Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective / Madison DRYE ; Chitra BANARJEE ; Lynn Perry ; Alyssa Viggiano ; Dwight Irvin ; Daniel MESSINGER in Autism Research, 18-1 (January 2025)  

Public ISBD [article]  inAutism Research > 18-1 (January 2025) . - p.179-194 Titre : Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective : Autism Research Type de document : Texte imprimé et/ou numérique Auteurs : Madison DRYE, Auteur ; Chitra BANARJEE, Auteur ; Lynn Perry, Auteur ; Alyssa Viggiano, Auteur ; Dwight Irvin, Auteur ; Daniel MESSINGER, Auteur Article en page(s) : p.179-194 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  developmental disabilities  inclusion classrooms  objective measurement  social interaction Index. décimale : PER Périodiques Résumé : Abstract In inclusive preschools, children with autism spectrum disorder (ASD) and other developmental disabilities (DD) are less socially engaged with peers than are typically developing (TD) children. However, there is limited objective information describing how children with ASD engage with teachers, or how teacher engagement compares to engagement with peers. We tracked over 750?hours' worth of children's (N?=?77; NASD?=?24, NDD?=?23, NTD?=?30; Mage?=?43.98?months) and teachers' (N?=?12) locations and orientations across eight inclusion preschool classrooms to quantify child-teacher and child-peer social preference. Social approach velocity and time in social contact were computed for each child and compared across social partners to index children's preference for teachers over peers. Children with ASD approached teachers?-but not peers?more quickly than children with TD, and children with ASD were approached more quickly by teachers and more slowly by peers than children with TD. Children with ASD spent less time in social contact with peers and did not differ from children with TD in their time in social contact with teachers. Overall, children with ASD showed a greater preference for approaching, being approached by, and being in social contact with teachers (relative to peers) than children with TD. No significant differences emerged between children with DD and children with TD. In conclusion, children with ASD exhibited a stronger preference for engaging with teachers over peers, re-emphasizing the need for classroom-based interventions that support the peer interactions of children with ASD. En ligne : https://doi.org/10.1002/aur.3276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective : Autism Research [Texte imprimé et/ou numérique] / Madison DRYE, Auteur ; Chitra BANARJEE, Auteur ; Lynn Perry, Auteur ; Alyssa Viggiano, Auteur ; Dwight Irvin, Auteur ; Daniel MESSINGER, Auteur . - p.179-194. Langues : Anglais (eng) in Autism Research > 18-1 (January 2025) . - p.179-194 Mots-clés : autism spectrum disorder  developmental disabilities  inclusion classrooms  objective measurement  social interaction Index. décimale : PER Périodiques Résumé : Abstract In inclusive preschools, children with autism spectrum disorder (ASD) and other developmental disabilities (DD) are less socially engaged with peers than are typically developing (TD) children. However, there is limited objective information describing how children with ASD engage with teachers, or how teacher engagement compares to engagement with peers. We tracked over 750?hours' worth of children's (N?=?77; NASD?=?24, NDD?=?23, NTD?=?30; Mage?=?43.98?months) and teachers' (N?=?12) locations and orientations across eight inclusion preschool classrooms to quantify child-teacher and child-peer social preference. Social approach velocity and time in social contact were computed for each child and compared across social partners to index children's preference for teachers over peers. Children with ASD approached teachers?-but not peers?more quickly than children with TD, and children with ASD were approached more quickly by teachers and more slowly by peers than children with TD. Children with ASD spent less time in social contact with peers and did not differ from children with TD in their time in social contact with teachers. Overall, children with ASD showed a greater preference for approaching, being approached by, and being in social contact with teachers (relative to peers) than children with TD. No significant differences emerged between children with DD and children with TD. In conclusion, children with ASD exhibited a stronger preference for engaging with teachers over peers, re-emphasizing the need for classroom-based interventions that support the peer interactions of children with ASD. En ligne : https://doi.org/10.1002/aur.3276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Face-to-face live eye-tracking in toddlers with autism: Feasibility and impact of familiarity and face covering / Maureen BUTLER ; Chitra BANARJEE ; Alexandra BOXBERGER ; Katherine ALL ; Suzanne MACARI ; Katarzyna CHAWARSKA in Autism Research, 17-7 (July 2024)  

Public ISBD [article]  inAutism Research > 17-7 (July 2024) . - p.1381-1390 Titre : Face-to-face live eye-tracking in toddlers with autism: Feasibility and impact of familiarity and face covering Type de document : Texte imprimé et/ou numérique Auteurs : Maureen BUTLER, Auteur ; Chitra BANARJEE, Auteur ; Alexandra BOXBERGER, Auteur ; Katherine ALL, Auteur ; Suzanne MACARI, Auteur ; Katarzyna CHAWARSKA, Auteur Article en page(s) : p.1381-1390 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Studies utilizing eye-tracking methods have potential to promptly capture real-world dynamics of one of the core areas of vulnerability in autism spectrum disorders (ASD), selective social attention. So far, no studies have successfully reported utilizing the method to examine social attention in toddlers with neurodevelopmental vulnerabilities in real world and challenging settings such as an interactive face-to-face. This study examined the feasibility and validity of live eye-tracking method in response to live interaction occurring in several contexts in toddlers with and without ASD. Forty-seven toddlers with ASD, with atypical development (ATYP), or typically developing (TD), underwent a 30-s live eye-tracking procedure during a face-to-face interaction with a masked stranger using child-directed-speech (16 ASD, 14 ATYP, 17 TD; Mage = 23.44?months, SD = 6.02). Out of this group of toddlers, 29 (10 ASD, 8 ATYP, 11 TD, Mage = 21.97?months, SD = 5.76) underwent the same procedure with one of their maskless parent. Task completion rate, calibration accuracy, and affective response (feasibility measures) as well as attention to the task and the social partner (validity measures) were examined. Task completion rate and calibration accuracy were excellent. Despite the challenging context of face-to-face interaction, the toddlers exhibited a neutral affect, and high attention to the task and the speaker. As anticipated, toddlers with ASD looked less at the social partner compared with control groups. However, attention was comparable between the Stranger and Parent conditions, indicating that the effect was consistent regardless of presence of face covering or the familiarity of the interactive partner. The study demonstrates the high feasibility and validity of a live eye-tracking task involving face-to-face interaction in neurodiverse toddlers with social vulnerabilities. The effect of diminished attention to social partners in toddlers with autism is robust and present when interacting with an unfamiliar person and parent. The results suggest that a brief live eye-tracking method constitutes a promising ecologically valid candidate biomarker and potential intervention outcome in autism. En ligne : https://dx.doi.org/https://doi.org/10.1002/aur.3060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Face-to-face live eye-tracking in toddlers with autism: Feasibility and impact of familiarity and face covering [Texte imprimé et/ou numérique] / Maureen BUTLER, Auteur ; Chitra BANARJEE, Auteur ; Alexandra BOXBERGER, Auteur ; Katherine ALL, Auteur ; Suzanne MACARI, Auteur ; Katarzyna CHAWARSKA, Auteur . - p.1381-1390. Langues : Anglais (eng) in Autism Research > 17-7 (July 2024) . - p.1381-1390 Index. décimale : PER Périodiques Résumé : Abstract Studies utilizing eye-tracking methods have potential to promptly capture real-world dynamics of one of the core areas of vulnerability in autism spectrum disorders (ASD), selective social attention. So far, no studies have successfully reported utilizing the method to examine social attention in toddlers with neurodevelopmental vulnerabilities in real world and challenging settings such as an interactive face-to-face. This study examined the feasibility and validity of live eye-tracking method in response to live interaction occurring in several contexts in toddlers with and without ASD. Forty-seven toddlers with ASD, with atypical development (ATYP), or typically developing (TD), underwent a 30-s live eye-tracking procedure during a face-to-face interaction with a masked stranger using child-directed-speech (16 ASD, 14 ATYP, 17 TD; Mage = 23.44?months, SD = 6.02). Out of this group of toddlers, 29 (10 ASD, 8 ATYP, 11 TD, Mage = 21.97?months, SD = 5.76) underwent the same procedure with one of their maskless parent. Task completion rate, calibration accuracy, and affective response (feasibility measures) as well as attention to the task and the social partner (validity measures) were examined. Task completion rate and calibration accuracy were excellent. Despite the challenging context of face-to-face interaction, the toddlers exhibited a neutral affect, and high attention to the task and the speaker. As anticipated, toddlers with ASD looked less at the social partner compared with control groups. However, attention was comparable between the Stranger and Parent conditions, indicating that the effect was consistent regardless of presence of face covering or the familiarity of the interactive partner. The study demonstrates the high feasibility and validity of a live eye-tracking task involving face-to-face interaction in neurodiverse toddlers with social vulnerabilities. The effect of diminished attention to social partners in toddlers with autism is robust and present when interacting with an unfamiliar person and parent. The results suggest that a brief live eye-tracking method constitutes a promising ecologically valid candidate biomarker and potential intervention outcome in autism. En ligne : https://dx.doi.org/https://doi.org/10.1002/aur.3060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

---

1 (1 - 2 / 2)