Is visual gaze in children with autism spectrum disorder related to sequence of emotion intensity presentation? An eye-tracking study of natural emotion perception processes / Duan WANG in Autism Research, 16-5 (May 2023)  

Public ISBD [article]  inAutism Research > 16-5 (May 2023) . - p.1024-1039 Titre : Is visual gaze in children with autism spectrum disorder related to sequence of emotion intensity presentation? An eye-tracking study of natural emotion perception processes Type de document : texte imprimé Auteurs : Duan WANG, Auteur ; Yiran ZHANG, Auteur ; Haiqing ZHANG, Auteur ; Fengyi KUO, Auteur ; Linxue ZHANG, Auteur ; Ying YANG, Auteur ; Yingyu YAN, Auteur ; Manwa L. NG, Auteur ; Lan WANG, Auteur ; Nan YAN, Auteur ; Yanni CHEN, Auteur Article en page(s) : p.1024-1039 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Emotion cognitive remediation is a critical component of social skills training for children with autism spectrum disorder (ASD). Visual perception of emotions is highly correlated with the intensity and sequence of presented emotions. However, few studies examined the effect of presentation sequence and intensity on emotion perception. The present study examined the gaze patterns of children with ASD in receiving different sequences of emotion presentation using eye-tracking technologies. Gaze patterns of ecologically-valid video clips of silent emotion stimuli by 51 ASD children and 34 typically developing (TD) children were recorded. Results indicated that ASD and TD children showed opposite visual fixation during different intensity presentation modes: children with ASD showed better emotion perception with a weak-to-strong emotion sequence when presented. The visual reductions in emotion perception in children with ASD may due to different perceptual threshold to emotional intensity. The extent of the reductions could be related to an individual's Personal-Social ability. The present study supports the importance of intensity of emotions and the order at which the emotional stimuli were presented in yielding better emotion perceptions in children with ASD, suggesting that the order of emotion presentation may potentially influence emotion processing during ASD rehabilitation. It is anticipated that the present findings could bring more insights to clinicians for intervention planning in the future. En ligne : http://dx.doi.org/https://doi.org/10.1002/aur.2918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=503 [article] Is visual gaze in children with autism spectrum disorder related to sequence of emotion intensity presentation? An eye-tracking study of natural emotion perception processes [texte imprimé] / Duan WANG, Auteur ; Yiran ZHANG, Auteur ; Haiqing ZHANG, Auteur ; Fengyi KUO, Auteur ; Linxue ZHANG, Auteur ; Ying YANG, Auteur ; Yingyu YAN, Auteur ; Manwa L. NG, Auteur ; Lan WANG, Auteur ; Nan YAN, Auteur ; Yanni CHEN, Auteur . - p.1024-1039. Langues : Anglais (eng) in Autism Research > 16-5 (May 2023) . - p.1024-1039 Index. décimale : PER Périodiques Résumé : Abstract Emotion cognitive remediation is a critical component of social skills training for children with autism spectrum disorder (ASD). Visual perception of emotions is highly correlated with the intensity and sequence of presented emotions. However, few studies examined the effect of presentation sequence and intensity on emotion perception. The present study examined the gaze patterns of children with ASD in receiving different sequences of emotion presentation using eye-tracking technologies. Gaze patterns of ecologically-valid video clips of silent emotion stimuli by 51 ASD children and 34 typically developing (TD) children were recorded. Results indicated that ASD and TD children showed opposite visual fixation during different intensity presentation modes: children with ASD showed better emotion perception with a weak-to-strong emotion sequence when presented. The visual reductions in emotion perception in children with ASD may due to different perceptual threshold to emotional intensity. The extent of the reductions could be related to an individual's Personal-Social ability. The present study supports the importance of intensity of emotions and the order at which the emotional stimuli were presented in yielding better emotion perceptions in children with ASD, suggesting that the order of emotion presentation may potentially influence emotion processing during ASD rehabilitation. It is anticipated that the present findings could bring more insights to clinicians for intervention planning in the future. En ligne : http://dx.doi.org/https://doi.org/10.1002/aur.2918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=503

Parent-Mediated Interventions for ASD Under 3 Years: A Systematic Review, Meta Analysis, and Moderator Analyses / Xiaoqian ZHAO in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3910-3930 Titre : Parent-Mediated Interventions for ASD Under 3 Years: A Systematic Review, Meta Analysis, and Moderator Analyses Type de document : texte imprimé Auteurs : Xiaoqian ZHAO, Auteur ; Fengyi KUO, Auteur ; Xiangyu CHEN, Auteur ; Dina LI, Auteur ; Hongmei DUAN, Auteur Article en page(s) : p. 3910-3930 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to assess the effectiveness of PMIs for ASD under 3 years, and explore potential moderators influencing the effectiveness through moderator analyses. The study searched five English databases for randomized controlled trials (RCTs). The meta-analysis was conducted using a random-effects model to calculate Hedges’s g. Subgroup analyses and meta regression assessed the effects of potential moderators on PMIs effectiveness, with evidence quality evaluated using GRADE. A total of 31 RCTs were included in the systematic review, with 26 included in the meta-analysis. The results showed a small overall beneficial effect of PMIs on ASD under 3 years (g = 0.20). Small to trivial positive effects were found in several subdomains, including adaptive skills (g = 0.29), parent responsiveness (g = 0.23), parent–child interaction (g = 0.35), social communication (g = 0.18), and symptoms (g =  − 0.22). However, PMIs did not show statistically significant effects on children’s cognitive competence, language, or motor skills domains. Subgroup analysis and meta-regression explored potential moderators, but none significantly influenced the effectiveness of PMIs. The GRADE assessment showed that the certainty of the evidence ranged from moderate to low. This study confirmed that PMIs demonstrate positive effects on children under 3 years old with ASD, and showed beneficial outcomes in most subdomains. However, the evidence was of moderate to low certainty, so these findings should be interpreted with caution. In the future, broader databases and more large-scale, multicenter, high-quality clinical studies are needed to confirm these effects. En ligne : https://doi.org/10.1007/s10803-025-06845-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Parent-Mediated Interventions for ASD Under 3 Years: A Systematic Review, Meta Analysis, and Moderator Analyses [texte imprimé] / Xiaoqian ZHAO, Auteur ; Fengyi KUO, Auteur ; Xiangyu CHEN, Auteur ; Dina LI, Auteur ; Hongmei DUAN, Auteur . - p. 3910-3930. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3910-3930 Index. décimale : PER Périodiques Résumé : This study aimed to assess the effectiveness of PMIs for ASD under 3 years, and explore potential moderators influencing the effectiveness through moderator analyses. The study searched five English databases for randomized controlled trials (RCTs). The meta-analysis was conducted using a random-effects model to calculate Hedges’s g. Subgroup analyses and meta regression assessed the effects of potential moderators on PMIs effectiveness, with evidence quality evaluated using GRADE. A total of 31 RCTs were included in the systematic review, with 26 included in the meta-analysis. The results showed a small overall beneficial effect of PMIs on ASD under 3 years (g = 0.20). Small to trivial positive effects were found in several subdomains, including adaptive skills (g = 0.29), parent responsiveness (g = 0.23), parent–child interaction (g = 0.35), social communication (g = 0.18), and symptoms (g =  − 0.22). However, PMIs did not show statistically significant effects on children’s cognitive competence, language, or motor skills domains. Subgroup analysis and meta-regression explored potential moderators, but none significantly influenced the effectiveness of PMIs. The GRADE assessment showed that the certainty of the evidence ranged from moderate to low. This study confirmed that PMIs demonstrate positive effects on children under 3 years old with ASD, and showed beneficial outcomes in most subdomains. However, the evidence was of moderate to low certainty, so these findings should be interpreted with caution. In the future, broader databases and more large-scale, multicenter, high-quality clinical studies are needed to confirm these effects. En ligne : https://doi.org/10.1007/s10803-025-06845-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

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