Atypical development of face and greeble recognition in autism / K. Suzanne SCHERF in Journal of Child Psychology and Psychiatry, 49-8 (August 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-8 (August 2008) . - p.838 - 847 Titre : Atypical development of face and greeble recognition in autism Type de document : Texte imprimé et/ou numérique Auteurs : K. Suzanne SCHERF, Auteur ; Nancy J. MINSHEW, Auteur ; Beatriz LUNA, Auteur ; Marlene BEHRMANN, Auteur Année de publication : 2008 Article en page(s) : p.838 - 847 Langues : Anglais (eng) Mots-clés : Autism visual-processing configural-processing face-recognition greebles perceptual-development expertise adolescence child-development cognition Index. décimale : PER Périodiques Résumé : Background: Impaired face processing is a widely documented deficit in autism. Although the origin of this deficit is unclear, several groups have suggested that a lack of perceptual expertise is contributory. We investigated whether individuals with autism develop expertise in visuoperceptual processing of faces and whether any deficiency in such processing is specific to faces, or extends to other objects, too. Method: Participants performed perceptual discrimination tasks, including a face inversion task and a classification-level task, which requires especially fine-grained discriminations, on three classes of stimuli: socially-laden faces, perceptually homogenous novel objects, greebles, and perceptually heterogeneous common objects. Results: We found that children with autism develop typical levels of expertise for recognition of common objects. However, they evince poorer recognition for perceptually homogenous objects, including faces and, most especially, greebles. Conclusions: Documenting the atypical recognition abilities for greebles in children with autism has provided an important insight into the potential origin of the relatively poor face recognition skills. Our findings suggest that, throughout development, individuals with autism have a generalized deficit in visuoperceptual processing that may interfere with their ability to undertake configural processing, and that this, in turn, adversely impacts their recognition of within-class perceptually homogenous objects. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01903.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 [article] Atypical development of face and greeble recognition in autism [Texte imprimé et/ou numérique] / K. Suzanne SCHERF, Auteur ; Nancy J. MINSHEW, Auteur ; Beatriz LUNA, Auteur ; Marlene BEHRMANN, Auteur . - 2008 . - p.838 - 847. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-8 (August 2008) . - p.838 - 847 Mots-clés : Autism visual-processing configural-processing face-recognition greebles perceptual-development expertise adolescence child-development cognition Index. décimale : PER Périodiques Résumé : Background: Impaired face processing is a widely documented deficit in autism. Although the origin of this deficit is unclear, several groups have suggested that a lack of perceptual expertise is contributory. We investigated whether individuals with autism develop expertise in visuoperceptual processing of faces and whether any deficiency in such processing is specific to faces, or extends to other objects, too. Method: Participants performed perceptual discrimination tasks, including a face inversion task and a classification-level task, which requires especially fine-grained discriminations, on three classes of stimuli: socially-laden faces, perceptually homogenous novel objects, greebles, and perceptually heterogeneous common objects. Results: We found that children with autism develop typical levels of expertise for recognition of common objects. However, they evince poorer recognition for perceptually homogenous objects, including faces and, most especially, greebles. Conclusions: Documenting the atypical recognition abilities for greebles in children with autism has provided an important insight into the potential origin of the relatively poor face recognition skills. Our findings suggest that, throughout development, individuals with autism have a generalized deficit in visuoperceptual processing that may interfere with their ability to undertake configural processing, and that this, in turn, adversely impacts their recognition of within-class perceptually homogenous objects. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01903.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542

Autism as a Developmental Neurobiological Disorder: New Insights from Functional Neuroimaging / Nancy J. MINSHEW

Public ISBD in Autism Spectrum Disorders / David G. AMARAL Titre : Autism as a Developmental Neurobiological Disorder: New Insights from Functional Neuroimaging Type de document : Texte imprimé et/ou numérique Auteurs : Nancy J. MINSHEW, Auteur ; K. Suzanne SCHERF, Auteur ; Marlene BEHRMANN, Auteur ; Kathryn L. HUMPHREYS, Auteur Année de publication : 2011 Importance : p.632-650 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 Autism as a Developmental Neurobiological Disorder: New Insights from Functional Neuroimaging [Texte imprimé et/ou numérique] / Nancy J. MINSHEW, Auteur ; K. Suzanne SCHERF, Auteur ; Marlene BEHRMANN, Auteur ; Kathryn L. HUMPHREYS, Auteur . - 2011 . - p.632-650. 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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College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here / Chaia FLEGENHEIMER in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2075-2097 Titre : College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here Type de document : Texte imprimé et/ou numérique Auteurs : Chaia FLEGENHEIMER, Auteur ; K. Suzanne SCHERF, Auteur Article en page(s) : p.2075-2097 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder  Autistic Disorder  Humans  Social Skills  Students  Universities  Academic skills  Daily living skills  Emerging adulthood  Intervention  Social communication Index. décimale : PER Périodiques Résumé : Autistic individuals often struggle to successfully navigate emerging adulthood (EA). College is an increasingly common context in which individuals learn and hone the necessary skills for adulthood. The goal of this paper is to systematically review and assess the existing research on college as a context of EA development in autistic individuals, particularly in terms of understanding whether and how this context might be critically different for those who are typically developing or developing with other disabilities. Our findings indicate that ASD college students report feeling prepared academically, but exhibit weaknesses in daily living and social skills. Interventions largely focus on social skills, and rarely evaluate outcomes relevant to college success or longer-term emerging adulthood independence. We conclude with hypotheses and recommendations for future work that are essential for understanding and supporting ASD students as they navigate potentially unique challenges in college and their transition to independence during EA. En ligne : http://dx.doi.org/10.1007/s10803-021-05088-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here [Texte imprimé et/ou numérique] / Chaia FLEGENHEIMER, Auteur ; K. Suzanne SCHERF, Auteur . - p.2075-2097. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2075-2097 Mots-clés : Adult  Autism Spectrum Disorder  Autistic Disorder  Humans  Social Skills  Students  Universities  Academic skills  Daily living skills  Emerging adulthood  Intervention  Social communication Index. décimale : PER Périodiques Résumé : Autistic individuals often struggle to successfully navigate emerging adulthood (EA). College is an increasingly common context in which individuals learn and hone the necessary skills for adulthood. The goal of this paper is to systematically review and assess the existing research on college as a context of EA development in autistic individuals, particularly in terms of understanding whether and how this context might be critically different for those who are typically developing or developing with other disabilities. Our findings indicate that ASD college students report feeling prepared academically, but exhibit weaknesses in daily living and social skills. Interventions largely focus on social skills, and rarely evaluate outcomes relevant to college success or longer-term emerging adulthood independence. We conclude with hypotheses and recommendations for future work that are essential for understanding and supporting ASD students as they navigate potentially unique challenges in college and their transition to independence during EA. En ligne : http://dx.doi.org/10.1007/s10803-021-05088-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Designing Serious Game Interventions for Individuals with Autism / Elisabeth M. WHYTE in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3820-3831 Titre : Designing Serious Game Interventions for Individuals with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Elisabeth M. WHYTE, Auteur ; Joshua M. SMYTH, Auteur ; K. Suzanne SCHERF, Auteur Année de publication : 2015 Article en page(s) : p.3820-3831 Langues : Anglais (eng) Mots-clés : Autism  Serious game  Virtual reality  Technology  Computer-based intervention  Cognitive training Index. décimale : PER Périodiques Résumé : The design of “Serious games” that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning. En ligne : http://dx.doi.org/10.1007/s10803-014-2333-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 [article] Designing Serious Game Interventions for Individuals with Autism [Texte imprimé et/ou numérique] / Elisabeth M. WHYTE, Auteur ; Joshua M. SMYTH, Auteur ; K. Suzanne SCHERF, Auteur . - 2015 . - p.3820-3831. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3820-3831 Mots-clés : Autism  Serious game  Virtual reality  Technology  Computer-based intervention  Cognitive training Index. décimale : PER Périodiques Résumé : The design of “Serious games” that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning. En ligne : http://dx.doi.org/10.1007/s10803-014-2333-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273

Does decreased visual attention to faces underlie difficulties interpreting eye gaze cues in autism? / Jason W. GRIFFIN in Molecular Autism, 11 (2020)  

Public ISBD [article]  inMolecular Autism > 11 (2020) . - 60 p. Titre : Does decreased visual attention to faces underlie difficulties interpreting eye gaze cues in autism? Type de document : Texte imprimé et/ou numérique Auteurs : Jason W. GRIFFIN, Auteur ; K. Suzanne SCHERF, Auteur Article en page(s) : 60 p. Langues : Anglais (eng) Mots-clés : Adolescent  Eye tracking  Face processing  Gaze following  Gaze perception  Joint attention Index. décimale : PER Périodiques Résumé : BACKGROUND: Shifts in eye gaze communicate social information that allows people to respond to another's behavior, interpret motivations driving behavior, and anticipate subsequent behavior. Understanding the social communicative nature of gaze shifts requires the ability to link eye movements and mental state information about objects in the world. Autism spectrum disorder (ASD) is characterized by atypical sensitivity to eye gaze cues, which impacts social communication and relationships. We evaluated whether reduced visual attention to faces explains this difficulty in ASD. METHODS: We employed eye-tracking technology to measure visual attention to faces and gazed-at objects in a 4-alternative forced choice paradigm in adolescents with ASD and typically developing (TD) adolescents. Participants determined the target object that an actor was looking at in ecologically rich scenes. We controlled for group differences in task engagement and data quality. RESULTS: In the Gaze Following task, adolescents with ASD were relatively impaired (Cohen's d = 0.63) in the ability to identify the target object. In contrast to predictions, both groups exhibited comparable fixation durations to faces and target objects. Among both groups, individuals who looked longer at the target objects, but not faces, performed better in the task. Finally, among the ASD group, parent SSIS-Social Skills ratings were positively associated with performance on the Gaze Following task. In the Gaze Perception task, there was a similar pattern of results, which provides internal replication of the findings that visual attention to faces is not related to difficulty interpreting eye gaze cues. Together, these findings indicate that adolescents with ASD are capable of following gaze, but have difficulty linking gaze shifts with mental state information. LIMITATIONS: Additional work is necessary to determine whether these findings generalize to individuals across the full autism spectrum. New paradigms that manipulate component processes of eye gaze processing need to be tested to confirm these interpretations. CONCLUSIONS: Reduced visual attention to faces does not appear to contribute to atypical processing of eye gaze cues among adolescents with ASD. Instead, the difficulty for individuals with ASD is related to understanding the social communicative aspects of eye gaze information, which may not be extracted from visual cues alone. En ligne : http://dx.doi.org/10.1186/s13229-020-00361-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Does decreased visual attention to faces underlie difficulties interpreting eye gaze cues in autism? [Texte imprimé et/ou numérique] / Jason W. GRIFFIN, Auteur ; K. Suzanne SCHERF, Auteur . - 60 p. Langues : Anglais (eng) in Molecular Autism > 11 (2020) . - 60 p. Mots-clés : Adolescent  Eye tracking  Face processing  Gaze following  Gaze perception  Joint attention Index. décimale : PER Périodiques Résumé : BACKGROUND: Shifts in eye gaze communicate social information that allows people to respond to another's behavior, interpret motivations driving behavior, and anticipate subsequent behavior. Understanding the social communicative nature of gaze shifts requires the ability to link eye movements and mental state information about objects in the world. Autism spectrum disorder (ASD) is characterized by atypical sensitivity to eye gaze cues, which impacts social communication and relationships. We evaluated whether reduced visual attention to faces explains this difficulty in ASD. METHODS: We employed eye-tracking technology to measure visual attention to faces and gazed-at objects in a 4-alternative forced choice paradigm in adolescents with ASD and typically developing (TD) adolescents. Participants determined the target object that an actor was looking at in ecologically rich scenes. We controlled for group differences in task engagement and data quality. RESULTS: In the Gaze Following task, adolescents with ASD were relatively impaired (Cohen's d = 0.63) in the ability to identify the target object. In contrast to predictions, both groups exhibited comparable fixation durations to faces and target objects. Among both groups, individuals who looked longer at the target objects, but not faces, performed better in the task. Finally, among the ASD group, parent SSIS-Social Skills ratings were positively associated with performance on the Gaze Following task. In the Gaze Perception task, there was a similar pattern of results, which provides internal replication of the findings that visual attention to faces is not related to difficulty interpreting eye gaze cues. Together, these findings indicate that adolescents with ASD are capable of following gaze, but have difficulty linking gaze shifts with mental state information. LIMITATIONS: Additional work is necessary to determine whether these findings generalize to individuals across the full autism spectrum. New paradigms that manipulate component processes of eye gaze processing need to be tested to confirm these interpretations. CONCLUSIONS: Reduced visual attention to faces does not appear to contribute to atypical processing of eye gaze cues among adolescents with ASD. Instead, the difficulty for individuals with ASD is related to understanding the social communicative aspects of eye gaze information, which may not be extracted from visual cues alone. En ligne : http://dx.doi.org/10.1186/s13229-020-00361-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

Missing the big picture: impaired development of global shape processing in autism / K. Suzanne SCHERF in Autism Research, 1-2 (April 2008)  

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