Linking emotion recognition of speech to executive function and advanced Theory of Mind in school-aged autistic children / Jia-Min BAI in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202714 Titre : Linking emotion recognition of speech to executive function and advanced Theory of Mind in school-aged autistic children Type de document : texte imprimé Auteurs : Jia-Min BAI, Auteur ; Feng-Ming TSAO, Auteur Article en page(s) : p.202714 Langues : Anglais (eng) Mots-clés : Emotional prosody  Executive function  Theory of Mind  School-aged children  Autism Index. décimale : PER Périodiques Résumé : Emotional prosody conveys a speaker’s implicit intentions during daily communication. Impaired recognition of emotional prosody has been linked to poor social skills in school-aged autistic children. While executive function (EF) and the advanced Theory of Mind (ToM) are associated with social communication in autistic children, the role of emotional prosody recognition in these relationships remains unclear. Moreover, it is uncertain whether communication difficulties among autistic children stem from less efficient use of the same cognitive mechanisms, i.e., EF, and advanced ToM, as typically developing (TD) children or from fundamentally different perceptual processes in prosody recognition. This study comprehensively examined the emotional prosody recognition performance and its relationship with EF and advanced ToM in school-aged autistic children (n = 41) and TD (n = 42). Emotional prosody recognition, EF (including inhibition and cognitive flexibility), and advanced ToM were assessed using behavioral tasks. The results showed that autistic children performed significantly worse than their TD peers in recognizing emotions from monosyllabic words. Hierarchical linear regression analysis revealed that EF, but not advanced ToM, contributed to emotional prosody recognition in the autistic group. By contrast, neither EF nor advanced ToM predicted prosody recognition in the TD group. These findings suggest that the mechanisms underlying emotional prosody recognition differ between autistic children and TD children in middle childhood. These findings highlight the potential value of incorporating emotional prosody and EF training into intervention programs to improve communication among autistic children. En ligne : https://doi.org/10.1016/j.reia.2025.202714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Linking emotion recognition of speech to executive function and advanced Theory of Mind in school-aged autistic children [texte imprimé] / Jia-Min BAI, Auteur ; Feng-Ming TSAO, Auteur . - p.202714. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202714 Mots-clés : Emotional prosody  Executive function  Theory of Mind  School-aged children  Autism Index. décimale : PER Périodiques Résumé : Emotional prosody conveys a speaker’s implicit intentions during daily communication. Impaired recognition of emotional prosody has been linked to poor social skills in school-aged autistic children. While executive function (EF) and the advanced Theory of Mind (ToM) are associated with social communication in autistic children, the role of emotional prosody recognition in these relationships remains unclear. Moreover, it is uncertain whether communication difficulties among autistic children stem from less efficient use of the same cognitive mechanisms, i.e., EF, and advanced ToM, as typically developing (TD) children or from fundamentally different perceptual processes in prosody recognition. This study comprehensively examined the emotional prosody recognition performance and its relationship with EF and advanced ToM in school-aged autistic children (n = 41) and TD (n = 42). Emotional prosody recognition, EF (including inhibition and cognitive flexibility), and advanced ToM were assessed using behavioral tasks. The results showed that autistic children performed significantly worse than their TD peers in recognizing emotions from monosyllabic words. Hierarchical linear regression analysis revealed that EF, but not advanced ToM, contributed to emotional prosody recognition in the autistic group. By contrast, neither EF nor advanced ToM predicted prosody recognition in the TD group. These findings suggest that the mechanisms underlying emotional prosody recognition differ between autistic children and TD children in middle childhood. These findings highlight the potential value of incorporating emotional prosody and EF training into intervention programs to improve communication among autistic children. En ligne : https://doi.org/10.1016/j.reia.2025.202714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Temporal stability of parent-reported behavior problems in late talkers over 2 years: a prospective case-control study from toddlerhood to preschool age / Hsin-Hui LU in Journal of Neurodevelopmental Disorders, 14 (2022)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 14 (2022) Titre : Temporal stability of parent-reported behavior problems in late talkers over 2 years: a prospective case-control study from toddlerhood to preschool age Type de document : texte imprimé Auteurs : Hsin-Hui LU, Auteur ; Jeng-Dau TSAI, Auteur ; Feng-Ming TSAO, Auteur Langues : Anglais (eng) Mots-clés : Case-Control Studies  Child, Preschool  Humans  Infant  Language Development  Language Development Disorders/etiology  Parents  Vocabulary  Behavior problems  Early identification  Late talkers  Temporal stability Index. décimale : PER Périodiques Résumé : BACKGROUND: Late talking (LT) in toddlers is a risk factor for language weakness that may interfere with the development of using language to regulate behavior and emotion and contribute to the development of behavior problems from early childhood. This study examined the temporal stability of parent-reported behavior problems among Mandarin-speaking LT toddlers from ages 2 to 4 in Taiwan. METHODS: Thirty-one LT and 31 typical language development (TLD) toddlers were assessed for their vocabulary production at age 2 with the Words and Sentences Forms of the MacArthur-Bates Communicative Developmental Inventories Toddler Form (Taiwan version). Additionally, participants' receptive and expressive language abilities were assessed using the receptive and expressive language subscales of the Bayley Scales of Infant and Toddler Development, Third Edition. At age 4, the Child Language Disorder Scale-Revised was applied and included the two core subtests for auditory comprehension and expressive communication. At ages 2 and 4 years, behavior problems were assessed with the Child Behavior Checklist. RESULTS: There was a higher percentage of participants with persistent behavior problems among LT toddlers than among TLD toddlers. Moreover, toddlers with larger vocabularies were less likely to develop withdrawal behaviors by preschool age. CONCLUSIONS: This study supported the temporal stability of parent-reported behavior problems among LT toddlers across early childhood. Early identification of and intervention for behavior problems associated with LT in toddlerhood is essential to alleviate their behavior problems later in preschool years. En ligne : https://dx.doi.org/10.1186/s11689-022-09445-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574 [article] Temporal stability of parent-reported behavior problems in late talkers over 2 years: a prospective case-control study from toddlerhood to preschool age [texte imprimé] / Hsin-Hui LU, Auteur ; Jeng-Dau TSAI, Auteur ; Feng-Ming TSAO, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 14 (2022) Mots-clés : Case-Control Studies  Child, Preschool  Humans  Infant  Language Development  Language Development Disorders/etiology  Parents  Vocabulary  Behavior problems  Early identification  Late talkers  Temporal stability Index. décimale : PER Périodiques Résumé : BACKGROUND: Late talking (LT) in toddlers is a risk factor for language weakness that may interfere with the development of using language to regulate behavior and emotion and contribute to the development of behavior problems from early childhood. This study examined the temporal stability of parent-reported behavior problems among Mandarin-speaking LT toddlers from ages 2 to 4 in Taiwan. METHODS: Thirty-one LT and 31 typical language development (TLD) toddlers were assessed for their vocabulary production at age 2 with the Words and Sentences Forms of the MacArthur-Bates Communicative Developmental Inventories Toddler Form (Taiwan version). Additionally, participants' receptive and expressive language abilities were assessed using the receptive and expressive language subscales of the Bayley Scales of Infant and Toddler Development, Third Edition. At age 4, the Child Language Disorder Scale-Revised was applied and included the two core subtests for auditory comprehension and expressive communication. At ages 2 and 4 years, behavior problems were assessed with the Child Behavior Checklist. RESULTS: There was a higher percentage of participants with persistent behavior problems among LT toddlers than among TLD toddlers. Moreover, toddlers with larger vocabularies were less likely to develop withdrawal behaviors by preschool age. CONCLUSIONS: This study supported the temporal stability of parent-reported behavior problems among LT toddlers across early childhood. Early identification of and intervention for behavior problems associated with LT in toddlerhood is essential to alleviate their behavior problems later in preschool years. En ligne : https://dx.doi.org/10.1186/s11689-022-09445-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574

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