Early intervention for autism: Are we prioritizing feasibility at the expenses of effectiveness? A cautionary note / G. VIVANTI in Autism, 22-7 (October 2018)  

Public ISBD [article]  inAutism > 22-7 (October 2018) . - p.770-773 Titre : Early intervention for autism: Are we prioritizing feasibility at the expenses of effectiveness? A cautionary note Type de document : Texte imprimé et/ou numérique Auteurs : G. VIVANTI, Auteur ; A. STAHMER, Auteur Article en page(s) : p.770-773 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361318803043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Early intervention for autism: Are we prioritizing feasibility at the expenses of effectiveness? A cautionary note [Texte imprimé et/ou numérique] / G. VIVANTI, Auteur ; A. STAHMER, Auteur . - p.770-773. Langues : Anglais (eng) in Autism > 22-7 (October 2018) . - p.770-773 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361318803043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Object-directed imitation in autism spectrum disorder is differentially influenced by motoric task complexity, but not social contextual cues / Lacey CHETCUTI in Autism, 23-1 (January 2019)  

Public ISBD [article]  inAutism > 23-1 (January 2019) . - p.199-211 Titre : Object-directed imitation in autism spectrum disorder is differentially influenced by motoric task complexity, but not social contextual cues Type de document : Texte imprimé et/ou numérique Auteurs : Lacey CHETCUTI, Auteur ; K. HUDRY, Auteur ; M. GRANT, Auteur ; G. VIVANTI, Auteur Article en page(s) : p.199-211 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  imitation  iPad  motor  social cognition and  social behavior  joint attention  young-children  preschool-children  rational imitation  recognition  motivation  impairments  propensity  perception  mechanisms  Psychology Index. décimale : PER Périodiques Résumé : yyyyy We examined the role of social motivation and motor execution factors in object-directed imitation difficulties in autism spectrum disorder. A series of to-be-imitated actions was presented to 35 children with autism spectrum disorder and 20 typically developing children on an Apple((R)) iPad((R)) by a socially responsive or aloof model, under conditions of low and high motor demand. There were no differences in imitation performance (i.e. the number of actions reproduced within a fixed sequence), for either group, in response to a model who acted socially responsive or aloof. Children with autism spectrum disorder imitated the high motor demand task more poorly than the low motor demand task, while imitation performance for typically developing children was equivalent across the low and high motor demand conditions. Furthermore, imitative performance in the autism spectrum disorder group was unrelated to social reciprocity, though positively associated with fine motor coordination. These results suggest that difficulties in object-directed imitation in autism spectrum disorder are the result of motor execution difficulties, not reduced social motivation. En ligne : http://dx.doi.org/10.1177/1362361317734063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Object-directed imitation in autism spectrum disorder is differentially influenced by motoric task complexity, but not social contextual cues [Texte imprimé et/ou numérique] / Lacey CHETCUTI, Auteur ; K. HUDRY, Auteur ; M. GRANT, Auteur ; G. VIVANTI, Auteur . - p.199-211. Langues : Anglais (eng) in Autism > 23-1 (January 2019) . - p.199-211 Mots-clés : autism spectrum disorders  imitation  iPad  motor  social cognition and  social behavior  joint attention  young-children  preschool-children  rational imitation  recognition  motivation  impairments  propensity  perception  mechanisms  Psychology Index. décimale : PER Périodiques Résumé : yyyyy We examined the role of social motivation and motor execution factors in object-directed imitation difficulties in autism spectrum disorder. A series of to-be-imitated actions was presented to 35 children with autism spectrum disorder and 20 typically developing children on an Apple((R)) iPad((R)) by a socially responsive or aloof model, under conditions of low and high motor demand. There were no differences in imitation performance (i.e. the number of actions reproduced within a fixed sequence), for either group, in response to a model who acted socially responsive or aloof. Children with autism spectrum disorder imitated the high motor demand task more poorly than the low motor demand task, while imitation performance for typically developing children was equivalent across the low and high motor demand conditions. Furthermore, imitative performance in the autism spectrum disorder group was unrelated to social reciprocity, though positively associated with fine motor coordination. These results suggest that difficulties in object-directed imitation in autism spectrum disorder are the result of motor execution difficulties, not reduced social motivation. En ligne : http://dx.doi.org/10.1177/1362361317734063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Others' emotions teach, but not in autism: an eye-tracking pupillometry study / H. J. NUSKE in Molecular Autism, 7 (2016)  

Public ISBD [article]  inMolecular Autism > 7 (2016) . - 36p. 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 [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

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)  

Public ISBD [article]  inAutism > 23-5 (July 2019) . - p.1165-1175 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 [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

Profiles of vocalization change in children with autism receiving early intervention / D. TREMBATH in Autism Research, 12-5 (May 2019)  

Public ISBD [article]  inAutism Research > 12-5 (May 2019) . - p.830-842 Titre : Profiles of vocalization change in children with autism receiving early intervention Type de document : Texte imprimé et/ou numérique Auteurs : D. TREMBATH, Auteur ; Marleen F. WESTERVELD, Auteur ; S. TEPPALA, Auteur ; A. THIRUMANICKAM, Auteur ; R. SULEK, Auteur ; V. ROSE, Auteur ; M. TUCKER, Auteur ; J. PAYNTER, Auteur ; O. HETZRONI, Auteur ; D. KEEN, Auteur ; G. VIVANTI, Auteur Article en page(s) : p.830-842 Langues : Anglais (eng) Mots-clés : children  individual variability/heterogeneity  language  longitudinal data analysis  treatment Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) commonly present with comorbid language impairment, negatively impacting their learning and participation across settings. Addressing these needs requires a detailed understanding of their communication trajectories. In this study, we used the language environment and analysis (LENA) system to examine possible changes in children's (a) vocalizations and (b) ratio of speech to nonspeech vocalizations over a 10-month period. Data for 23 children with ASD (17M, 6F; ages 32-67 months) were analyzed, including monthly 3-hr in-class recordings and standardized measures of language, cognition, and ASD characteristics. Using hierarchical generalized linear models, we found significant time-trends for child vocalizations (P En ligne : http://dx.doi.org/10.1002/aur.2075 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Profiles of vocalization change in children with autism receiving early intervention [Texte imprimé et/ou numérique] / D. TREMBATH, Auteur ; Marleen F. WESTERVELD, Auteur ; S. TEPPALA, Auteur ; A. THIRUMANICKAM, Auteur ; R. SULEK, Auteur ; V. ROSE, Auteur ; M. TUCKER, Auteur ; J. PAYNTER, Auteur ; O. HETZRONI, Auteur ; D. KEEN, Auteur ; G. VIVANTI, Auteur . - p.830-842. Langues : Anglais (eng) in Autism Research > 12-5 (May 2019) . - p.830-842 Mots-clés : children  individual variability/heterogeneity  language  longitudinal data analysis  treatment Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) commonly present with comorbid language impairment, negatively impacting their learning and participation across settings. Addressing these needs requires a detailed understanding of their communication trajectories. In this study, we used the language environment and analysis (LENA) system to examine possible changes in children's (a) vocalizations and (b) ratio of speech to nonspeech vocalizations over a 10-month period. Data for 23 children with ASD (17M, 6F; ages 32-67 months) were analyzed, including monthly 3-hr in-class recordings and standardized measures of language, cognition, and ASD characteristics. Using hierarchical generalized linear models, we found significant time-trends for child vocalizations (P En ligne : http://dx.doi.org/10.1002/aur.2075 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

Reactivity to fearful expressions of familiar and unfamiliar people in children with autism: an eye-tracking pupillometry study / H. J. NUSKE in Journal of Neurodevelopmental Disorders, 6-1 (December 2014)  

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Social affiliation motives modulate spontaneous learning in Williams syndrome but not in autism / G. VIVANTI in Molecular Autism, 7 (2016)  

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Social-communicative gestures at baseline predict verbal and nonverbal gains for children with autism receiving the Early Start Denver Model / D. LAISTER in Autism, 25-6 (August 2021)  

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The prevalence and incidence of early-onset dementia among adults with autism spectrum disorder / G. VIVANTI in Autism Research, 14-10 (October 2021)  

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Theories of Autism and Autism Treatment from the DSM III Through the Present and Beyond: Impact on Research and Practice / G. VIVANTI in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

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Verbal labels increase the salience of novel objects for preschoolers with typical development and Williams syndrome, but not in autism / G. VIVANTI in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)  

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