Oculomotor randomness is higher in autistic children and increases with the severity of symptoms / Inbal ZIV in Autism Research, 17-2 (February 2024)  

Public ISBD [article]  inAutism Research > 17-2 (February 2024) . - p.249-265 Titre : Oculomotor randomness is higher in autistic children and increases with the severity of symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Inbal ZIV, Auteur ; Inbar AVNI, Auteur ; Ilan DINSTEIN, Auteur ; Gal MEIRI, Auteur ; Yoram S. BONNEH, Auteur Article en page(s) : p.249-265 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract A variety of studies have suggested that at least some children with autism spectrum disorder (ASD) view the world differently. Differences in gaze patterns as measured by eye tracking have been demonstrated during visual exploration of images and natural viewing of movies with social content. Here we analyzed the temporal randomness of saccades and blinks during natural viewing of movies, inspired by a recent measure of "randomness" applied to micro-movements of the hand and head in ASD (Torres et al., 2013; Torres & Denisova, 2016). We analyzed a large eye-tracking dataset of 189 ASD and 41 typically developing (TD) children (1-11?years old) who watched three movie clips with social content, each repeated twice. We found that oculomotor measures of randomness, obtained from gamma parameters of inter-saccade intervals (ISI) and blink duration distributions, were significantly higher in the ASD group compared with the TD group and were correlated with the ADOS comparison score, reflecting increased "randomness" in more severe cases. Moreover, these measures of randomness decreased with age, as well as with higher cognitive scores in both groups and were consistent across repeated viewing of each movie clip. Highly "random" eye movements in ASD children could be associated with high "neural variability" or noise, poor sensory-motor control, or weak engagement with the movies. These findings could contribute to the future development of oculomotor biomarkers as part of an integrative diagnostic tool for ASD. En ligne : https://doi.org/10.1002/aur.3083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=522 [article] Oculomotor randomness is higher in autistic children and increases with the severity of symptoms [Texte imprimé et/ou numérique] / Inbal ZIV, Auteur ; Inbar AVNI, Auteur ; Ilan DINSTEIN, Auteur ; Gal MEIRI, Auteur ; Yoram S. BONNEH, Auteur . - p.249-265. Langues : Anglais (eng) in Autism Research > 17-2 (February 2024) . - p.249-265 Index. décimale : PER Périodiques Résumé : Abstract A variety of studies have suggested that at least some children with autism spectrum disorder (ASD) view the world differently. Differences in gaze patterns as measured by eye tracking have been demonstrated during visual exploration of images and natural viewing of movies with social content. Here we analyzed the temporal randomness of saccades and blinks during natural viewing of movies, inspired by a recent measure of "randomness" applied to micro-movements of the hand and head in ASD (Torres et al., 2013; Torres & Denisova, 2016). We analyzed a large eye-tracking dataset of 189 ASD and 41 typically developing (TD) children (1-11?years old) who watched three movie clips with social content, each repeated twice. We found that oculomotor measures of randomness, obtained from gamma parameters of inter-saccade intervals (ISI) and blink duration distributions, were significantly higher in the ASD group compared with the TD group and were correlated with the ADOS comparison score, reflecting increased "randomness" in more severe cases. Moreover, these measures of randomness decreased with age, as well as with higher cognitive scores in both groups and were consistent across repeated viewing of each movie clip. Highly "random" eye movements in ASD children could be associated with high "neural variability" or noise, poor sensory-motor control, or weak engagement with the movies. These findings could contribute to the future development of oculomotor biomarkers as part of an integrative diagnostic tool for ASD. En ligne : https://doi.org/10.1002/aur.3083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=522

Sequence Learning in Minimally Verbal Children With ASD and the Beneficial Effect of Vestibular Stimulation / Gili KATZ-NAVE in Autism Research, 13-2 (February 2020)  

Public ISBD [article]  inAutism Research > 13-2 (February 2020) . - p.320-337 Titre : Sequence Learning in Minimally Verbal Children With ASD and the Beneficial Effect of Vestibular Stimulation Type de document : Texte imprimé et/ou numérique Auteurs : Gili KATZ-NAVE, Auteur ; Yael ADINI, Auteur ; Orit E. HETZRONI, Auteur ; Yoram S. BONNEH, Auteur Article en page(s) : p.320-337 Langues : Anglais (eng) Mots-clés : SRT task  minimally verbal ASD  short learning sessions  skill learning  vestibular stimulation Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) and especially the minimally verbal, often fail to learn basic perceptual and motor skills. This deficit has been demonstrated in several studies, but the findings could have been due to the nonoptimal adaptation of the paradigms. In the current study, we sought to characterize the skill learning deficit in young minimally verbal children with ASD and explore ways for improvement. For this purpose, we used vestibular stimulation (VS) whose beneficial effects have been demonstrated in the typical population, but the data regarding ASD are limited. We trained 36 children ages 6-13 years, ASD (N = 18, 15 of them minimally verbal) and typical development (TD, N = 18), on a touch version of the visual-motor Serial-Reaction-Time sequence-learning task, in 10 short (few minutes) weekly practice sessions. A subgroup of children received VS prior to each training block. All the participants but two ASD children showed gradual median reaction time improvement with significant speed gains across the training period. The ASD children were overall slower (by ~250 msec). Importantly, those who received VS (n = 10) showed speed gains comparable to TD, which were larger (by ~100%) than the ASD controls, and partially sequence-specific. VS had no effect on the TD group. These results suggest that VS has a positive effect on learning in minimally verbal ASD children, which may have important therapeutic implications. Furthermore, contrary to some previous findings, minimally verbal children with ASD can acquire, in optimal conditions, procedural skills with few short training sessions, spread over weeks, and with a similar time course as non-ASD controls. Autism Res 2020, 13: 320-337. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Minimally verbal children with ASD who received specially adjusted learning conditions showed significant learning of a visual-motor sequence across 10 practice days. This learning was considerably improved with vestibular stimulation before each short learning session. This may have important practical implications in the education and treatment of ASD children. En ligne : http://dx.doi.org/10.1002/aur.2237 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Sequence Learning in Minimally Verbal Children With ASD and the Beneficial Effect of Vestibular Stimulation [Texte imprimé et/ou numérique] / Gili KATZ-NAVE, Auteur ; Yael ADINI, Auteur ; Orit E. HETZRONI, Auteur ; Yoram S. BONNEH, Auteur . - p.320-337. Langues : Anglais (eng) in Autism Research > 13-2 (February 2020) . - p.320-337 Mots-clés : SRT task  minimally verbal ASD  short learning sessions  skill learning  vestibular stimulation Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) and especially the minimally verbal, often fail to learn basic perceptual and motor skills. This deficit has been demonstrated in several studies, but the findings could have been due to the nonoptimal adaptation of the paradigms. In the current study, we sought to characterize the skill learning deficit in young minimally verbal children with ASD and explore ways for improvement. For this purpose, we used vestibular stimulation (VS) whose beneficial effects have been demonstrated in the typical population, but the data regarding ASD are limited. We trained 36 children ages 6-13 years, ASD (N = 18, 15 of them minimally verbal) and typical development (TD, N = 18), on a touch version of the visual-motor Serial-Reaction-Time sequence-learning task, in 10 short (few minutes) weekly practice sessions. A subgroup of children received VS prior to each training block. All the participants but two ASD children showed gradual median reaction time improvement with significant speed gains across the training period. The ASD children were overall slower (by ~250 msec). Importantly, those who received VS (n = 10) showed speed gains comparable to TD, which were larger (by ~100%) than the ASD controls, and partially sequence-specific. VS had no effect on the TD group. These results suggest that VS has a positive effect on learning in minimally verbal ASD children, which may have important therapeutic implications. Furthermore, contrary to some previous findings, minimally verbal children with ASD can acquire, in optimal conditions, procedural skills with few short training sessions, spread over weeks, and with a similar time course as non-ASD controls. Autism Res 2020, 13: 320-337. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Minimally verbal children with ASD who received specially adjusted learning conditions showed significant learning of a visual-motor sequence across 10 practice days. This learning was considerably improved with vestibular stimulation before each short learning session. This may have important practical implications in the education and treatment of ASD children. En ligne : http://dx.doi.org/10.1002/aur.2237 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Visual Detection and Decoding Skills of Aerial Photography by Adults with Autism Spectrum Disorder (ASD) / H. MARCIANO in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1346-1360 Titre : Visual Detection and Decoding Skills of Aerial Photography by Adults with Autism Spectrum Disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : H. MARCIANO, Auteur ; E. GAL, Auteur ; R. KIMCHI, Auteur ; D. HEDLEY, Auteur ; Y. GOLDFARB, Auteur ; Yoram S. BONNEH, Auteur Article en page(s) : p.1346-1360 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Cognition  Humans  Photography  Social Skills  Visual Perception  Young Adult  Autism spectrum disorders  Cognition (attention, learning, memory)  Visual decoding  Visual search  Vocational/labor force participation Index. décimale : PER Périodiques Résumé : Despite challenges in social communication skills people with ASD often display strengths in visual processing. Aerial photography analysis is an occupation reliant on strong visual processing skills that matches this unique profile. We investigated basic-vision and "real-life" visual tasks in 20 cognitively-able young adults with ASD and 20 typically-developed (TD) "gamers". Basic-vision tests included Visual-Search, Embedded-Figures, and Vigilance; "real-life" tests included aerial-photograph detection and identification. Groups performed equally well, and did not differ significantly on any tasks. The study demonstrates strong visual skills in people with ASD in basic and "real-life" settings, and supports the idea that they may be well suited for employment in occupations that demand high visual perception skills such as aerial photography analysis. En ligne : http://dx.doi.org/10.1007/s10803-021-05039-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Visual Detection and Decoding Skills of Aerial Photography by Adults with Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / H. MARCIANO, Auteur ; E. GAL, Auteur ; R. KIMCHI, Auteur ; D. HEDLEY, Auteur ; Y. GOLDFARB, Auteur ; Yoram S. BONNEH, Auteur . - p.1346-1360. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1346-1360 Mots-clés : Autism Spectrum Disorder/diagnosis  Cognition  Humans  Photography  Social Skills  Visual Perception  Young Adult  Autism spectrum disorders  Cognition (attention, learning, memory)  Visual decoding  Visual search  Vocational/labor force participation Index. décimale : PER Périodiques Résumé : Despite challenges in social communication skills people with ASD often display strengths in visual processing. Aerial photography analysis is an occupation reliant on strong visual processing skills that matches this unique profile. We investigated basic-vision and "real-life" visual tasks in 20 cognitively-able young adults with ASD and 20 typically-developed (TD) "gamers". Basic-vision tests included Visual-Search, Embedded-Figures, and Vigilance; "real-life" tests included aerial-photograph detection and identification. Groups performed equally well, and did not differ significantly on any tasks. The study demonstrates strong visual skills in people with ASD in basic and "real-life" settings, and supports the idea that they may be well suited for employment in occupations that demand high visual perception skills such as aerial photography analysis. En ligne : http://dx.doi.org/10.1007/s10803-021-05039-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

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