Motor and socio-cognitive mechanisms explaining peers" synchronization of joint action across development in autistic and non-autistic children / Yael ESTRUGO ; Shahar BAR YEHUDA ; Nirit BAUMINGER-ZVIELY in Autism, 29-7 (July 2025)  

Public ISBD [article]  inAutism > 29-7 (July 2025) . - p.1819-1834 Titre : Motor and socio-cognitive mechanisms explaining peers" synchronization of joint action across development in autistic and non-autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Yael ESTRUGO, Auteur ; Shahar BAR YEHUDA, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : p.1819-1834 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  developmental patterns  joint action  motor abilities  motor coordination  theory of mind Index. décimale : PER Périodiques Résumé : When partners coordinate their movement in time and space to reach a goal, they perform joint action, an important part of every interaction. Joint action involves motor abilities and socio-cognitive skills like theory of mind. Autistic children?s lower joint motor coordination (joint action) abilities as well as their motor functioning and theory of mind difficulties may interfere with efficient peer interaction. However, the shared contribution of motor and theory of mind to partners" joint action was not yet explored. This study investigated those contributors (motor and theory of mind) along with group and age differences in 84 autistic children ages 6-16?years and 64 non-autistic children matched by age, sex, and IQ across three age-groups: early-childhood, preadolescence, and adolescence. Basic and advanced theory of mind skills and most motor tasks were higher among adolescents versus early-childhood. However, the autistic group consistently underperformed the non-autistic group in basic and advanced theory of mind levels and in all gross- and fine-motor tasks across all age-groups, revealing unique motor development characteristics in autism. A significant joint full mediation effect emerged for motor and theory of mind skills on joint action performance in both study groups. Understanding that motor and theory of mind skills together underlie joint action opens up a new channel of intervention to facilitate peer interaction.Lay abstract When two or more people move together in a coordinated way at the same time and in the same place, they perform "joint action," which is an important part of everyday social interaction. Joint action involves the activation of both motor skills and the social-cognitive understanding of others" thoughts, feelings, and desires-their ability to hold "Theory of Mind." Motor functioning and Theory of Mind may be challenging for autistic individuals. We wanted to investigate how motor skills and the ability to understand others" minds develop in autistic and non-autistic children and adolescents and to explore how these skills contribute to joint action performance. We compared 84 autistic children with 64 non-autistic children matched by age, sex, and IQ. Among these 6- to 16-year-olds, we examined three age-groups: early-childhood, preadolescence, and adolescence. We found that older participants, both in the autistic and non-autistic groups, showed better abilities than younger participants in basic and advanced Theory of Mind skills and in most motor tasks. However, non-autistic children outperformed autistic children in Theory of Mind (at basic and advanced levels) and also in all gross-motor and fine-motor tasks, across all age-groups. The autistic group?s motor patterns were characterized by greater variability in tasks" rated difficulty levels compared to their non-autistic peers, who showed more intact, uniform patterns. Both motor and Theory of Mind skills were found to significantly impact joint action performance in both study groups. These findings are important for understanding joint action?s underlying mechanisms and for refining social intervention programs for autistic individuals. En ligne : https://dx.doi.org/10.1177/13623613251328437 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Motor and socio-cognitive mechanisms explaining peers" synchronization of joint action across development in autistic and non-autistic children [Texte imprimé et/ou numérique] / Yael ESTRUGO, Auteur ; Shahar BAR YEHUDA, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - p.1819-1834. Langues : Anglais (eng) in Autism > 29-7 (July 2025) . - p.1819-1834 Mots-clés : autism spectrum disorder  developmental patterns  joint action  motor abilities  motor coordination  theory of mind Index. décimale : PER Périodiques Résumé : When partners coordinate their movement in time and space to reach a goal, they perform joint action, an important part of every interaction. Joint action involves motor abilities and socio-cognitive skills like theory of mind. Autistic children?s lower joint motor coordination (joint action) abilities as well as their motor functioning and theory of mind difficulties may interfere with efficient peer interaction. However, the shared contribution of motor and theory of mind to partners" joint action was not yet explored. This study investigated those contributors (motor and theory of mind) along with group and age differences in 84 autistic children ages 6-16?years and 64 non-autistic children matched by age, sex, and IQ across three age-groups: early-childhood, preadolescence, and adolescence. Basic and advanced theory of mind skills and most motor tasks were higher among adolescents versus early-childhood. However, the autistic group consistently underperformed the non-autistic group in basic and advanced theory of mind levels and in all gross- and fine-motor tasks across all age-groups, revealing unique motor development characteristics in autism. A significant joint full mediation effect emerged for motor and theory of mind skills on joint action performance in both study groups. Understanding that motor and theory of mind skills together underlie joint action opens up a new channel of intervention to facilitate peer interaction.Lay abstract When two or more people move together in a coordinated way at the same time and in the same place, they perform "joint action," which is an important part of everyday social interaction. Joint action involves the activation of both motor skills and the social-cognitive understanding of others" thoughts, feelings, and desires-their ability to hold "Theory of Mind." Motor functioning and Theory of Mind may be challenging for autistic individuals. We wanted to investigate how motor skills and the ability to understand others" minds develop in autistic and non-autistic children and adolescents and to explore how these skills contribute to joint action performance. We compared 84 autistic children with 64 non-autistic children matched by age, sex, and IQ. Among these 6- to 16-year-olds, we examined three age-groups: early-childhood, preadolescence, and adolescence. We found that older participants, both in the autistic and non-autistic groups, showed better abilities than younger participants in basic and advanced Theory of Mind skills and in most motor tasks. However, non-autistic children outperformed autistic children in Theory of Mind (at basic and advanced levels) and also in all gross-motor and fine-motor tasks, across all age-groups. The autistic group?s motor patterns were characterized by greater variability in tasks" rated difficulty levels compared to their non-autistic peers, who showed more intact, uniform patterns. Both motor and Theory of Mind skills were found to significantly impact joint action performance in both study groups. These findings are important for understanding joint action?s underlying mechanisms and for refining social intervention programs for autistic individuals. En ligne : https://dx.doi.org/10.1177/13623613251328437 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

Motor, cognitive, and socio-cognitive mechanisms explaining social skills in autism and typical development / Yael ESTRUGO in Autism Research, 17-11 (November 2024)  

Public ISBD [article]  inAutism Research > 17-11 (November 2024) . - p.2319-2332 Titre : Motor, cognitive, and socio-cognitive mechanisms explaining social skills in autism and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Yael ESTRUGO, Auteur ; Shahar BAR YEHUDA, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : p.2319-2332 Langues : Anglais (eng) Mots-clés : autism  executive functioning  motor skills  social skills  theory of mind Index. décimale : PER Périodiques Résumé : Abstract Challenges in social functioning are considered a core criterion for diagnosing autism. Although motor skills, executive functioning (EF), and theory of mind (ToM) abilities independently affect social challenges and are interconnected, these abilities' shared contribution to the explanation of social functioning in autism remains under-investigated. To address this disparity, we examined the motor, EF, and ToM abilities of 148 autistic and non-autistic youth (ages 6?16?years), evaluating these variables' impact on social ability and their interconnections. Our mediation model exploring the contribution of motor, EF, and ToM skills explained 85% of the variance in social functioning (Social Responsiveness Scale?SRS-2). Analysis yielded a direct path from study group to SRS-2-social (typically developing-TD?>?autistic) and two main parallel indirect joint paths: (a) Group???motor???EF???SRS-2-social; and (b) Group???motor???ToM???SRS-2-social. In two secondary indirect paths, autistic children showed lower motor skills, which in turn explained their higher EF and/or ToM impairment, which in turn explained their higher social skills impairment. Put differently, our results suggest that better EF and TOM proficiency may compensate for poorer motor skills. Findings also indicated that the collective impact of motor, EF, and ToM skills on social functioning, along with the mediating role played by EF and ToM on the social-motor linkage, may contribute to understanding individual differences in the social functioning of autistic children. These conclusions call for the inclusion of motor, EF, and ToM activities into daily practices to facilitate social functioning. En ligne : https://doi.org/10.1002/aur.3215 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 [article] Motor, cognitive, and socio-cognitive mechanisms explaining social skills in autism and typical development [Texte imprimé et/ou numérique] / Yael ESTRUGO, Auteur ; Shahar BAR YEHUDA, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - p.2319-2332. Langues : Anglais (eng) in Autism Research > 17-11 (November 2024) . - p.2319-2332 Mots-clés : autism  executive functioning  motor skills  social skills  theory of mind Index. décimale : PER Périodiques Résumé : Abstract Challenges in social functioning are considered a core criterion for diagnosing autism. Although motor skills, executive functioning (EF), and theory of mind (ToM) abilities independently affect social challenges and are interconnected, these abilities' shared contribution to the explanation of social functioning in autism remains under-investigated. To address this disparity, we examined the motor, EF, and ToM abilities of 148 autistic and non-autistic youth (ages 6?16?years), evaluating these variables' impact on social ability and their interconnections. Our mediation model exploring the contribution of motor, EF, and ToM skills explained 85% of the variance in social functioning (Social Responsiveness Scale?SRS-2). Analysis yielded a direct path from study group to SRS-2-social (typically developing-TD?>?autistic) and two main parallel indirect joint paths: (a) Group???motor???EF???SRS-2-social; and (b) Group???motor???ToM???SRS-2-social. In two secondary indirect paths, autistic children showed lower motor skills, which in turn explained their higher EF and/or ToM impairment, which in turn explained their higher social skills impairment. Put differently, our results suggest that better EF and TOM proficiency may compensate for poorer motor skills. Findings also indicated that the collective impact of motor, EF, and ToM skills on social functioning, along with the mediating role played by EF and ToM on the social-motor linkage, may contribute to understanding individual differences in the social functioning of autistic children. These conclusions call for the inclusion of motor, EF, and ToM activities into daily practices to facilitate social functioning. En ligne : https://doi.org/10.1002/aur.3215 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542

Social-Motor Coordination Between Peers: Joint Action Developmental Trajectories in ASD and TD / Shahar BAR YEHUDA in Journal of Autism and Developmental Disorders, 54-3 (March 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-3 (March 2024) . - p.811-828 Titre : Social-Motor Coordination Between Peers: Joint Action Developmental Trajectories in ASD and TD Type de document : Texte imprimé et/ou numérique Auteurs : Shahar BAR YEHUDA, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : p.811-828 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Coordinating a physical movement in time and space with social and nonsocial partners to achieve a shared goal - "joint action" (JA) - characterizes many peer-engagement situations that pose challenges for individuals with autism spectrum disorder (ASD). This cross-sectional study examined development of JA capabilities comparing ASD versus typically developing (TD) groups in early childhood, preadolescence, and adolescence while performing mirroring and complementing JA tasks with social (peer) and nonsocial (computer) partners. Results indicated better motor coordination abilities on computerized tasks than in peer dyads, with larger peer-dyad deficits shown by the ASD group. Developmental growth in JA abilities emerged, but the ASD group lagged behind same-age peers with TD. Socio-motor interventions may offer new channels to facilitate peer engagement in ASD. En ligne : https://doi.org/10.1007/s10803-022-05851-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Social-Motor Coordination Between Peers: Joint Action Developmental Trajectories in ASD and TD [Texte imprimé et/ou numérique] / Shahar BAR YEHUDA, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - p.811-828. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-3 (March 2024) . - p.811-828 Index. décimale : PER Périodiques Résumé : Coordinating a physical movement in time and space with social and nonsocial partners to achieve a shared goal - "joint action" (JA) - characterizes many peer-engagement situations that pose challenges for individuals with autism spectrum disorder (ASD). This cross-sectional study examined development of JA capabilities comparing ASD versus typically developing (TD) groups in early childhood, preadolescence, and adolescence while performing mirroring and complementing JA tasks with social (peer) and nonsocial (computer) partners. Results indicated better motor coordination abilities on computerized tasks than in peer dyads, with larger peer-dyad deficits shown by the ASD group. Developmental growth in JA abilities emerged, but the ASD group lagged behind same-age peers with TD. Socio-motor interventions may offer new channels to facilitate peer engagement in ASD. En ligne : https://doi.org/10.1007/s10803-022-05851-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

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