Autism and emotional face-viewing / Jakob Ã…SBERG JOHNELS in Autism Research, 10-5 (May 2017)  

Public ISBD [article]  inAutism Research > 10-5 (May 2017) . - p.901-910 Titre : Autism and emotional face-viewing Type de document : texte imprimé Auteurs : Jakob Ã…SBERG JOHNELS, Auteur ; Daniel HOVEY, Auteur ; Nicole ZÃœRCHER, Auteur ; Loyse HIPPOLYTE, Auteur ; Eric LEMONNIER, Auteur ; Christopher GILLBERG, Auteur ; Nouchine HADJIKHANI, Auteur Article en page(s) : p.901-910 Langues : Anglais (eng) Mots-clés : autism  eye-tracking  mouth  face  autism quotient  social  endophenotype Index. décimale : PER Périodiques Résumé : Atypical patterns of face-scanning in individuals with autism spectrum disorder (ASD) may contribute to difficulties in social interactions, but there is little agreement regarding what exactly characterizes face-viewing in ASD. In addition, little research has examined how face-viewing is modulated by the emotional expression of the stimuli, in individuals with or without ASD. We used eye-tracking to explore viewing patterns during perception of dynamic emotional facial expressions in relatively large groups of individuals with (n = 57) and without ASD (n = 58) and examined diagnostic- and age-related effects, after subgrouping children and adolescents (≤18 years), on the one hand, and adults (>18 years), on the other. Results showed that children/adolescents with ASD fixated the mouth of happy and angry faces less than their typically developing (TD) peers, and conversely looked more to the eyes of happy faces. Moreover, while all groups fixated the mouth in happy faces more than in other expressions, children/adolescents with ASD did relatively less so. Correlation analysis showed a similar lack of relative orientation towards the mouth of smiling faces in TD children/adolescents with high autistic traits, as measured by the Autism-Spectrum Quotient (AQ). Among adults, participants with ASD only attended less to the eyes for neutral faces. Our study shows that the emotional content of a face influences gaze behaviour, and that this effect is not fully developed in children/adolescents with ASD. Interestingly, this lack of differentiation observed in the younger ASD group was also seen in younger TD individuals with higher AQ scores. En ligne : http://dx.doi.org/10.1002/aur.1730 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Autism and emotional face-viewing [texte imprimé] / Jakob Ã…SBERG JOHNELS, Auteur ; Daniel HOVEY, Auteur ; Nicole ZÃœRCHER, Auteur ; Loyse HIPPOLYTE, Auteur ; Eric LEMONNIER, Auteur ; Christopher GILLBERG, Auteur ; Nouchine HADJIKHANI, Auteur . - p.901-910. Langues : Anglais (eng) in Autism Research > 10-5 (May 2017) . - p.901-910 Mots-clés : autism  eye-tracking  mouth  face  autism quotient  social  endophenotype Index. décimale : PER Périodiques Résumé : Atypical patterns of face-scanning in individuals with autism spectrum disorder (ASD) may contribute to difficulties in social interactions, but there is little agreement regarding what exactly characterizes face-viewing in ASD. In addition, little research has examined how face-viewing is modulated by the emotional expression of the stimuli, in individuals with or without ASD. We used eye-tracking to explore viewing patterns during perception of dynamic emotional facial expressions in relatively large groups of individuals with (n = 57) and without ASD (n = 58) and examined diagnostic- and age-related effects, after subgrouping children and adolescents (≤18 years), on the one hand, and adults (>18 years), on the other. Results showed that children/adolescents with ASD fixated the mouth of happy and angry faces less than their typically developing (TD) peers, and conversely looked more to the eyes of happy faces. Moreover, while all groups fixated the mouth in happy faces more than in other expressions, children/adolescents with ASD did relatively less so. Correlation analysis showed a similar lack of relative orientation towards the mouth of smiling faces in TD children/adolescents with high autistic traits, as measured by the Autism-Spectrum Quotient (AQ). Among adults, participants with ASD only attended less to the eyes for neutral faces. Our study shows that the emotional content of a face influences gaze behaviour, and that this effect is not fully developed in children/adolescents with ASD. Interestingly, this lack of differentiation observed in the younger ASD group was also seen in younger TD individuals with higher AQ scores. En ligne : http://dx.doi.org/10.1002/aur.1730 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder / Jakob ASBERG in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.95-109 Titre : Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder Type de document : texte imprimé Auteurs : Jakob ASBERG, Auteur ; SvenOlof DAHLGREN, Auteur ; Annika DAHLGREN SANDBERG, Auteur Année de publication : 2008 Article en page(s) : p.95-109 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Attention-disorders Word-decoding Reading-comprehension Index. décimale : PER Périodiques Résumé : High-functioning children with autism spectrum disorders (ASD) have been reported to have an early success in reading. Children with attention disorders such as DAMP or ADHD, on the other hand, often struggle acquiring reading skills. The primary aim of the study was two-fold: (a) to compare reading performance of children with ASD, DAMP and typical development; (b) to examine whether memory functions and verbal and performance IQ related differently to the reading performance depending on diagnosis. Striking similarities were found between clinical groups on performance level and patterns of reading ability. Decoding and reading comprehension difficulties were common in both clinical groups relative to the comparison group matched for mental age. There was a strong association between word decoding fluency and sentence reading comprehension in the clinical groups even after the effect of age and VIQ was partialled out. Further research on cognition, linguistic abilities and educational milieu is warranted to explore the reasons for the word decoding difficulties. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder [texte imprimé] / Jakob ASBERG, Auteur ; SvenOlof DAHLGREN, Auteur ; Annika DAHLGREN SANDBERG, Auteur . - 2008 . - p.95-109. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.95-109 Mots-clés : Autism-spectrum-disorders Attention-disorders Word-decoding Reading-comprehension Index. décimale : PER Périodiques Résumé : High-functioning children with autism spectrum disorders (ASD) have been reported to have an early success in reading. Children with attention disorders such as DAMP or ADHD, on the other hand, often struggle acquiring reading skills. The primary aim of the study was two-fold: (a) to compare reading performance of children with ASD, DAMP and typical development; (b) to examine whether memory functions and verbal and performance IQ related differently to the reading performance depending on diagnosis. Striking similarities were found between clinical groups on performance level and patterns of reading ability. Decoding and reading comprehension difficulties were common in both clinical groups relative to the comparison group matched for mental age. There was a strong association between word decoding fluency and sentence reading comprehension in the clinical groups even after the effect of age and VIQ was partialled out. Further research on cognition, linguistic abilities and educational milieu is warranted to explore the reasons for the word decoding difficulties. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study / J. ASBERG JOHNELS in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1449-1459 Titre : Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study Type de document : texte imprimé Auteurs : J. ASBERG JOHNELS, Auteur ; Emilia CARLSSON, Auteur ; Courtenay F. NORBURY, Auteur ; Christopher GILLBERG, Auteur ; Carmela MINISCALCO, Auteur Article en page(s) : p.1449-1459 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  literacy  longitudinal  reading  school-age children Index. décimale : PER Périodiques Résumé : This study explores current reading profiles and concurrent and early predictors of reading in children with autism spectrum disorder. Before the age of 3 years, the study cohort underwent a neurodevelopmental assessment following identification in a population-based autism screening. At age 8 years, reading, language and cognition were assessed. Approximately half of the sample (n = 25) were 'poor readers' at age 8 years, meaning that they scored below the normal range on tests of single word reading and reading comprehension. And 18 were 'skilled readers' performing above cut-offs. The final subgroup (n = 10) presented with a 'hyperlexic/poor comprehenders' profile of normal word reading, but poor reading comprehension. The 'poor readers' scored low on all assessments, as well as showing more severe autistic behaviours than 'skilled readers'. Group differences between 'skilled readers' and 'hyperlexics/poor comprehenders' were more subtle: these subgroups did not differ on autistic severity, phonological processing or non-verbal intelligence quotient, but the 'hyperlexics/poor comprehenders' scored significantly lower on tests of oral language. When data from age 3 were considered, no differences were seen between the subgroups in social skills, autistic severity or intelligence quotient. Importantly, however, it was possible to identify oral language weaknesses in those that 5 years later presented as 'poor readers' or 'hyperlexics'. En ligne : http://dx.doi.org/10.1177/1362361318811153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study [texte imprimé] / J. ASBERG JOHNELS, Auteur ; Emilia CARLSSON, Auteur ; Courtenay F. NORBURY, Auteur ; Christopher GILLBERG, Auteur ; Carmela MINISCALCO, Auteur . - p.1449-1459. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1449-1459 Mots-clés : autism spectrum disorders  communication and language  literacy  longitudinal  reading  school-age children Index. décimale : PER Périodiques Résumé : This study explores current reading profiles and concurrent and early predictors of reading in children with autism spectrum disorder. Before the age of 3 years, the study cohort underwent a neurodevelopmental assessment following identification in a population-based autism screening. At age 8 years, reading, language and cognition were assessed. Approximately half of the sample (n = 25) were 'poor readers' at age 8 years, meaning that they scored below the normal range on tests of single word reading and reading comprehension. And 18 were 'skilled readers' performing above cut-offs. The final subgroup (n = 10) presented with a 'hyperlexic/poor comprehenders' profile of normal word reading, but poor reading comprehension. The 'poor readers' scored low on all assessments, as well as showing more severe autistic behaviours than 'skilled readers'. Group differences between 'skilled readers' and 'hyperlexics/poor comprehenders' were more subtle: these subgroups did not differ on autistic severity, phonological processing or non-verbal intelligence quotient, but the 'hyperlexics/poor comprehenders' scored significantly lower on tests of oral language. When data from age 3 were considered, no differences were seen between the subgroups in social skills, autistic severity or intelligence quotient. Importantly, however, it was possible to identify oral language weaknesses in those that 5 years later presented as 'poor readers' or 'hyperlexics'. En ligne : http://dx.doi.org/10.1177/1362361318811153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

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