Child language and autism diagnosis impact hierarchical temporal structure of parent-child vocal interactions in early childhood / Olivia BOOROM in Autism Research, 15-11 (November 2022)  

Public ISBD [article]  inAutism Research > 15-11 (November 2022) . - p.2099-2111 Titre : Child language and autism diagnosis impact hierarchical temporal structure of parent-child vocal interactions in early childhood Type de document : texte imprimé Auteurs : Olivia BOOROM, Auteur ; Camila ALVIAR, Auteur ; Yumeng ZHANG, Auteur ; Valerie MUÑOZ, Auteur ; Christopher T. KELLO, Auteur ; Miriam D. LENSE, Auteur Article en page(s) : p.2099-2111 Langues : Anglais (eng) Mots-clés : Infant  Child  Child, Preschool  Male  Humans  Female  Child Language  Autistic Disorder/complications  Autism Spectrum Disorder/diagnosis/complications  Parent-Child Relations  Social Skills  autism spectrum disorder  hierarchical temporal structure  interaction dynamics  language development  parent-child interaction  social reciprocity Index. décimale : PER Périodiques Résumé : Timing is critical to successful social interactions. The temporal structure of dyadic vocal interactions emerges from the rhythm, timing, and frequency of each individuals' vocalizations and reflects how the dyad dynamically organizes and adapts during an interaction. This study investigated the temporal structure of vocal interactions longitudinally in parent-child dyads of typically developing (TD) infants (n = 49; 9-18 months; 48% male) and toddlers with ASD (n = 23; 27.2 Â+ 5.0 months; 91.3% male) to identify how developing language and social skills impact the temporal dynamics of the interaction. Acoustic hierarchical temporal structure (HTS), a measure of the nested clustering of acoustic events across multiple timescales, was measured in free play interactions using Allan Factor. HTS reflects a signal's temporal complexity and variability, with greater HTS indicating reduced flexibility of the dyadic system. Child expressive language significantly predicted HTS (ß = -0.2) longitudinally across TD infants, with greater dyadic HTS associated with lower child language skills. ASD dyads exhibited greater HTS (i.e., more rigid temporal structure) than nonverbal matched (d = 0.41) and expressive language matched TD dyads (d = 0.28). Increased HTS in ASD dyads occurred at timescales>1 s, suggesting greater structuring of pragmatic aspects of interaction. Results provide a new window into how language development and social reciprocity serve as constraints to shape parent-child interaction dynamics and showcase a novel automated approach to characterizing vocal interactions across multiple timescales during early childhood. En ligne : http://dx.doi.org/10.1002/aur.2804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Child language and autism diagnosis impact hierarchical temporal structure of parent-child vocal interactions in early childhood [texte imprimé] / Olivia BOOROM, Auteur ; Camila ALVIAR, Auteur ; Yumeng ZHANG, Auteur ; Valerie MUÑOZ, Auteur ; Christopher T. KELLO, Auteur ; Miriam D. LENSE, Auteur . - p.2099-2111. Langues : Anglais (eng) in Autism Research > 15-11 (November 2022) . - p.2099-2111 Mots-clés : Infant  Child  Child, Preschool  Male  Humans  Female  Child Language  Autistic Disorder/complications  Autism Spectrum Disorder/diagnosis/complications  Parent-Child Relations  Social Skills  autism spectrum disorder  hierarchical temporal structure  interaction dynamics  language development  parent-child interaction  social reciprocity Index. décimale : PER Périodiques Résumé : Timing is critical to successful social interactions. The temporal structure of dyadic vocal interactions emerges from the rhythm, timing, and frequency of each individuals' vocalizations and reflects how the dyad dynamically organizes and adapts during an interaction. This study investigated the temporal structure of vocal interactions longitudinally in parent-child dyads of typically developing (TD) infants (n = 49; 9-18 months; 48% male) and toddlers with ASD (n = 23; 27.2 Â+ 5.0 months; 91.3% male) to identify how developing language and social skills impact the temporal dynamics of the interaction. Acoustic hierarchical temporal structure (HTS), a measure of the nested clustering of acoustic events across multiple timescales, was measured in free play interactions using Allan Factor. HTS reflects a signal's temporal complexity and variability, with greater HTS indicating reduced flexibility of the dyadic system. Child expressive language significantly predicted HTS (ß = -0.2) longitudinally across TD infants, with greater dyadic HTS associated with lower child language skills. ASD dyads exhibited greater HTS (i.e., more rigid temporal structure) than nonverbal matched (d = 0.41) and expressive language matched TD dyads (d = 0.28). Increased HTS in ASD dyads occurred at timescales>1 s, suggesting greater structuring of pragmatic aspects of interaction. Results provide a new window into how language development and social reciprocity serve as constraints to shape parent-child interaction dynamics and showcase a novel automated approach to characterizing vocal interactions across multiple timescales during early childhood. En ligne : http://dx.doi.org/10.1002/aur.2804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

Development of the Angelman syndrome video assessment: quantifying meaningful change / Kriszha A. SHEEHY in Journal of Neurodevelopmental Disorders, 17 (2025)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 17 (2025) Titre : Development of the Angelman syndrome video assessment: quantifying meaningful change Type de document : texte imprimé Auteurs : Kriszha A. SHEEHY, Auteur ; Mindy G. LEFFLER, Auteur ; Rebecca J. WOODS, Auteur ; Robert KOMOROWSKI, Auteur ; Rebecca CREAN, Auteur ; Christina K. ZIGLER, Auteur ; Jessica DUIS, Auteur ; Olivia BOOROM, Auteur ; Nancy BRADY, Auteur ; Lauren DEVALK, Auteur ; Nicole HARRIS, Auteur ; Amber SAPP, Auteur ; Caroline WOEBER, Auteur ; Anjali SADHWANI, Auteur ; Wen-Hann TAN, Auteur ; ASVA DELPHI PANELISTS, Auteur Langues : Anglais (eng) Mots-clés : Humans  Angelman Syndrome/diagnosis/physiopathology  Activities of Daily Living  Video Recording  Male  Female  Delphi Technique  Child  Caregivers  Communication  Adult  Adolescent  Activities of daily living  Angelman syndrome  Meaningful clinical outcome  Neurodevelopmental  Outcome measure  Patient outcome assessment  Patient-focused drug development  Video assessment  during the ASVA Pilot study, approved by the central Institutional Review Board  IntegReview (Austin, TX) and the ASVA source material study (NCT05637697),  approved by Advarra IRB (Pro00057202). All caregivers were legal guardians who  provided written consent for themselves and subjects and received compensation  for their participation. All participating Delphi panelists signed written  agreements to provide consultant services for the purposes of Delphi panel, and  they were provided with an honorarium for their time. Since panelists provided  expert opinion through consultant services, this was not considered human  subjects research. Consent for publication: Not applicable. Competing interests:  The authors declare no competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: The Angelman Syndrome Video Assessment (ASVA) is a clinician-reported outcome measure that was developed to assess the functional ability of individuals with Angelman Syndrome (AS) in a familiar environment. Through standardized tasks and associated scorecards, clinicians assess four meaningful domains of functioning: communication, activities of daily living (ADLs, which include fine motor skills), gross motor, and external direction (i.e., the ability to follow directions) via scorecards with pre-established criteria. The aim of this project was to develop and refine the scorecards using a rigorous process in partnership with caregivers, clinicians, and researchers in the AS community. METHODS: The Scorecard development process included four phases: (1) video source material study, (2) identification of initial scoring criteria, (3) scorecard drafts, and (4) two (Caregiver and Clinician panel and PT panel) two-round modified Delphi processes to reach consensus. All phases were conducted remotely except for Round 2 of the Caregiver and Clinician Delphi Panel, which was conducted in person. Votes were held for each scoring criterion and consensus was defined as ≥ 70% agreement. RESULTS: In the communication, ADLs, and external direction domains, scorecard criteria reached 80 to 100% agreement among caregivers (n = 8) and clinicians (n = 2), resulting in a total of 218 scoring criteria and levels across 10 tasks. In the gross motor domain, scorecard criteria reached 100% agreement among physical therapists (n = 8) with a total of 347 scoring criteria and levels across 8 tasks. CONCLUSIONS: The ASVA was developed with insights from the AS community, including caregivers of individuals with AS, clinicians, and researchers. The ASVA is a novel, disease-specific, clinician-reported outcome measure that uses standardized video capture and scorecards that were developed through a rigorous process, resulting in well-developed criteria to quantify meaningful changes of function in individuals with AS in communication, ADLs, gross motor function, and external direction. En ligne : https://dx.doi.org/10.1186/s11689-025-09655-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=576 [article] Development of the Angelman syndrome video assessment: quantifying meaningful change [texte imprimé] / Kriszha A. SHEEHY, Auteur ; Mindy G. LEFFLER, Auteur ; Rebecca J. WOODS, Auteur ; Robert KOMOROWSKI, Auteur ; Rebecca CREAN, Auteur ; Christina K. ZIGLER, Auteur ; Jessica DUIS, Auteur ; Olivia BOOROM, Auteur ; Nancy BRADY, Auteur ; Lauren DEVALK, Auteur ; Nicole HARRIS, Auteur ; Amber SAPP, Auteur ; Caroline WOEBER, Auteur ; Anjali SADHWANI, Auteur ; Wen-Hann TAN, Auteur ; ASVA DELPHI PANELISTS, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 17 (2025) Mots-clés : Humans  Angelman Syndrome/diagnosis/physiopathology  Activities of Daily Living  Video Recording  Male  Female  Delphi Technique  Child  Caregivers  Communication  Adult  Adolescent  Activities of daily living  Angelman syndrome  Meaningful clinical outcome  Neurodevelopmental  Outcome measure  Patient outcome assessment  Patient-focused drug development  Video assessment  during the ASVA Pilot study, approved by the central Institutional Review Board  IntegReview (Austin, TX) and the ASVA source material study (NCT05637697),  approved by Advarra IRB (Pro00057202). All caregivers were legal guardians who  provided written consent for themselves and subjects and received compensation  for their participation. All participating Delphi panelists signed written  agreements to provide consultant services for the purposes of Delphi panel, and  they were provided with an honorarium for their time. Since panelists provided  expert opinion through consultant services, this was not considered human  subjects research. Consent for publication: Not applicable. Competing interests:  The authors declare no competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: The Angelman Syndrome Video Assessment (ASVA) is a clinician-reported outcome measure that was developed to assess the functional ability of individuals with Angelman Syndrome (AS) in a familiar environment. Through standardized tasks and associated scorecards, clinicians assess four meaningful domains of functioning: communication, activities of daily living (ADLs, which include fine motor skills), gross motor, and external direction (i.e., the ability to follow directions) via scorecards with pre-established criteria. The aim of this project was to develop and refine the scorecards using a rigorous process in partnership with caregivers, clinicians, and researchers in the AS community. METHODS: The Scorecard development process included four phases: (1) video source material study, (2) identification of initial scoring criteria, (3) scorecard drafts, and (4) two (Caregiver and Clinician panel and PT panel) two-round modified Delphi processes to reach consensus. All phases were conducted remotely except for Round 2 of the Caregiver and Clinician Delphi Panel, which was conducted in person. Votes were held for each scoring criterion and consensus was defined as ≥ 70% agreement. RESULTS: In the communication, ADLs, and external direction domains, scorecard criteria reached 80 to 100% agreement among caregivers (n = 8) and clinicians (n = 2), resulting in a total of 218 scoring criteria and levels across 10 tasks. In the gross motor domain, scorecard criteria reached 100% agreement among physical therapists (n = 8) with a total of 347 scoring criteria and levels across 8 tasks. CONCLUSIONS: The ASVA was developed with insights from the AS community, including caregivers of individuals with AS, clinicians, and researchers. The ASVA is a novel, disease-specific, clinician-reported outcome measure that uses standardized video capture and scorecards that were developed through a rigorous process, resulting in well-developed criteria to quantify meaningful changes of function in individuals with AS in communication, ADLs, gross motor function, and external direction. En ligne : https://dx.doi.org/10.1186/s11689-025-09655-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=576

Parental responsiveness during musical and non-musical engagement in preschoolers with ASD / Olivia BOOROM in Research in Autism Spectrum Disorders, 78 (October 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 78 (October 2020) . - 101641 Titre : Parental responsiveness during musical and non-musical engagement in preschoolers with ASD Type de document : texte imprimé Auteurs : Olivia BOOROM, Auteur ; Valerie MUÑOZ, Auteur ; Rongyu XIN, Auteur ; Meredith WATSON, Auteur ; Miriam D. LENSE, Auteur Article en page(s) : 101641 Langues : Anglais (eng) Mots-clés : ASD  Music  Parental responsiveness  Parent-Child interaction Index. décimale : PER Périodiques Résumé : Background Parent-child play interactions offer an important avenue for supporting social development in children with autism spectrum disorder (ASD). Musical play is a natural and ubiquitous form of parent-child play. As a familiar, reinforcing, and predictable activity, musical play may support parent-child interactions by scaffolding children’s attention to the play activities, while also providing parents with a familiar and accessible context to promote parental responsiveness. However, musical play may also impede interactions due to its sensory and repetitive components. Method 12 parent-child dyads of preschoolers with ASD were video-recorded during a ten-minute play session that included musical and non-musical toys. Interactions were coded for parent and child musical engagement, as well as parental responsiveness. Results Parent-child dyads varied in their amount of musical engagement during play, which was not related to children’s language level. Overall, parents showed similar levels of responsiveness to children’s play across musical and non-musical activities, but type of parental responsiveness differed depending on the play context. Parents provided significantly more physical play responses and significantly fewer verbal responses during musical vs. non-musical engagement with their child. Conclusions There are substantial individual differences in children with ASD’s musical engagement during a parent-child free play. Children’s musical engagement impacted type of parental responsiveness, which may relate to the familiarity, accessibility, and sensory nature of musical play/toys. Results suggest that musical play/toys can both support and hinder different types of parental responsiveness with implications for incorporation of musical activities into interventions. En ligne : https://doi.org/10.1016/j.rasd.2020.101641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Parental responsiveness during musical and non-musical engagement in preschoolers with ASD [texte imprimé] / Olivia BOOROM, Auteur ; Valerie MUÑOZ, Auteur ; Rongyu XIN, Auteur ; Meredith WATSON, Auteur ; Miriam D. LENSE, Auteur . - 101641. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101641 Mots-clés : ASD  Music  Parental responsiveness  Parent-Child interaction Index. décimale : PER Périodiques Résumé : Background Parent-child play interactions offer an important avenue for supporting social development in children with autism spectrum disorder (ASD). Musical play is a natural and ubiquitous form of parent-child play. As a familiar, reinforcing, and predictable activity, musical play may support parent-child interactions by scaffolding children’s attention to the play activities, while also providing parents with a familiar and accessible context to promote parental responsiveness. However, musical play may also impede interactions due to its sensory and repetitive components. Method 12 parent-child dyads of preschoolers with ASD were video-recorded during a ten-minute play session that included musical and non-musical toys. Interactions were coded for parent and child musical engagement, as well as parental responsiveness. Results Parent-child dyads varied in their amount of musical engagement during play, which was not related to children’s language level. Overall, parents showed similar levels of responsiveness to children’s play across musical and non-musical activities, but type of parental responsiveness differed depending on the play context. Parents provided significantly more physical play responses and significantly fewer verbal responses during musical vs. non-musical engagement with their child. Conclusions There are substantial individual differences in children with ASD’s musical engagement during a parent-child free play. Children’s musical engagement impacted type of parental responsiveness, which may relate to the familiarity, accessibility, and sensory nature of musical play/toys. Results suggest that musical play/toys can both support and hinder different types of parental responsiveness with implications for incorporation of musical activities into interventions. En ligne : https://doi.org/10.1016/j.rasd.2020.101641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

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