Discrepancies between feeling and expressing: Perceptions of autistic and non-autistic emotional expressions by non-autistic observers / Sarah J. FOSTER in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.914-930 Titre : Discrepancies between feeling and expressing: Perceptions of autistic and non-autistic emotional expressions by non-autistic observers Type de document : texte imprimé Auteurs : Sarah J. FOSTER, Auteur ; Danny DUNN, Auteur ; Siddhi PATEL, Auteur ; Amy E. PINKHAM, Auteur ; Robert A. ACKERMAN, Auteur ; Noah J. SASSON, Auteur Article en page(s) : p.914-930 Langues : Anglais (eng) Mots-clés : autism  expressivity  affect Index. décimale : PER Périodiques Résumé : Non-autistic observers often interpret autistic emotional expressions more negatively, though it is unclear whether this reflects observer bias or genuine differences in autistic people’s emotional experience and expression. To examine this, 20 autistic and 20 non-autistic adults reported the intensity of their felt emotion while re-experiencing video-recorded events eliciting mild and strong happiness, sadness, and anger. A total of 379 non-autistic observers, half blind to diagnostic status, viewed the recordings and identified the emotion and its intensity. iMotions emotion recognition software also classified the emotional valence of the expressions. Overall, autistic and non-autistic participants reported comparable levels of felt emotion, although differences emerged in how their expressions were perceived. Observers more accurately identified happiness in non-autistic participants and sadness and anger in autistic participants. They also judged autistic participants as expressing sadness and anger more intensely. Informing observers of the diagnostic status of participants largely did not modulate effects. iMotions more often classified mild autistic expressions as neutral and mild non-autistic expressions as positive. Because observer and iMotion findings emerged despite autistic and non-autistic participants not differing in felt emotion, they suggest that non-autistic observers and emotion recognition algorithms differentially interpret authentic autistic and non-autistic emotional expressions, which may contribute to misinterpretations of autistic people.Lay Abstract Autistic people may express emotions in ways that differ from non-autistic people, and non-autistic people sometimes misinterpret them as flat, overly intense, or hard to read. This misunderstanding can affect how autistic people are judged in everyday life, including in job interviews, friendships, and other important situations. In this study, we wanted to know how well non-autistic people—and emotion recognition software—can identify emotions on the faces of autistic and non-autistic people when they are actually feeling emotion. To do this, autistic and non-autistic adults were videotaped while recounting personal experiences that made them feel mild and strong happiness, sadness, and anger. They rated how strongly they felt each emotion during the videotaping. Later, short video clips of their facial expressions were shown (without sound) to a large group of non-autistic viewers, who identified the emotion and rated its intensity. Some viewers were told whether the person in the video was autistic or not. We found that autistic and non-autistic people reported feeling emotions at comparable levels, but non-autistic viewers were better at recognizing happy expressions in non-autistic people compared to autistic people, and better at recognizing sad and angry expressions in autistic people compared to non-autistic people. Viewers tended to rate autistic expressions, especially sadness and anger, as more intense than those of non-autistic people, even though the computer software rated autistic expressions as more neutral compared to non-autistic participants. These results suggest that autistic people feel emotions just as deeply as non-autistic people, but differences in expressive style and non-autistic biases may lead to misinterpretation. These findings highlight the need for greater awareness of communication differences in autism and for reducing misinterpretations in how autistic people are perceived. En ligne : https://dx.doi.org/10.1177/13623613251415129 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Discrepancies between feeling and expressing: Perceptions of autistic and non-autistic emotional expressions by non-autistic observers [texte imprimé] / Sarah J. FOSTER, Auteur ; Danny DUNN, Auteur ; Siddhi PATEL, Auteur ; Amy E. PINKHAM, Auteur ; Robert A. ACKERMAN, Auteur ; Noah J. SASSON, Auteur . - p.914-930. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.914-930 Mots-clés : autism  expressivity  affect Index. décimale : PER Périodiques Résumé : Non-autistic observers often interpret autistic emotional expressions more negatively, though it is unclear whether this reflects observer bias or genuine differences in autistic people’s emotional experience and expression. To examine this, 20 autistic and 20 non-autistic adults reported the intensity of their felt emotion while re-experiencing video-recorded events eliciting mild and strong happiness, sadness, and anger. A total of 379 non-autistic observers, half blind to diagnostic status, viewed the recordings and identified the emotion and its intensity. iMotions emotion recognition software also classified the emotional valence of the expressions. Overall, autistic and non-autistic participants reported comparable levels of felt emotion, although differences emerged in how their expressions were perceived. Observers more accurately identified happiness in non-autistic participants and sadness and anger in autistic participants. They also judged autistic participants as expressing sadness and anger more intensely. Informing observers of the diagnostic status of participants largely did not modulate effects. iMotions more often classified mild autistic expressions as neutral and mild non-autistic expressions as positive. Because observer and iMotion findings emerged despite autistic and non-autistic participants not differing in felt emotion, they suggest that non-autistic observers and emotion recognition algorithms differentially interpret authentic autistic and non-autistic emotional expressions, which may contribute to misinterpretations of autistic people.Lay Abstract Autistic people may express emotions in ways that differ from non-autistic people, and non-autistic people sometimes misinterpret them as flat, overly intense, or hard to read. This misunderstanding can affect how autistic people are judged in everyday life, including in job interviews, friendships, and other important situations. In this study, we wanted to know how well non-autistic people—and emotion recognition software—can identify emotions on the faces of autistic and non-autistic people when they are actually feeling emotion. To do this, autistic and non-autistic adults were videotaped while recounting personal experiences that made them feel mild and strong happiness, sadness, and anger. They rated how strongly they felt each emotion during the videotaping. Later, short video clips of their facial expressions were shown (without sound) to a large group of non-autistic viewers, who identified the emotion and rated its intensity. Some viewers were told whether the person in the video was autistic or not. We found that autistic and non-autistic people reported feeling emotions at comparable levels, but non-autistic viewers were better at recognizing happy expressions in non-autistic people compared to autistic people, and better at recognizing sad and angry expressions in autistic people compared to non-autistic people. Viewers tended to rate autistic expressions, especially sadness and anger, as more intense than those of non-autistic people, even though the computer software rated autistic expressions as more neutral compared to non-autistic participants. These results suggest that autistic people feel emotions just as deeply as non-autistic people, but differences in expressive style and non-autistic biases may lead to misinterpretation. These findings highlight the need for greater awareness of communication differences in autism and for reducing misinterpretations in how autistic people are perceived. En ligne : https://dx.doi.org/10.1177/13623613251415129 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Efficacy of a novel augmentative and alternative communication system in promoting requesting skills in young children with Autism Spectrum  Disorder in India: A pilot study / Sudha SRINIVASAN in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Efficacy of a novel augmentative and alternative communication system in promoting requesting skills in young children with Autism Spectrum  Disorder in India: A pilot study Type de document : texte imprimé Auteurs : Sudha SRINIVASAN, Auteur ; Siddhi PATEL, Auteur ; Avadhut KHADE, Auteur ; Gaganjot BEDI, Auteur ; Jyoti MOHITE, Auteur ; Ajanta SEN, Auteur ; Ravi POOVAIAH, Auteur Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication  autism spectrum disorders  communication and language  requesting skills  culturally-valid AAC intervention Index. décimale : PER Périodiques Résumé : Background & aims: The study assessed the efficacy of a novel, child-friendly, socio-culturally sensitive, icon-based Augmentative and Alternative Communication (AAC) system called Jellow Communicator, in teaching requesting skills to young children with Autism Spectrum Disorder (ASD) in a special school in Mumbai, India. Jellow is a comprehensive AAC system with a lexicon and pictorial library designed using a participatory, user-centric design process. The content of Jellow has been developed bearing in mind the socio-cultural and linguistic diversity of India. Jellow is available in low-tech (flashcards, booklet) and high-tech (Android and iOS app and desktop application) versions. Methods: The quasi-experimental longitudinal study involved seventeen 3.5 “12-year-old children with ASD with communication challenges. Children were taught to use the Jellow AAC system to request for preferred items, as part of their regular speech therapy sessions. Each child received one-on-one training sessions with a licensed speech therapist twice a week over a 3-month duration, with each session lasting around 20 “30 min. A systematic training protocol adapted from the original Picture Exchange Communication System (PECS) was developed to train children to use the Jellow system, progressing from flashcards to the app version of Jellow. Behavioral training strategies such as modeling, least-to-most prompting, differential reinforcement, and behavior chain interruption were used to facilitate requesting behaviors. The speech therapist assessed children’s developmental level across multiple domains at pretest and posttest. We coded 3 videos per child, i.e., one early, one mid, and one late training session each, to assess changes in children’s stage of communication, spontaneous requesting abilities, level of attention during training trials, and average time to completion for requesting trials. In addition, caregivers filled out questionnaires to assess training-related changes in children’s adaptive functioning levels as well as the psychosocial impact of the Jellow AAC system on children’s quality of life. Results: Children significantly improved their stage of communication, and a majority of children transitioned from flashcards to using the Jellow app to request for preferred items. Children also increased the proportion of spontaneous requests over the course of training. Caregivers reported a positive perceived psychosocial impact of the Jellow AAC system on their child’s self-esteem, adaptability, and competence. Conclusions: The findings from our pilot study support the use of the novel, socio-culturally adapted, Jellow Communicator AAC system for teaching requesting skills to young children with ASD who use multiple communication modalities. Future studies should replicate our findings with a larger group of participants using a randomized controlled trial design. Implications: This is the first experimental study to systematically assess the effects of an indigenously-developed comprehensive AAC system adapted to the sociocultural and linguistic landscape of India. Our study results provide support for the use of the cost-effective Jellow Communicator AAC system in facilitating requesting skills in children with ASD who use multiple communication modalities. Clinicians can use low-tech and high-tech versions of Jellow to promote communication skills in children with ASD. En ligne : http://dx.doi.org/10.1177/23969415221120749 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Efficacy of a novel augmentative and alternative communication system in promoting requesting skills in young children with Autism Spectrum  Disorder in India: A pilot study [texte imprimé] / Sudha SRINIVASAN, Auteur ; Siddhi PATEL, Auteur ; Avadhut KHADE, Auteur ; Gaganjot BEDI, Auteur ; Jyoti MOHITE, Auteur ; Ajanta SEN, Auteur ; Ravi POOVAIAH, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Augmentative and alternative communication  autism spectrum disorders  communication and language  requesting skills  culturally-valid AAC intervention Index. décimale : PER Périodiques Résumé : Background & aims: The study assessed the efficacy of a novel, child-friendly, socio-culturally sensitive, icon-based Augmentative and Alternative Communication (AAC) system called Jellow Communicator, in teaching requesting skills to young children with Autism Spectrum Disorder (ASD) in a special school in Mumbai, India. Jellow is a comprehensive AAC system with a lexicon and pictorial library designed using a participatory, user-centric design process. The content of Jellow has been developed bearing in mind the socio-cultural and linguistic diversity of India. Jellow is available in low-tech (flashcards, booklet) and high-tech (Android and iOS app and desktop application) versions. Methods: The quasi-experimental longitudinal study involved seventeen 3.5 “12-year-old children with ASD with communication challenges. Children were taught to use the Jellow AAC system to request for preferred items, as part of their regular speech therapy sessions. Each child received one-on-one training sessions with a licensed speech therapist twice a week over a 3-month duration, with each session lasting around 20 “30 min. A systematic training protocol adapted from the original Picture Exchange Communication System (PECS) was developed to train children to use the Jellow system, progressing from flashcards to the app version of Jellow. Behavioral training strategies such as modeling, least-to-most prompting, differential reinforcement, and behavior chain interruption were used to facilitate requesting behaviors. The speech therapist assessed children’s developmental level across multiple domains at pretest and posttest. We coded 3 videos per child, i.e., one early, one mid, and one late training session each, to assess changes in children’s stage of communication, spontaneous requesting abilities, level of attention during training trials, and average time to completion for requesting trials. In addition, caregivers filled out questionnaires to assess training-related changes in children’s adaptive functioning levels as well as the psychosocial impact of the Jellow AAC system on children’s quality of life. Results: Children significantly improved their stage of communication, and a majority of children transitioned from flashcards to using the Jellow app to request for preferred items. Children also increased the proportion of spontaneous requests over the course of training. Caregivers reported a positive perceived psychosocial impact of the Jellow AAC system on their child’s self-esteem, adaptability, and competence. Conclusions: The findings from our pilot study support the use of the novel, socio-culturally adapted, Jellow Communicator AAC system for teaching requesting skills to young children with ASD who use multiple communication modalities. Future studies should replicate our findings with a larger group of participants using a randomized controlled trial design. Implications: This is the first experimental study to systematically assess the effects of an indigenously-developed comprehensive AAC system adapted to the sociocultural and linguistic landscape of India. Our study results provide support for the use of the cost-effective Jellow Communicator AAC system in facilitating requesting skills in children with ASD who use multiple communication modalities. Clinicians can use low-tech and high-tech versions of Jellow to promote communication skills in children with ASD. En ligne : http://dx.doi.org/10.1177/23969415221120749 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

The Role of Pathways Early Autism Intervention in Improving Social Skills and Respeto for Young Hispanic Autistic Children / Erin E. KOSLOSKI in Journal of Autism and Developmental Disorders, 55-9 (September 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3167-3178 Titre : The Role of Pathways Early Autism Intervention in Improving Social Skills and Respeto for Young Hispanic Autistic Children Type de document : texte imprimé Auteurs : Erin E. KOSLOSKI, Auteur ; Siddhi PATEL, Auteur ; Pamela Rosenthal ROLLINS, Auteur Article en page(s) : p.3167-3178 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: We know very little about Hispanic autistic children s response to intervention as, historically, Hispanic children are underrepresented in intervention studies. Pathways parent-mediated early autism intervention is one of the few naturalistic developmental behavioral interventions (NDBIs) that is contextually and linguistically responsive to Hispanic families. However, some child-centered NDBI strategies do not align with the Hispanic caregiving value of respeto. A child exhibiting respeto demonstrates affiliative obedience by displaying deference and respect toward adults. Furthermore, theories of the ontogeny of cultural learning suggest that certain levels of social development may be necessary to learn cultural values. The current study investigates (1) the relationship between Hispanic autistic children s social skills and affiliative obedience and (2) the efficacy of Pathways in improving affiliative obedience in Hispanic children. Methods: This quasi-experimental design study used preexisting standardized test data and video recordings from 26 Hispanic participants who took part in a previous Pathways efficacy study. Recordings were coded for affiliative obedience and social connectedness. Residual change variables were used to measure progress from baseline to post-intervention, and correlation and hierarchical regression analyses were conducted to analyze the data. Results: We found significant positive correlations between social skills and children s affiliative obedience for baseline and change variables. In addition, we found Pathways had a significant medium-large magnitude effect on change in affiliative obedience skills. Conclusion: This study highlights the benefits of NDBI interventions that advance social development in autistic children and support Hispanic parents in enculturating their children in the value of respeto. En ligne : https://doi.org/10.1007/s10803-024-06419-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] The Role of Pathways Early Autism Intervention in Improving Social Skills and Respeto for Young Hispanic Autistic Children [texte imprimé] / Erin E. KOSLOSKI, Auteur ; Siddhi PATEL, Auteur ; Pamela Rosenthal ROLLINS, Auteur . - p.3167-3178. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3167-3178 Index. décimale : PER Périodiques Résumé : Purpose: We know very little about Hispanic autistic children s response to intervention as, historically, Hispanic children are underrepresented in intervention studies. Pathways parent-mediated early autism intervention is one of the few naturalistic developmental behavioral interventions (NDBIs) that is contextually and linguistically responsive to Hispanic families. However, some child-centered NDBI strategies do not align with the Hispanic caregiving value of respeto. A child exhibiting respeto demonstrates affiliative obedience by displaying deference and respect toward adults. Furthermore, theories of the ontogeny of cultural learning suggest that certain levels of social development may be necessary to learn cultural values. The current study investigates (1) the relationship between Hispanic autistic children s social skills and affiliative obedience and (2) the efficacy of Pathways in improving affiliative obedience in Hispanic children. Methods: This quasi-experimental design study used preexisting standardized test data and video recordings from 26 Hispanic participants who took part in a previous Pathways efficacy study. Recordings were coded for affiliative obedience and social connectedness. Residual change variables were used to measure progress from baseline to post-intervention, and correlation and hierarchical regression analyses were conducted to analyze the data. Results: We found significant positive correlations between social skills and children s affiliative obedience for baseline and change variables. In addition, we found Pathways had a significant medium-large magnitude effect on change in affiliative obedience skills. Conclusion: This study highlights the benefits of NDBI interventions that advance social development in autistic children and support Hispanic parents in enculturating their children in the value of respeto. En ligne : https://doi.org/10.1007/s10803-024-06419-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

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