Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Cheryl DISSANAYAKE |
Documents disponibles écrits par cet auteur (78)
Faire une suggestion Affiner la recherche
No Evidence of Emotional Dysregulation or Aversion to Mutual Gaze in Preschoolers with Autism Spectrum Disorder: An Eye-Tracking Pupillometry Study / Heather J. NUSKE in Journal of Autism and Developmental Disorders, 45-11 (November 2015)
[article]
Titre : No Evidence of Emotional Dysregulation or Aversion to Mutual Gaze in Preschoolers with Autism Spectrum Disorder: An Eye-Tracking Pupillometry Study Type de document : Texte imprimé et/ou numérique Auteurs : Heather J. NUSKE, Auteur ; Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.3433-3445 Langues : Anglais (eng) Mots-clés : Mutual gaze Autism Gaze aversion hypothesis Direct eye contact Eye-tracking pupillometry Emotional regulation Index. décimale : PER Périodiques Résumé : The ‘gaze aversion hypothesis’, suggests that people with Autism Spectrum Disorder (ASD) avoid mutual gaze because they experience it as hyper-arousing. To test this hypothesis we showed mutual and averted gaze stimuli to 23 mixed-ability preschoolers with ASD (M Mullen DQ = 68) and 21 typically-developing preschoolers, aged 2–5 years, using eye-tracking technology to measure visual attention and emotional arousal (i.e., pupil dilation). There were no group differences in attention to the eye region or pupil dilation. Both groups dilated their pupils more to mutual compared to averted gaze. More internalizing symptoms in the children with ASD related to less emotional arousal to mutual gaze. The pattern of results suggests that preschoolers with ASD are not dysregulated in their responses to mutual gaze. En ligne : http://dx.doi.org/10.1007/s10803-015-2479-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3433-3445[article] No Evidence of Emotional Dysregulation or Aversion to Mutual Gaze in Preschoolers with Autism Spectrum Disorder: An Eye-Tracking Pupillometry Study [Texte imprimé et/ou numérique] / Heather J. NUSKE, Auteur ; Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.3433-3445.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3433-3445
Mots-clés : Mutual gaze Autism Gaze aversion hypothesis Direct eye contact Eye-tracking pupillometry Emotional regulation Index. décimale : PER Périodiques Résumé : The ‘gaze aversion hypothesis’, suggests that people with Autism Spectrum Disorder (ASD) avoid mutual gaze because they experience it as hyper-arousing. To test this hypothesis we showed mutual and averted gaze stimuli to 23 mixed-ability preschoolers with ASD (M Mullen DQ = 68) and 21 typically-developing preschoolers, aged 2–5 years, using eye-tracking technology to measure visual attention and emotional arousal (i.e., pupil dilation). There were no group differences in attention to the eye region or pupil dilation. Both groups dilated their pupils more to mutual compared to averted gaze. More internalizing symptoms in the children with ASD related to less emotional arousal to mutual gaze. The pattern of results suggests that preschoolers with ASD are not dysregulated in their responses to mutual gaze. En ligne : http://dx.doi.org/10.1007/s10803-015-2479-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Object-Directed Imitation in Children With High-Functioning Autism: Testing the Social Motivation Hypothesis / Mark NIELSEN in Autism Research, 6-1 (February 2013)
[article]
Titre : Object-Directed Imitation in Children With High-Functioning Autism: Testing the Social Motivation Hypothesis Type de document : Texte imprimé et/ou numérique Auteurs : Mark NIELSEN, Auteur ; Virginia P. SLAUGHTER, Auteur ; Cheryl DISSANAYAKE, Auteur Année de publication : 2013 Article en page(s) : p.23-32 Langues : Anglais (eng) Mots-clés : social cognition overimitation synchronic imitation social learning autism Index. décimale : PER Périodiques Résumé : Children with autism show clear deficits in copying others' bodily oriented actions whereas their capacity for replicating others' object-directed actions appears relatively spared. One explanation is that unlike bodily oriented actions, object-directed actions have tangible, functional outcomes and hence rely far less on social motivations for their production. To investigate this, we compared the performance of a group of children with high-functioning autism (HFA) and a group of typically developing (TD) children on two distinct object-directed tasks that are considered highly social: overimitation and synchronic imitation. Our findings were surprising. The HFA children copied all of a modeling adult's actions, including those that had no function or purpose (i.e. they overimitated), and they entered into extended bouts repeating an arbitrary action along with the adult who had a similar object to play with (i.e. they engaged in synchronic imitation). Moreover, they did so at rates indistinguishable from the TD children. This work demonstrates that the capacity and propensity for overimitation and synchronic imitation are intact in children with HFA, and questions whether socially based imitation should be considered an autism-specific deficit. En ligne : http://dx.doi.org/10.1002/aur.1261 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192
in Autism Research > 6-1 (February 2013) . - p.23-32[article] Object-Directed Imitation in Children With High-Functioning Autism: Testing the Social Motivation Hypothesis [Texte imprimé et/ou numérique] / Mark NIELSEN, Auteur ; Virginia P. SLAUGHTER, Auteur ; Cheryl DISSANAYAKE, Auteur . - 2013 . - p.23-32.
Langues : Anglais (eng)
in Autism Research > 6-1 (February 2013) . - p.23-32
Mots-clés : social cognition overimitation synchronic imitation social learning autism Index. décimale : PER Périodiques Résumé : Children with autism show clear deficits in copying others' bodily oriented actions whereas their capacity for replicating others' object-directed actions appears relatively spared. One explanation is that unlike bodily oriented actions, object-directed actions have tangible, functional outcomes and hence rely far less on social motivations for their production. To investigate this, we compared the performance of a group of children with high-functioning autism (HFA) and a group of typically developing (TD) children on two distinct object-directed tasks that are considered highly social: overimitation and synchronic imitation. Our findings were surprising. The HFA children copied all of a modeling adult's actions, including those that had no function or purpose (i.e. they overimitated), and they entered into extended bouts repeating an arbitrary action along with the adult who had a similar object to play with (i.e. they engaged in synchronic imitation). Moreover, they did so at rates indistinguishable from the TD children. This work demonstrates that the capacity and propensity for overimitation and synchronic imitation are intact in children with HFA, and questions whether socially based imitation should be considered an autism-specific deficit. En ligne : http://dx.doi.org/10.1002/aur.1261 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 Others' emotions teach, but not in autism: an eye-tracking pupillometry study / H. J. NUSKE in Molecular Autism, 7 (2016)
[article]
Titre : Others' emotions teach, but not in autism: an eye-tracking pupillometry study Type de document : Texte imprimé et/ou numérique Auteurs : H. J. NUSKE, Auteur ; G. VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : 36p. Langues : Anglais (eng) Mots-clés : Attention Autistic Disorder/physiopathology Child, Preschool Emotions/physiology Facial Expression Female Humans Male Pupil/physiology Autism Autonomic nervous system Emotion Eye-tracking pupillometry Social learning Social-emotional calibration Index. décimale : PER Périodiques Résumé : BACKGROUND: Much research has investigated deficit in emotional reactivity to others in people with autism, but scant attention has been paid to how this deficit affects their own reactions to features of their environment (objects, events, practices, etc.). The present study presents a preliminary analysis on whether calibrating one's own emotional reactions to others' emotional reactions about features of the world, a process we term social-emotional calibration, is disrupted in autism. METHODS: To examine this process, we used a novel eye-tracking pupillometry paradigm in which we showed 20 preschoolers with autism and 20 matched typically developing preschoolers' videos of an actor opening a box and reacting to the occluded object inside, with fear or happiness. We expected preschoolers to come to perceive the box as containing a positive or threatening stimulus through emotionally calibrating to the actor's emotional expressions. Children's mean pupil diameter (indicating emotional reactivity) was measured whilst viewing an up-close, visually identical image of the box before and then after the scene, and this difference was taken as an index of social-emotional calibration and compared between groups. RESULTS: Whilst the typically developing preschoolers responded more emotionally to the box after, compared to before the scene (as indexed by an increase in pupil size), those with autism did not, suggesting their reaction to the object was not affected by the actor's emotional expressions. The groups did not differ in looking duration to the emotional expressions; thus, the pupil dilation findings cannot be explained by differences in visual attention. More social-emotional calibration on the happy condition was associated with less severe autism symptoms. CONCLUSIONS: Through the measurement of physiological reactivity, findings suggest social-emotional calibration is diminished in children with autism, with calibration to others' positive emotions as particularly important. This study highlights a possible mechanism by which individuals with autism develop idiosyncratic reactions to features of their environment, which is likely to impact their active and harmonious participation on social and cultural practices from infancy, throughout the lifespan. More research is needed to examine the mediators and developmental sequence of this tendency to emotionally calibrate to others' feelings about the world. En ligne : http://dx.doi.org/10.1186/s13229-016-0098-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329
in Molecular Autism > 7 (2016) . - 36p.[article] Others' emotions teach, but not in autism: an eye-tracking pupillometry study [Texte imprimé et/ou numérique] / H. J. NUSKE, Auteur ; G. VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur . - 36p.
Langues : Anglais (eng)
in Molecular Autism > 7 (2016) . - 36p.
Mots-clés : Attention Autistic Disorder/physiopathology Child, Preschool Emotions/physiology Facial Expression Female Humans Male Pupil/physiology Autism Autonomic nervous system Emotion Eye-tracking pupillometry Social learning Social-emotional calibration Index. décimale : PER Périodiques Résumé : BACKGROUND: Much research has investigated deficit in emotional reactivity to others in people with autism, but scant attention has been paid to how this deficit affects their own reactions to features of their environment (objects, events, practices, etc.). The present study presents a preliminary analysis on whether calibrating one's own emotional reactions to others' emotional reactions about features of the world, a process we term social-emotional calibration, is disrupted in autism. METHODS: To examine this process, we used a novel eye-tracking pupillometry paradigm in which we showed 20 preschoolers with autism and 20 matched typically developing preschoolers' videos of an actor opening a box and reacting to the occluded object inside, with fear or happiness. We expected preschoolers to come to perceive the box as containing a positive or threatening stimulus through emotionally calibrating to the actor's emotional expressions. Children's mean pupil diameter (indicating emotional reactivity) was measured whilst viewing an up-close, visually identical image of the box before and then after the scene, and this difference was taken as an index of social-emotional calibration and compared between groups. RESULTS: Whilst the typically developing preschoolers responded more emotionally to the box after, compared to before the scene (as indexed by an increase in pupil size), those with autism did not, suggesting their reaction to the object was not affected by the actor's emotional expressions. The groups did not differ in looking duration to the emotional expressions; thus, the pupil dilation findings cannot be explained by differences in visual attention. More social-emotional calibration on the happy condition was associated with less severe autism symptoms. CONCLUSIONS: Through the measurement of physiological reactivity, findings suggest social-emotional calibration is diminished in children with autism, with calibration to others' positive emotions as particularly important. This study highlights a possible mechanism by which individuals with autism develop idiosyncratic reactions to features of their environment, which is likely to impact their active and harmonious participation on social and cultural practices from infancy, throughout the lifespan. More research is needed to examine the mediators and developmental sequence of this tendency to emotionally calibrate to others' feelings about the world. En ligne : http://dx.doi.org/10.1186/s13229-016-0098-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329 Outcome for Children Receiving the Early Start Denver Model Before and After 48 Months / Giacomo VIVANTI in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
[article]
Titre : Outcome for Children Receiving the Early Start Denver Model Before and After 48 Months Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.2441-2449 Langues : Anglais (eng) Mots-clés : Autism Early Start Denver Model Early intervention Predictors of outcomes Minimally verbal children Effectiveness Index. décimale : PER Périodiques Résumé : The Early Start Denver Model (ESDM) is an intervention program recommended for pre-schoolers with autism ages 12–48 months. The rationale for this recommendation is the potential for intervention to affect developmental trajectories during early sensitive periods. We investigated outcomes of 32 children aged 18–48 months and 28 children aged 48–62 months receiving the ESDM for one year (approximately 20 h per week). Younger children achieved superior verbal DQ gains compared to their older counterparts. There were no group differences with respect to non-verbal DQ and adaptive behavior (with both age-groups undergoing significant change), or ASD severity (with neither age-group showing improvements on the ADOS). The association between verbal DQ gains and age at intake was moderated by baseline verbal level. En ligne : http://dx.doi.org/10.1007/s10803-016-2777-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2441-2449[article] Outcome for Children Receiving the Early Start Denver Model Before and After 48 Months [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.2441-2449.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2441-2449
Mots-clés : Autism Early Start Denver Model Early intervention Predictors of outcomes Minimally verbal children Effectiveness Index. décimale : PER Périodiques Résumé : The Early Start Denver Model (ESDM) is an intervention program recommended for pre-schoolers with autism ages 12–48 months. The rationale for this recommendation is the potential for intervention to affect developmental trajectories during early sensitive periods. We investigated outcomes of 32 children aged 18–48 months and 28 children aged 48–62 months receiving the ESDM for one year (approximately 20 h per week). Younger children achieved superior verbal DQ gains compared to their older counterparts. There were no group differences with respect to non-verbal DQ and adaptive behavior (with both age-groups undergoing significant change), or ASD severity (with neither age-group showing improvements on the ADOS). The association between verbal DQ gains and age at intake was moderated by baseline verbal level. En ligne : http://dx.doi.org/10.1007/s10803-016-2777-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial / G. VIVANTI in Autism, 23-5 (July 2019)
[article]
Titre : Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : G. VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur ; E. DUNCAN, Auteur ; J. FEARY, Auteur ; Kristy CAPES, Auteur ; S. UPSON, Auteur ; Catherine A BENT, Auteur ; Sally J ROGERS, Auteur ; K. HUDRY, Auteur Article en page(s) : p.1165-1175 Langues : Anglais (eng) Mots-clés : Early Start Denver Model autism community participatory research early intervention pilot randomized controlled trial social inclusion Index. décimale : PER Périodiques Résumé : A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing. Blind-rated indicators of teaching quality showed similar results across settings, which were above the local benchmark. Children showed improvements across blinded proximal measures of spontaneous vocalization, social interaction, and imitation and across distal measures of verbal cognition, adaptive behavior, and autism symptoms irrespective of intervention setting. Mothers of participants experienced a reduction in stress irrespective of child intervention setting. Across both settings, age at intervention start was negatively associated with gains in verbal cognition. Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible, with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms. En ligne : http://dx.doi.org/10.1177/1362361318801341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Autism > 23-5 (July 2019) . - p.1165-1175[article] Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial [Texte imprimé et/ou numérique] / G. VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur ; E. DUNCAN, Auteur ; J. FEARY, Auteur ; Kristy CAPES, Auteur ; S. UPSON, Auteur ; Catherine A BENT, Auteur ; Sally J ROGERS, Auteur ; K. HUDRY, Auteur . - p.1165-1175.
Langues : Anglais (eng)
in Autism > 23-5 (July 2019) . - p.1165-1175
Mots-clés : Early Start Denver Model autism community participatory research early intervention pilot randomized controlled trial social inclusion Index. décimale : PER Périodiques Résumé : A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing. Blind-rated indicators of teaching quality showed similar results across settings, which were above the local benchmark. Children showed improvements across blinded proximal measures of spontaneous vocalization, social interaction, and imitation and across distal measures of verbal cognition, adaptive behavior, and autism symptoms irrespective of intervention setting. Mothers of participants experienced a reduction in stress irrespective of child intervention setting. Across both settings, age at intervention start was negatively associated with gains in verbal cognition. Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible, with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms. En ligne : http://dx.doi.org/10.1177/1362361318801341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 Parent resolution of diagnosis and intervention fidelity in a parent-delivered intervention for pre-school children with autism: A mixed methods study / Paula GROGAN in Research in Autism Spectrum Disorders, 101 (March 2023)
PermalinkParenting stress and autism: The role of age, autism severity, quality of life and problem behaviour of children and adolescents with autism / Rebecca L. MCSTAY in Autism, 18-5 (July 2014)
PermalinkParents’ experiences of an early autism diagnosis: Insights into their needs / Aspasia Stacey RABBA in Research in Autism Spectrum Disorders, 66 (October 2019)
PermalinkPerinatal testosterone exposure and autistic-like traits in the general population: a longitudinal pregnancy-cohort study / Andrew J. O. WHITEHOUSE in Journal of Neurodevelopmental Disorders, 4-1 (December 2012)
PermalinkPrediction of school-age outcomes for autistic children following receipt of group-early start denver model / Megan CLARK in Research in Autism Spectrum Disorders, 104 (June 2023)
PermalinkPredictors of mental health and well-being in employed adults with autism spectrum disorder at 12-month follow-up / D. HEDLEY in Autism Research, 12-3 (March 2019)
PermalinkProband Mental Health Difficulties and Parental Stress Predict Mental Health in Toddlers at High-Risk for Autism Spectrum Disorders / Katherine CREA in Journal of Autism and Developmental Disorders, 46-10 (October 2016)
PermalinkPropensity to Imitate in Autism Is Not Modulated by the Model's Gaze Direction: An Eye-Tracking Study / Giacomo VIVANTI in Autism Research, 7-3 (June 2014)
PermalinkA prospective study of fetal head growth, autistic traits and autism spectrum disorder / Laura M. E. BLANKEN in Autism Research, 11-4 (April 2018)
PermalinkA Prospective Ultrasound Study of Prenatal Growth in Infant Siblings of Children With Autism / Lisa M. UNWIN in Autism Research, 9-2 (February 2016)
Permalink