Adapting an early autism caregiver coaching intervention for telehealth delivery in low-resource settings: A South African study of the 'what' and the 'why' / Marisa VILJOEN in Autism, 29-5 (May 2025)  

Public ISBD [article]  inAutism > 29-5 (May 2025) . - p.1246-1262 Titre : Adapting an early autism caregiver coaching intervention for telehealth delivery in low-resource settings: A South African study of the 'what' and the 'why' Type de document : Texte imprimé et/ou numérique Auteurs : Marisa VILJOEN, Auteur ; Noleen SERIS, Auteur ; Nokuthula SHABALALA, Auteur ; Minkateko NDLOVU, Auteur ; Petrus J DE VRIES, Auteur ; Lauren FRANZ, Auteur Article en page(s) : p.1246-1262 Langues : Anglais (eng) Mots-clés : adaptation  caregiver coaching  exploration  implementation  Naturalistic Developmental Behavioural Intervention  preparation  sustainment (EPIS) framework  telehealth  The Framework for Modification and Adaptations (FRAME) Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic required in-person interventions to be adapted for remote delivery all over the globe. In South Africa, an in-person cascaded task-sharing naturalistic developmental behavioural intervention was adapted for telehealth delivery in a low-resource context. Here we describe the adaptations made (the 'what') and reasons for adaptations (the 'why'). The Framework for Modification and Adaptations (FRAME) was used to document the 'what', and the Exploration, Preparation, Implementation, Sustainment (EPIS) framework to describe the 'why'. Systematic member-checking ensured robustness of results. The 'what' included 10 adaptations: selecting WhatsApp as delivery platform, developing images with simple text to communicate intervention concepts, modifying session structure for hybrid delivery, including a caregiver self-reflection checklist, utilizing online practitioner training, supervision, assessment and consent procedures, developing session recording procedures, distributing session materials electronically, and developing caregiver-child interaction recording and uploading protocols. The 'why' included three outer contextual factors (the digital divide, WhatsApp security/privacy policy, and COVID-19 restrictions), three inner contextual factors (characteristics of caregivers and practitioners, ethics board guidance, and school leadership and organizational characteristics) and one innovation factor (support from intervention co-developers). Adaptations were made in response to unchangeable outer contextual factors and through identification of malleable inner contextual factors.Lay abstract We were busy with an early autism caregiver-coaching programme in South Africa, when COVID-19 stopped all in-person work. We changed the programme so it could be done using computers and/or phones. Here, we describe programme changes (which we call the 'what') and the reasons for those changes (which we call the 'why'). We used a tool called the Framework for Modification and Adaptations (FRAME) to describe the 'what', and the Exploration, Preparation, Implementation, Sustainment (EPIS) framework to describe the 'why' of our programme changes. The team members who helped make these changes checked that the changes described were correct. We made 10 changes in total: we used WhatsApp to deliver the programme, made simple pictures with words as visual tools for the programme, changed some session activities, changed a self-reflection checklist, provided all activities online, changed the way assessment and consent was done, made a session recording guide, sent things needed for sessions by email and WhatsApp, and made a caregiver-child play recording guide. The reasons for changes (the 'why') were about factors outside schools (the types of phones and data people had, WhatsApp security rules, COVID-19 rules), things inside schools/workplace (about the caregivers and nonspecialists themselves, ethics boards, things about the school itself), and support from people who developed the programme. Changes were made by working with things inside schools/workplace that could change. Identifying what could change helped focus and guide which changes were made to a programme. En ligne : https://dx.doi.org/10.1177/13623613241300774 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] Adapting an early autism caregiver coaching intervention for telehealth delivery in low-resource settings: A South African study of the 'what' and the 'why' [Texte imprimé et/ou numérique] / Marisa VILJOEN, Auteur ; Noleen SERIS, Auteur ; Nokuthula SHABALALA, Auteur ; Minkateko NDLOVU, Auteur ; Petrus J DE VRIES, Auteur ; Lauren FRANZ, Auteur . - p.1246-1262. Langues : Anglais (eng) in Autism > 29-5 (May 2025) . - p.1246-1262 Mots-clés : adaptation  caregiver coaching  exploration  implementation  Naturalistic Developmental Behavioural Intervention  preparation  sustainment (EPIS) framework  telehealth  The Framework for Modification and Adaptations (FRAME) Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic required in-person interventions to be adapted for remote delivery all over the globe. In South Africa, an in-person cascaded task-sharing naturalistic developmental behavioural intervention was adapted for telehealth delivery in a low-resource context. Here we describe the adaptations made (the 'what') and reasons for adaptations (the 'why'). The Framework for Modification and Adaptations (FRAME) was used to document the 'what', and the Exploration, Preparation, Implementation, Sustainment (EPIS) framework to describe the 'why'. Systematic member-checking ensured robustness of results. The 'what' included 10 adaptations: selecting WhatsApp as delivery platform, developing images with simple text to communicate intervention concepts, modifying session structure for hybrid delivery, including a caregiver self-reflection checklist, utilizing online practitioner training, supervision, assessment and consent procedures, developing session recording procedures, distributing session materials electronically, and developing caregiver-child interaction recording and uploading protocols. The 'why' included three outer contextual factors (the digital divide, WhatsApp security/privacy policy, and COVID-19 restrictions), three inner contextual factors (characteristics of caregivers and practitioners, ethics board guidance, and school leadership and organizational characteristics) and one innovation factor (support from intervention co-developers). Adaptations were made in response to unchangeable outer contextual factors and through identification of malleable inner contextual factors.Lay abstract We were busy with an early autism caregiver-coaching programme in South Africa, when COVID-19 stopped all in-person work. We changed the programme so it could be done using computers and/or phones. Here, we describe programme changes (which we call the 'what') and the reasons for those changes (which we call the 'why'). We used a tool called the Framework for Modification and Adaptations (FRAME) to describe the 'what', and the Exploration, Preparation, Implementation, Sustainment (EPIS) framework to describe the 'why' of our programme changes. The team members who helped make these changes checked that the changes described were correct. We made 10 changes in total: we used WhatsApp to deliver the programme, made simple pictures with words as visual tools for the programme, changed some session activities, changed a self-reflection checklist, provided all activities online, changed the way assessment and consent was done, made a session recording guide, sent things needed for sessions by email and WhatsApp, and made a caregiver-child play recording guide. The reasons for changes (the 'why') were about factors outside schools (the types of phones and data people had, WhatsApp security rules, COVID-19 rules), things inside schools/workplace (about the caregivers and nonspecialists themselves, ethics boards, things about the school itself), and support from people who developed the programme. Changes were made by working with things inside schools/workplace that could change. Identifying what could change helped focus and guide which changes were made to a programme. En ligne : https://dx.doi.org/10.1177/13623613241300774 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

Adaptive Behavior in Young Autistic Children: Associations with Irritability and ADHD Symptoms / Naomi O. DAVIS ; Marina SPANOS ; Maura SABATOS-DEVITO ; Rachel AIELLO ; Grace T. BARANEK ; Scott N. COMPTON ; Helen L. EGGER ; Lauren FRANZ ; Soo-Jeong KIM ; Bryan H. KING ; Alexander KOLEVZON ; Christopher J. MCDOUGLE ; Kevin SANDERS ; Jeremy VEENSTRA-VANDERWEELE ; Linmarie SIKICH ; Scott H. KOLLINS ; Geraldine DAWSON in Journal of Autism and Developmental Disorders, 54-9 (September 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3559-3566 Titre : Adaptive Behavior in Young Autistic Children: Associations with Irritability and ADHD Symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Naomi O. DAVIS, Auteur ; Marina SPANOS, Auteur ; Maura SABATOS-DEVITO, Auteur ; Rachel AIELLO, Auteur ; Grace T. BARANEK, Auteur ; Scott N. COMPTON, Auteur ; Helen L. EGGER, Auteur ; Lauren FRANZ, Auteur ; Soo-Jeong KIM, Auteur ; Bryan H. KING, Auteur ; Alexander KOLEVZON, Auteur ; Christopher J. MCDOUGLE, Auteur ; Kevin SANDERS, Auteur ; Jeremy VEENSTRA-VANDERWEELE, Auteur ; Linmarie SIKICH, Auteur ; Scott H. KOLLINS, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.3559-3566 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Attention-deficit/hyperactivity disorder (ADHD) symptoms affect 40-60% of autistic children and have been linked to differences in adaptive behavior. It is unclear whether adaptive behavior in autistic youth is directly impacted by co-occurring ADHD symptoms or by another associated feature of both autism and ADHD, such as increased irritability. The current study examined relationships between irritability, ADHD symptoms, and adaptive behavior in 3- to 7-year-old autistic children. Results suggest that, after adjusting for co-occurring ADHD symptoms, higher levels of irritability are associated with differences in social adaptive behavior specifically. Understanding relationships between irritability, ADHD, and adaptive behavior in autistic children is critical because measures of adaptive behavior, such as the Vineland Scales of Adaptive Functioning, are often used as a proxy for global functioning, as well as for developing intervention plans and measuring outcomes as primary endpoints in clinical trials. En ligne : https://doi.org/10.1007/s10803-022-05753-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] Adaptive Behavior in Young Autistic Children: Associations with Irritability and ADHD Symptoms [Texte imprimé et/ou numérique] / Naomi O. DAVIS, Auteur ; Marina SPANOS, Auteur ; Maura SABATOS-DEVITO, Auteur ; Rachel AIELLO, Auteur ; Grace T. BARANEK, Auteur ; Scott N. COMPTON, Auteur ; Helen L. EGGER, Auteur ; Lauren FRANZ, Auteur ; Soo-Jeong KIM, Auteur ; Bryan H. KING, Auteur ; Alexander KOLEVZON, Auteur ; Christopher J. MCDOUGLE, Auteur ; Kevin SANDERS, Auteur ; Jeremy VEENSTRA-VANDERWEELE, Auteur ; Linmarie SIKICH, Auteur ; Scott H. KOLLINS, Auteur ; Geraldine DAWSON, Auteur . - p.3559-3566. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3559-3566 Index. décimale : PER Périodiques Résumé : Attention-deficit/hyperactivity disorder (ADHD) symptoms affect 40-60% of autistic children and have been linked to differences in adaptive behavior. It is unclear whether adaptive behavior in autistic youth is directly impacted by co-occurring ADHD symptoms or by another associated feature of both autism and ADHD, such as increased irritability. The current study examined relationships between irritability, ADHD symptoms, and adaptive behavior in 3- to 7-year-old autistic children. Results suggest that, after adjusting for co-occurring ADHD symptoms, higher levels of irritability are associated with differences in social adaptive behavior specifically. Understanding relationships between irritability, ADHD, and adaptive behavior in autistic children is critical because measures of adaptive behavior, such as the Vineland Scales of Adaptive Functioning, are often used as a proxy for global functioning, as well as for developing intervention plans and measuring outcomes as primary endpoints in clinical trials. En ligne : https://doi.org/10.1007/s10803-022-05753-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

Associations between executive function and attention abilities and language and social communication skills in young autistic children / Jill HOWARD in Autism, 27-7 (October 2023)  

Public ISBD [article]  inAutism > 27-7 (October 2023) . - p.2135-2144 Titre : Associations between executive function and attention abilities and language and social communication skills in young autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Jill HOWARD, Auteur ; Brianna HEROLD, Auteur ; Samantha MAJOR, Auteur ; Caroline LEAHY, Auteur ; Kevin RAMSEUR, Auteur ; Lauren FRANZ, Auteur ; Megan DEAVER, Auteur ; Saritha VERMEER, Auteur ; Kimberly LH CARPENTER, Auteur ; Michael MURIAS, Auteur ; Wei Angel HUANG, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.2135-2144 Langues : Anglais (eng) Mots-clés : attention  autism spectrum disorder  executive function  eye-tracking  social communication Index. décimale : PER Périodiques Résumé : Although it has been found that autistic children exhibit delays in executive function abilities and atypical patterns of attention, less is known about the relationship between executive function and attention abilities and social and language skills in early childhood. In this study, 180 autistic children, age 2-8?years, participated in a study examining the relationship between executive function abilities, measured by the Behavior Rating Inventory of Executive Function, and assessments of sustained attention measured via eye-tracking and several language and social communication measures. Results revealed that children with higher caregiver-reported executive function skills, specifically, working memory and planning/organization abilities, demonstrated higher levels of caregiver-reported receptive-expressive social communication abilities measured via the Pervasive Developmental Disorder Behavior Inventory. Higher executive function abilities across all domains were associated with lower levels of social pragmatic problems. Children who were able to sustain their attention for a longer duration demonstrated higher expressive language abilities. These results suggest that executive function and attention skills may play an important role in multiple domains of functioning in autistic children. It will be useful to determine whether therapies that seek to improve executive function skills in autistic individuals also positively influence their social/communication and language abilities.Lay AbstractExecutive functioning describes a set of cognitive processes that affect thinking and behavior. Past research has shown that autistic individuals often have delays in the acquisition of executive function abilities. Our study explored how differences in executive function and attention abilities relate to social abilities and communication/language in 180 young autistic children. Data were gathered via caregiver report (questionnaires/interviews) and an assessment of vocabulary skills. The ability to sustain attention to a dynamic video was measured via eye tracking. We found that children with higher levels of executive function skills demonstrated lower levels of social pragmatic problems, a measure of having difficulties in social contexts. Furthermore, children who were able to sustain their attention longer to the video displayed higher levels of expressive language. Our results emphasize the importance of executive function and attention skills across multiple areas of functioning in autistic children, in particular those that involve language and social communication. En ligne : http://dx.doi.org/10.1177/13623613231154310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] Associations between executive function and attention abilities and language and social communication skills in young autistic children [Texte imprimé et/ou numérique] / Jill HOWARD, Auteur ; Brianna HEROLD, Auteur ; Samantha MAJOR, Auteur ; Caroline LEAHY, Auteur ; Kevin RAMSEUR, Auteur ; Lauren FRANZ, Auteur ; Megan DEAVER, Auteur ; Saritha VERMEER, Auteur ; Kimberly LH CARPENTER, Auteur ; Michael MURIAS, Auteur ; Wei Angel HUANG, Auteur ; Geraldine DAWSON, Auteur . - p.2135-2144. Langues : Anglais (eng) in Autism > 27-7 (October 2023) . - p.2135-2144 Mots-clés : attention  autism spectrum disorder  executive function  eye-tracking  social communication Index. décimale : PER Périodiques Résumé : Although it has been found that autistic children exhibit delays in executive function abilities and atypical patterns of attention, less is known about the relationship between executive function and attention abilities and social and language skills in early childhood. In this study, 180 autistic children, age 2-8?years, participated in a study examining the relationship between executive function abilities, measured by the Behavior Rating Inventory of Executive Function, and assessments of sustained attention measured via eye-tracking and several language and social communication measures. Results revealed that children with higher caregiver-reported executive function skills, specifically, working memory and planning/organization abilities, demonstrated higher levels of caregiver-reported receptive-expressive social communication abilities measured via the Pervasive Developmental Disorder Behavior Inventory. Higher executive function abilities across all domains were associated with lower levels of social pragmatic problems. Children who were able to sustain their attention for a longer duration demonstrated higher expressive language abilities. These results suggest that executive function and attention skills may play an important role in multiple domains of functioning in autistic children. It will be useful to determine whether therapies that seek to improve executive function skills in autistic individuals also positively influence their social/communication and language abilities.Lay AbstractExecutive functioning describes a set of cognitive processes that affect thinking and behavior. Past research has shown that autistic individuals often have delays in the acquisition of executive function abilities. Our study explored how differences in executive function and attention abilities relate to social abilities and communication/language in 180 young autistic children. Data were gathered via caregiver report (questionnaires/interviews) and an assessment of vocabulary skills. The ability to sustain attention to a dynamic video was measured via eye tracking. We found that children with higher levels of executive function skills demonstrated lower levels of social pragmatic problems, a measure of having difficulties in social contexts. Furthermore, children who were able to sustain their attention longer to the video displayed higher levels of expressive language. Our results emphasize the importance of executive function and attention skills across multiple areas of functioning in autistic children, in particular those that involve language and social communication. En ligne : http://dx.doi.org/10.1177/13623613231154310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

Autism spectrum disorder in sub-saharan africa: A comprehensive scoping review / Lauren FRANZ in Autism Research, 10-5 (May 2017)  

Public ISBD [article]  inAutism Research > 10-5 (May 2017) . - p.723-749 Titre : Autism spectrum disorder in sub-saharan africa: A comprehensive scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Lauren FRANZ, Auteur ; Nola J. CHAMBERS, Auteur ; Megan VON ISENBURG, Auteur ; Petrus J. DE VRIES, Auteur Article en page(s) : p.723-749 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorder  low- and middle-income countries  LMIC  low resource environments  Africa Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is recognized as a global public health concern, yet almost everything we know about ASD comes from high-income countries. Here we performed a scoping review of all research on ASD ever published in sub-Saharan Africa (SSA) in order to identify ASD knowledge gaps in this part of the world. Fifty-three publications met inclusion criteria. Themes included the phenotype, genetics and risk factors for ASD in SSA, screening and diagnosis, professional knowledge, interventions for ASD, parental perceptions, and social-cognitive neuroscience. No epidemiological, early intervention, school-based or adult studies were identified. For each identified theme, we aimed to summarize results and make recommendations to fill the knowledge gaps. The quality of study methodologies was generally not high. Few studies used standardized diagnostic instruments, and intervention studies were typically small-scale. Overall, findings suggest a substantial need for large-scale clinical, training, and research programmes to improve the lives of people who live with ASD in SSA. However, SSA also has the potential to make unique and globally-significant contributions to the etiology and treatments of ASD through implementation, interventional, and comparative genomic science. En ligne : http://dx.doi.org/10.1002/aur.1766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Autism spectrum disorder in sub-saharan africa: A comprehensive scoping review [Texte imprimé et/ou numérique] / Lauren FRANZ, Auteur ; Nola J. CHAMBERS, Auteur ; Megan VON ISENBURG, Auteur ; Petrus J. DE VRIES, Auteur . - p.723-749. Langues : Anglais (eng) in Autism Research > 10-5 (May 2017) . - p.723-749 Mots-clés : autism  autism spectrum disorder  low- and middle-income countries  LMIC  low resource environments  Africa Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is recognized as a global public health concern, yet almost everything we know about ASD comes from high-income countries. Here we performed a scoping review of all research on ASD ever published in sub-Saharan Africa (SSA) in order to identify ASD knowledge gaps in this part of the world. Fifty-three publications met inclusion criteria. Themes included the phenotype, genetics and risk factors for ASD in SSA, screening and diagnosis, professional knowledge, interventions for ASD, parental perceptions, and social-cognitive neuroscience. No epidemiological, early intervention, school-based or adult studies were identified. For each identified theme, we aimed to summarize results and make recommendations to fill the knowledge gaps. The quality of study methodologies was generally not high. Few studies used standardized diagnostic instruments, and intervention studies were typically small-scale. Overall, findings suggest a substantial need for large-scale clinical, training, and research programmes to improve the lives of people who live with ASD in SSA. However, SSA also has the potential to make unique and globally-significant contributions to the etiology and treatments of ASD through implementation, interventional, and comparative genomic science. En ligne : http://dx.doi.org/10.1002/aur.1766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Automated movement tracking of young autistic children during free play is correlated with clinical features associated with autism / Andrew YUAN in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2530-2541 Titre : Automated movement tracking of young autistic children during free play is correlated with clinical features associated with autism Type de document : Texte imprimé et/ou numérique Auteurs : Andrew YUAN, Auteur ; Maura SABATOS-DEVITO, Auteur ; Alexandra L BEY, Auteur ; Samantha MAJOR, Auteur ; Kimberly LH CARPENTER, Auteur ; Lauren FRANZ, Auteur ; Jill HOWARD, Auteur ; Saritha VERMEER, Auteur ; Ryan SIMMONS, Auteur ; Jesse TROY, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.2530-2541 Mots-clés : autism  caregiver-child  free play  movement  video tracking Index. décimale : PER Périodiques Résumé : Autistic children?s play provides insights into social, communication, and other skills; however, methods for measuring these observations can be labor-intensive and rely on subjective judgment. This study explored whether children?s movement and location during play measured via automated video tracking correlates with clinical features. Movement tracking metrics of 164 autistic children (27-96?months old) during free play were analyzed in relation to standard assessments of cognitive, language, social-communication, and adaptive skills. Children with higher cognitive and language abilities were more likely to spend time in the center toy region and more slowly or never approached the region without toys. Children with higher autism-related features spent less time in the center. Children with lower daily living skills spent more time near the caregiver and those with lower overall adaptive and language skills approached the caregiver more quickly. Over 90% of autistic children representing a range of ages and skills provided analyzable movement data during play and those with higher cognitive, language, and adaptive skills displayed movement tracking patterns that reflect more sustained focus on toy play and independence from the caregiver. Results suggest that automated movement tracking is a promising complementary, objective method for assessing clinical variation during autistic children?s play.Lay AbstractPlay-based observations allow researchers to observe autistic children across a wide range of ages and skills. We recorded autistic children playing with toys in the center of a room and at a corner table while a caregiver remained seated off to the side and used video tracking technology to track children?s movement and location. We examined how time children spent in room regions and whether or not they approached each region during play related to their cognitive, social, communication, and adaptive skills to determine if tracking child movement and location can meaningfully demonstrate clinical variation among autistic children representing a range of ages and skills. One significant finding was that autistic children who spent more time in the toy-containing center of the room had higher cognitive and language abilities, whereas those who spent less time in the center had higher levels of autism-related behaviors. In contrast, children who spent more time in the caregiver region had lower daily living skills and those who were quicker to approach the caregiver had lower adaptive behavior and language skills. These findings support the use of movement tracking as a complementary method of measuring clinical differences among autistic children. Furthermore, over 90% of autistic children representing a range of ages and skills in this study provided analyzable play observation data, demonstrating that this method allows autistic children of all levels of support needs to participate in research and demonstrate their social, communication, and attention skills without wearing any devices. En ligne : http://dx.doi.org/10.1177/13623613231169546 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Automated movement tracking of young autistic children during free play is correlated with clinical features associated with autism [Texte imprimé et/ou numérique] / Andrew YUAN, Auteur ; Maura SABATOS-DEVITO, Auteur ; Alexandra L BEY, Auteur ; Samantha MAJOR, Auteur ; Kimberly LH CARPENTER, Auteur ; Lauren FRANZ, Auteur ; Jill HOWARD, Auteur ; Saritha VERMEER, Auteur ; Ryan SIMMONS, Auteur ; Jesse TROY, Auteur ; Geraldine DAWSON, Auteur . - p.2530-2541. in Autism > 27-8 (November 2023) . - p.2530-2541 Mots-clés : autism  caregiver-child  free play  movement  video tracking Index. décimale : PER Périodiques Résumé : Autistic children?s play provides insights into social, communication, and other skills; however, methods for measuring these observations can be labor-intensive and rely on subjective judgment. This study explored whether children?s movement and location during play measured via automated video tracking correlates with clinical features. Movement tracking metrics of 164 autistic children (27-96?months old) during free play were analyzed in relation to standard assessments of cognitive, language, social-communication, and adaptive skills. Children with higher cognitive and language abilities were more likely to spend time in the center toy region and more slowly or never approached the region without toys. Children with higher autism-related features spent less time in the center. Children with lower daily living skills spent more time near the caregiver and those with lower overall adaptive and language skills approached the caregiver more quickly. Over 90% of autistic children representing a range of ages and skills provided analyzable movement data during play and those with higher cognitive, language, and adaptive skills displayed movement tracking patterns that reflect more sustained focus on toy play and independence from the caregiver. Results suggest that automated movement tracking is a promising complementary, objective method for assessing clinical variation during autistic children?s play.Lay AbstractPlay-based observations allow researchers to observe autistic children across a wide range of ages and skills. We recorded autistic children playing with toys in the center of a room and at a corner table while a caregiver remained seated off to the side and used video tracking technology to track children?s movement and location. We examined how time children spent in room regions and whether or not they approached each region during play related to their cognitive, social, communication, and adaptive skills to determine if tracking child movement and location can meaningfully demonstrate clinical variation among autistic children representing a range of ages and skills. One significant finding was that autistic children who spent more time in the toy-containing center of the room had higher cognitive and language abilities, whereas those who spent less time in the center had higher levels of autism-related behaviors. In contrast, children who spent more time in the caregiver region had lower daily living skills and those who were quicker to approach the caregiver had lower adaptive behavior and language skills. These findings support the use of movement tracking as a complementary method of measuring clinical differences among autistic children. Furthermore, over 90% of autistic children representing a range of ages and skills in this study provided analyzable play observation data, demonstrating that this method allows autistic children of all levels of support needs to participate in research and demonstrate their social, communication, and attention skills without wearing any devices. En ligne : http://dx.doi.org/10.1177/13623613231169546 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Automated Video Tracking of Autistic Children?s Movement During Caregiver-Child Interaction: An Exploratory Study / Alexandra L. BEY in Journal of Autism and Developmental Disorders, 54-10 (October 2024)  

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Behavioral characteristics of toddlers later identified with an autism diagnosis, ADHD symptoms, or combined autism and ADHD symptoms / Naomi O. DAVIS ; Reginald Lerebours ; Rachel E. Aiello ; Kimberly L. H. CARPENTER ; Scott COMPTON ; Lauren FRANZ ; Scott H. KOLLINS ; Maura SABATOS-DEVITO ; Marina SPANOS ; Geraldine DAWSON in Journal of Child Psychology and Psychiatry, 66-2 (February 2025)  

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Complexity analysis of head movements in autistic toddlers / Pradeep Raj KRISHNAPPA BABU in Journal of Child Psychology and Psychiatry, 64-1 (January 2023)  

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Computer Vision Analysis of Caregiver-Child Interactions in Children with Neurodevelopmental Disorders: A Preliminary Report / Dmitry Yu ISAEV in Journal of Autism and Developmental Disorders, 54-6 (June 2024)  

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Conducting caregiver focus groups on autism in the context of an international research collaboration: Logistical and methodological lessons learned in South Africa / Jessy GULER in Autism, 27-3 (April 2023)  

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Educational classifications of autism spectrum disorder and intellectual disability among school-aged children in North Carolina: Associations with race, rurality, and resource availability / Eunsoo Timothy KIM in Autism Research, 14-5 (May 2021)  

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Eye-tracking measures of social versus nonsocial attention are related to level of social engagement during naturalistic caregiver-child interactions in autistic children / Carla A. WALL in Autism Research, 16-5 (May 2023)  

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Gastrointestinal problems are associated with increased repetitive behaviors but not social communication difficulties in young children with autism spectrum disorders / Payal CHAKRABORTY in Autism, 25-2 (February 2021)  

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Prevalence of bias against neurodivergence-related terms in artificial intelligence language models / Sam BRANDSEN in Autism Research, 17-2 (February 2024)  

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Relationship between quantitative digital behavioral features and clinical profiles in young autistic children / Marika COFFMAN in Autism Research, 16-7 (July 2023)  

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