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To covet what we see: Autistic traits modulate the relationship between looking and choosing / Nicholas HEDGER in Autism Research, 14-2 (February 2021)
[article]
Titre : To covet what we see: Autistic traits modulate the relationship between looking and choosing Type de document : Texte imprimé et/ou numérique Auteurs : Nicholas HEDGER, Auteur ; Bhismadev CHAKRABARTI, Auteur Article en page(s) : p.289-300 Langues : Anglais (eng) Mots-clés : attention autism eye tracking gaze social attention temporal modeling Index. décimale : PER Périodiques Résumé : Behavioral studies indicate that autistic traits predict reduced gaze toward social stimuli. Moreover, experiments that require participants to make an explicit choice between stimuli indicate reduced preferences for social stimuli in individuals with high autistic traits. These observations, in combination, fit with the idea that gaze is actively involved in the formation of choices-gaze toward a stimulus increases the likelihood of its subsequent selection. Although these aspects of gaze and choice behavior have been well characterized separately, it remains unclear how autistic traits affect the relationship between gaze and socially relevant choices. In a choice-based eye-tracking paradigm, we observed that autistic traits predict less frequent and delayed selection of social stimuli. Critically, eye tracking revealed novel phenomena underlying these choice behaviors: first, the relationship between gaze and choice behavior was weaker in individuals with high autistic traits-an increase in gaze to a stimulus was associated with a smaller increase in choice probability. Second, time-series analyses revealed that gaze became predictive of choice behaviors at longer latencies in observers with high autistic traits. This dissociation between gaze and choice in individuals with high autistic traits may reflect wider atypicalities in value coding. Such atypicalities may predict the development of atypical social behaviors associated with the autism phenotype. LAY SUMMARY: When presented with multiple stimuli to choose from, we tend to look more toward the stimuli we later choose. Here, we found that this relationship between looking and choosing was reduced in individuals with high autistic traits. These data indicate that autistic traits may be associated with atypical processing of value, which may contribute to the reduced preferences for social stimuli exhibited by individuals with autism. En ligne : http://dx.doi.org/10.1002/aur.2349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441
in Autism Research > 14-2 (February 2021) . - p.289-300[article] To covet what we see: Autistic traits modulate the relationship between looking and choosing [Texte imprimé et/ou numérique] / Nicholas HEDGER, Auteur ; Bhismadev CHAKRABARTI, Auteur . - p.289-300.
Langues : Anglais (eng)
in Autism Research > 14-2 (February 2021) . - p.289-300
Mots-clés : attention autism eye tracking gaze social attention temporal modeling Index. décimale : PER Périodiques Résumé : Behavioral studies indicate that autistic traits predict reduced gaze toward social stimuli. Moreover, experiments that require participants to make an explicit choice between stimuli indicate reduced preferences for social stimuli in individuals with high autistic traits. These observations, in combination, fit with the idea that gaze is actively involved in the formation of choices-gaze toward a stimulus increases the likelihood of its subsequent selection. Although these aspects of gaze and choice behavior have been well characterized separately, it remains unclear how autistic traits affect the relationship between gaze and socially relevant choices. In a choice-based eye-tracking paradigm, we observed that autistic traits predict less frequent and delayed selection of social stimuli. Critically, eye tracking revealed novel phenomena underlying these choice behaviors: first, the relationship between gaze and choice behavior was weaker in individuals with high autistic traits-an increase in gaze to a stimulus was associated with a smaller increase in choice probability. Second, time-series analyses revealed that gaze became predictive of choice behaviors at longer latencies in observers with high autistic traits. This dissociation between gaze and choice in individuals with high autistic traits may reflect wider atypicalities in value coding. Such atypicalities may predict the development of atypical social behaviors associated with the autism phenotype. LAY SUMMARY: When presented with multiple stimuli to choose from, we tend to look more toward the stimuli we later choose. Here, we found that this relationship between looking and choosing was reduced in individuals with high autistic traits. These data indicate that autistic traits may be associated with atypical processing of value, which may contribute to the reduced preferences for social stimuli exhibited by individuals with autism. En ligne : http://dx.doi.org/10.1002/aur.2349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 To enforce or not to enforce? The use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder / Ayelet BEN-SASSON in Autism, 17-5 (September 2013)
[article]
Titre : To enforce or not to enforce? The use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ayelet BEN-SASSON, Auteur ; Liron LAMASH, Auteur ; Eynat GAL, Auteur Article en page(s) : p.608-622 Langues : Anglais (eng) Mots-clés : Technology Children High Functioning Autism Spectrum Disorders Social Intervention Social Interaction Index. décimale : PER Périodiques Résumé : The goal of this stud was to examine whether a technological touch activated Collaborative Puzzle Game (CPG) increased positive social behaviors in children with high functioning autism spectrum disorder (HFASD). The CPG involved construction of a virtual puzzle by selecting and dragging pieces into the solution area on a touch screen table. The target picture was presented on the top of the screen. Six dyads of children with HFASD (aged 8-11 years) engaged in the CPG in a Free Play (FP) mode in which partners could independently move puzzle pieces versus in an Enforced Collaboration (EC) mode in which partners could only move puzzle pieces together. Videos of the dames were coded for the frequencies of positive and negative social interaction, affect, play, and autistic behaviors. Parents completed the Social Responsiveness Scale (SRS).Wilcoxon Signed-ranks tests indicated that children with HFASD showed significantly higher frequencies of positive social interaction and collaborative play in the EC versus FP modes but there were no differences in negative social behaviors. Differences in social behaviors between partners during the puzzle games were not significant; however there were differences within pair in the severity of social deficits as assessed by the SRS questionnaire.The CPG in an EC mode was effective in promoting positive social interaction by requiring children to work together towards a mutual goal. However, the increased challenge in this mode, particularly for children with lower social-communication skills, suggests the need for establishing selection criteria and mediation steps for such interventions. En ligne : http://dx.doi.org/10.1177/1362361312451526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211
in Autism > 17-5 (September 2013) . - p.608-622[article] To enforce or not to enforce? The use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder [Texte imprimé et/ou numérique] / Ayelet BEN-SASSON, Auteur ; Liron LAMASH, Auteur ; Eynat GAL, Auteur . - p.608-622.
Langues : Anglais (eng)
in Autism > 17-5 (September 2013) . - p.608-622
Mots-clés : Technology Children High Functioning Autism Spectrum Disorders Social Intervention Social Interaction Index. décimale : PER Périodiques Résumé : The goal of this stud was to examine whether a technological touch activated Collaborative Puzzle Game (CPG) increased positive social behaviors in children with high functioning autism spectrum disorder (HFASD). The CPG involved construction of a virtual puzzle by selecting and dragging pieces into the solution area on a touch screen table. The target picture was presented on the top of the screen. Six dyads of children with HFASD (aged 8-11 years) engaged in the CPG in a Free Play (FP) mode in which partners could independently move puzzle pieces versus in an Enforced Collaboration (EC) mode in which partners could only move puzzle pieces together. Videos of the dames were coded for the frequencies of positive and negative social interaction, affect, play, and autistic behaviors. Parents completed the Social Responsiveness Scale (SRS).Wilcoxon Signed-ranks tests indicated that children with HFASD showed significantly higher frequencies of positive social interaction and collaborative play in the EC versus FP modes but there were no differences in negative social behaviors. Differences in social behaviors between partners during the puzzle games were not significant; however there were differences within pair in the severity of social deficits as assessed by the SRS questionnaire.The CPG in an EC mode was effective in promoting positive social interaction by requiring children to work together towards a mutual goal. However, the increased challenge in this mode, particularly for children with lower social-communication skills, suggests the need for establishing selection criteria and mediation steps for such interventions. En ligne : http://dx.doi.org/10.1177/1362361312451526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students / Kristen BOTTEMA-BEUTEL in Autism, 21-1 (January 2017)
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Titre : To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Elliot TURIEL, Auteur ; Mila N. DEWITT, Auteur ; Pamela J WOLFBERG, Auteur Article en page(s) : p.51-60 Langues : Anglais (eng) Mots-clés : autism spectrum disorder elementary students inclusion moral reasoning social domain theory Index. décimale : PER Périodiques Résumé : Given the significant role that typically developing children play in the social lives of children with autism spectrum disorder, it is important to understand how they evaluate and reason about the inclusion/exclusion of children with autism spectrum disorder in social situations. The objective of this study is to determine elementary students’ evaluations, reasoning patterns, and reasoning complexity regarding the failure to include children with autism spectrum disorder in social activities. Forty-four elementary-aged students participated in interviews, which included vignettes describing four contexts in which a child with autism spectrum disorder is not invited to a social event. Responses were analyzed according to social domain theory, an approach emphasizing that children identify and coordinate different domains of social knowledge, including the moral, personal, societal, and prudential. Results showed that regardless of grade and context, most children judge that failure to include on the basis of disability status is not acceptable. However, the complexity of children’s reasoning (i.e. the extent to which they drew upon and coordinated multiple domains) was higher in older children. Mean complexity scores were also higher in a birthday party context as compared to a playdate context. We offer implications for future research and practice regarding the social inclusion of children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315622412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Autism > 21-1 (January 2017) . - p.51-60[article] To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Elliot TURIEL, Auteur ; Mila N. DEWITT, Auteur ; Pamela J WOLFBERG, Auteur . - p.51-60.
Langues : Anglais (eng)
in Autism > 21-1 (January 2017) . - p.51-60
Mots-clés : autism spectrum disorder elementary students inclusion moral reasoning social domain theory Index. décimale : PER Périodiques Résumé : Given the significant role that typically developing children play in the social lives of children with autism spectrum disorder, it is important to understand how they evaluate and reason about the inclusion/exclusion of children with autism spectrum disorder in social situations. The objective of this study is to determine elementary students’ evaluations, reasoning patterns, and reasoning complexity regarding the failure to include children with autism spectrum disorder in social activities. Forty-four elementary-aged students participated in interviews, which included vignettes describing four contexts in which a child with autism spectrum disorder is not invited to a social event. Responses were analyzed according to social domain theory, an approach emphasizing that children identify and coordinate different domains of social knowledge, including the moral, personal, societal, and prudential. Results showed that regardless of grade and context, most children judge that failure to include on the basis of disability status is not acceptable. However, the complexity of children’s reasoning (i.e. the extent to which they drew upon and coordinated multiple domains) was higher in older children. Mean complexity scores were also higher in a birthday party context as compared to a playdate context. We offer implications for future research and practice regarding the social inclusion of children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315622412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 To reduce the average age of autism diagnosis, screen preschoolers in primary care / Katharine E. ZUCKERMAN in Autism, 25-2 (February 2021)
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Titre : To reduce the average age of autism diagnosis, screen preschoolers in primary care Type de document : Texte imprimé et/ou numérique Auteurs : Katharine E. ZUCKERMAN, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; R. Christopher SHELDRICK, Auteur Article en page(s) : p.593-596 Langues : Anglais (eng) Mots-clés : autism spectrum disorders preschool children primary care screening Index. décimale : PER Périodiques Résumé : Pediatric primary care providers check for autism signs, usually using a standard checklist, at 18- and 24-month well-child visits. When the checklist shows possible autism, children should be referred for additional treatment and evaluation with an autism specialist. However, many children with autism spectrum disorder are not detected as toddlers. Low-income and minority children are particularly likely to have a late autism spectrum disorder diagnosis. Checking for autism at preschool-aged well-child visits might be one way to identify autism spectrum disorder earlier, especially for low-income and minority children. En ligne : http://dx.doi.org/10.1177/1362361320968974 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442
in Autism > 25-2 (February 2021) . - p.593-596[article] To reduce the average age of autism diagnosis, screen preschoolers in primary care [Texte imprimé et/ou numérique] / Katharine E. ZUCKERMAN, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; R. Christopher SHELDRICK, Auteur . - p.593-596.
Langues : Anglais (eng)
in Autism > 25-2 (February 2021) . - p.593-596
Mots-clés : autism spectrum disorders preschool children primary care screening Index. décimale : PER Périodiques Résumé : Pediatric primary care providers check for autism signs, usually using a standard checklist, at 18- and 24-month well-child visits. When the checklist shows possible autism, children should be referred for additional treatment and evaluation with an autism specialist. However, many children with autism spectrum disorder are not detected as toddlers. Low-income and minority children are particularly likely to have a late autism spectrum disorder diagnosis. Checking for autism at preschool-aged well-child visits might be one way to identify autism spectrum disorder earlier, especially for low-income and minority children. En ligne : http://dx.doi.org/10.1177/1362361320968974 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 To what end ? / Fred P. SAGE in Developmental Medicine & Child Neurology, 23-4 (August 1981)
[article]
Titre : To what end ? Type de document : Texte imprimé et/ou numérique Auteurs : Fred P. SAGE, Auteur Année de publication : 1981 Article en page(s) : p.425-426 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=522
in Developmental Medicine & Child Neurology > 23-4 (August 1981) . - p.425-426[article] To what end ? [Texte imprimé et/ou numérique] / Fred P. SAGE, Auteur . - 1981 . - p.425-426.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > 23-4 (August 1981) . - p.425-426
Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=522 To What Extent Do Joint Attention, Imitation, and Object Play Behaviors in Infancy Predict Later Communication and Intellectual Functioning in ASD? / Kenneth K. POON in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
PermalinkTo what extent do social support and coping strategies mediate the relation between childhood maltreatment and major depressive disorder: A longitudinal community-based cohort / Muzi LI in Development and Psychopathology, 36-1 (February 2024)
PermalinkTo what extent does food sensitivity contribute to headache recurrence? / Alan LEVITON in Developmental Medicine & Child Neurology, 26-4 (August 1984)
PermalinkTo what extent does the 'Double Empathy Problem' impact on the assessment and grading of autistic students' creative writing? / Isabelle FINN-KELCEY in Good Autism Practice - GAP, 22-1 (May 2021)
PermalinkTo what extent is the relationship between teaching assistants and pupils with autism valued and facilitated as an educational strategy in mainstream schools? / Eleanor LLOYD in Good Autism Practice - GAP, 14-1 (May 2013)
PermalinkToddler autism screening questionnaire: Development and potential clinical validity / Wen-Che TSAI in Autism, 16-4 (July 2012)
PermalinkToddler dysregulated fear predicts continued risk for social anxiety symptoms in early adolescence / Kristin A. BUSS in Development and Psychopathology, 33-1 (February 2021)
PermalinkToddler Screening for Autism Spectrum Disorder: A Meta-Analysis of Diagnostic Accuracy / Ana B. SÁNCHEZ-GARCÍA in Journal of Autism and Developmental Disorders, 49-5 (May 2019)
PermalinkToddlers to teenagers: Long-term follow-up study of outcomes in autism spectrum disorder / Esther BEN-ITZCHAK in Autism, 24-1 (January 2020)
PermalinkToddlers with Autism Spectrum Disorder Can Use Language to Update Their Expectations About the World / A. FITCH in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
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