Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition / Mary HANLEY in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.908-924 Titre : Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition Type de document : Texte imprimé et/ou numérique Auteurs : Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur ; Teresa MCCORMACK, Auteur ; Clare CARTY, Auteur ; Lisa COYLE, Auteur ; Naomi CROZIER, Auteur ; Johanna ROBINSON, Auteur ; Martin MCPHILLIPS, Auteur Article en page(s) : p.908-924 Langues : Anglais (eng) Mots-clés : Autism  Specific language impairment  Eye-tracking  Social interaction  Implicit mentalising Index. décimale : PER Périodiques Résumé : Abstract Eye-tracking studies have shown how people with autism spend significantly less time looking at socially relevant information on-screen compared to those developing typically. This has been suggested to impact on the development of socio-cognitive skills in autism. We present novel evidence of how attention atypicalities in children with autism extend to real-life interaction, in comparison to typically developing (TD) children and children with specific language impairment (SLI). We explored the allocation of attention during social interaction with an interlocutor, and how aspects of attention (awareness checking) related to traditional measures of social cognition (false belief attribution). We found divergent attention allocation patterns across the groups in relation to social cognition ability. Even though children with autism and SLI performed similarly on the socio-cognitive tasks, there were syndrome-specific atypicalities of their attention patterns. Children with SLI were most similar to TD children in terms of prioritising attention to socially pertinent information (eyes, face, awareness checking). Children with autism showed reduced attention to the eyes and face, and slower awareness checking. This study provides unique and timely insight into real-world social gaze (a)typicality in autism, SLI and typical development, its relationship to socio-cognitive ability, and raises important issues for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition [Texte imprimé et/ou numérique] / Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur ; Teresa MCCORMACK, Auteur ; Clare CARTY, Auteur ; Lisa COYLE, Auteur ; Naomi CROZIER, Auteur ; Johanna ROBINSON, Auteur ; Martin MCPHILLIPS, Auteur . - p.908-924. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.908-924 Mots-clés : Autism  Specific language impairment  Eye-tracking  Social interaction  Implicit mentalising Index. décimale : PER Périodiques Résumé : Abstract Eye-tracking studies have shown how people with autism spend significantly less time looking at socially relevant information on-screen compared to those developing typically. This has been suggested to impact on the development of socio-cognitive skills in autism. We present novel evidence of how attention atypicalities in children with autism extend to real-life interaction, in comparison to typically developing (TD) children and children with specific language impairment (SLI). We explored the allocation of attention during social interaction with an interlocutor, and how aspects of attention (awareness checking) related to traditional measures of social cognition (false belief attribution). We found divergent attention allocation patterns across the groups in relation to social cognition ability. Even though children with autism and SLI performed similarly on the socio-cognitive tasks, there were syndrome-specific atypicalities of their attention patterns. Children with SLI were most similar to TD children in terms of prioritising attention to socially pertinent information (eyes, face, awareness checking). Children with autism showed reduced attention to the eyes and face, and slower awareness checking. This study provides unique and timely insight into real-world social gaze (a)typicality in autism, SLI and typical development, its relationship to socio-cognitive ability, and raises important issues for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Motor Deficits in Children With Autism Spectrum Disorder: A Cross-Syndrome Study / Martin MCPHILLIPS in Autism Research, 7-6 (December 2014)  

Public ISBD [article]  inAutism Research > 7-6 (December 2014) . - p.664-676 Titre : Motor Deficits in Children With Autism Spectrum Disorder: A Cross-Syndrome Study Type de document : Texte imprimé et/ou numérique Auteurs : Martin MCPHILLIPS, Auteur ; Jennifer FINLAY, Auteur ; Susanne BEJEROT, Auteur ; Mary HANLEY, Auteur Article en page(s) : p.664-676 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  specific language impairment  motor deficit  cross-syndrome Index. décimale : PER Périodiques Résumé : Recent research suggests that children with autism spectrum disorder (ASD) experience some level of motor difficulty, and that this may be associated with social communication skills. However, other studies show that children with language impairments, but without the social communication problems, are at risk of motor difficulties as well. The aim of the present study was to determine if children with ASD have syndrome-specific motor deficits in comparison to children with specific language impairment (SLI). We used an independent groups design with three groups of children (8–10 years old) matched on age and nonverbal IQ: an ASD group, an SLI group, and a typically developing (TD) group. All of the children completed an individually administered, standardized motor assessment battery. We found that the TD group demonstrated significantly better motor skills than either the ASD or SLI groups. Detailed analyses of the motor subtests revealed that the ASD and SLI groups had very similar motor profiles across a range of fine and gross motor skills, with one exception. We conclude that children with ASD, and SLI, are at risk of clinically significant motor deficits. However, future behavioral and neurological studies of motor skills in children with ASD should include an SLI comparison group in order to identify possible autism-specific deficits. En ligne : http://dx.doi.org/10.1002/aur.1408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Motor Deficits in Children With Autism Spectrum Disorder: A Cross-Syndrome Study [Texte imprimé et/ou numérique] / Martin MCPHILLIPS, Auteur ; Jennifer FINLAY, Auteur ; Susanne BEJEROT, Auteur ; Mary HANLEY, Auteur . - p.664-676. Langues : Anglais (eng) in Autism Research > 7-6 (December 2014) . - p.664-676 Mots-clés : autism spectrum disorder  specific language impairment  motor deficit  cross-syndrome Index. décimale : PER Périodiques Résumé : Recent research suggests that children with autism spectrum disorder (ASD) experience some level of motor difficulty, and that this may be associated with social communication skills. However, other studies show that children with language impairments, but without the social communication problems, are at risk of motor difficulties as well. The aim of the present study was to determine if children with ASD have syndrome-specific motor deficits in comparison to children with specific language impairment (SLI). We used an independent groups design with three groups of children (8–10 years old) matched on age and nonverbal IQ: an ASD group, an SLI group, and a typically developing (TD) group. All of the children completed an individually administered, standardized motor assessment battery. We found that the TD group demonstrated significantly better motor skills than either the ASD or SLI groups. Detailed analyses of the motor subtests revealed that the ASD and SLI groups had very similar motor profiles across a range of fine and gross motor skills, with one exception. We conclude that children with ASD, and SLI, are at risk of clinically significant motor deficits. However, future behavioral and neurological studies of motor skills in children with ASD should include an SLI comparison group in order to identify possible autism-specific deficits. En ligne : http://dx.doi.org/10.1002/aur.1408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Spontaneous attention to faces in Asperger syndrome using ecologically valid static stimuli / Mary HANLEY in Autism, 17-6 (November 2013)  

Public ISBD [article]  inAutism > 17-6 (November 2013) . - p.754-761 Titre : Spontaneous attention to faces in Asperger syndrome using ecologically valid static stimuli Type de document : Texte imprimé et/ou numérique Auteurs : Mary HANLEY, Auteur ; Martin MCPHILLIPS, Auteur ; Gerry MULHERN, Auteur ; Deborah M. RIBY, Auteur Année de publication : 2013 Article en page(s) : p.754-761 Langues : Anglais (eng) Mots-clés : Asperger syndrome  Autism  eye tracking  face perception  social attention Index. décimale : PER Périodiques Résumé : Previous eye tracking research on the allocation of attention to social information by individuals with autism spectrum disorders is equivocal and may be in part a consequence of variation in stimuli used between studies. The current study explored attention allocation to faces, and within faces, by individuals with Asperger syndrome using a range of static stimuli where faces were either viewed in isolation or viewed in the context of a social scene. Results showed that faces were viewed typically by the individuals with Asperger syndrome when presented in isolation, but attention to the eyes was significantly diminished in comparison to age and IQ-matched typical viewers when faces were viewed as part of social scenes. We show that when using static stimuli, there is evidence of atypicality for individuals with Asperger syndrome depending on the extent of social context. Our findings shed light on the previous explanations of gaze behaviour that have emphasised the role of movement in atypicalities of social attention in autism spectrum disorders and highlight the importance of consideration of the realistic portrayal of social information for future studies. En ligne : http://dx.doi.org/10.1177/1362361312456746 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Spontaneous attention to faces in Asperger syndrome using ecologically valid static stimuli [Texte imprimé et/ou numérique] / Mary HANLEY, Auteur ; Martin MCPHILLIPS, Auteur ; Gerry MULHERN, Auteur ; Deborah M. RIBY, Auteur . - 2013 . - p.754-761. Langues : Anglais (eng) in Autism > 17-6 (November 2013) . - p.754-761 Mots-clés : Asperger syndrome  Autism  eye tracking  face perception  social attention Index. décimale : PER Périodiques Résumé : Previous eye tracking research on the allocation of attention to social information by individuals with autism spectrum disorders is equivocal and may be in part a consequence of variation in stimuli used between studies. The current study explored attention allocation to faces, and within faces, by individuals with Asperger syndrome using a range of static stimuli where faces were either viewed in isolation or viewed in the context of a social scene. Results showed that faces were viewed typically by the individuals with Asperger syndrome when presented in isolation, but attention to the eyes was significantly diminished in comparison to age and IQ-matched typical viewers when faces were viewed as part of social scenes. We show that when using static stimuli, there is evidence of atypicality for individuals with Asperger syndrome depending on the extent of social context. Our findings shed light on the previous explanations of gaze behaviour that have emphasised the role of movement in atypicalities of social attention in autism spectrum disorders and highlight the importance of consideration of the realistic portrayal of social information for future studies. En ligne : http://dx.doi.org/10.1177/1362361312456746 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

The effect of social disadvantage on motor development in young children: a comparative study / Martin MCPHILLIPS in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1214–1222 Titre : The effect of social disadvantage on motor development in young children: a comparative study Type de document : Texte imprimé et/ou numérique Auteurs : Martin MCPHILLIPS, Auteur ; Julie-Anne JORDAN-BLACK, Auteur Année de publication : 2007 Article en page(s) : p.1214–1222 Langues : Anglais (eng) Mots-clés : Social-disadvantage motor-skills neurodevelopment asymmetrical-tonic-neck-reflex receptive-language reading Index. décimale : PER Périodiques Résumé : Background: Empirical research suggests that social disadvantage has a negative effect on the development of language, and related cognitive skills such as reading. There is, however, no corresponding body of research on the impact of social disadvantage on motor development. The primary purpose of this study was to investigate the impact of social disadvantage on motor development in young children. In addition, we explored a possible link between an early neuromotor indicator and attainments in language, and reading. Methods: The Northern Ireland Multiple Deprivation Measure was used to identify two contrasting districts based on a composite measure of social disadvantage. We investigated the effect of social disadvantage on the motor attainments of a sample of 239 children aged 4–5 years, and 276 children aged 7–8 years attending mainstream schools in each district using a standardised motor assessment battery, and a motor neurodevelopmental measure. We used standardised receptive language and reading assessments to evaluate possible associations between motor and language/reading attainments. Results: There was a significant negative effect of social disadvantage on motor skills, for both age groups, and for both males and females. A similar negative effect of social disadvantage on attainments in language, and reading was also found. Children from areas of social disadvantage had significant deficits in motor and receptive language attainments relative to their more advantaged peers. In addition, we revealed a significant predictive relationship between a neurodevelopmental measure of early motor development and reading attainment. Conclusions: Children growing up in socially disadvantaged areas may be at particular risk of motor, including neurodevelopmental, delay, as well as language and reading difficulties. The determinants of motor and neuromotor deficits in children from disadvantaged backgrounds should be explored, and the relationship between early neuromotor development and language/reading development requires further investigation. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01814.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 [article] The effect of social disadvantage on motor development in young children: a comparative study [Texte imprimé et/ou numérique] / Martin MCPHILLIPS, Auteur ; Julie-Anne JORDAN-BLACK, Auteur . - 2007 . - p.1214–1222. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1214–1222 Mots-clés : Social-disadvantage motor-skills neurodevelopment asymmetrical-tonic-neck-reflex receptive-language reading Index. décimale : PER Périodiques Résumé : Background: Empirical research suggests that social disadvantage has a negative effect on the development of language, and related cognitive skills such as reading. There is, however, no corresponding body of research on the impact of social disadvantage on motor development. The primary purpose of this study was to investigate the impact of social disadvantage on motor development in young children. In addition, we explored a possible link between an early neuromotor indicator and attainments in language, and reading. Methods: The Northern Ireland Multiple Deprivation Measure was used to identify two contrasting districts based on a composite measure of social disadvantage. We investigated the effect of social disadvantage on the motor attainments of a sample of 239 children aged 4–5 years, and 276 children aged 7–8 years attending mainstream schools in each district using a standardised motor assessment battery, and a motor neurodevelopmental measure. We used standardised receptive language and reading assessments to evaluate possible associations between motor and language/reading attainments. Results: There was a significant negative effect of social disadvantage on motor skills, for both age groups, and for both males and females. A similar negative effect of social disadvantage on attainments in language, and reading was also found. Children from areas of social disadvantage had significant deficits in motor and receptive language attainments relative to their more advantaged peers. In addition, we revealed a significant predictive relationship between a neurodevelopmental measure of early motor development and reading attainment. Conclusions: Children growing up in socially disadvantaged areas may be at particular risk of motor, including neurodevelopmental, delay, as well as language and reading difficulties. The determinants of motor and neuromotor deficits in children from disadvantaged backgrounds should be explored, and the relationship between early neuromotor development and language/reading development requires further investigation. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01814.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309

The use of eye-tracking to explore social difficulties in cognitively able students with autism spectrum disorder: A pilot investigation / Mary HANLEY in Autism, 19-7 (October 2015)  

Public ISBD [article]  inAutism > 19-7 (October 2015) . - p.868-873 Titre : The use of eye-tracking to explore social difficulties in cognitively able students with autism spectrum disorder: A pilot investigation Type de document : Texte imprimé et/ou numérique Auteurs : Mary HANLEY, Auteur ; Debbie M. RIBY, Auteur ; Clare CARTY, Auteur ; Annie MELAUGH MCATEER, Auteur ; Andrew KENNEDY, Auteur ; Martin MCPHILLIPS, Auteur Année de publication : 2015 Article en page(s) : p.868-873 Langues : Anglais (eng) Mots-clés : autism  spectrum disorders  eye-tracking  high functioning  social attention  social awareness  social interaction Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder do not just ‘grow out of’ their early difficulties in understanding the social world. Even for those who are cognitively able, autism-related difficulties continue into adulthood. Atypicalities attending to and interpreting communicative signals from others can provide barriers to success in education, employment and relationships. In the current study, we use eye-tracking during real social interaction to explore attention to social cues (e.g. face, eyes, mouth) and links to social awareness in a group of cognitively able University students with autism spectrum disorder and typically developing students from the same University. During the interaction, students with autism spectrum disorder showed less eye fixation and more mouth fixation than typically developing students. Importantly, while 63% of typically developing participants reported thinking they were deceived about the true nature of the interaction, only 9% of autism spectrum disorder participants picked up this subtle social signal. We argue that understanding how these social attentional and social awareness difficulties manifest during adulthood is important given the growing number of adults with autism spectrum disorder who are attending higher level education. These adults may be particularly susceptible to drop-out due to demands of coping in situations where social awareness is so important. En ligne : http://dx.doi.org/10.1177/1362361315580767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 [article] The use of eye-tracking to explore social difficulties in cognitively able students with autism spectrum disorder: A pilot investigation [Texte imprimé et/ou numérique] / Mary HANLEY, Auteur ; Debbie M. RIBY, Auteur ; Clare CARTY, Auteur ; Annie MELAUGH MCATEER, Auteur ; Andrew KENNEDY, Auteur ; Martin MCPHILLIPS, Auteur . - 2015 . - p.868-873. Langues : Anglais (eng) in Autism > 19-7 (October 2015) . - p.868-873 Mots-clés : autism  spectrum disorders  eye-tracking  high functioning  social attention  social awareness  social interaction Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder do not just ‘grow out of’ their early difficulties in understanding the social world. Even for those who are cognitively able, autism-related difficulties continue into adulthood. Atypicalities attending to and interpreting communicative signals from others can provide barriers to success in education, employment and relationships. In the current study, we use eye-tracking during real social interaction to explore attention to social cues (e.g. face, eyes, mouth) and links to social awareness in a group of cognitively able University students with autism spectrum disorder and typically developing students from the same University. During the interaction, students with autism spectrum disorder showed less eye fixation and more mouth fixation than typically developing students. Importantly, while 63% of typically developing participants reported thinking they were deceived about the true nature of the interaction, only 9% of autism spectrum disorder participants picked up this subtle social signal. We argue that understanding how these social attentional and social awareness difficulties manifest during adulthood is important given the growing number of adults with autism spectrum disorder who are attending higher level education. These adults may be particularly susceptible to drop-out due to demands of coping in situations where social awareness is so important. En ligne : http://dx.doi.org/10.1177/1362361315580767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269

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