Dynamic eye-tracking evaluation of responding joint attention abilities and face scanning patterns in children with attention deficit hyperactivity disorder / Rahime Duygu TEMELTÃœRK in Development and Psychopathology, 36-3 (August 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-3 (August 2024) . - p.1190-1201 Titre : Dynamic eye-tracking evaluation of responding joint attention abilities and face scanning patterns in children with attention deficit hyperactivity disorder Type de document : texte imprimé Auteurs : Rahime Duygu TEMELTÃœRK, Auteur ; Özgür AYDIN, Auteur ; Belgin ÃœSTÃœN GÃœLLÃœ, Auteur ; Birim Günay KILIÇ, Auteur Article en page(s) : p.1190-1201 Langues : Anglais (eng) Mots-clés : attention deficit hyperactivity disorder  autistic traits  eye-tracking  face scanning  joint attention Index. décimale : PER Périodiques Résumé : There has been growing evidence that autistic traits are more represented in children with attention-deficit hyperactivity disorder (ADHD). The purpose of this study was to investigate autistic traits associated with responding joint attention (RJA) abilities and face scanning patterns using eye-tracking in children with ADHD, and to compare with typically developing peers (TDs). All child participants viewed a series of videos related to male and female children under congruent and incongruent conditions during eye-tracking evaluation. The object and face regions of the models within the videos were determined as areas of interest (AOIs). Children with ADHD had significantly elevated ratings of autistic traits than TDs. Time course analysis of the proportion of fixations (PoF) on object region determined that children with ADHD tended to show more interest in the objects and had higher PoF on face interest area, including eyes and mouth compared to TD children in the videos when the male/female model shifts his/her gaze to the corner. Higher SRS scores were associated with higher PoF on the Face AOI in both groups. Given these findings, social skill interventions directly targeting the core deficits of RJA and problems in facial scanning appears to be beneficial in children with ADHD. En ligne : https://dx.doi.org/10.1017/S095457942300041X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 [article] Dynamic eye-tracking evaluation of responding joint attention abilities and face scanning patterns in children with attention deficit hyperactivity disorder [texte imprimé] / Rahime Duygu TEMELTÃœRK, Auteur ; Özgür AYDIN, Auteur ; Belgin ÃœSTÃœN GÃœLLÃœ, Auteur ; Birim Günay KILIÇ, Auteur . - p.1190-1201. Langues : Anglais (eng) in Development and Psychopathology > 36-3 (August 2024) . - p.1190-1201 Mots-clés : attention deficit hyperactivity disorder  autistic traits  eye-tracking  face scanning  joint attention Index. décimale : PER Périodiques Résumé : There has been growing evidence that autistic traits are more represented in children with attention-deficit hyperactivity disorder (ADHD). The purpose of this study was to investigate autistic traits associated with responding joint attention (RJA) abilities and face scanning patterns using eye-tracking in children with ADHD, and to compare with typically developing peers (TDs). All child participants viewed a series of videos related to male and female children under congruent and incongruent conditions during eye-tracking evaluation. The object and face regions of the models within the videos were determined as areas of interest (AOIs). Children with ADHD had significantly elevated ratings of autistic traits than TDs. Time course analysis of the proportion of fixations (PoF) on object region determined that children with ADHD tended to show more interest in the objects and had higher PoF on face interest area, including eyes and mouth compared to TD children in the videos when the male/female model shifts his/her gaze to the corner. Higher SRS scores were associated with higher PoF on the Face AOI in both groups. Given these findings, social skill interventions directly targeting the core deficits of RJA and problems in facial scanning appears to be beneficial in children with ADHD. En ligne : https://dx.doi.org/10.1017/S095457942300041X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538

Iron deficiency in preschool children with autistic spectrum disorders / Ayhan BILGIC in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.639-644 Titre : Iron deficiency in preschool children with autistic spectrum disorders Type de document : texte imprimé Auteurs : Ayhan BILGIC, Auteur ; Kagan GURKAN, Auteur ; Serhat TURKOGLU, Auteur ; Ömer Faruk AKCA, Auteur ; Birim Günay KILIÇ, Auteur ; Runa USLU, Auteur Année de publication : 2010 Article en page(s) : p.639-644 Langues : Anglais (eng) Mots-clés : Iron-deficiency Ferritin Autistic-spectrum-disorders Preschool-children Behavioral-problems Index. décimale : PER Périodiques Résumé : Iron deficiency (ID) cause negative outcomes on psychomotor and behavioral development of infants and young children. Children with autistic spectrum disorders (ASD) are under risk for ID and this condition may increase the severity of psychomotor and behavioral problems, some of which already inherently exist in these children. In the present study, the frequency of ID and the association between ID and autistic symptoms, developmental level, and behavioral problems in preschool children attending a clinic for ASD (N = 31) were evaluated. No association was observed between ID and the severity of autistic symptoms, developmental level and behavioral problems. ID was detected in 32.3% (N = 10) of the children based on serum ferritin level. In this study, the negative impact of low serum ferritin in ASD has not been confirmed. On the other hand, the rate of ID was considerably high in this sample of children with ASD compared to normative data of preschool children. Further studies with larger samples are needed to clarify the relationship between ID and clinical variables associated with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Iron deficiency in preschool children with autistic spectrum disorders [texte imprimé] / Ayhan BILGIC, Auteur ; Kagan GURKAN, Auteur ; Serhat TURKOGLU, Auteur ; Ömer Faruk AKCA, Auteur ; Birim Günay KILIÇ, Auteur ; Runa USLU, Auteur . - 2010 . - p.639-644. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.639-644 Mots-clés : Iron-deficiency Ferritin Autistic-spectrum-disorders Preschool-children Behavioral-problems Index. décimale : PER Périodiques Résumé : Iron deficiency (ID) cause negative outcomes on psychomotor and behavioral development of infants and young children. Children with autistic spectrum disorders (ASD) are under risk for ID and this condition may increase the severity of psychomotor and behavioral problems, some of which already inherently exist in these children. In the present study, the frequency of ID and the association between ID and autistic symptoms, developmental level, and behavioral problems in preschool children attending a clinic for ASD (N = 31) were evaluated. No association was observed between ID and the severity of autistic symptoms, developmental level and behavioral problems. ID was detected in 32.3% (N = 10) of the children based on serum ferritin level. In this study, the negative impact of low serum ferritin in ASD has not been confirmed. On the other hand, the rate of ID was considerably high in this sample of children with ASD compared to normative data of preschool children. Further studies with larger samples are needed to clarify the relationship between ID and clinical variables associated with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Peer bullying among children with autism spectrum disorder in formal education settings: Data from Turkey / Mehtap EROGLU in Research in Autism Spectrum Disorders, 75 (July 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 75 (July 2020) . - p.101572 Titre : Peer bullying among children with autism spectrum disorder in formal education settings: Data from Turkey Type de document : texte imprimé Auteurs : Mehtap EROGLU, Auteur ; Birim Günay KILIÇ, Auteur Article en page(s) : p.101572 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Bullying  Victimisation  Intellectual disability Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) may be vulnerable to social isolation and bullying victimisation. We investigated frequency and types of bullying and its association with severity of ASD. Method We compared bullying victimisation and perpetration levels between children with ASD (n = 45), those with mild intellectual disability (ID) (n = 40) and typically-developing (TD) children (n = 46). Children receiving formal education as inclusive students in primary or secondary schools in Ankara were included in the ASD and ID groups. Results Both the ASD and ID groups experienced more victimisation through verbal and emotional bullying than the TD group. There was no significant difference in the frequency of bullying perpetration between the groups. All groups were victimised mostly by their own male classmates and in the absence of their teacher from the classroom. There was a positive correlation between bullying victimisation and severity of ASD. Conclusions Teachers, parents, and physicians should take responsibility to protect children with special needs against peer bullying, as their risk for peer bullying is higher than for TD children. En ligne : https://doi.org/10.1016/j.rasd.2020.101572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Peer bullying among children with autism spectrum disorder in formal education settings: Data from Turkey [texte imprimé] / Mehtap EROGLU, Auteur ; Birim Günay KILIÇ, Auteur . - p.101572. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101572 Mots-clés : Autism spectrum disorders  Bullying  Victimisation  Intellectual disability Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) may be vulnerable to social isolation and bullying victimisation. We investigated frequency and types of bullying and its association with severity of ASD. Method We compared bullying victimisation and perpetration levels between children with ASD (n = 45), those with mild intellectual disability (ID) (n = 40) and typically-developing (TD) children (n = 46). Children receiving formal education as inclusive students in primary or secondary schools in Ankara were included in the ASD and ID groups. Results Both the ASD and ID groups experienced more victimisation through verbal and emotional bullying than the TD group. There was no significant difference in the frequency of bullying perpetration between the groups. All groups were victimised mostly by their own male classmates and in the absence of their teacher from the classroom. There was a positive correlation between bullying victimisation and severity of ASD. Conclusions Teachers, parents, and physicians should take responsibility to protect children with special needs against peer bullying, as their risk for peer bullying is higher than for TD children. En ligne : https://doi.org/10.1016/j.rasd.2020.101572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

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