Brief Report: Telehealth Music-Enhanced Reciprocal Imitation Training in Autism: A Single-Subject Feasibility Study of a Virtual Parent Coaching Intervention / Keysha MARTINEZ-TORRES ; Julie MAZZONE ; Stephen M. CAMARATA ; Miriam D. LENSE in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2950-2962 Titre : Brief Report: Telehealth Music-Enhanced Reciprocal Imitation Training in Autism: A Single-Subject Feasibility Study of a Virtual Parent Coaching Intervention Type de document : texte imprimé Auteurs : Keysha MARTINEZ-TORRES, Auteur ; Julie MAZZONE, Auteur ; Stephen M. CAMARATA, Auteur ; Miriam D. LENSE, Auteur Article en page(s) : p.2950-2962 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Telehealth delivery increases accessibility of parent-mediated interventions that teach parents skills and support autistic children s social communication. Reciprocal Imitation Training (RIT), an evidence-based Naturalistic Developmental Behavioral Intervention (NDBI) focused on imitation skills, a common difficulty in autism, holds promise for telehealth-based parent training. Imitation is also a core component of musical play during childhood and the affordances of musical play/song naturally shape parent-child interactions. We evaluate the feasibility of a music-based, telehealth adaptation of RIT-music-enhanced RIT (tele-meRIT)-as a novel format for coaching parents in NDBI strategies. En ligne : https://doi.org/10.1007/s10803-023-06053-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Brief Report: Telehealth Music-Enhanced Reciprocal Imitation Training in Autism: A Single-Subject Feasibility Study of a Virtual Parent Coaching Intervention [texte imprimé] / Keysha MARTINEZ-TORRES, Auteur ; Julie MAZZONE, Auteur ; Stephen M. CAMARATA, Auteur ; Miriam D. LENSE, Auteur . - p.2950-2962. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2950-2962 Index. décimale : PER Périodiques Résumé : Telehealth delivery increases accessibility of parent-mediated interventions that teach parents skills and support autistic children s social communication. Reciprocal Imitation Training (RIT), an evidence-based Naturalistic Developmental Behavioral Intervention (NDBI) focused on imitation skills, a common difficulty in autism, holds promise for telehealth-based parent training. Imitation is also a core component of musical play during childhood and the affordances of musical play/song naturally shape parent-child interactions. We evaluate the feasibility of a music-based, telehealth adaptation of RIT-music-enhanced RIT (tele-meRIT)-as a novel format for coaching parents in NDBI strategies. En ligne : https://doi.org/10.1007/s10803-023-06053-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

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

Enhanced Memory for Vocal Melodies in Autism Spectrum Disorder and Williams Syndrome / Michael W. WEISS in Autism Research, 14-6 (June 2021)  

Public ISBD [article]  inAutism Research > 14-6 (June 2021) . - p.1127-1133 Titre : Enhanced Memory for Vocal Melodies in Autism Spectrum Disorder and Williams Syndrome Type de document : texte imprimé Auteurs : Michael W. WEISS, Auteur ; M. SHARDA, Auteur ; Miriam D. LENSE, Auteur ; Krista L. HYDE, Auteur ; Sandra E. TREHUB, Auteur Article en page(s) : p.1127-1133 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Auditory Perception  Autism Spectrum Disorder/complications  Child  Humans  Music  Voice  Williams Syndrome/complications  Williams syndrome  autism  memory  vocalization Index. décimale : PER Périodiques Résumé : Adults and children with typical development (TD) remember vocal melodies (without lyrics) better than instrumental melodies, which is attributed to the biological and social significance of human vocalizations. Here we asked whether children with autism spectrum disorder (ASD), who have persistent difficulties with communication and social interaction, and adolescents and adults with Williams syndrome (WS), who are highly sociable, even indiscriminately friendly, exhibit a memory advantage for vocal melodies like that observed in individuals with TD. We tested 26 children with ASD, 26 adolescents and adults with WS of similar mental age, and 26 children with TD on their memory for vocal and instrumental (piano, marimba) melodies. After exposing them to 12 unfamiliar folk melodies with different timbres, we required them to indicate whether each of 24 melodies (half heard previously) was old (heard before) or new (not heard before) during an unexpected recognition test. Although the groups successfully distinguished the old from the new melodies, they differed in overall memory. Nevertheless, they exhibited a comparable advantage for vocal melodies. In short, individuals with ASD and WS show enhanced processing of socially significant auditory signals in the context of music. LAY SUMMARY: Typically developing children and adults remember vocal melodies better than instrumental melodies. In this study, we found that children with Autistic Spectrum Disorder, who have severe social processing deficits, and children and adults with Williams syndrome, who are highly sociable, exhibit comparable memory advantages for vocal melodies. The results have implications for musical interventions with these populations. En ligne : http://dx.doi.org/10.1002/aur.2462 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Enhanced Memory for Vocal Melodies in Autism Spectrum Disorder and Williams Syndrome [texte imprimé] / Michael W. WEISS, Auteur ; M. SHARDA, Auteur ; Miriam D. LENSE, Auteur ; Krista L. HYDE, Auteur ; Sandra E. TREHUB, Auteur . - p.1127-1133. Langues : Anglais (eng) in Autism Research > 14-6 (June 2021) . - p.1127-1133 Mots-clés : Adolescent  Adult  Auditory Perception  Autism Spectrum Disorder/complications  Child  Humans  Music  Voice  Williams Syndrome/complications  Williams syndrome  autism  memory  vocalization Index. décimale : PER Périodiques Résumé : Adults and children with typical development (TD) remember vocal melodies (without lyrics) better than instrumental melodies, which is attributed to the biological and social significance of human vocalizations. Here we asked whether children with autism spectrum disorder (ASD), who have persistent difficulties with communication and social interaction, and adolescents and adults with Williams syndrome (WS), who are highly sociable, even indiscriminately friendly, exhibit a memory advantage for vocal melodies like that observed in individuals with TD. We tested 26 children with ASD, 26 adolescents and adults with WS of similar mental age, and 26 children with TD on their memory for vocal and instrumental (piano, marimba) melodies. After exposing them to 12 unfamiliar folk melodies with different timbres, we required them to indicate whether each of 24 melodies (half heard previously) was old (heard before) or new (not heard before) during an unexpected recognition test. Although the groups successfully distinguished the old from the new melodies, they differed in overall memory. Nevertheless, they exhibited a comparable advantage for vocal melodies. In short, individuals with ASD and WS show enhanced processing of socially significant auditory signals in the context of music. LAY SUMMARY: Typically developing children and adults remember vocal melodies better than instrumental melodies. In this study, we found that children with Autistic Spectrum Disorder, who have severe social processing deficits, and children and adults with Williams syndrome, who are highly sociable, exhibit comparable memory advantages for vocal melodies. The results have implications for musical interventions with these populations. En ligne : http://dx.doi.org/10.1002/aur.2462 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Intellectual Disabilities and Autism Spectrum Disorder: A Cautionary Note / Elisabeth M. DYKENS

Public ISBD in Autism Spectrum Disorders / David G. AMARAL Titre : Intellectual Disabilities and Autism Spectrum Disorder: A Cautionary Note Type de document : texte imprimé Auteurs : Elisabeth M. DYKENS, Auteur ; Miriam D. LENSE, Auteur Année de publication : 2011 Importance : p.263-269 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=139 in Autism Spectrum Disorders / David G. AMARAL Intellectual Disabilities and Autism Spectrum Disorder: A Cautionary Note [texte imprimé] / Elisabeth M. DYKENS, Auteur ; Miriam D. LENSE, Auteur . - 2011 . - p.263-269. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=139

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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

Social interaction links active musical rhythm engagement and expressive communication in autistic toddlers / Noah R. FRAM in Autism Research, 17-2 (February 2024)  

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