Automated measures of vocal interactions and engagement in inclusive preschool classrooms / Regina M. FASANO in Autism Research, 16-8 (August 2023)  

Public ISBD [article]  inAutism Research > 16-8 (August 2023) . - p.1586-1599 Titre : Automated measures of vocal interactions and engagement in inclusive preschool classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Regina M. FASANO, Auteur ; Samantha G. MITSVEN, Auteur ; Stephanie A. CUSTODE, Auteur ; Debasish SARKER, Auteur ; Rebecca J. BULOTSKY-SHEARER, Auteur ; Daniel S. MESSINGER, Auteur ; Lynn K. PERRY, Auteur Article en page(s) : p.1586-1599 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Classroom engagement plays a crucial role in preschoolers' development, yet the correlates of engagement, especially among children with autism spectrum disorder (ASD) and developmental delays (DD), remains unknown. This study examines levels of engagement with classroom social partners and tasks among children in three groups ASD, DD, and typical development (TD). Here, we asked whether children's vocal interactions (vocalizations to and from peers and teachers) were associated with their classroom engagement with social partners (peers and teachers) and with tasks, and whether the association between classroom engagement and vocal interactions differed between children in the ASD group and their peers in the DD and TD groups. Automated measures of vocalizations and location quantified children's vocal interactions with peers and teachers over the course of the school year. Automated location and vocalization data were used to capture both (1) children's vocal output to specific peers and teachers, and (2) the vocal input they received from those peers and teachers. Participants were 72 3-5-year-olds (Mage=48.6?months, SD=7.0, 43% girls) and their teachers. Children in the ASD group displayed lower engagement with peers, teachers, and tasks than children in the TD group; they also showed lower engagement with peers than children in the DD group. Overall, children's own vocalizations were positively associated with engagement with social partners. Thus, although children in the ASD group tend to have lower engagement scores than children in the TD group, active participation in vocal interactions appears to support their classroom engagement with teachers and peers. En ligne : https://doi.org/10.1002/aur.2980 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] Automated measures of vocal interactions and engagement in inclusive preschool classrooms [Texte imprimé et/ou numérique] / Regina M. FASANO, Auteur ; Samantha G. MITSVEN, Auteur ; Stephanie A. CUSTODE, Auteur ; Debasish SARKER, Auteur ; Rebecca J. BULOTSKY-SHEARER, Auteur ; Daniel S. MESSINGER, Auteur ; Lynn K. PERRY, Auteur . - p.1586-1599. Langues : Anglais (eng) in Autism Research > 16-8 (August 2023) . - p.1586-1599 Index. décimale : PER Périodiques Résumé : Abstract Classroom engagement plays a crucial role in preschoolers' development, yet the correlates of engagement, especially among children with autism spectrum disorder (ASD) and developmental delays (DD), remains unknown. This study examines levels of engagement with classroom social partners and tasks among children in three groups ASD, DD, and typical development (TD). Here, we asked whether children's vocal interactions (vocalizations to and from peers and teachers) were associated with their classroom engagement with social partners (peers and teachers) and with tasks, and whether the association between classroom engagement and vocal interactions differed between children in the ASD group and their peers in the DD and TD groups. Automated measures of vocalizations and location quantified children's vocal interactions with peers and teachers over the course of the school year. Automated location and vocalization data were used to capture both (1) children's vocal output to specific peers and teachers, and (2) the vocal input they received from those peers and teachers. Participants were 72 3-5-year-olds (Mage=48.6?months, SD=7.0, 43% girls) and their teachers. Children in the ASD group displayed lower engagement with peers, teachers, and tasks than children in the TD group; they also showed lower engagement with peers than children in the DD group. Overall, children's own vocalizations were positively associated with engagement with social partners. Thus, although children in the ASD group tend to have lower engagement scores than children in the TD group, active participation in vocal interactions appears to support their classroom engagement with teachers and peers. En ligne : https://doi.org/10.1002/aur.2980 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

Multilingualism impacts children's executive function and core autism symptoms / Celia ROMERO in Autism Research, 17-12 (December 2024)  

Public ISBD [article]  inAutism Research > 17-12 (December 2024) . - p.2645-2661 Titre : Multilingualism impacts children's executive function and core autism symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Celia ROMERO, Auteur ; Zachary T. GOODMAN, Auteur ; Lauren KUPIS, Auteur ; Bryce DIRKS, Auteur ; Meaghan V. PARLADE, Auteur ; Amy L. BEAUMONT, Auteur ; Sandra M. CARDONA, Auteur ; Jason S. NOMI, Auteur ; Michael ALESSANDRI, Auteur ; Lynn K. PERRY, Auteur ; Lucina Q. UDDIN, Auteur Article en page(s) : p.2645-2661 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  bilingualism  executive function  inhibition  multilingualism Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is associated with marked heterogeneity in executive function (EF) abilities. EF components including inhibition and shifting are related to ASD core symptoms such as perspective taking, social communication, and repetitive behavior. Recent research suggests that multilingualism may have a beneficial impact on EF abilities, especially in children with ASD. However, there remains a lack of comprehensive understanding regarding the relationships between multilingualism, EF, and core symptoms in children with ASD. Here, we examined these associations in 7?12-year-old children with and without ASD (N?=?116; 53 ASD, Mean age?=?9.94?years). Results suggest that multilingual children have stronger parent-reported inhibition, shifting, and perspective-taking skills than monolingual children. Furthermore, we found a significant interaction between diagnosis and multilingual status on inhibition, such that the effects of multilingualism were stronger for children with ASD than typically developing (TD) children. Finally, we found indirect effects of multilingualism on perspective taking, social communication, and repetitive behaviors mediated by EF skills. These results demonstrate the supportive influences multilingual experience might have on bolstering EF and reducing ASD-related symptoms. En ligne : https://dx.doi.org/10.1002/aur.3260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Multilingualism impacts children's executive function and core autism symptoms [Texte imprimé et/ou numérique] / Celia ROMERO, Auteur ; Zachary T. GOODMAN, Auteur ; Lauren KUPIS, Auteur ; Bryce DIRKS, Auteur ; Meaghan V. PARLADE, Auteur ; Amy L. BEAUMONT, Auteur ; Sandra M. CARDONA, Auteur ; Jason S. NOMI, Auteur ; Michael ALESSANDRI, Auteur ; Lynn K. PERRY, Auteur ; Lucina Q. UDDIN, Auteur . - p.2645-2661. Langues : Anglais (eng) in Autism Research > 17-12 (December 2024) . - p.2645-2661 Mots-clés : autism spectrum disorder  bilingualism  executive function  inhibition  multilingualism Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is associated with marked heterogeneity in executive function (EF) abilities. EF components including inhibition and shifting are related to ASD core symptoms such as perspective taking, social communication, and repetitive behavior. Recent research suggests that multilingualism may have a beneficial impact on EF abilities, especially in children with ASD. However, there remains a lack of comprehensive understanding regarding the relationships between multilingualism, EF, and core symptoms in children with ASD. Here, we examined these associations in 7?12-year-old children with and without ASD (N?=?116; 53 ASD, Mean age?=?9.94?years). Results suggest that multilingual children have stronger parent-reported inhibition, shifting, and perspective-taking skills than monolingual children. Furthermore, we found a significant interaction between diagnosis and multilingual status on inhibition, such that the effects of multilingualism were stronger for children with ASD than typically developing (TD) children. Finally, we found indirect effects of multilingualism on perspective taking, social communication, and repetitive behaviors mediated by EF skills. These results demonstrate the supportive influences multilingual experience might have on bolstering EF and reducing ASD-related symptoms. En ligne : https://dx.doi.org/10.1002/aur.3260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Objective Measurement of Social Gaze and Smile Behaviors in Children with Suspected Autism Spectrum Disorder During Administration of the Autism Diagnostic Observation Schedule, 2nd Edition / Yeojin A. AHN in Journal of Autism and Developmental Disorders, 54-6 (June 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-6 (June 2024) . - p.2124-2137 Titre : Objective Measurement of Social Gaze and Smile Behaviors in Children with Suspected Autism Spectrum Disorder During Administration of the Autism Diagnostic Observation Schedule, 2nd Edition Type de document : Texte imprimé et/ou numérique Auteurs : Yeojin A. AHN, Auteur ; Jacquelyn M. MOFFITT, Auteur ; Yudong TAO, Auteur ; Stephanie CUSTODE, Auteur ; Meaghan PARLADE, Auteur ; Amy BEAUMONT, Auteur ; Sandra CARDONA, Auteur ; Melissa HALE, Auteur ; Jennifer DUROCHER, Auteur ; Michael ALESSANDRI, Auteur ; Mei-Ling SHYU, Auteur ; Lynn K. PERRY, Auteur ; Daniel S. MESSINGER, Auteur Article en page(s) : p.2124-2137 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Best practice for the assessment of autism spectrum disorder (ASD) symptom severity relies on clinician ratings of the Autism Diagnostic Observation Schedule, 2nd Edition (ADOS-2), but the association of these ratings with objective measures of children?s social gaze and smiling is unknown. Sixty-six preschool-age children (49 boys, M = 39.97 months, SD = 10.58) with suspected ASD (61 confirmed ASD) were administered the ADOS-2 and provided social affect calibrated severity scores (SA CSS). Children?s social gaze and smiling during the ADOS-2, captured with a camera contained in eyeglasses worn by the examiner and parent, were obtained via a computer vision processing pipeline. Children who gazed more at their parents (p = .04) and whose gaze at their parents involved more smiling (p = .02) received lower social affect severity scores, indicating fewer social affect symptoms, adjusted R2 = .15, p = .003. En ligne : https://doi.org/10.1007/s10803-023-05990-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530 [article] Objective Measurement of Social Gaze and Smile Behaviors in Children with Suspected Autism Spectrum Disorder During Administration of the Autism Diagnostic Observation Schedule, 2nd Edition [Texte imprimé et/ou numérique] / Yeojin A. AHN, Auteur ; Jacquelyn M. MOFFITT, Auteur ; Yudong TAO, Auteur ; Stephanie CUSTODE, Auteur ; Meaghan PARLADE, Auteur ; Amy BEAUMONT, Auteur ; Sandra CARDONA, Auteur ; Melissa HALE, Auteur ; Jennifer DUROCHER, Auteur ; Michael ALESSANDRI, Auteur ; Mei-Ling SHYU, Auteur ; Lynn K. PERRY, Auteur ; Daniel S. MESSINGER, Auteur . - p.2124-2137. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-6 (June 2024) . - p.2124-2137 Index. décimale : PER Périodiques Résumé : Best practice for the assessment of autism spectrum disorder (ASD) symptom severity relies on clinician ratings of the Autism Diagnostic Observation Schedule, 2nd Edition (ADOS-2), but the association of these ratings with objective measures of children?s social gaze and smiling is unknown. Sixty-six preschool-age children (49 boys, M = 39.97 months, SD = 10.58) with suspected ASD (61 confirmed ASD) were administered the ADOS-2 and provided social affect calibrated severity scores (SA CSS). Children?s social gaze and smiling during the ADOS-2, captured with a camera contained in eyeglasses worn by the examiner and parent, were obtained via a computer vision processing pipeline. Children who gazed more at their parents (p = .04) and whose gaze at their parents involved more smiling (p = .02) received lower social affect severity scores, indicating fewer social affect symptoms, adjusted R2 = .15, p = .003. En ligne : https://doi.org/10.1007/s10803-023-05990-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530

Objective measurement of vocalizations in the assessment of autism spectrum disorder symptoms in preschool age children / Jacquelyn M. MOFFITT in Autism Research, 15-9 (September 2022)  

Public ISBD [article]  inAutism Research > 15-9 (September 2022) . - p.1665-1674 Titre : Objective measurement of vocalizations in the assessment of autism spectrum disorder symptoms in preschool age children Type de document : Texte imprimé et/ou numérique Auteurs : Jacquelyn M. MOFFITT, Auteur ; Yeojin Amy AHN, Auteur ; Stephanie CUSTODE, Auteur ; Yudong TAO, Auteur ; Emilin MATHEW, Auteur ; Meaghan V. PARLADE, Auteur ; Melissa HALE, Auteur ; Jennifer DUROCHER, Auteur ; Michael ALESSANDRI, Auteur ; Lynn K. PERRY, Auteur ; Daniel S. MESSINGER, Auteur Article en page(s) : p.1665-1674 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Humans  Male  audio processing  objective measurement  vocalization Index. décimale : PER Périodiques Résumé : Assessment of autism spectrum disorder (ASD) relies on expert clinician observation and judgment, but objective measurement tools have the potential to provide additional information on ASD symptom severity. Diagnostic evaluations for ASD typically include the autism diagnostic observation schedule (ADOS-2), a semi-structured assessment composed of a series of social presses. The current study examined associations between concurrent objective features of child vocalizations during the ADOS-2 and examiner-rated autism symptom severity. The sample included 66 children (49 male; M = 40months, SD = 10.58) evaluated in a university-based clinic, 61 of whom received an ASD diagnosis. Research reliable administration of the ADOS-2 provided social affect (SA) and restricted and repetitive behavior (RRB) calibrated severity scores (CSS). Audio was recorded from examiner-worn eyeglasses during the ADOS-2 and child and adult speech were differentiated with LENA SP Hub. PRAAT was used to ascertain acoustic features of the audio signal, specifically the mean fundamental vocal frequency (F0) of LENA-identified child speech-like vocalizations (those with phonemic content), child cry vocalizations, and adult speech. Sphinx-4 was employed to estimate child and adult phonological features indexed by the average consonant and vowel count per vocalization. More than a quarter of the variance in ADOS-2 RRB CSS was predicted by the combination of child phoneme count per vocalization and child vocalization F0. Findings indicate that both acoustic and phonological features of child vocalizations are associated with expert clinician ratings of autism symptom severity. LAY SUMMARY: Determination of the severity of autism spectrum disorder is based in part on expert (but subjective) clinician observations during the ADOS-2. Two characteristics of child vocalizations-a smaller number of speech-like sounds per vocalization and higher pitched vocalizations (including cries)-were associated with greater autism symptom severity. The results suggest that objectively ascertained characteristics of children's vocalizations capture variance in children's restricted and repetitive behaviors that are reflected in clinician severity indices. En ligne : http://dx.doi.org/10.1002/aur.2731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 [article] Objective measurement of vocalizations in the assessment of autism spectrum disorder symptoms in preschool age children [Texte imprimé et/ou numérique] / Jacquelyn M. MOFFITT, Auteur ; Yeojin Amy AHN, Auteur ; Stephanie CUSTODE, Auteur ; Yudong TAO, Auteur ; Emilin MATHEW, Auteur ; Meaghan V. PARLADE, Auteur ; Melissa HALE, Auteur ; Jennifer DUROCHER, Auteur ; Michael ALESSANDRI, Auteur ; Lynn K. PERRY, Auteur ; Daniel S. MESSINGER, Auteur . - p.1665-1674. Langues : Anglais (eng) in Autism Research > 15-9 (September 2022) . - p.1665-1674 Mots-clés : Adult  Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Humans  Male  audio processing  objective measurement  vocalization Index. décimale : PER Périodiques Résumé : Assessment of autism spectrum disorder (ASD) relies on expert clinician observation and judgment, but objective measurement tools have the potential to provide additional information on ASD symptom severity. Diagnostic evaluations for ASD typically include the autism diagnostic observation schedule (ADOS-2), a semi-structured assessment composed of a series of social presses. The current study examined associations between concurrent objective features of child vocalizations during the ADOS-2 and examiner-rated autism symptom severity. The sample included 66 children (49 male; M = 40months, SD = 10.58) evaluated in a university-based clinic, 61 of whom received an ASD diagnosis. Research reliable administration of the ADOS-2 provided social affect (SA) and restricted and repetitive behavior (RRB) calibrated severity scores (CSS). Audio was recorded from examiner-worn eyeglasses during the ADOS-2 and child and adult speech were differentiated with LENA SP Hub. PRAAT was used to ascertain acoustic features of the audio signal, specifically the mean fundamental vocal frequency (F0) of LENA-identified child speech-like vocalizations (those with phonemic content), child cry vocalizations, and adult speech. Sphinx-4 was employed to estimate child and adult phonological features indexed by the average consonant and vowel count per vocalization. More than a quarter of the variance in ADOS-2 RRB CSS was predicted by the combination of child phoneme count per vocalization and child vocalization F0. Findings indicate that both acoustic and phonological features of child vocalizations are associated with expert clinician ratings of autism symptom severity. LAY SUMMARY: Determination of the severity of autism spectrum disorder is based in part on expert (but subjective) clinician observations during the ADOS-2. Two characteristics of child vocalizations-a smaller number of speech-like sounds per vocalization and higher pitched vocalizations (including cries)-were associated with greater autism symptom severity. The results suggest that objectively ascertained characteristics of children's vocalizations capture variance in children's restricted and repetitive behaviors that are reflected in clinician severity indices. En ligne : http://dx.doi.org/10.1002/aur.2731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483

Pre-pandemic Executive Function Protects Against Pandemic Anxiety in Children with and Without Autism Spectrum Disorder / Celia ROMERO in Journal of Autism and Developmental Disorders, 54-12 (December 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4610-4623 Titre : Pre-pandemic Executive Function Protects Against Pandemic Anxiety in Children with and Without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Celia ROMERO, Auteur ; Lauren KUPIS, Auteur ; Zachary T. GOODMAN, Auteur ; Bryce DIRKS, Auteur ; Adriana BAEZ, Auteur ; Amy L. BEAUMONT, Auteur ; Sandra M. CARDONA, Auteur ; Meaghan V. PARLADE, Auteur ; Michael ALESSANDRI, Auteur ; Jason S. NOMI, Auteur ; Lynn K. PERRY, Auteur ; Lucina Q. UDDIN, Auteur Article en page(s) : p.4610-4623 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic may have exacerbated depression, anxiety, and executive function (EF) difficulties in children with autism spectrum disorder (ASD). EF skills have been positively associated with mental health outcomes. Here, we probed the psychosocial impacts of pandemic responses in children with and without ASD by relating pre-pandemic EF assessments with anxiety and depression symptoms several months into the pandemic. We found that pre-pandemic inhibition and shifting difficulties, measured by the Behavior Rating Inventory of Executive Function, predicted higher risk of anxiety symptoms. These findings are critical for promoting community recovery and maximizing clinical preparedness to support children at increased risk for adverse psychosocial outcomes. En ligne : https://doi.org/10.1007/s10803-023-06175-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Pre-pandemic Executive Function Protects Against Pandemic Anxiety in Children with and Without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Celia ROMERO, Auteur ; Lauren KUPIS, Auteur ; Zachary T. GOODMAN, Auteur ; Bryce DIRKS, Auteur ; Adriana BAEZ, Auteur ; Amy L. BEAUMONT, Auteur ; Sandra M. CARDONA, Auteur ; Meaghan V. PARLADE, Auteur ; Michael ALESSANDRI, Auteur ; Jason S. NOMI, Auteur ; Lynn K. PERRY, Auteur ; Lucina Q. UDDIN, Auteur . - p.4610-4623. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4610-4623 Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic may have exacerbated depression, anxiety, and executive function (EF) difficulties in children with autism spectrum disorder (ASD). EF skills have been positively associated with mental health outcomes. Here, we probed the psychosocial impacts of pandemic responses in children with and without ASD by relating pre-pandemic EF assessments with anxiety and depression symptoms several months into the pandemic. We found that pre-pandemic inhibition and shifting difficulties, measured by the Behavior Rating Inventory of Executive Function, predicted higher risk of anxiety symptoms. These findings are critical for promoting community recovery and maximizing clinical preparedness to support children at increased risk for adverse psychosocial outcomes. En ligne : https://doi.org/10.1007/s10803-023-06175-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

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