An Examination of Racial Bias in Scoring the Autism Diagnostic Observation Schedule (ADOS) Module 3: An Item Response Theory Analysis / Yuen Yvonne YU in Autism Research, 19-2 (February 2026)  

Public ISBD [article]  inAutism Research > 19-2 (February 2026) . - e70155 Titre : An Examination of Racial Bias in Scoring the Autism Diagnostic Observation Schedule (ADOS) Module 3: An Item Response Theory Analysis Type de document : texte imprimé Auteurs : Yuen Yvonne YU, Auteur ; Austin WYMAN, Auteur ; Calliana J. FAULK, Auteur ; Lizzy J. FULOP, Auteur ; Rebecca L. GREENBERG, Auteur ; Rachel M. BENECKE, Auteur ; Lauren K. STEINBECK, Auteur ; Jessica FOY, Auteur ; Caitlyn KIM, Auteur ; George O. EMORY, Auteur ; Eric A. STORCH, Auteur ; Casey J. ZAMPELLA, Auteur ; Benjamin E. YERYS, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur ; John D. HERRINGTON, Auteur ; Caitlin C. CLEMENTS, Auteur Article en page(s) : e70155 Langues : Anglais (eng) Mots-clés : ADOS  autism  differential item functioning  item response theory  racial bias Index. décimale : PER Périodiques Résumé : ABSTRACT Given the rising prevalence of autism among racial minority children in the United States, but persistent service use disparities, this study examines potential bias in specific items from the autism diagnostic observation schedule (ADOS), a highly regarded autism evaluation. We leveraged unidimensional item response theory graded response models and a sample of 735 children to analyze the differential item functioning (DIF) of items within ADOS Module 3. Three items showed significant signs of racial bias: A1 (overall language level), A5 (offers information), and D5 (compulsions and rituals). On these items, Black/African American and Asian children were usually more likely to be rated as showing autistic behaviors than White children with similar autism levels. The impact of racial bias on the item score was small, and the impact on the overall test score was even smaller: on a scale of 0?48 points, the effect of racial bias was estimated at 0.23 total points for Black/African American children and 0.16 points for Asian children. Furthermore, none of the items showing significant bias contribute to the autism classification algorithm. This analysis suggests a small but detectable amount of bias in several specific ADOS items, but not in items central to informing an autism diagnosis. Thus, bias appears statistically, but not clinically, significant. This contributes to examinations of racial bias in the ADOS as the first analysis of Asian children and the first in-depth look at all items in the most commonly used version among school-aged children. En ligne : https://doi.org/10.1002/aur.70155 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] An Examination of Racial Bias in Scoring the Autism Diagnostic Observation Schedule (ADOS) Module 3: An Item Response Theory Analysis [texte imprimé] / Yuen Yvonne YU, Auteur ; Austin WYMAN, Auteur ; Calliana J. FAULK, Auteur ; Lizzy J. FULOP, Auteur ; Rebecca L. GREENBERG, Auteur ; Rachel M. BENECKE, Auteur ; Lauren K. STEINBECK, Auteur ; Jessica FOY, Auteur ; Caitlyn KIM, Auteur ; George O. EMORY, Auteur ; Eric A. STORCH, Auteur ; Casey J. ZAMPELLA, Auteur ; Benjamin E. YERYS, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur ; John D. HERRINGTON, Auteur ; Caitlin C. CLEMENTS, Auteur . - e70155. Langues : Anglais (eng) in Autism Research > 19-2 (February 2026) . - e70155 Mots-clés : ADOS  autism  differential item functioning  item response theory  racial bias Index. décimale : PER Périodiques Résumé : ABSTRACT Given the rising prevalence of autism among racial minority children in the United States, but persistent service use disparities, this study examines potential bias in specific items from the autism diagnostic observation schedule (ADOS), a highly regarded autism evaluation. We leveraged unidimensional item response theory graded response models and a sample of 735 children to analyze the differential item functioning (DIF) of items within ADOS Module 3. Three items showed significant signs of racial bias: A1 (overall language level), A5 (offers information), and D5 (compulsions and rituals). On these items, Black/African American and Asian children were usually more likely to be rated as showing autistic behaviors than White children with similar autism levels. The impact of racial bias on the item score was small, and the impact on the overall test score was even smaller: on a scale of 0?48 points, the effect of racial bias was estimated at 0.23 total points for Black/African American children and 0.16 points for Asian children. Furthermore, none of the items showing significant bias contribute to the autism classification algorithm. This analysis suggests a small but detectable amount of bias in several specific ADOS items, but not in items central to informing an autism diagnosis. Thus, bias appears statistically, but not clinically, significant. This contributes to examinations of racial bias in the ADOS as the first analysis of Asian children and the first in-depth look at all items in the most commonly used version among school-aged children. En ligne : https://doi.org/10.1002/aur.70155 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Computer Vision Analysis of Reduced Interpersonal Affect Coordination in Youth With Autism Spectrum Disorder / Casey J. ZAMPELLA in Autism Research, 13-12 (December 2020)  

Public ISBD [article]  inAutism Research > 13-12 (December 2020) . - p.2133-2142 Titre : Computer Vision Analysis of Reduced Interpersonal Affect Coordination in Youth With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Casey J. ZAMPELLA, Auteur ; Loisa BENNETTO, Auteur ; John D. HERRINGTON, Auteur Article en page(s) : p.2133-2142 Langues : Anglais (eng) Mots-clés : affect/emotion  computer vision  facial expression  interpersonal coordination  social-emotional reciprocity  synchrony Index. décimale : PER Périodiques Résumé : Atypical social-emotional reciprocity is a core feature of autism spectrum disorder (ASD) but can be difficult to operationalize. One measurable manifestation of reciprocity may be interpersonal coordination, the tendency to align the form and timing of one's behaviors (including facial affect) with others. Interpersonal affect coordination facilitates sharing and understanding of emotional cues, and there is evidence that it is reduced in ASD. However, most research has not measured this process in true social contexts, due in part to a lack of tools for measuring dynamic facial expressions over the course of an interaction. Automated facial analysis via computer vision provides an efficient, granular, objective method for measuring naturally occurring facial affect and coordination. Youth with ASD and matched typically developing youth participated in cooperative conversations with their mothers and unfamiliar adults. Time-synchronized videos were analyzed with an open-source computer vision toolkit for automated facial analysis, for the presence and intensity of facial movements associated with positive affect. Both youth and adult conversation partners exhibited less positive affect during conversations when the youth partner had ASD. Youth with ASD also engaged in less affect coordination over the course of conversations. When considered dimensionally across youth with and without ASD, affect coordination significantly predicted scores on rating scales of autism-related social atypicality, adaptive social skills, and empathy. Findings suggest that affect coordination is an important interpersonal process with implications for broader social-emotional functioning. This preliminary study introduces a promising novel method for quantifying moment-to-moment facial expression and emotional reciprocity during natural interactions. LAY SUMMARY: This study introduces a novel, automated method for measuring social-emotional reciprocity during natural conversations, which may improve assessment of this core autism diagnostic behavior. We used computerized methods to measure facial affect and the degree of affect coordination between conversation partners. Youth with autism displayed reduced affect coordination, and reduced affect coordination predicted lower scores on measures of broader social-emotional skills. En ligne : http://dx.doi.org/10.1002/aur.2334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Computer Vision Analysis of Reduced Interpersonal Affect Coordination in Youth With Autism Spectrum Disorder [texte imprimé] / Casey J. ZAMPELLA, Auteur ; Loisa BENNETTO, Auteur ; John D. HERRINGTON, Auteur . - p.2133-2142. Langues : Anglais (eng) in Autism Research > 13-12 (December 2020) . - p.2133-2142 Mots-clés : affect/emotion  computer vision  facial expression  interpersonal coordination  social-emotional reciprocity  synchrony Index. décimale : PER Périodiques Résumé : Atypical social-emotional reciprocity is a core feature of autism spectrum disorder (ASD) but can be difficult to operationalize. One measurable manifestation of reciprocity may be interpersonal coordination, the tendency to align the form and timing of one's behaviors (including facial affect) with others. Interpersonal affect coordination facilitates sharing and understanding of emotional cues, and there is evidence that it is reduced in ASD. However, most research has not measured this process in true social contexts, due in part to a lack of tools for measuring dynamic facial expressions over the course of an interaction. Automated facial analysis via computer vision provides an efficient, granular, objective method for measuring naturally occurring facial affect and coordination. Youth with ASD and matched typically developing youth participated in cooperative conversations with their mothers and unfamiliar adults. Time-synchronized videos were analyzed with an open-source computer vision toolkit for automated facial analysis, for the presence and intensity of facial movements associated with positive affect. Both youth and adult conversation partners exhibited less positive affect during conversations when the youth partner had ASD. Youth with ASD also engaged in less affect coordination over the course of conversations. When considered dimensionally across youth with and without ASD, affect coordination significantly predicted scores on rating scales of autism-related social atypicality, adaptive social skills, and empathy. Findings suggest that affect coordination is an important interpersonal process with implications for broader social-emotional functioning. This preliminary study introduces a promising novel method for quantifying moment-to-moment facial expression and emotional reciprocity during natural interactions. LAY SUMMARY: This study introduces a novel, automated method for measuring social-emotional reciprocity during natural conversations, which may improve assessment of this core autism diagnostic behavior. We used computerized methods to measure facial affect and the degree of affect coordination between conversation partners. Youth with autism displayed reduced affect coordination, and reduced affect coordination predicted lower scores on measures of broader social-emotional skills. En ligne : http://dx.doi.org/10.1002/aur.2334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Conversational adaptation in children and teens with autism: Differences in talkativeness across contexts / Meredith L. COLA in Autism Research, 15-6 (June 2022)  

Public ISBD [article]  inAutism Research > 15-6 (June 2022) . - p.1090-1108 Titre : Conversational adaptation in children and teens with autism: Differences in talkativeness across contexts Type de document : texte imprimé Auteurs : Meredith L. COLA, Auteur ; Casey J. ZAMPELLA, Auteur ; Lisa D. YANKOWITZ, Auteur ; Samantha PLATE, Auteur ; Victoria PETRULLA, Auteur ; Kimberly TENA, Auteur ; Alison RUSSELL, Auteur ; Juhi PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : p.1090-1108 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Child  Communication  Humans  Language  Social Skills  autism spectrum condition  conversational adaptation  social behavior  social communication Index. décimale : PER Périodiques Résumé : Successful social communication is complex; it relies on effectively deploying and continuously revising one's behavior to fit the needs of a given conversation, partner, and context. For example, a skilled conversationalist may instinctively become less talkative with a quiet partner and more talkative with a chattier one. Prior research suggests that behavioral flexibility across social contexts can be a particular challenge for individuals with autism spectrum condition (ASC), and that difficulty adapting to the changing needs of a conversation contributes to communicative breakdowns and poor social outcomes. In this study, we examine whether reduced conversational adaptation, as measured by talkativeness, differentiates 48 verbally fluent children and teens with ASC from 50 neurotypical (NT) peers matched on age, intelligence quotient, and sex ratio. Participants completed the Contextual Assessment of Social Skills with two novel conversation partners. The first acted interested in the conversation and talked more (Interested condition), while the second acted bored and talked less (Bored condition). Results revealed that NT participants emulated their conversation partner's behavior by being more talkative in the Interested condition as compared to the Bored condition (z = 9.92, p?< 0.001). In contrast, the ASC group did not differentially adapt their behavior to the Bored versus Interested context, instead remaining consistently talkative in both (p = 0.88). The results of this study have implications for understanding social communication and behavioral adaptation in ASC, and may be valuable for clinicians interested in improving conversational competence in verbally fluent individuals with autism. LAY SUMMARY: Social communication-including everyday conversations-can be challenging for individuals on the autism spectrum. In successful conversations, people tend to adjust aspects of their language to be more similar to their partners'. In this study, we found that children and teens with autism did not change their own talkativeness in response to a social partner who was more or less talkative, whereas neurotypical peers did. These findings have clinical implications for improving conversational competence in verbally fluent individuals with autism. En ligne : http://dx.doi.org/10.1002/aur.2693 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Conversational adaptation in children and teens with autism: Differences in talkativeness across contexts [texte imprimé] / Meredith L. COLA, Auteur ; Casey J. ZAMPELLA, Auteur ; Lisa D. YANKOWITZ, Auteur ; Samantha PLATE, Auteur ; Victoria PETRULLA, Auteur ; Kimberly TENA, Auteur ; Alison RUSSELL, Auteur ; Juhi PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur . - p.1090-1108. Langues : Anglais (eng) in Autism Research > 15-6 (June 2022) . - p.1090-1108 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Child  Communication  Humans  Language  Social Skills  autism spectrum condition  conversational adaptation  social behavior  social communication Index. décimale : PER Périodiques Résumé : Successful social communication is complex; it relies on effectively deploying and continuously revising one's behavior to fit the needs of a given conversation, partner, and context. For example, a skilled conversationalist may instinctively become less talkative with a quiet partner and more talkative with a chattier one. Prior research suggests that behavioral flexibility across social contexts can be a particular challenge for individuals with autism spectrum condition (ASC), and that difficulty adapting to the changing needs of a conversation contributes to communicative breakdowns and poor social outcomes. In this study, we examine whether reduced conversational adaptation, as measured by talkativeness, differentiates 48 verbally fluent children and teens with ASC from 50 neurotypical (NT) peers matched on age, intelligence quotient, and sex ratio. Participants completed the Contextual Assessment of Social Skills with two novel conversation partners. The first acted interested in the conversation and talked more (Interested condition), while the second acted bored and talked less (Bored condition). Results revealed that NT participants emulated their conversation partner's behavior by being more talkative in the Interested condition as compared to the Bored condition (z = 9.92, p?< 0.001). In contrast, the ASC group did not differentially adapt their behavior to the Bored versus Interested context, instead remaining consistently talkative in both (p = 0.88). The results of this study have implications for understanding social communication and behavioral adaptation in ASC, and may be valuable for clinicians interested in improving conversational competence in verbally fluent individuals with autism. LAY SUMMARY: Social communication-including everyday conversations-can be challenging for individuals on the autism spectrum. In successful conversations, people tend to adjust aspects of their language to be more similar to their partners'. In this study, we found that children and teens with autism did not change their own talkativeness in response to a social partner who was more or less talkative, whereas neurotypical peers did. These findings have clinical implications for improving conversational competence in verbally fluent individuals with autism. En ligne : http://dx.doi.org/10.1002/aur.2693 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Friend matters: sex differences in social language during autism diagnostic interviews / Meredith L. COLA in Molecular Autism, 13 (2022)  

Public ISBD [article]  inMolecular Autism > 13 (2022) . - 5p. Titre : Friend matters: sex differences in social language during autism diagnostic interviews Type de document : texte imprimé Auteurs : Meredith L. COLA, Auteur ; Lisa D. YANKOWITZ, Auteur ; Kimberly TENA, Auteur ; Ailsa RUSSELL, Auteur ; Leila BATEMAN, Auteur ; Azia KNOX, Auteur ; Samantha PLATE, Auteur ; Laura S. CUBIT, Auteur ; Casey J. ZAMPELLA, Auteur ; Juhi PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : 5p. Langues : Anglais (eng) Mots-clés : Autism spectrum condition  Autism spectrum disorder  Language  Sex differences  Social phenotype Index. décimale : PER Périodiques Résumé : BACKGROUND: Autistic individuals frequently experience social communication challenges. Girls are diagnosed with autism less often than boys even when their symptoms are equally severe, which may be due to insufficient understanding of the way autism manifests in girls. Differences in the behavioral presentation of autism, including how people talk about social topics, could contribute to these persistent problems with identification. Despite a growing body of research suggesting that autistic girls and boys present distinct symptom profiles in a variety of domains, including social attention, friendships, social motivation, and language, differences in the way that autistic boys and girls communicate verbally are not yet well understood. Closely analyzing boys' and girls' socially-focused language during semi-structured clinical assessments could shed light on potential sex differences in the behavioral presentation of autistic individuals that may prove useful for identifying and effectively supporting autistic girls. Here, we compare social word use in verbally fluent autistic girls and boys during the interview sections of the ADOS-2 Module 3 and measure associations with clinical phenotype. METHODS: School-aged girls and boys with autism (N = 101, 25 females; aged 6-15) were matched on age, IQ, and parent/clinician ratings of autism symptom severity. Our primary analysis compared the number of social words produced by autistic boys and girls (normalized to account for differences in total word production). Social words are words that make reference to other people, including friends and family. RESULTS: There was a significant main effect of sex on social word production, such that autistic girls used more social words than autistic boys. To identify the specific types of words driving this effect, additional subcategories of friend and family words were analyzed. There was a significant effect of sex on friend words, with girls using significantly more friend words than boys. However, there was no significant main effect of sex on family words, suggesting that sex differences in social word production may be driven by girls talking more about friends compared to boys, not family. To assess relationships between word use and clinical phenotype, we modeled ADOS-2 Social Affect (SA) scores as a function of social word production. In the overall sample, social word use correlated significantly with ADOS-2 SA scores, indicating that participants who used more social words were rated as less socially impaired by clinicians. However, when examined in each sex separately, this result only held for boys. LIMITATIONS: This study cannot speak to the ways in which social word use may differ for younger children, adults, or individuals who are not verbally fluent; in addition, there were more autistic boys than girls in our sample, making it difficult to detect small effects. CONCLUSIONS: Autistic girls used significantly more social words than boys during a diagnostic assessment-despite being matched on age, IQ, and both parent- and clinician-rated autism symptom severity. Sex differences in linguistic markers of social phenotype in autism are especially important in light of the late or missed diagnoses that disproportionately affect autistic girls. Specifically, heightened talk about social topics could complicate autism referral and diagnosis when non-clinician observers expect a male-typical pattern of reduced social focus, which autistic girls may not always exhibit. En ligne : http://dx.doi.org/10.1186/s13229-021-00483-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Friend matters: sex differences in social language during autism diagnostic interviews [texte imprimé] / Meredith L. COLA, Auteur ; Lisa D. YANKOWITZ, Auteur ; Kimberly TENA, Auteur ; Ailsa RUSSELL, Auteur ; Leila BATEMAN, Auteur ; Azia KNOX, Auteur ; Samantha PLATE, Auteur ; Laura S. CUBIT, Auteur ; Casey J. ZAMPELLA, Auteur ; Juhi PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur . - 5p. Langues : Anglais (eng) in Molecular Autism > 13 (2022) . - 5p. Mots-clés : Autism spectrum condition  Autism spectrum disorder  Language  Sex differences  Social phenotype Index. décimale : PER Périodiques Résumé : BACKGROUND: Autistic individuals frequently experience social communication challenges. Girls are diagnosed with autism less often than boys even when their symptoms are equally severe, which may be due to insufficient understanding of the way autism manifests in girls. Differences in the behavioral presentation of autism, including how people talk about social topics, could contribute to these persistent problems with identification. Despite a growing body of research suggesting that autistic girls and boys present distinct symptom profiles in a variety of domains, including social attention, friendships, social motivation, and language, differences in the way that autistic boys and girls communicate verbally are not yet well understood. Closely analyzing boys' and girls' socially-focused language during semi-structured clinical assessments could shed light on potential sex differences in the behavioral presentation of autistic individuals that may prove useful for identifying and effectively supporting autistic girls. Here, we compare social word use in verbally fluent autistic girls and boys during the interview sections of the ADOS-2 Module 3 and measure associations with clinical phenotype. METHODS: School-aged girls and boys with autism (N = 101, 25 females; aged 6-15) were matched on age, IQ, and parent/clinician ratings of autism symptom severity. Our primary analysis compared the number of social words produced by autistic boys and girls (normalized to account for differences in total word production). Social words are words that make reference to other people, including friends and family. RESULTS: There was a significant main effect of sex on social word production, such that autistic girls used more social words than autistic boys. To identify the specific types of words driving this effect, additional subcategories of friend and family words were analyzed. There was a significant effect of sex on friend words, with girls using significantly more friend words than boys. However, there was no significant main effect of sex on family words, suggesting that sex differences in social word production may be driven by girls talking more about friends compared to boys, not family. To assess relationships between word use and clinical phenotype, we modeled ADOS-2 Social Affect (SA) scores as a function of social word production. In the overall sample, social word use correlated significantly with ADOS-2 SA scores, indicating that participants who used more social words were rated as less socially impaired by clinicians. However, when examined in each sex separately, this result only held for boys. LIMITATIONS: This study cannot speak to the ways in which social word use may differ for younger children, adults, or individuals who are not verbally fluent; in addition, there were more autistic boys than girls in our sample, making it difficult to detect small effects. CONCLUSIONS: Autistic girls used significantly more social words than boys during a diagnostic assessment-despite being matched on age, IQ, and both parent- and clinician-rated autism symptom severity. Sex differences in linguistic markers of social phenotype in autism are especially important in light of the late or missed diagnoses that disproportionately affect autistic girls. Specifically, heightened talk about social topics could complicate autism referral and diagnosis when non-clinician observers expect a male-typical pattern of reduced social focus, which autistic girls may not always exhibit. En ligne : http://dx.doi.org/10.1186/s13229-021-00483-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Interactional Synchrony and Its Association with Social and Communication Ability in Children With and Without Autism Spectrum Disorder / Casey J. ZAMPELLA in Journal of Autism and Developmental Disorders, 50-9 (September 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3195-3206 Titre : Interactional Synchrony and Its Association with Social and Communication Ability in Children With and Without Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Casey J. ZAMPELLA, Auteur ; Kelsey D. CSUMITTA, Auteur ; Emily SIMON, Auteur ; Loisa BENNETTO, Auteur Article en page(s) : p.3195-3206 Langues : Anglais (eng) Mots-clés : Interactional synchrony  Movement  Nonverbal communication  Social reciprocity  Verbal communication Index. décimale : PER Périodiques Résumé : Social partners tend to coordinate their behaviors in time. This "interactional synchrony" is associated with a host of positive social outcomes, making it ripe for study in autism spectrum disorder (ASD). Twenty children with ASD and 17 typically developing (TD) children participated in conversations with familiar and unfamiliar adults. Conversations were rated for movement synchrony and verbal synchrony, and mothers completed measures regarding children's everyday social and communication skills. Children with ASD exhibited less interactional synchrony, with familiar and unfamiliar partners, than TD peers. Beyond group-level differences, interactional synchrony negatively correlated with autism symptom severity, and predicted dimensional scores on established social and communication measures. Results suggest that disrupted interactional synchrony may be associated with impaired social functioning in ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04412-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Interactional Synchrony and Its Association with Social and Communication Ability in Children With and Without Autism Spectrum Disorder [texte imprimé] / Casey J. ZAMPELLA, Auteur ; Kelsey D. CSUMITTA, Auteur ; Emily SIMON, Auteur ; Loisa BENNETTO, Auteur . - p.3195-3206. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3195-3206 Mots-clés : Interactional synchrony  Movement  Nonverbal communication  Social reciprocity  Verbal communication Index. décimale : PER Périodiques Résumé : Social partners tend to coordinate their behaviors in time. This "interactional synchrony" is associated with a host of positive social outcomes, making it ripe for study in autism spectrum disorder (ASD). Twenty children with ASD and 17 typically developing (TD) children participated in conversations with familiar and unfamiliar adults. Conversations were rated for movement synchrony and verbal synchrony, and mothers completed measures regarding children's everyday social and communication skills. Children with ASD exhibited less interactional synchrony, with familiar and unfamiliar partners, than TD peers. Beyond group-level differences, interactional synchrony negatively correlated with autism symptom severity, and predicted dimensional scores on established social and communication measures. Results suggest that disrupted interactional synchrony may be associated with impaired social functioning in ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04412-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

A Lifespan Approach to Patient-Reported Outcomes and Quality of Life for People on the Autism Spectrum / Laura GRAHAM HOLMES in Autism Research, 13-6 (June 2020)  

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“Look Who’s Talking”: Language Patterns in Autistic and Non-Autistic Youth Across Different Conversation Partners / Alesia A. RICHARDSON in Journal of Autism and Developmental Disorders, 56-2 (February 2026)  

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Measuring dyspraxia in autism using a five-minute praxis exam / Ashley B. DE MARCHENA in Research in Autism Spectrum Disorders, 106 (August 2023)  

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Sex differences in the first impressions made by girls and boys with autism / Meredith L. COLA in Molecular Autism, 11 (2020)  

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"You should smile more": Population-level sex differences in smiling also exist in autistic people / Casey J. ZAMPELLA in Autism, 29-5 (May 2025)  

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