Mister Babadook. Trouble du comportement chez l’enfant avec TSA : les terrifiants effets de l’isolement des parents / Matias BALTAZAR

Public ISBD in 15 films pour comprendre le trouble du spectre de l'autisme / Lionel SOUCHE Titre : Mister Babadook. Trouble du comportement chez l’enfant avec TSA : les terrifiants effets de l’isolement des parents Type de document : texte imprimé Auteurs : Matias BALTAZAR, Auteur Année de publication : 2025 Importance : p.137-149 Langues : Français (fre) Index. décimale : ART-B ART-B - Art - Documentaires Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=577 in 15 films pour comprendre le trouble du spectre de l'autisme / Lionel SOUCHE Mister Babadook. Trouble du comportement chez l’enfant avec TSA : les terrifiants effets de l’isolement des parents [texte imprimé] / Matias BALTAZAR, Auteur . - 2025 . - p.137-149. Langues : Français (fre) Index. décimale : ART-B ART-B - Art - Documentaires Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=577

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"Reading the Mind in the Eyes" in Autistic Adults is Modulated by Valence and Difficulty: An InFoR Study / Matias BALTAZAR in Autism Research, 14-2 (February 2021)  

Public ISBD [article]  inAutism Research > 14-2 (February 2021) . - p.380-388 Titre : "Reading the Mind in the Eyes" in Autistic Adults is Modulated by Valence and Difficulty: An InFoR Study Type de document : texte imprimé Auteurs : Matias BALTAZAR, Auteur ; Marie-Maude GEOFFRAY, Auteur ; Christopher H. CHATHAM, Auteur ; Manuel P. BOUVARD, Auteur ; Axelle MARTINEZ-TERUEL, Auteur ; David MONNET, Auteur ; Isabelle SCHEID, Auteur ; Eleonora MURZI, Auteur ; Sandrine COUFFIN-CADIERGUES, Auteur ; Daniel UMBRICHT, Auteur ; Lorraine MURTAGH, Auteur ; Richard DELORME, Auteur ; Myriam Ly LE-MOAL, Auteur ; Marion LEBOYER, Auteur ; Anouck AMESTOY, Auteur Article en page(s) : p.380-388 Langues : Anglais (eng) Mots-clés : Generalized Linear Mixed Model  Reading the Mind in the Eyes  autism spectrum disorders  difficulty  valence Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASD) are heterogeneous and complex neurodevelopmental conditions that urgently need reliable and sensitive measures to inform diagnosis properly. The Reading the Mind in the Eyes Task (or Eyes Test from now on) is widely used for this purpose. A recent study showed that subcategories of items of the children version of the Eyes Test could be especially discriminative to distinguish ASD and control children. Here, we analyzed the performance on the Eyes Test of 30 high functioning (IQ > 70) adults with ASD and 29 controls from the InFoR cohort multicentric study, using a Generalized Linear Mixed Model. We found that valence and difficulty modulate the performance on the Eyes Test, with easy and positive items being the most discriminative to distinguish ASD and controls. In particular, we suggest this result might be actionable to discriminate ASD patients from controls in subgroups where their overall scores show less difference with controls. We propose for future research the computation of two additional indexes when using the Eyes Test: the first focusing on the easy and positive items (applying a threshold of 70% of correct responses for these items, above which people are at very low risk of having ASD) and the second focusing on the performance gain from difficult to easy items (with a progression of less than 15% showing high risk of having ASD). Our findings open the possibility for a major change in how the Eyes Test is used to inform diagnosis in ASD. LAY SUMMARY: The Eyes Test is used worldwide to inform autism spectrum disorders (ASD) diagnosis. We show here that ASD and neurotypical adults show the most difference in performance on subgroups of items: ASD adults do not improve as expected when comparing easy and difficult items, and they do not show an improvement for items displaying a positive feeling. We advise clinicians to focus on these comparisons to increase the property of the test to distinguish people with ASD from neurotypical adults. En ligne : http://dx.doi.org/10.1002/aur.2390 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] "Reading the Mind in the Eyes" in Autistic Adults is Modulated by Valence and Difficulty: An InFoR Study [texte imprimé] / Matias BALTAZAR, Auteur ; Marie-Maude GEOFFRAY, Auteur ; Christopher H. CHATHAM, Auteur ; Manuel P. BOUVARD, Auteur ; Axelle MARTINEZ-TERUEL, Auteur ; David MONNET, Auteur ; Isabelle SCHEID, Auteur ; Eleonora MURZI, Auteur ; Sandrine COUFFIN-CADIERGUES, Auteur ; Daniel UMBRICHT, Auteur ; Lorraine MURTAGH, Auteur ; Richard DELORME, Auteur ; Myriam Ly LE-MOAL, Auteur ; Marion LEBOYER, Auteur ; Anouck AMESTOY, Auteur . - p.380-388. Langues : Anglais (eng) in Autism Research > 14-2 (February 2021) . - p.380-388 Mots-clés : Generalized Linear Mixed Model  Reading the Mind in the Eyes  autism spectrum disorders  difficulty  valence Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASD) are heterogeneous and complex neurodevelopmental conditions that urgently need reliable and sensitive measures to inform diagnosis properly. The Reading the Mind in the Eyes Task (or Eyes Test from now on) is widely used for this purpose. A recent study showed that subcategories of items of the children version of the Eyes Test could be especially discriminative to distinguish ASD and control children. Here, we analyzed the performance on the Eyes Test of 30 high functioning (IQ > 70) adults with ASD and 29 controls from the InFoR cohort multicentric study, using a Generalized Linear Mixed Model. We found that valence and difficulty modulate the performance on the Eyes Test, with easy and positive items being the most discriminative to distinguish ASD and controls. In particular, we suggest this result might be actionable to discriminate ASD patients from controls in subgroups where their overall scores show less difference with controls. We propose for future research the computation of two additional indexes when using the Eyes Test: the first focusing on the easy and positive items (applying a threshold of 70% of correct responses for these items, above which people are at very low risk of having ASD) and the second focusing on the performance gain from difficult to easy items (with a progression of less than 15% showing high risk of having ASD). Our findings open the possibility for a major change in how the Eyes Test is used to inform diagnosis in ASD. LAY SUMMARY: The Eyes Test is used worldwide to inform autism spectrum disorders (ASD) diagnosis. We show here that ASD and neurotypical adults show the most difference in performance on subgroups of items: ASD adults do not improve as expected when comparing easy and difficult items, and they do not show an improvement for items displaying a positive feeling. We advise clinicians to focus on these comparisons to increase the property of the test to distinguish people with ASD from neurotypical adults. En ligne : http://dx.doi.org/10.1002/aur.2390 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

Some (but not all) Pragmatic Inferences are Difficult for Autistic Children / Nicolas PETIT in Journal of Autism and Developmental Disorders, 56-9 (September 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-9 (September 2026) . - p.3684-3696 Titre : Some (but not all) Pragmatic Inferences are Difficult for Autistic Children Type de document : texte imprimé Auteurs : Nicolas PETIT, Auteur ; Marie-Maude GEOFFRAY CASSAR, Auteur ; Matias BALTAZAR, Auteur Article en page(s) : p.3684-3696 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism is classically associated with difficulties in pragmatic inferences, resulting in an over-literal interpretation of language. This has mostly been observed with figurative language (e.g., metaphors). In contrast, more recent investigations of another type of inference, scalar implicatures, have mostly failed to spot any difference between autistic and neurotypical individuals, raising concerns about any general claim of pragmatic difficulties in autism. However, both lines of research face issues: language demands rather than pragmatic competence might actually explain group differences on metaphor tasks, and scalar implicatures have mostly been assessed with truth judgment tasks, which might bias their results. This work aims to assess whether this contrast between metaphors and scalars can be observed within a single group of autistic children. A group of autistic children (N = 23) was compared to a larger sample of neurotypical children (N = 237), using innovative scalar implicatures and metaphors tablet tasks that address the methodological concerns raised in the literature. The autistic group showed a reverse contrast from what was expected, with poorer scalar implicature but similar metaphor comprehension, consistently at accuracy and response times levels. We discuss the possibility that, complementary to previous accounts, a dimension opposing guided to spontaneous pragmatic processes might explain this result and the challenges faced by autistic individuals in daily situations. En ligne : https://doi.org/10.1007/s10803-025-06838-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591 [article] Some (but not all) Pragmatic Inferences are Difficult for Autistic Children [texte imprimé] / Nicolas PETIT, Auteur ; Marie-Maude GEOFFRAY CASSAR, Auteur ; Matias BALTAZAR, Auteur . - p.3684-3696. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-9 (September 2026) . - p.3684-3696 Index. décimale : PER Périodiques Résumé : Autism is classically associated with difficulties in pragmatic inferences, resulting in an over-literal interpretation of language. This has mostly been observed with figurative language (e.g., metaphors). In contrast, more recent investigations of another type of inference, scalar implicatures, have mostly failed to spot any difference between autistic and neurotypical individuals, raising concerns about any general claim of pragmatic difficulties in autism. However, both lines of research face issues: language demands rather than pragmatic competence might actually explain group differences on metaphor tasks, and scalar implicatures have mostly been assessed with truth judgment tasks, which might bias their results. This work aims to assess whether this contrast between metaphors and scalars can be observed within a single group of autistic children. A group of autistic children (N = 23) was compared to a larger sample of neurotypical children (N = 237), using innovative scalar implicatures and metaphors tablet tasks that address the methodological concerns raised in the literature. The autistic group showed a reverse contrast from what was expected, with poorer scalar implicature but similar metaphor comprehension, consistently at accuracy and response times levels. We discuss the possibility that, complementary to previous accounts, a dimension opposing guided to spontaneous pragmatic processes might explain this result and the challenges faced by autistic individuals in daily situations. En ligne : https://doi.org/10.1007/s10803-025-06838-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591

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