Puppets facilitate attention to social cues in children with ASD / S. MACARI in Autism Research, 14-9 (September 2021)  

Public ISBD [article]  inAutism Research > 14-9 (September 2021) . - p.1975-1985 Titre : Puppets facilitate attention to social cues in children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : S. MACARI, Auteur ; X. CHEN, Auteur ; Ludivine BRUNISSEN, Auteur ; E. YHANG, Auteur ; E. BRENNAN-WYDRA, Auteur ; A. VERNETTI, Auteur ; Fred R. VOLKMAR, Auteur ; J. CHANG, Auteur ; Katarzyna CHAWARSKA, Auteur Article en page(s) : p.1975-1985 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Child, Preschool  Communication  Cues  Humans  attention  eye tracking  puppets Index. décimale : PER Périodiques Résumé : Diminished visual attention to faces of social partners represents one of the early characteristics of autism spectrum disorder (ASD). Here we examine if the introduction of puppets as social partners alters attention to speakers' faces in young children with ASD and typically developing (TD) controls. Children with ASD (N = 37; M(age)  = 49.44?months) and TD (N = 27; M(age)  = 40.66?months) viewed a video depicting a puppet and a human engaged in a conversation. Dwell time on these faces was analyzed as a function of group and speaker's identity. Unlike TD controls, the ASD group exhibited limited visual attention to and chance-level visual preference for the human speaker. However, attention to and preference for the puppet speaker's face was greater than chance and comparable across the two groups. While there was a strong association between low human speaker preference and high autism severity, no association with autism severity was found for puppet speaker preference. Unlike humans, expressive and verbal puppets attracted the attention of children with ASD at levels comparable to that of TD controls. Considering that puppets can engage in reciprocal interactions and deliver simplified, salient social-communicative cues, they may facilitate therapeutic efforts in children with ASD. LAY SUMMARY: While studies have shown support for therapeutic uses of robots with children with autism, other similar agents such as puppets remain to be explored. When shown a video of a conversation between a puppet and a person, young children with ASD paid as much attention to the puppet's face as typically-developing (TD) children. Since puppets can engage in back-and-forth interactions and model social interactions and communication, they may play a promising role in therapeutic efforts for young children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Puppets facilitate attention to social cues in children with ASD [Texte imprimé et/ou numérique] / S. MACARI, Auteur ; X. CHEN, Auteur ; Ludivine BRUNISSEN, Auteur ; E. YHANG, Auteur ; E. BRENNAN-WYDRA, Auteur ; A. VERNETTI, Auteur ; Fred R. VOLKMAR, Auteur ; J. CHANG, Auteur ; Katarzyna CHAWARSKA, Auteur . - p.1975-1985. Langues : Anglais (eng) in Autism Research > 14-9 (September 2021) . - p.1975-1985 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Child, Preschool  Communication  Cues  Humans  attention  eye tracking  puppets Index. décimale : PER Périodiques Résumé : Diminished visual attention to faces of social partners represents one of the early characteristics of autism spectrum disorder (ASD). Here we examine if the introduction of puppets as social partners alters attention to speakers' faces in young children with ASD and typically developing (TD) controls. Children with ASD (N = 37; M(age)  = 49.44?months) and TD (N = 27; M(age)  = 40.66?months) viewed a video depicting a puppet and a human engaged in a conversation. Dwell time on these faces was analyzed as a function of group and speaker's identity. Unlike TD controls, the ASD group exhibited limited visual attention to and chance-level visual preference for the human speaker. However, attention to and preference for the puppet speaker's face was greater than chance and comparable across the two groups. While there was a strong association between low human speaker preference and high autism severity, no association with autism severity was found for puppet speaker preference. Unlike humans, expressive and verbal puppets attracted the attention of children with ASD at levels comparable to that of TD controls. Considering that puppets can engage in reciprocal interactions and deliver simplified, salient social-communicative cues, they may facilitate therapeutic efforts in children with ASD. LAY SUMMARY: While studies have shown support for therapeutic uses of robots with children with autism, other similar agents such as puppets remain to be explored. When shown a video of a conversation between a puppet and a person, young children with ASD paid as much attention to the puppet's face as typically-developing (TD) children. Since puppets can engage in back-and-forth interactions and model social interactions and communication, they may play a promising role in therapeutic efforts for young children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Sex Differences in Gender-Diverse Expressions and Identities among Youth with Autism Spectrum Disorder / Ludivine BRUNISSEN in Autism Research, 14-1 (January 2021)  

Public ISBD [article]  inAutism Research > 14-1 (January 2021) . - p.143-155 Titre : Sex Differences in Gender-Diverse Expressions and Identities among Youth with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ludivine BRUNISSEN, Auteur ; Eli RAPOPORT, Auteur ; Katarzyna CHAWARSKA, Auteur ; Andrew ADESMAN, Auteur Article en page(s) : p.143-155 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  gender diversity  gender dysphoria  gender expression  gender identity  sex differences Index. décimale : PER Périodiques Résumé : A growing body of evidence supports a potential link between autism spectrum disorder (ASD) and gender dysphoria, yet few studies have looked at sex differences in the co-occurrence of gender diversity and ASD. The aim of this study was to characterize sex differences in gender-diverse expressions and identities, as well as gender-related concerns, in youth with ASD. Parents of youth with ASD ages 6-21 (n = 163) completed an online questionnaire about their child's gender expression and identity. Sex-typed behaviors during childhood were measured using the Gender Identity Questionnaire (GIQ). Semi-partial Kendall correlations and chi-square tests were used to compare gender non-conformity, gender-diverse identities, and gender-related concerns between sexes. Sex-based differences in mean GIQ score and individual GIQ items were evaluated using a linear regression and semi-partial Kendall correlations, respectively. All regressions and correlations controlled for child age. Parents of girls were more likely to report child appearances and mannerisms that were less concordant with their child's birth sex. Based on parent-report, girls had lower mean GIQ scores, indicating greater cross-gendered/fewer same-gendered behaviors in childhood. Lastly, parents of girls with ASD were more likely to report that their daughters experienced anxiety due to gender-related concerns and discomfort during puberty than parents of boys. These findings suggest that girls with ASD seem more likely have gender-diverse preferences, mannerisms, and appearances that fall outside of traditional gender norms. Gender-related concerns appear to be a source of real distress in girls with ASD, highlighting the need for individualized support, especially during puberty. LAY SUMMARY: Despite evidence of a potential link between autism and gender diversity, few studies have explored differences in gender identity/expression between boys and girls with autism. Based on parent responses, we found that girls with autism are more likely than boys to have appearances and mannerisms, as well as behaviors during childhood, that fall outside of the traditional gender role. The unique profile of girls with autism and their elevated distress over gender-related concerns call for individualized support during adolescence. En ligne : http://dx.doi.org/10.1002/aur.2441 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Sex Differences in Gender-Diverse Expressions and Identities among Youth with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ludivine BRUNISSEN, Auteur ; Eli RAPOPORT, Auteur ; Katarzyna CHAWARSKA, Auteur ; Andrew ADESMAN, Auteur . - p.143-155. Langues : Anglais (eng) in Autism Research > 14-1 (January 2021) . - p.143-155 Mots-clés : autism spectrum disorder  gender diversity  gender dysphoria  gender expression  gender identity  sex differences Index. décimale : PER Périodiques Résumé : A growing body of evidence supports a potential link between autism spectrum disorder (ASD) and gender dysphoria, yet few studies have looked at sex differences in the co-occurrence of gender diversity and ASD. The aim of this study was to characterize sex differences in gender-diverse expressions and identities, as well as gender-related concerns, in youth with ASD. Parents of youth with ASD ages 6-21 (n = 163) completed an online questionnaire about their child's gender expression and identity. Sex-typed behaviors during childhood were measured using the Gender Identity Questionnaire (GIQ). Semi-partial Kendall correlations and chi-square tests were used to compare gender non-conformity, gender-diverse identities, and gender-related concerns between sexes. Sex-based differences in mean GIQ score and individual GIQ items were evaluated using a linear regression and semi-partial Kendall correlations, respectively. All regressions and correlations controlled for child age. Parents of girls were more likely to report child appearances and mannerisms that were less concordant with their child's birth sex. Based on parent-report, girls had lower mean GIQ scores, indicating greater cross-gendered/fewer same-gendered behaviors in childhood. Lastly, parents of girls with ASD were more likely to report that their daughters experienced anxiety due to gender-related concerns and discomfort during puberty than parents of boys. These findings suggest that girls with ASD seem more likely have gender-diverse preferences, mannerisms, and appearances that fall outside of traditional gender norms. Gender-related concerns appear to be a source of real distress in girls with ASD, highlighting the need for individualized support, especially during puberty. LAY SUMMARY: Despite evidence of a potential link between autism and gender diversity, few studies have explored differences in gender identity/expression between boys and girls with autism. Based on parent responses, we found that girls with autism are more likely than boys to have appearances and mannerisms, as well as behaviors during childhood, that fall outside of the traditional gender role. The unique profile of girls with autism and their elevated distress over gender-related concerns call for individualized support during adolescence. En ligne : http://dx.doi.org/10.1002/aur.2441 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

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