Correction to: Movement Coordination?s Link with Common Ground During DyadicPeer Discourse in Typically Developing and Autistic Speakers / Ronny GEVA ; Shahar BAR-YEHUDA ; Yael ESTRUGO ; Nirit BAUMINGER-ZVIELY in Journal of Autism and Developmental Disorders, 55-5 (May 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-5 (May 2025) . - p.1943-1943 Titre : Correction to: Movement Coordination?s Link with Common Ground During DyadicPeer Discourse in Typically Developing and Autistic Speakers Type de document : Texte imprimé et/ou numérique Auteurs : Ronny GEVA, Auteur ; Shahar BAR-YEHUDA, Auteur ; Yael ESTRUGO, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : p.1943-1943 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-025-06793-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] Correction to: Movement Coordination?s Link with Common Ground During DyadicPeer Discourse in Typically Developing and Autistic Speakers [Texte imprimé et/ou numérique] / Ronny GEVA, Auteur ; Shahar BAR-YEHUDA, Auteur ; Yael ESTRUGO, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - p.1943-1943. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-5 (May 2025) . - p.1943-1943 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-025-06793-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

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

Paths to Common Ground in ASD / Nirit Bauminger ZVIELY ; Yael ESTRUGO ; Maya SABAG ; Ronny GEVA in Autism Research, 18-4 (April 2025)  

Public ISBD [article]  inAutism Research > 18-4 (April 2025) . - p.845-856 Titre : Paths to Common Ground in ASD Type de document : Texte imprimé et/ou numérique Auteurs : Nirit Bauminger ZVIELY, Auteur ; Yael ESTRUGO, Auteur ; Maya SABAG, Auteur ; Ronny GEVA, Auteur Article en page(s) : p.845-856 Langues : Anglais (eng) Mots-clés : autism  common ground  social interaction Index. décimale : PER Périodiques Résumé : ABSTRACT Common ground (CG), the shared contextual knowledge serving everyday situations like conversations, is crucial for effective communication. This study delved into CG generation between peers with autism spectrum disorder (ASD, N?=?84) compared to Controls (N?=?56) children and adolescents (ages 6?16?years) paired into peer dyads. We aimed to deepen the understanding of the mechanism involved in CG efficacy among peers by exploring the roles of Theory of Mind (ToM) and Vocabulary in CG formation during play. Participants engaged in a structured task probing CG production in an ambiguous setting. Findings show that ASD and Control dyads generate CG spontaneously, yet the Control group demonstrated greater efficiency by achieving common conceptualization faster and with fewer words. Age and CG measures were correlated, outlining CG development, and Path analysis models suggested independent contributions from Vocabulary and ToM to CG efficiency. Limitations include the task's structured nature, precluding a comprehensive assessment of language and visual perception abilities. Taken together, the findings highlight the potential for interventions targeting CG acquisition in ASD, which is crucial for daily life participation. Interventions could harness cognitive processes like vocabulary and ToM to enhance dialogue efficacy among children with ASD. En ligne : https://doi.org/10.1002/aur.70006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] Paths to Common Ground in ASD [Texte imprimé et/ou numérique] / Nirit Bauminger ZVIELY, Auteur ; Yael ESTRUGO, Auteur ; Maya SABAG, Auteur ; Ronny GEVA, Auteur . - p.845-856. Langues : Anglais (eng) in Autism Research > 18-4 (April 2025) . - p.845-856 Mots-clés : autism  common ground  social interaction Index. décimale : PER Périodiques Résumé : ABSTRACT Common ground (CG), the shared contextual knowledge serving everyday situations like conversations, is crucial for effective communication. This study delved into CG generation between peers with autism spectrum disorder (ASD, N?=?84) compared to Controls (N?=?56) children and adolescents (ages 6?16?years) paired into peer dyads. We aimed to deepen the understanding of the mechanism involved in CG efficacy among peers by exploring the roles of Theory of Mind (ToM) and Vocabulary in CG formation during play. Participants engaged in a structured task probing CG production in an ambiguous setting. Findings show that ASD and Control dyads generate CG spontaneously, yet the Control group demonstrated greater efficiency by achieving common conceptualization faster and with fewer words. Age and CG measures were correlated, outlining CG development, and Path analysis models suggested independent contributions from Vocabulary and ToM to CG efficiency. Limitations include the task's structured nature, precluding a comprehensive assessment of language and visual perception abilities. Taken together, the findings highlight the potential for interventions targeting CG acquisition in ASD, which is crucial for daily life participation. Interventions could harness cognitive processes like vocabulary and ToM to enhance dialogue efficacy among children with ASD. En ligne : https://doi.org/10.1002/aur.70006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

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