Identifying prognostic markers in autism spectrum disorder using eye tracking / Elizabeth C. BACON in Autism, 24-3 (April 2020)  

Public ISBD [article]  inAutism > 24-3 (April 2020) . - p.658-669 Titre : Identifying prognostic markers in autism spectrum disorder using eye tracking Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth C. BACON, Auteur ; Adrienne MOORE, Auteur ; Quimby LEE, Auteur ; Cynthia CARTER BARNES, Auteur ; Eric COURCHESNE, Auteur ; Karen PIERCE, Auteur Article en page(s) : p.658-669 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  development  diagnosis  school-age children Index. décimale : PER Périodiques Résumé : While many children with autism spectrum disorder are now detected at young ages given the rise in screening and general awareness, little is known regarding the prognosis of early detected children. The brain is shaped by experience-dependent mechanisms; thus, what a child pays attention to plays a pivotal role in shaping brain development. Eye tracking can provide an index of a child's visual attention and, as such, holds promise as a technology for revealing prognostic markers. In this, 49 children aged 1-3 years with autism spectrum disorder participated in an eye-tracking test, the GeoPref Test, that revealed preference for social versus nonsocial images. Next, children participated in a comprehensive test battery 5-9 years following the initial GeoPref Test. Statistical tests examined whether early age eye tracking predicted later school-age outcomes in symptom severity, social functioning, adaptive behavior, joint attention, and IQ. Results indicated that toddlers with higher preference for geometric images demonstrated greater symptom severity and fewer gaze shifts at school age. This relationship was not found in relation to IQ or adaptive behavior. Overall, the GeoPref Test holds promise as a symptom severity prognostic tool; further development of eye-tracking paradigms may enhance prognostic power and prove valuable in validating treatment progress. En ligne : http://dx.doi.org/10.1177/1362361319878578 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Identifying prognostic markers in autism spectrum disorder using eye tracking [Texte imprimé et/ou numérique] / Elizabeth C. BACON, Auteur ; Adrienne MOORE, Auteur ; Quimby LEE, Auteur ; Cynthia CARTER BARNES, Auteur ; Eric COURCHESNE, Auteur ; Karen PIERCE, Auteur . - p.658-669. Langues : Anglais (eng) in Autism > 24-3 (April 2020) . - p.658-669 Mots-clés : autism spectrum disorders  development  diagnosis  school-age children Index. décimale : PER Périodiques Résumé : While many children with autism spectrum disorder are now detected at young ages given the rise in screening and general awareness, little is known regarding the prognosis of early detected children. The brain is shaped by experience-dependent mechanisms; thus, what a child pays attention to plays a pivotal role in shaping brain development. Eye tracking can provide an index of a child's visual attention and, as such, holds promise as a technology for revealing prognostic markers. In this, 49 children aged 1-3 years with autism spectrum disorder participated in an eye-tracking test, the GeoPref Test, that revealed preference for social versus nonsocial images. Next, children participated in a comprehensive test battery 5-9 years following the initial GeoPref Test. Statistical tests examined whether early age eye tracking predicted later school-age outcomes in symptom severity, social functioning, adaptive behavior, joint attention, and IQ. Results indicated that toddlers with higher preference for geometric images demonstrated greater symptom severity and fewer gaze shifts at school age. This relationship was not found in relation to IQ or adaptive behavior. Overall, the GeoPref Test holds promise as a symptom severity prognostic tool; further development of eye-tracking paradigms may enhance prognostic power and prove valuable in validating treatment progress. En ligne : http://dx.doi.org/10.1177/1362361319878578 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment / Elizabeth C. BACON in Autism Research and Treatment, 2014 (2014)  

Public ISBD [article]  inAutism Research and Treatment > 2014 (2014) Titre : Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth C. BACON, Auteur ; S. DUFEK, Auteur ; L. SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur ; K. PIERCE, Auteur ; E. COURCHESNE, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Measuring progress of children with autism spectrum disorder (ASD) during intervention programs is a challenge faced by researchers and clinicians. Typically, standardized assessments of child development are used within research settings to measure the effects of early intervention programs. However, the use of standardized assessments is not without limitations, including lack of sensitivity of some assessments to measure small or slow progress, testing constraints that may affect the child's performance, and the lack of information provided by the assessments that can be used to guide treatment planning. The utility of a curriculum-based assessment is discussed in comparison to the use of standardized assessments to measure child functioning and progress throughout an early intervention program for toddlers with risk for ASD. Scores derived from the curriculum-based assessment were positively correlated with standardized assessments, captured progress masked by standardized assessments, and early scores were predictive of later outcomes. These results support the use of a curriculum-based assessment as an additional and appropriate method for measuring child progress in an early intervention program. Further benefits of the use of curriculum-based measures for use within community settings are discussed. En ligne : http://dx.doi.org/10.1155/2014/964704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment [Texte imprimé et/ou numérique] / Elizabeth C. BACON, Auteur ; S. DUFEK, Auteur ; L. SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur ; K. PIERCE, Auteur ; E. COURCHESNE, Auteur. Langues : Anglais (eng) in Autism Research and Treatment > 2014 (2014) Index. décimale : PER Périodiques Résumé : Measuring progress of children with autism spectrum disorder (ASD) during intervention programs is a challenge faced by researchers and clinicians. Typically, standardized assessments of child development are used within research settings to measure the effects of early intervention programs. However, the use of standardized assessments is not without limitations, including lack of sensitivity of some assessments to measure small or slow progress, testing constraints that may affect the child's performance, and the lack of information provided by the assessments that can be used to guide treatment planning. The utility of a curriculum-based assessment is discussed in comparison to the use of standardized assessments to measure child functioning and progress throughout an early intervention program for toddlers with risk for ASD. Scores derived from the curriculum-based assessment were positively correlated with standardized assessments, captured progress masked by standardized assessments, and early scores were predictive of later outcomes. These results support the use of a curriculum-based assessment as an additional and appropriate method for measuring child progress in an early intervention program. Further benefits of the use of curriculum-based measures for use within community settings are discussed. En ligne : http://dx.doi.org/10.1155/2014/964704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

Naturalistic language sampling to characterize the language abilities of 3-year-olds with autism spectrum disorder / Elizabeth C. BACON in Autism, 23-3 (April 2019)  

Public ISBD [article]  inAutism > 23-3 (April 2019) . - p.699-712 Titre : Naturalistic language sampling to characterize the language abilities of 3-year-olds with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth C. BACON, Auteur ; S. OSUNA, Auteur ; E. COURCHESNE, Auteur ; K. PIERCE, Auteur Article en page(s) : p.699-712 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  language  minimally verbal  preverbal Index. décimale : PER Périodiques Résumé : Characterization of language in naturalistic settings in autism spectrum disorder has been lacking, particularly at young ages, but such information is important for parents, teachers, and clinicians to better support language development in real-world settings. Factors contributing to this lack of clarity include conflicting definitions of language abilities, use of non-naturalistic standardized assessments, and restricted samples. The current study examined one of the largest datasets of naturalistic language samples in toddlers with autism spectrum disorder, and language delay and typically developing contrast groups at age 3. A range of indices including length of phrase, grammatical markings, and social use of language was assayed during a naturalistic observation of a parent-child play session. In contrast to historical estimates, results indicated only 3.7% of children with autism spectrum disorder used no words, and 34% were minimally verbal. Children with autism spectrum disorder and language delay exhibited similar usage of grammatical markings, although both were reduced compared to typically developing children. The greatest difference between autism spectrum disorder and language delay groups was the quantity of social language. Overall, findings highlight a range of language deficits in autism spectrum disorder, but also illustrate that the most severe level of impairments is not as common in naturalistic settings as previously estimated by standardized assessments. En ligne : http://dx.doi.org/10.1177/1362361318766241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392 [article] Naturalistic language sampling to characterize the language abilities of 3-year-olds with autism spectrum disorder [Texte imprimé et/ou numérique] / Elizabeth C. BACON, Auteur ; S. OSUNA, Auteur ; E. COURCHESNE, Auteur ; K. PIERCE, Auteur . - p.699-712. Langues : Anglais (eng) in Autism > 23-3 (April 2019) . - p.699-712 Mots-clés : autism spectrum disorders  language  minimally verbal  preverbal Index. décimale : PER Périodiques Résumé : Characterization of language in naturalistic settings in autism spectrum disorder has been lacking, particularly at young ages, but such information is important for parents, teachers, and clinicians to better support language development in real-world settings. Factors contributing to this lack of clarity include conflicting definitions of language abilities, use of non-naturalistic standardized assessments, and restricted samples. The current study examined one of the largest datasets of naturalistic language samples in toddlers with autism spectrum disorder, and language delay and typically developing contrast groups at age 3. A range of indices including length of phrase, grammatical markings, and social use of language was assayed during a naturalistic observation of a parent-child play session. In contrast to historical estimates, results indicated only 3.7% of children with autism spectrum disorder used no words, and 34% were minimally verbal. Children with autism spectrum disorder and language delay exhibited similar usage of grammatical markings, although both were reduced compared to typically developing children. The greatest difference between autism spectrum disorder and language delay groups was the quantity of social language. Overall, findings highlight a range of language deficits in autism spectrum disorder, but also illustrate that the most severe level of impairments is not as common in naturalistic settings as previously estimated by standardized assessments. En ligne : http://dx.doi.org/10.1177/1362361318766241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392

Rethinking the idea of late autism spectrum disorder onset / Elizabeth C. BACON in Development and Psychopathology, 30-2 (May 2018)  

Public ISBD [article]  inDevelopment and Psychopathology > 30-2 (May 2018) . - p.553-569 Titre : Rethinking the idea of late autism spectrum disorder onset Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth C. BACON, Auteur ; Eric COURCHESNE, Auteur ; Cynthia Carter BARNES, Auteur ; Debra CHA, Auteur ; Sunny PENCE, Auteur ; Laura SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur ; Karen PIERCE, Auteur Article en page(s) : p.553-569 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A common theory of autism spectrum disorder (ASD) symptom onset includes toddlers who do not display symptoms until well after age 2, which are termed late-onset ASD cases. Objectives were to analyze differences in clinical phenotype between toddlers identified as ASD at initial evaluations (early diagnosed) versus those initially considered nonspectrum, then later identified as ASD (late diagnosed). Two hundred seventy-three toddlers recruited from the general population based on a failed developmental screening form or parent or physician concerns were followed longitudinally from 12 months and identified as early- and late-diagnosed cases of ASD, language delayed, or typically developing. Toddlers completed common standardized assessments and experimental eye-tracking and observational measures every 9–12 months until age 3. Longitudinal performance on standardized assessments and experimental tests from initial evaluations were compared. Delay in social communication skills was seen in both ASD groups at early-age initial assessment, including increased preference for nonsocial stimuli, increased stereotypic play, reduced exploration, and use of gestures. On standardized psychometric assessments, early-diagnosed toddlers showed more impairment initially while late-diagnosed toddlers showed a slowing in language acquisition. Similar social communication impairments were present at very early ages in both early-detected ASD and so-called late-onset ASD. Data indicate ASD is present whether detected or not by current methods, and development of more sensitive tools is needed. En ligne : http://dx.doi.org/10.1017/S0954579417001067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=359 [article] Rethinking the idea of late autism spectrum disorder onset [Texte imprimé et/ou numérique] / Elizabeth C. BACON, Auteur ; Eric COURCHESNE, Auteur ; Cynthia Carter BARNES, Auteur ; Debra CHA, Auteur ; Sunny PENCE, Auteur ; Laura SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur ; Karen PIERCE, Auteur . - p.553-569. Langues : Anglais (eng) in Development and Psychopathology > 30-2 (May 2018) . - p.553-569 Index. décimale : PER Périodiques Résumé : A common theory of autism spectrum disorder (ASD) symptom onset includes toddlers who do not display symptoms until well after age 2, which are termed late-onset ASD cases. Objectives were to analyze differences in clinical phenotype between toddlers identified as ASD at initial evaluations (early diagnosed) versus those initially considered nonspectrum, then later identified as ASD (late diagnosed). Two hundred seventy-three toddlers recruited from the general population based on a failed developmental screening form or parent or physician concerns were followed longitudinally from 12 months and identified as early- and late-diagnosed cases of ASD, language delayed, or typically developing. Toddlers completed common standardized assessments and experimental eye-tracking and observational measures every 9–12 months until age 3. Longitudinal performance on standardized assessments and experimental tests from initial evaluations were compared. Delay in social communication skills was seen in both ASD groups at early-age initial assessment, including increased preference for nonsocial stimuli, increased stereotypic play, reduced exploration, and use of gestures. On standardized psychometric assessments, early-diagnosed toddlers showed more impairment initially while late-diagnosed toddlers showed a slowing in language acquisition. Similar social communication impairments were present at very early ages in both early-detected ASD and so-called late-onset ASD. Data indicate ASD is present whether detected or not by current methods, and development of more sensitive tools is needed. En ligne : http://dx.doi.org/10.1017/S0954579417001067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=359

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