Annual Research Review: 'There, the dance is - at the still point of the turning world' - dynamic systems perspectives on coregulation and dysregulation during early development / Sam WASS in Journal of Child Psychology and Psychiatry, 65-4 (April 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-4 (April 2024) . - p.481-507 Titre : Annual Research Review: 'There, the dance is - at the still point of the turning world' - dynamic systems perspectives on coregulation and dysregulation during early development Type de document : Texte imprimé et/ou numérique Auteurs : Sam WASS, Auteur ; Emily GREENWOOD, Auteur ; Giovanni ESPOSITO, Auteur ; Celia SMITH, Auteur ; Isil NECEF, Auteur ; Emily PHILLIPS, Auteur Article en page(s) : p.481-507 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : During development we transition from coregulation (where regulatory processes are shared between child and caregiver) to self-regulation. Most early coregulatory interactions aim to manage fluctuations in the infant's arousal and alertness; but over time, coregulatory processes become progressively elaborated to encompass other functions such as sociocommunicative development, attention and executive control. The fundamental aim of coregulation is to help maintain an optimal 'critical state' between hypo- and hyperactivity. Here, we present a dynamic framework for understanding child-caregiver coregulatory interactions in the context of psychopathology. Early coregulatory processes involve both passive entrainment, through which a child's state entrains to the caregiver's, and active contingent responsiveness, through which the caregiver changes their behaviour in response to behaviours from the child. Similar principles, of interactive but asymmetric contingency, drive joint attention and the maintenance of epistemic states as well as arousal/alertness, emotion regulation and sociocommunicative development. We describe three ways in which active child-caregiver regulation can develop atypically, in conditions such as Autism, ADHD, anxiety and depression. The most well-known of these is insufficient contingent responsiveness, leading to reduced synchrony, which has been shown across a range of modalities in different disorders, and which is the target of most current interventions. We also present evidence that excessive contingent responsiveness and excessive synchrony can develop in some circumstances. And we show that positive feedback interactions can develop, which are contingent but mutually amplificatory child-caregiver interactions that drive the child further from their critical state. We discuss implications of these findings for future intervention research, and directions for future work. En ligne : https://doi.org/10.1111/jcpp.13960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 [article] Annual Research Review: 'There, the dance is - at the still point of the turning world' - dynamic systems perspectives on coregulation and dysregulation during early development [Texte imprimé et/ou numérique] / Sam WASS, Auteur ; Emily GREENWOOD, Auteur ; Giovanni ESPOSITO, Auteur ; Celia SMITH, Auteur ; Isil NECEF, Auteur ; Emily PHILLIPS, Auteur . - p.481-507. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-4 (April 2024) . - p.481-507 Index. décimale : PER Périodiques Résumé : During development we transition from coregulation (where regulatory processes are shared between child and caregiver) to self-regulation. Most early coregulatory interactions aim to manage fluctuations in the infant's arousal and alertness; but over time, coregulatory processes become progressively elaborated to encompass other functions such as sociocommunicative development, attention and executive control. The fundamental aim of coregulation is to help maintain an optimal 'critical state' between hypo- and hyperactivity. Here, we present a dynamic framework for understanding child-caregiver coregulatory interactions in the context of psychopathology. Early coregulatory processes involve both passive entrainment, through which a child's state entrains to the caregiver's, and active contingent responsiveness, through which the caregiver changes their behaviour in response to behaviours from the child. Similar principles, of interactive but asymmetric contingency, drive joint attention and the maintenance of epistemic states as well as arousal/alertness, emotion regulation and sociocommunicative development. We describe three ways in which active child-caregiver regulation can develop atypically, in conditions such as Autism, ADHD, anxiety and depression. The most well-known of these is insufficient contingent responsiveness, leading to reduced synchrony, which has been shown across a range of modalities in different disorders, and which is the target of most current interventions. We also present evidence that excessive contingent responsiveness and excessive synchrony can develop in some circumstances. And we show that positive feedback interactions can develop, which are contingent but mutually amplificatory child-caregiver interactions that drive the child further from their critical state. We discuss implications of these findings for future intervention research, and directions for future work. En ligne : https://doi.org/10.1111/jcpp.13960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523

Comparative strengths and challenges on face-to-face and computer-based attention tasks in autistic and neurotypical toddlers / Lori-Ann R. SACREY in Autism Research, 16-8 (August 2023)  

Public ISBD [article]  inAutism Research > 16-8 (August 2023) . - p.1501-1511 Titre : Comparative strengths and challenges on face-to-face and computer-based attention tasks in autistic and neurotypical toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Lori-Ann R. SACREY, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Yomna ELSHAMY, Auteur ; Isabel M. SMITH, Auteur ; Jessica A. BRIAN, Auteur ; Sam WASS, Auteur Article en page(s) : p.1501-1511 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract The objectives were to compare patterns of visual attention in toddlers diagnosed with autism spectrum disorder (ASD) as compared to their sex- and age-matched neurotypical (NT) peers. Participants included 23 toddlers with ASD and 19 NT toddlers (mean age: 25.52 versus 25.21?months, respectively) assessed using computerized tasks to measure sustained attention, disengaging attention, and cognitive control, as well as an in-person task to assess joint attention. Toddlers in the ASD group showed increased looking durations on the sustained attention task, as well as reduced frequencies of responding to and initiating joint attention compared to NT peers, but showed no differences on tasks of disengaging attention and cognitive control. The results suggest that toddlers with ASD have attentional strengths that may provide a foundation for building attention, communicative, and ultimately, academic skills. En ligne : https://doi.org/10.1002/aur.2983 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] Comparative strengths and challenges on face-to-face and computer-based attention tasks in autistic and neurotypical toddlers [Texte imprimé et/ou numérique] / Lori-Ann R. SACREY, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Yomna ELSHAMY, Auteur ; Isabel M. SMITH, Auteur ; Jessica A. BRIAN, Auteur ; Sam WASS, Auteur . - p.1501-1511. Langues : Anglais (eng) in Autism Research > 16-8 (August 2023) . - p.1501-1511 Index. décimale : PER Périodiques Résumé : Abstract The objectives were to compare patterns of visual attention in toddlers diagnosed with autism spectrum disorder (ASD) as compared to their sex- and age-matched neurotypical (NT) peers. Participants included 23 toddlers with ASD and 19 NT toddlers (mean age: 25.52 versus 25.21?months, respectively) assessed using computerized tasks to measure sustained attention, disengaging attention, and cognitive control, as well as an in-person task to assess joint attention. Toddlers in the ASD group showed increased looking durations on the sustained attention task, as well as reduced frequencies of responding to and initiating joint attention compared to NT peers, but showed no differences on tasks of disengaging attention and cognitive control. The results suggest that toddlers with ASD have attentional strengths that may provide a foundation for building attention, communicative, and ultimately, academic skills. En ligne : https://doi.org/10.1002/aur.2983 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

Editorial perspective: Leaving the baby in the bathwater in neurodevelopmental research / Sam WASS in Journal of Child Psychology and Psychiatry, 64-8 (August 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-8 (August 2023) . - p.1256-1259 Titre : Editorial perspective: Leaving the baby in the bathwater in neurodevelopmental research Type de document : Texte imprimé et/ou numérique Auteurs : Sam WASS, Auteur ; Emily J. H. JONES, Auteur Article en page(s) : p.1256-1259 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Neurodevelopmental conditions are characterised by differences in the way children interact with the people and environments around them. Despite extensive investigation, attempts to uncover the brain mechanisms that underpin neurodevelopmental conditions have yet to yield any translatable insights. We contend that one key reason is that psychologists and cognitive neuroscientists study brain function by taking children away from their environment, into a controlled lab setting. Here, we discuss recent research that has aimed to take a different approach, moving away from experimental control through isolation and stimulus manipulation, and towards approaches that embrace the measurement and targeted interrogation of naturalistic, user-defined and complex, multivariate datasets. We review three worked examples (of stress processing, early activity level in ADHD and social brain development in autism) to illustrate how these new approaches might lead to new conceptual and translatable insights into neurodevelopment. En ligne : https://doi.org/10.1111/jcpp.13750 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Editorial perspective: Leaving the baby in the bathwater in neurodevelopmental research [Texte imprimé et/ou numérique] / Sam WASS, Auteur ; Emily J. H. JONES, Auteur . - p.1256-1259. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-8 (August 2023) . - p.1256-1259 Index. décimale : PER Périodiques Résumé : Neurodevelopmental conditions are characterised by differences in the way children interact with the people and environments around them. Despite extensive investigation, attempts to uncover the brain mechanisms that underpin neurodevelopmental conditions have yet to yield any translatable insights. We contend that one key reason is that psychologists and cognitive neuroscientists study brain function by taking children away from their environment, into a controlled lab setting. Here, we discuss recent research that has aimed to take a different approach, moving away from experimental control through isolation and stimulus manipulation, and towards approaches that embrace the measurement and targeted interrogation of naturalistic, user-defined and complex, multivariate datasets. We review three worked examples (of stress processing, early activity level in ADHD and social brain development in autism) to illustrate how these new approaches might lead to new conceptual and translatable insights into neurodevelopment. En ligne : https://doi.org/10.1111/jcpp.13750 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

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