Altered sense of gaze leading in autism / Ouriel GRYNSZPAN in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101441 Titre : Altered sense of gaze leading in autism Type de document : Texte imprimé et/ou numérique Auteurs : Ouriel GRYNSZPAN, Auteur ; Julie BOUTEILLER, Auteur ; Séverine GRYNSZPAN, Auteur ; Florence LE BARILLIER, Auteur ; Jean-Claude MARTIN, Auteur ; Jacqueline NADEL, Auteur Article en page(s) : p.101441 Langues : Anglais (eng) Mots-clés : Social behavior  Joint attention  Gaze-following  Self-monitoring  Avatar  Eye-tracking Index. décimale : PER Périodiques Résumé : Background Impairments in joint attention are considered a hallmark of the Autism Spectrum Disorder (ASD). Yet, the ability of people with ASD to lead the attentional focus of others has been scarcely investigated. Method To address this issue, we designed virtual avatars that can follow the gaze of participants with head and eye movements in real time using eye-tracking. During a training phase, participants were alternately exposed to an avatar that followed their gaze and an avatar that did not. In a subsequent test phase, they were facing the two avatars at the same time. Results Eye-tracking data showed that, unlike typical controls, participants with ASD focused more on the gaze-following avatar. They were also less inclined to report that their gaze had been followed by this avatar. Conclusions These results suggest that adults with ASD fail to sense themselves as agents leading the attentional focus of others during joint attention episodes. Practitioners should not expect individuals with ASD to spontaneously understand the contingency between their attentional focus and someone else’s, even if the link is highly ostensible. En ligne : https://doi.org/10.1016/j.rasd.2019.101441 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Altered sense of gaze leading in autism [Texte imprimé et/ou numérique] / Ouriel GRYNSZPAN, Auteur ; Julie BOUTEILLER, Auteur ; Séverine GRYNSZPAN, Auteur ; Florence LE BARILLIER, Auteur ; Jean-Claude MARTIN, Auteur ; Jacqueline NADEL, Auteur . - p.101441. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101441 Mots-clés : Social behavior  Joint attention  Gaze-following  Self-monitoring  Avatar  Eye-tracking Index. décimale : PER Périodiques Résumé : Background Impairments in joint attention are considered a hallmark of the Autism Spectrum Disorder (ASD). Yet, the ability of people with ASD to lead the attentional focus of others has been scarcely investigated. Method To address this issue, we designed virtual avatars that can follow the gaze of participants with head and eye movements in real time using eye-tracking. During a training phase, participants were alternately exposed to an avatar that followed their gaze and an avatar that did not. In a subsequent test phase, they were facing the two avatars at the same time. Results Eye-tracking data showed that, unlike typical controls, participants with ASD focused more on the gaze-following avatar. They were also less inclined to report that their gaze had been followed by this avatar. Conclusions These results suggest that adults with ASD fail to sense themselves as agents leading the attentional focus of others during joint attention episodes. Practitioners should not expect individuals with ASD to spontaneously understand the contingency between their attentional focus and someone else’s, even if the link is highly ostensible. En ligne : https://doi.org/10.1016/j.rasd.2019.101441 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Entraînement sociocognitif informatisé pour l’autisme / Ouriel GRYNSZPAN

Public ISBD in Remédiation cognitive / Nicolas FRANCK Titre : Entraînement sociocognitif informatisé pour l’autisme Type de document : Texte imprimé et/ou numérique Auteurs : Ouriel GRYNSZPAN, Auteur Année de publication : 2012 Importance : p.210-219 Langues : Français (fre) Mots-clés : Remédiation cognitive Index. décimale : APP-F APP-F - Thérapies Comportementales et Cognitives Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182 in Remédiation cognitive / Nicolas FRANCK Entraînement sociocognitif informatisé pour l’autisme [Texte imprimé et/ou numérique] / Ouriel GRYNSZPAN, Auteur . - 2012 . - p.210-219. Langues : Français (fre) Mots-clés : Remédiation cognitive Index. décimale : APP-F APP-F - Thérapies Comportementales et Cognitives Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182

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A framework of evidence-based practice for digital support, co-developed with and for the autism community / Vanessa ZERVOGIANNI in Autism, 24-6 (August 2020)  

Public ISBD [article]  inAutism > 24-6 (August 2020) . - p.1411-1422 Titre : A framework of evidence-based practice for digital support, co-developed with and for the autism community Type de document : Texte imprimé et/ou numérique Auteurs : Vanessa ZERVOGIANNI, Auteur ; Sue FLETCHER-WATSON, Auteur ; Gerardo HERRERA, Auteur ; Matthew GOODWIN, Auteur ; Patricia PÉREZ-FUSTER, Auteur ; Mark BROSNAN, Auteur ; Ouriel GRYNSZPAN, Auteur Article en page(s) : p.1411-1422 Langues : Anglais (eng) Mots-clés : Delphi study  autism  co-development  digital support  evidence-based practice Index. décimale : PER Périodiques Résumé : Digital supports are any type of technologies that have been intentionally developed to improve daily living in some way. A wide array of digital supports (such as apps) have been developed for the autism community specifically, but there is little or no evidence of whether they work or not. This study sought to identify what types of evidence the autistic community valued and wanted to see provided to enable an informed choice to be made regarding digital supports. A consensus was developed between autistic people and their families, practitioners (such as therapists and teachers) as well as researchers, to identify the core aspects of evidence that everyone agreed were useful. In all, 27 people reached agreement on three categories for which evidence is required: reliability, engagement and the effectiveness of the technology. Consensus was also reached on four key sources of evidence for these three categories: hands-on experience, academic sources, expert views and online reviews. The resulting framework allows for any technology to be evaluated for the level of evidence identifying how effective it is. The framework can be used by autistic people, their families, practitioners and researchers to ensure that decisions concerning the provision of support for autistic people is informed by evidence, that is, 'evidence-based practice'. En ligne : http://dx.doi.org/10.1177/1362361319898331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] A framework of evidence-based practice for digital support, co-developed with and for the autism community [Texte imprimé et/ou numérique] / Vanessa ZERVOGIANNI, Auteur ; Sue FLETCHER-WATSON, Auteur ; Gerardo HERRERA, Auteur ; Matthew GOODWIN, Auteur ; Patricia PÉREZ-FUSTER, Auteur ; Mark BROSNAN, Auteur ; Ouriel GRYNSZPAN, Auteur . - p.1411-1422. Langues : Anglais (eng) in Autism > 24-6 (August 2020) . - p.1411-1422 Mots-clés : Delphi study  autism  co-development  digital support  evidence-based practice Index. décimale : PER Périodiques Résumé : Digital supports are any type of technologies that have been intentionally developed to improve daily living in some way. A wide array of digital supports (such as apps) have been developed for the autism community specifically, but there is little or no evidence of whether they work or not. This study sought to identify what types of evidence the autistic community valued and wanted to see provided to enable an informed choice to be made regarding digital supports. A consensus was developed between autistic people and their families, practitioners (such as therapists and teachers) as well as researchers, to identify the core aspects of evidence that everyone agreed were useful. In all, 27 people reached agreement on three categories for which evidence is required: reliability, engagement and the effectiveness of the technology. Consensus was also reached on four key sources of evidence for these three categories: hands-on experience, academic sources, expert views and online reviews. The resulting framework allows for any technology to be evaluated for the level of evidence identifying how effective it is. The framework can be used by autistic people, their families, practitioners and researchers to ensure that decisions concerning the provision of support for autistic people is informed by evidence, that is, 'evidence-based practice'. En ligne : http://dx.doi.org/10.1177/1362361319898331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

Innovative technology-based interventions for autism spectrum disorders: A meta-analysis / Ouriel GRYNSZPAN in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.346-361 Titre : Innovative technology-based interventions for autism spectrum disorders: A meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Ouriel GRYNSZPAN, Auteur ; Patrice L. WEISS, Auteur ; Fernando PEREZ-DIAZ, Auteur ; Eynat GAL, Auteur Article en page(s) : p.346-361 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  computer  innovative technology  meta-analysis  remediation  robotics  systematic review  training  virtual reality Index. décimale : PER Périodiques Résumé : This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide evidence for the overall effectiveness of technology-based training. The overall mean effect size for posttests of controlled studies of children with autism spectrum disorders who received technology-based interventions was significantly different from zero and approached the medium magnitude, d = 0.47 (confidence interval: 0.08–0.86). The influence of age and IQ was not significant. Differences in training procedures are discussed in the light of the negative correlation that was found between the intervention durations and the studies’ effect sizes. The results of this meta-analysis provide support for the continuing development, evaluation, and clinical usage of technology-based intervention for individuals with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361313476767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Innovative technology-based interventions for autism spectrum disorders: A meta-analysis [Texte imprimé et/ou numérique] / Ouriel GRYNSZPAN, Auteur ; Patrice L. WEISS, Auteur ; Fernando PEREZ-DIAZ, Auteur ; Eynat GAL, Auteur . - p.346-361. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.346-361 Mots-clés : autism spectrum disorders  computer  innovative technology  meta-analysis  remediation  robotics  systematic review  training  virtual reality Index. décimale : PER Périodiques Résumé : This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide evidence for the overall effectiveness of technology-based training. The overall mean effect size for posttests of controlled studies of children with autism spectrum disorders who received technology-based interventions was significantly different from zero and approached the medium magnitude, d = 0.47 (confidence interval: 0.08–0.86). The influence of age and IQ was not significant. Differences in training procedures are discussed in the light of the negative correlation that was found between the intervention durations and the studies’ effect sizes. The results of this meta-analysis provide support for the continuing development, evaluation, and clinical usage of technology-based intervention for individuals with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361313476767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Investigating attention in young adults with autism spectrum disorder (ASD) using change blindness and eye tracking / Michal HOCHHAUSER in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101771 Titre : Investigating attention in young adults with autism spectrum disorder (ASD) using change blindness and eye tracking Type de document : Texte imprimé et/ou numérique Auteurs : Michal HOCHHAUSER, Auteur ; Adi ARAN, Auteur ; Ouriel GRYNSZPAN, Auteur Article en page(s) : 101771 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Change blindness  Eye tracking  Social interaction  Young adults Index. décimale : PER Périodiques Résumé : Background Social interaction at its core entails allocating attention to relevant stimuli. As such, the perception of change requires attention, but studies have suggested that the social impairment in people with autism spectrum disorder (ASD) occurs at the attentual level of "on-line" social cognition. Method Forty-four young adults—22 with autism spectrum disorder (ASD) and 22 with typical development (TD)—participated in two experiments. The first used a change blindness (CB) paradigm where attention was investigated through the detection of changed items with central and marginal levels of interest when viewing images of everyday scenarios. Eye-tracking was used to compare response times, first fixations and total fixation time on changes. The second used social films with eye tracking of gaze fixations. Results Participants with ASD were slower in response time and first fixation than were participants with TD. Participants with TD showed longer fixation on items with marginal (compared to central) levels of interest. The social-film experiment showed that participants with ASD were slower to orient their gazes towards the characters’ faces and looked at speaking characters for less time than did the group with TD. This result correlates with less use of mental verbs in their narratives and less time spent looking at marginal items in the CB experiment. Conclusions Results suggest reduced processing speed in young adults with ASD, which is associated with enhanced processing of local details. Clinically, these results imply that teaching strategies (e.g., cognitive cues) to process social context efficiently could benefit individuals with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101771 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Investigating attention in young adults with autism spectrum disorder (ASD) using change blindness and eye tracking [Texte imprimé et/ou numérique] / Michal HOCHHAUSER, Auteur ; Adi ARAN, Auteur ; Ouriel GRYNSZPAN, Auteur . - 101771. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101771 Mots-clés : Autism spectrum disorder  Change blindness  Eye tracking  Social interaction  Young adults Index. décimale : PER Périodiques Résumé : Background Social interaction at its core entails allocating attention to relevant stimuli. As such, the perception of change requires attention, but studies have suggested that the social impairment in people with autism spectrum disorder (ASD) occurs at the attentual level of "on-line" social cognition. Method Forty-four young adults—22 with autism spectrum disorder (ASD) and 22 with typical development (TD)—participated in two experiments. The first used a change blindness (CB) paradigm where attention was investigated through the detection of changed items with central and marginal levels of interest when viewing images of everyday scenarios. Eye-tracking was used to compare response times, first fixations and total fixation time on changes. The second used social films with eye tracking of gaze fixations. Results Participants with ASD were slower in response time and first fixation than were participants with TD. Participants with TD showed longer fixation on items with marginal (compared to central) levels of interest. The social-film experiment showed that participants with ASD were slower to orient their gazes towards the characters’ faces and looked at speaking characters for less time than did the group with TD. This result correlates with less use of mental verbs in their narratives and less time spent looking at marginal items in the CB experiment. Conclusions Results suggest reduced processing speed in young adults with ASD, which is associated with enhanced processing of local details. Clinically, these results imply that teaching strategies (e.g., cognitive cues) to process social context efficiently could benefit individuals with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101771 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Les pratiques basées sur les preuves dans les technologies d’aide pour l’autisme / Ouriel GRYNSZPAN

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Remédiation cognitive assistée par ordinateur pour la dépression / Ouriel GRYNSZPAN

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Remédiation du regard social fondée sur un système de loupe asservie au regard / Julie BOUTEILLER in Bulletin Scientifique de l'arapi (Le), 33 (Juillet 2014)

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Self-Monitoring of Gaze in High Functioning Autism / Ouriel GRYNSZPAN in Journal of Autism and Developmental Disorders, 42-8 (August 2012)  

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Technique associant vidéo et informatique pour étudier le comportement des personnes autistes / Ouriel GRYNSZPAN in Bulletin Scientifique de l'arapi (Le), 12 (2003-2004)

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