Atypical Visual Processing but Comparable Levels of Emotion Recognition in Adults with Autism During the Processing of Social Scenes / Julia S. Y. TANG in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4009-4018 Titre : Atypical Visual Processing but Comparable Levels of Emotion Recognition in Adults with Autism During the Processing of Social Scenes Type de document : Texte imprimé et/ou numérique Auteurs : Julia S. Y. TANG, Auteur ; Nigel T. M. CHEN, Auteur ; M. FALKMER, Auteur ; S. BLTE, Auteur ; S. GIRDLER, Auteur Article en page(s) : p.4009-4018 Langues : Anglais (eng) Mots-clés : Autism  Dynamic stimuli  Eye tracking  Naturalistic  Social cognition Index. décimale : PER Périodiques Résumé : Understanding the underlying visual scanning patterns of individuals with autism spectrum disorder (ASD) during the processing of complex emotional scenes remains limited. This study compared the complex emotion recognition performance of adults with ASD (n = 23) and matched neurotypical participants (n = 25) using the Reading the Mind in Films Task. Behaviourally, both groups exhibited similar emotion recognition accuracy. Visual fixation time towards key social regions of each stimuli was examined via eye tracking. Individuals with ASD demonstrated significantly longer fixation time towards the non-social areas. No group differences were evident for the facial and body regions of all characters in the social scenes. The findings provide evidence of the heterogeneity associated with complex emotion processing in individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04104-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Atypical Visual Processing but Comparable Levels of Emotion Recognition in Adults with Autism During the Processing of Social Scenes [Texte imprimé et/ou numérique] / Julia S. Y. TANG, Auteur ; Nigel T. M. CHEN, Auteur ; M. FALKMER, Auteur ; S. BLTE, Auteur ; S. GIRDLER, Auteur . - p.4009-4018. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4009-4018 Mots-clés : Autism  Dynamic stimuli  Eye tracking  Naturalistic  Social cognition Index. décimale : PER Périodiques Résumé : Understanding the underlying visual scanning patterns of individuals with autism spectrum disorder (ASD) during the processing of complex emotional scenes remains limited. This study compared the complex emotion recognition performance of adults with ASD (n = 23) and matched neurotypical participants (n = 25) using the Reading the Mind in Films Task. Behaviourally, both groups exhibited similar emotion recognition accuracy. Visual fixation time towards key social regions of each stimuli was examined via eye tracking. Individuals with ASD demonstrated significantly longer fixation time towards the non-social areas. No group differences were evident for the facial and body regions of all characters in the social scenes. The findings provide evidence of the heterogeneity associated with complex emotion processing in individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04104-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Designing a Serious Game for Youth with ASD: Perspectives from End-Users and Professionals / Julia S. Y. TANG in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.978-995 Titre : Designing a Serious Game for Youth with ASD: Perspectives from End-Users and Professionals Type de document : Texte imprimé et/ou numérique Auteurs : Julia S. Y. TANG, Auteur ; M. FALKMER, Auteur ; Nigel T. M. CHEN, Auteur ; S. BLTE, Auteur ; S. GIRDLER, Auteur Article en page(s) : p.978-995 Langues : Anglais (eng) Mots-clés : Adolescent  Autism spectrum disorder  Computer  Educational game  Technology Index. décimale : PER Périodiques Résumé : Recent years have seen an emergence of social emotional computer games for individuals with Autism Spectrum Disorder (ASD). These games are heterogeneous in design with few underpinned by theoretically informed approaches to computer-based interventions. Guided by the serious game framework outlined by Whyte et al. (Journal of Autism and Developmental Disorders 45(12):1-12, 2014), this study aimed to identify the key motivating and learning features for serious games targeting emotion recognition skills from the perspectives of 11 youth with ASD and 11 experienced professionals. Results demonstrated that youth emphasised the motivating aspects of game design, while the professionals stressed embedding elements facilitating the generalisation of acquired skills. Both complementary and differing views provide suggestions for the application of serious game principles in a potential serious game. En ligne : http://dx.doi.org/10.1007/s10803-018-3801-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Designing a Serious Game for Youth with ASD: Perspectives from End-Users and Professionals [Texte imprimé et/ou numérique] / Julia S. Y. TANG, Auteur ; M. FALKMER, Auteur ; Nigel T. M. CHEN, Auteur ; S. BLTE, Auteur ; S. GIRDLER, Auteur . - p.978-995. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.978-995 Mots-clés : Adolescent  Autism spectrum disorder  Computer  Educational game  Technology Index. décimale : PER Périodiques Résumé : Recent years have seen an emergence of social emotional computer games for individuals with Autism Spectrum Disorder (ASD). These games are heterogeneous in design with few underpinned by theoretically informed approaches to computer-based interventions. Guided by the serious game framework outlined by Whyte et al. (Journal of Autism and Developmental Disorders 45(12):1-12, 2014), this study aimed to identify the key motivating and learning features for serious games targeting emotion recognition skills from the perspectives of 11 youth with ASD and 11 experienced professionals. Results demonstrated that youth emphasised the motivating aspects of game design, while the professionals stressed embedding elements facilitating the generalisation of acquired skills. Both complementary and differing views provide suggestions for the application of serious game principles in a potential serious game. En ligne : http://dx.doi.org/10.1007/s10803-018-3801-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Development and Feasibility of MindChip™: A Social Emotional Telehealth Intervention for Autistic Adults / Julia S. Y. TANG in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1107-1130 Titre : Development and Feasibility of MindChip™: A Social Emotional Telehealth Intervention for Autistic Adults Type de document : Texte imprimé et/ou numérique Auteurs : Julia S. Y. TANG, Auteur ; Marita FALKMER, Auteur ; Nigel T. M. CHEN, Auteur ; Sven B?LTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.1107-1130 Langues : Anglais (eng) Mots-clés : Autism  Computer-based  Emotion recognition  Mentoring  Technology Index. décimale : PER Périodiques Résumé : The study aims to develop and pilot a telehealth social emotional program, MindChip™ delivered with a computer based interventions (CBI) (Mind Reading(©)) for autistic adults. MindChip™ combined four theoretical perspectives and community feedback underpinning the essential mechanisms for targeting the social emotional understanding of autistic adults. A randomised pragmatic pilot trial (N?=?25) was conducted to explore the feasibility of MindChip™ (n?=?11) and to understand the preliminary efficacy of combining it with CBI compared to CBI only (n?=?14). The use of MindChip™ and CBI combined demonstrated partial feasibility, with preliminary efficacy findings revealing increased emotion recognition generalisation outcomes compared to CBI only. Further research is required to improve the engagement and personalisation of the intervention for autistic adults. En ligne : http://dx.doi.org/10.1007/s10803-020-04592-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Development and Feasibility of MindChip™: A Social Emotional Telehealth Intervention for Autistic Adults [Texte imprimé et/ou numérique] / Julia S. Y. TANG, Auteur ; Marita FALKMER, Auteur ; Nigel T. M. CHEN, Auteur ; Sven B?LTE, Auteur ; Sonya GIRDLER, Auteur . - p.1107-1130. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1107-1130 Mots-clés : Autism  Computer-based  Emotion recognition  Mentoring  Technology Index. décimale : PER Périodiques Résumé : The study aims to develop and pilot a telehealth social emotional program, MindChip™ delivered with a computer based interventions (CBI) (Mind Reading(©)) for autistic adults. MindChip™ combined four theoretical perspectives and community feedback underpinning the essential mechanisms for targeting the social emotional understanding of autistic adults. A randomised pragmatic pilot trial (N?=?25) was conducted to explore the feasibility of MindChip™ (n?=?11) and to understand the preliminary efficacy of combining it with CBI compared to CBI only (n?=?14). The use of MindChip™ and CBI combined demonstrated partial feasibility, with preliminary efficacy findings revealing increased emotion recognition generalisation outcomes compared to CBI only. Further research is required to improve the engagement and personalisation of the intervention for autistic adults. En ligne : http://dx.doi.org/10.1007/s10803-020-04592-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Disembedding performance and eye gaze behavior of adolescents with Autism Spectrum Disorder / Melissa H. BLACK in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101417 Titre : Disembedding performance and eye gaze behavior of adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Melissa H. BLACK, Auteur ; Sharmila VAZ, Auteur ; Richard PARSONS, Auteur ; Torbjörn FALKMER, Auteur ; Julia S. Y. TANG, Auteur ; Susan MORRIS, Auteur ; Hoe LEE, Auteur ; Marita FALKMER, Auteur Article en page(s) : p.101417 Langues : Anglais (eng) Mots-clés : Eye tracking  Local bias  Weak central coherence  Enhanced perceptual functioning Index. décimale : PER Périodiques Résumé : Background Atypical visual perception in individuals with Autism Spectrum Disorders (ASD) may contribute to superiority in disembedding tasks. Gaze behavior has provided some insights in to mechanisms underlying this purported superiority in children, however evidence is limited and requires additional investigation. Method The performance and gaze behavior of 27 adolescents with ASD and 27 matched typically developing (TD) peers were examined during the Figure Ground Subtest of the Test of Visual Perception Skills-third edition (TVPS-3). Results Compared to their TD counterparts, adolescents with ASD were no different in accuracy, however, had a longer response time. Differences in gaze behavior were also observed, characterized by adolescents with ASD spending less time viewing the incorrect and target figures, and spending a greater proportion of time viewing irrelevant areas of the stimuli compared to TD adolescents. Conclusions Results suggest that while altered visual perception was observed, this did not contribute to superiority in disembedding tasks in adolescents with ASD. Future research is required to elucidate conditions under which altered visual perception may contribute to behavioral superiority. En ligne : https://doi.org/10.1016/j.rasd.2019.101417 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Disembedding performance and eye gaze behavior of adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Melissa H. BLACK, Auteur ; Sharmila VAZ, Auteur ; Richard PARSONS, Auteur ; Torbjörn FALKMER, Auteur ; Julia S. Y. TANG, Auteur ; Susan MORRIS, Auteur ; Hoe LEE, Auteur ; Marita FALKMER, Auteur . - p.101417. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101417 Mots-clés : Eye tracking  Local bias  Weak central coherence  Enhanced perceptual functioning Index. décimale : PER Périodiques Résumé : Background Atypical visual perception in individuals with Autism Spectrum Disorders (ASD) may contribute to superiority in disembedding tasks. Gaze behavior has provided some insights in to mechanisms underlying this purported superiority in children, however evidence is limited and requires additional investigation. Method The performance and gaze behavior of 27 adolescents with ASD and 27 matched typically developing (TD) peers were examined during the Figure Ground Subtest of the Test of Visual Perception Skills-third edition (TVPS-3). Results Compared to their TD counterparts, adolescents with ASD were no different in accuracy, however, had a longer response time. Differences in gaze behavior were also observed, characterized by adolescents with ASD spending less time viewing the incorrect and target figures, and spending a greater proportion of time viewing irrelevant areas of the stimuli compared to TD adolescents. Conclusions Results suggest that while altered visual perception was observed, this did not contribute to superiority in disembedding tasks in adolescents with ASD. Future research is required to elucidate conditions under which altered visual perception may contribute to behavioral superiority. En ligne : https://doi.org/10.1016/j.rasd.2019.101417 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

A systematic review and meta-analysis of social emotional computer based interventions for autistic individuals using the serious game framework / Julia S. Y. TANG in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101412 Titre : A systematic review and meta-analysis of social emotional computer based interventions for autistic individuals using the serious game framework Type de document : Texte imprimé et/ou numérique Auteurs : Julia S. Y. TANG, Auteur ; Nigel T. M. CHEN, Auteur ; Marita FALKMER, Auteur ; Sven B?LTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.101412 Langues : Anglais (eng) Mots-clés : Autism  Innovative technology  Social skills  Serious games Index. décimale : PER Périodiques Résumé : Background and aim Adopting the elements of the Serious Game framework has been hypothesised as a strategy to promote the efficacy of social emotional computer-based interventions (CBI) for autistic individuals. This systematic review aimed to review the application of Serious Game principles in current social emotional CBI targeting autistic individuals and evaluate the effect of these principles in remediating social emotional outcomes via meta-analysis. Methods Database searches identified 34 studies evaluating social emotional CBI with 17 controlled efficacy studies included in meta-regressions analyses. Narrative synthesis summarised the attributes of each CBI based on the five Serious Game principles; motivating storyline, goal directed learning, rewards and feedback, increasing levels of difficulty and individualisation. Results Based on the scores of the Serious Game assessment tool we developed, findings revealed on average a limited (45%) integration of Serious Game design principles in social emotional CBI for autistic individuals. Main findings from the meta-regressions of 17 controlled efficacy studies revealed a moderating effect of Serious Game design principles on the distant generalisation of social emotional skills and transferability of outcomes among autistic individuals. No significant moderating effects of Serious Game was found for close generalisation and maintenance outcomes. Conclusion Overall, findings suggest that the Serious Game design framework has utility in guiding the development of social emotional CBI which improve the social emotional skills of autistic individuals. En ligne : https://doi.org/10.1016/j.rasd.2019.101412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] A systematic review and meta-analysis of social emotional computer based interventions for autistic individuals using the serious game framework [Texte imprimé et/ou numérique] / Julia S. Y. TANG, Auteur ; Nigel T. M. CHEN, Auteur ; Marita FALKMER, Auteur ; Sven B?LTE, Auteur ; Sonya GIRDLER, Auteur . - p.101412. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101412 Mots-clés : Autism  Innovative technology  Social skills  Serious games Index. décimale : PER Périodiques Résumé : Background and aim Adopting the elements of the Serious Game framework has been hypothesised as a strategy to promote the efficacy of social emotional computer-based interventions (CBI) for autistic individuals. This systematic review aimed to review the application of Serious Game principles in current social emotional CBI targeting autistic individuals and evaluate the effect of these principles in remediating social emotional outcomes via meta-analysis. Methods Database searches identified 34 studies evaluating social emotional CBI with 17 controlled efficacy studies included in meta-regressions analyses. Narrative synthesis summarised the attributes of each CBI based on the five Serious Game principles; motivating storyline, goal directed learning, rewards and feedback, increasing levels of difficulty and individualisation. Results Based on the scores of the Serious Game assessment tool we developed, findings revealed on average a limited (45%) integration of Serious Game design principles in social emotional CBI for autistic individuals. Main findings from the meta-regressions of 17 controlled efficacy studies revealed a moderating effect of Serious Game design principles on the distant generalisation of social emotional skills and transferability of outcomes among autistic individuals. No significant moderating effects of Serious Game was found for close generalisation and maintenance outcomes. Conclusion Overall, findings suggest that the Serious Game design framework has utility in guiding the development of social emotional CBI which improve the social emotional skills of autistic individuals. En ligne : https://doi.org/10.1016/j.rasd.2019.101412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Visual search strategies during facial recognition in children with ASD / Matthew A. ALBRECHT in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

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