and externalizing behavior in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. K. BAKER, Auteur ; R. M. FENNING, Auteur ; S. A. ERATH, Auteur ; Brian R. BAUCOM, Auteur ; D. S. MESSINGER, Auteur ; J. MOFFITT, Auteur ; A. K. KAEPPLER, Auteur ; A. BAILEY, Auteur Article en page(s) : p.109-120 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  emotion regulation  externalizing behavior problems  parenting  psychophysiology  respiratory sinus arrhythmia Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder exhibit significant difficulties with emotion regulation. Respiratory sinus arrhythmia is a biomarker for processes related to emotion regulation, with higher baseline rates linked to beneficial outcomes. Although reduction in respiratory sinus arrhythmia in response to challenge can index adaptive processes in community samples, excessive withdrawal may suggest loss of regulatory control among children with clinical concerns. Psychophysiological risk for problems may be protected against or exacerbated by parenting environments more or less supportive of the development of children's regulatory competence. Respiratory sinus arrhythmia was examined in 61 children with autism spectrum disorder ages 6-10 years in relation to externalizing behavior, and parenting was considered as a moderator. Respiratory sinus arrhythmia was obtained during laboratory tasks, and positive parenting, negative parenting, and children's externalizing behaviors were each indexed through multiple methods. Respiratory sinus arrhythmia reactivity interacted with negative, but not positive parenting. Higher respiratory sinus arrhythmia reactivity was associated with more externalizing behavior under conditions of higher negative parenting, but with lower externalizing behavior at lower levels of negative parenting. Similarly, negative parenting was only associated with externalizing behaviors in the context of high child respiratory sinus arrhythmia reactivity. Implications for our understanding of emotion regulation in children with autism spectrum disorder, and for related interventions, are discussed. En ligne : http://dx.doi.org/10.1177/1362361319848525 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Respiratory sinus arrhythmia, parenting, and externalizing behavior in children with autism spectrum disorder [Texte imprimé et/ou numérique] / J. K. BAKER, Auteur ; R. M. FENNING, Auteur ; S. A. ERATH, Auteur ; Brian R. BAUCOM, Auteur ; D. S. MESSINGER, Auteur ; J. MOFFITT, Auteur ; A. K. KAEPPLER, Auteur ; A. BAILEY, Auteur . - p.109-120. Langues : Anglais (eng) in Autism > 24-1 (January 2020) . - p.109-120 Mots-clés : autism spectrum disorder  emotion regulation  externalizing behavior problems  parenting  psychophysiology  respiratory sinus arrhythmia Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder exhibit significant difficulties with emotion regulation. Respiratory sinus arrhythmia is a biomarker for processes related to emotion regulation, with higher baseline rates linked to beneficial outcomes. Although reduction in respiratory sinus arrhythmia in response to challenge can index adaptive processes in community samples, excessive withdrawal may suggest loss of regulatory control among children with clinical concerns. Psychophysiological risk for problems may be protected against or exacerbated by parenting environments more or less supportive of the development of children's regulatory competence. Respiratory sinus arrhythmia was examined in 61 children with autism spectrum disorder ages 6-10 years in relation to externalizing behavior, and parenting was considered as a moderator. Respiratory sinus arrhythmia was obtained during laboratory tasks, and positive parenting, negative parenting, and children's externalizing behaviors were each indexed through multiple methods. Respiratory sinus arrhythmia reactivity interacted with negative, but not positive parenting. Higher respiratory sinus arrhythmia reactivity was associated with more externalizing behavior under conditions of higher negative parenting, but with lower externalizing behavior at lower levels of negative parenting. Similarly, negative parenting was only associated with externalizing behaviors in the context of high child respiratory sinus arrhythmia reactivity. Implications for our understanding of emotion regulation in children with autism spectrum disorder, and for related interventions, are discussed. En ligne : http://dx.doi.org/10.1177/1362361319848525 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Sympathetic-Parasympathetic Interaction and Externalizing Problems in Children with Autism Spectrum Disorder / R. M. FENNING in Autism Research, 12-12 (December)  

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Theories of Autism and Autism Treatment from the DSM III Through the Present and Beyond: Impact on Research and Practice / G. VIVANTI in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

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