29 recherche sur le mot-clé 'Auditory'

Auditory Attentional Disengagement in Children with Autism Spectrum Disorder / B. KEEHN in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.3999-4008 Titre : Auditory Attentional Disengagement in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : B. KEEHN, Auteur ; Girija KADLASKAR, Auteur ; R. MCNALLY KEEHN, Auteur ; A. L. FRANCIS, Auteur Article en page(s) : p.3999-4008 Langues : Anglais (eng) Mots-clés : Attention  Auditory  Autism spectrum disorder  Disengagement  Eog  Eye movements Index. décimale : PER Périodiques Résumé : Despite early differences in orienting to sounds, no study to date has investigated whether children with ASD demonstrate impairments in attentional disengagement in the auditory modality. Twenty-one 9-15-year-old children with ASD and 20 age- and IQ-matched TD children were presented with an auditory gap-overlap paradigm. Evidence of impaired disengagement in ASD was mixed. Differences in saccadic reaction time for overlap and gap conditions did not differ between groups. However, children with ASD did show increased no-shift trials in the overlap condition, as well as reduced disengagement efficiency compared to their TD peers. These results provide further support for disengagement impairments in ASD, and suggest that these deficits include disengaging from and shifting to unimodal auditory information. En ligne : http://dx.doi.org/10.1007/s10803-019-04111-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Auditory Attentional Disengagement in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / B. KEEHN, Auteur ; Girija KADLASKAR, Auteur ; R. MCNALLY KEEHN, Auteur ; A. L. FRANCIS, Auteur . - p.3999-4008. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.3999-4008 Mots-clés : Attention  Auditory  Autism spectrum disorder  Disengagement  Eog  Eye movements Index. décimale : PER Périodiques Résumé : Despite early differences in orienting to sounds, no study to date has investigated whether children with ASD demonstrate impairments in attentional disengagement in the auditory modality. Twenty-one 9-15-year-old children with ASD and 20 age- and IQ-matched TD children were presented with an auditory gap-overlap paradigm. Evidence of impaired disengagement in ASD was mixed. Differences in saccadic reaction time for overlap and gap conditions did not differ between groups. However, children with ASD did show increased no-shift trials in the overlap condition, as well as reduced disengagement efficiency compared to their TD peers. These results provide further support for disengagement impairments in ASD, and suggest that these deficits include disengaging from and shifting to unimodal auditory information. En ligne : http://dx.doi.org/10.1007/s10803-019-04111-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

Auditory-motor rhythm synchronization in children with autism spectrum disorder / Ana TRYFON in Research in Autism Spectrum Disorders, 35 (March 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 35 (March 2017) . - p.51-61 Titre : Auditory-motor rhythm synchronization in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ana TRYFON, Auteur ; Nicholas E. FOSTER, Auteur ; Tia OUIMET, Auteur ; Krissy DOYLE-THOMAS, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Megha SHARDA, Auteur ; Krista L. HYDE, Auteur Article en page(s) : p.51-61 Langues : Anglais (eng) Mots-clés : Autism  Auditory  Motor  Rhythm  Synchronization  Development Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is characterized by difficulties in social and communication skills as well as atypical sensory perception and motor skills. Sensorimotor abilities such as auditory-motor integration are essential for social interaction and communication. The goal of this research was to investigate the development of auditory-motor rhythm synchronization for the first time in ASD versus typically-developing (TD) children. Methods Participants were 31 boys with ASD and 23 TD boys that were matched in age and IQ. Participants were tested on an auditory-motor rhythm synchronization task in which they tapped in synchrony with rhythms of varying metrical complexity. Results Both children with ASD and TD performed similarly on this task and both groups performed better with age. This work demonstrates that non-verbal rhythm synchronization is intact in ASD over the course of childhood development. This research serves to better understand sensorimotor interactions in ASD and to better define sensory phenotypes in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Auditory-motor rhythm synchronization in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Ana TRYFON, Auteur ; Nicholas E. FOSTER, Auteur ; Tia OUIMET, Auteur ; Krissy DOYLE-THOMAS, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Megha SHARDA, Auteur ; Krista L. HYDE, Auteur . - p.51-61. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 35 (March 2017) . - p.51-61 Mots-clés : Autism  Auditory  Motor  Rhythm  Synchronization  Development Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is characterized by difficulties in social and communication skills as well as atypical sensory perception and motor skills. Sensorimotor abilities such as auditory-motor integration are essential for social interaction and communication. The goal of this research was to investigate the development of auditory-motor rhythm synchronization for the first time in ASD versus typically-developing (TD) children. Methods Participants were 31 boys with ASD and 23 TD boys that were matched in age and IQ. Participants were tested on an auditory-motor rhythm synchronization task in which they tapped in synchrony with rhythms of varying metrical complexity. Results Both children with ASD and TD performed similarly on this task and both groups performed better with age. This work demonstrates that non-verbal rhythm synchronization is intact in ASD over the course of childhood development. This research serves to better understand sensorimotor interactions in ASD and to better define sensory phenotypes in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Auditory processing in noise is associated with complex patterns of disrupted functional connectivity in autism spectrum disorder / Fahimeh MAMASHLI in Autism Research, 10-4 (April 2017)  

Public ISBD [article]  inAutism Research > 10-4 (April 2017) . - p.631-647 Titre : Auditory processing in noise is associated with complex patterns of disrupted functional connectivity in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Fahimeh MAMASHLI, Auteur ; Sheraz KHAN, Auteur ; Hari BHARADWAJ, Auteur ; Konstantinos MICHMIZOS, Auteur ; Santosh GANESAN, Auteur ; Keri-Lee A. GAREL, Auteur ; Javeria ALI HASHMI, Auteur ; Martha R. HERBERT, Auteur ; Matti HÄMÄLÄINEN, Auteur ; Tal KENET, Auteur Article en page(s) : p.631-647 Langues : Anglais (eng) Mots-clés : autism  MEG  auditory  noise  connectivity  feedback  top-down Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is associated with difficulty in processing speech in a noisy background, but the neural mechanisms that underlie this deficit have not been mapped. To address this question, we used magnetoencephalography to compare the cortical responses between ASD and typically developing (TD) individuals to a passive mismatch paradigm. We repeated the paradigm twice, once in a quiet background, and once in the presence of background noise. We focused on both the evoked mismatch field (MMF) response in temporal and frontal cortical locations, and functional connectivity with spectral specificity between those locations. In the quiet condition, we found common neural sources of the MMF response in both groups, in the right temporal gyrus and inferior frontal gyrus (IFG). In the noise condition, the MMF response in the right IFG was preserved in the TD group, but reduced relative to the quiet condition in ASD group. The MMF response in the right IFG also correlated with severity of ASD. Moreover, in noise, we found significantly reduced normalized coherence (deviant normalized by standard) in ASD relative to TD, in the beta band (14–25 Hz), between left temporal and left inferior frontal sub-regions. However, unnormalized coherence (coherence during deviant or standard) was significantly increased in ASD relative to TD, in multiple frequency bands. Our findings suggest increased recruitment of neural resources in ASD irrespective of the task difficulty, alongside a reduction in top-down modulations, usually mediated by the beta band, needed to mitigate the impact of noise on auditory processing. En ligne : http://dx.doi.org/10.1002/aur.1714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Auditory processing in noise is associated with complex patterns of disrupted functional connectivity in autism spectrum disorder [Texte imprimé et/ou numérique] / Fahimeh MAMASHLI, Auteur ; Sheraz KHAN, Auteur ; Hari BHARADWAJ, Auteur ; Konstantinos MICHMIZOS, Auteur ; Santosh GANESAN, Auteur ; Keri-Lee A. GAREL, Auteur ; Javeria ALI HASHMI, Auteur ; Martha R. HERBERT, Auteur ; Matti HÄMÄLÄINEN, Auteur ; Tal KENET, Auteur . - p.631-647. Langues : Anglais (eng) in Autism Research > 10-4 (April 2017) . - p.631-647 Mots-clés : autism  MEG  auditory  noise  connectivity  feedback  top-down Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is associated with difficulty in processing speech in a noisy background, but the neural mechanisms that underlie this deficit have not been mapped. To address this question, we used magnetoencephalography to compare the cortical responses between ASD and typically developing (TD) individuals to a passive mismatch paradigm. We repeated the paradigm twice, once in a quiet background, and once in the presence of background noise. We focused on both the evoked mismatch field (MMF) response in temporal and frontal cortical locations, and functional connectivity with spectral specificity between those locations. In the quiet condition, we found common neural sources of the MMF response in both groups, in the right temporal gyrus and inferior frontal gyrus (IFG). In the noise condition, the MMF response in the right IFG was preserved in the TD group, but reduced relative to the quiet condition in ASD group. The MMF response in the right IFG also correlated with severity of ASD. Moreover, in noise, we found significantly reduced normalized coherence (deviant normalized by standard) in ASD relative to TD, in the beta band (14–25 Hz), between left temporal and left inferior frontal sub-regions. However, unnormalized coherence (coherence during deviant or standard) was significantly increased in ASD relative to TD, in multiple frequency bands. Our findings suggest increased recruitment of neural resources in ASD irrespective of the task difficulty, alongside a reduction in top-down modulations, usually mediated by the beta band, needed to mitigate the impact of noise on auditory processing. En ligne : http://dx.doi.org/10.1002/aur.1714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Auditory-visual misalignment: A theoretical perspective on vocabulary delays in children with ASD / Courtney E. VENKER in Autism Research, 11-12 (December 2018)  

Public ISBD [article]  inAutism Research > 11-12 (December 2018) . - p.1621-1628 Titre : Auditory-visual misalignment: A theoretical perspective on vocabulary delays in children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Courtney E. VENKER, Auteur ; Allison F. BEAN, Auteur ; S. T. KOVER, Auteur Article en page(s) : p.1621-1628 Langues : Anglais (eng) Mots-clés : attention  auditory  developmental psychology  language  learning  visual Index. décimale : PER Périodiques Résumé : In this commentary, we describe a novel theoretical perspective on vocabulary delays in children with autism spectrum disorder (ASD)-a perspective we refer to as auditory-visual misalignment. We synthesize empirical evidence that: (a) as a result of differences in both social and nonsocial visual attention, the auditory-visual statistics available to children with ASD for early word learning are misaligned; (b) this auditory-visual misalignment disrupts word learning and contributes to the vocabulary delays shown by children with ASD; and (c) adopting a perspective of auditory-visual misalignment has important theoretical and clinical implications for understanding and supporting vocabulary development in children with ASD. Theoretically, the auditory-visual misalignment perspective advances our understanding of how attentional differences impact vocabulary development in children with ASD in several ways. By adopting the point of view of the child, we provide a framework that brings together research on social and domain-general visual attention differences in children with ASD. In addition, the auditory-visual misalignment perspective moves current thinking beyond how misalignment disrupts vocabulary development in the moment, and considers the likely consequences of misalignment over developmental time. Finally, considering auditory-visual misalignment may assist in identifying active ingredients of existing language interventions or in developing new interventions that deliver high quality, aligned input. Future research is needed to determine how manipulating auditory-visual alignment changes word learning in ASD and whether the effects of auditory-visual misalignment are unique to ASD or shared with other neurodevelopmental disorders or sources of language impairment. Autism Research 2018, 11: 1621-1628. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This article describes a new way of thinking about vocabulary delays in children with autism spectrum disorder (ASD). We suggest that children with ASD may have difficulty learning words because their attention is not tuned in to what is most important for learning, creating a mismatch between what they see and what they hear. This perspective brings together research on different types of attentional differences in people with ASD. It may also help us to understand how language interventions work. En ligne : http://dx.doi.org/10.1002/aur.2038 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] Auditory-visual misalignment: A theoretical perspective on vocabulary delays in children with ASD [Texte imprimé et/ou numérique] / Courtney E. VENKER, Auteur ; Allison F. BEAN, Auteur ; S. T. KOVER, Auteur . - p.1621-1628. Langues : Anglais (eng) in Autism Research > 11-12 (December 2018) . - p.1621-1628 Mots-clés : attention  auditory  developmental psychology  language  learning  visual Index. décimale : PER Périodiques Résumé : In this commentary, we describe a novel theoretical perspective on vocabulary delays in children with autism spectrum disorder (ASD)-a perspective we refer to as auditory-visual misalignment. We synthesize empirical evidence that: (a) as a result of differences in both social and nonsocial visual attention, the auditory-visual statistics available to children with ASD for early word learning are misaligned; (b) this auditory-visual misalignment disrupts word learning and contributes to the vocabulary delays shown by children with ASD; and (c) adopting a perspective of auditory-visual misalignment has important theoretical and clinical implications for understanding and supporting vocabulary development in children with ASD. Theoretically, the auditory-visual misalignment perspective advances our understanding of how attentional differences impact vocabulary development in children with ASD in several ways. By adopting the point of view of the child, we provide a framework that brings together research on social and domain-general visual attention differences in children with ASD. In addition, the auditory-visual misalignment perspective moves current thinking beyond how misalignment disrupts vocabulary development in the moment, and considers the likely consequences of misalignment over developmental time. Finally, considering auditory-visual misalignment may assist in identifying active ingredients of existing language interventions or in developing new interventions that deliver high quality, aligned input. Future research is needed to determine how manipulating auditory-visual alignment changes word learning in ASD and whether the effects of auditory-visual misalignment are unique to ASD or shared with other neurodevelopmental disorders or sources of language impairment. Autism Research 2018, 11: 1621-1628. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This article describes a new way of thinking about vocabulary delays in children with autism spectrum disorder (ASD). We suggest that children with ASD may have difficulty learning words because their attention is not tuned in to what is most important for learning, creating a mismatch between what they see and what they hear. This perspective brings together research on different types of attentional differences in people with ASD. It may also help us to understand how language interventions work. En ligne : http://dx.doi.org/10.1002/aur.2038 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

Brief Report: Prevalence and Severity of Auditory Sensory Over-Responsivity in Autism as Reported by Parents and Caregivers / Tana B. CARSON in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1395-1402 Titre : Brief Report: Prevalence and Severity of Auditory Sensory Over-Responsivity in Autism as Reported by Parents and Caregivers Type de document : Texte imprimé et/ou numérique Auteurs : Tana B. CARSON, Auteur ; M. J. VALENTE, Auteur ; B. J. WILKES, Auteur ; L. RICHARD, Auteur Article en page(s) : p.1395-1402 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/diagnosis  Autistic Disorder/complications  Caregivers  Child  Child, Preschool  Cross-Sectional Studies  Humans  Middle Aged  Parents/psychology  Prevalence  Young Adult  Auditory  Autism  Sensory  Severity Index. décimale : PER Périodiques Résumé : Auditory sensory over-responsivity (aSOR) is a frequently reported sensory feature of autism spectrum disorders (ASD); however, there is little consensus regarding its prevalence and severity. This cross-sectional study uses secondary data from the Autism Diagnostic Interview-Revised (ADI-R; Item 72: undue sensitivity to noise) housed in the US National Institute of Mental Health Data Archives to identify prevalence and severity of aSOR. Of the 4104 subjects with ASD ages 2-54 (M?=?9, SD?=?5.8) who responded to item 72, 60.1% (n?=?1876) had aSOR currently (i.e., point prevalence) and 71.1% (n?=?2221) reported having aSOR ever (i.e., lifetime prevalence). aSOR prevalence and severity were affected by age, but there were no associations with sex. En ligne : http://dx.doi.org/10.1007/s10803-021-04991-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Brief Report: Prevalence and Severity of Auditory Sensory Over-Responsivity in Autism as Reported by Parents and Caregivers [Texte imprimé et/ou numérique] / Tana B. CARSON, Auteur ; M. J. VALENTE, Auteur ; B. J. WILKES, Auteur ; L. RICHARD, Auteur . - p.1395-1402. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1395-1402 Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/diagnosis  Autistic Disorder/complications  Caregivers  Child  Child, Preschool  Cross-Sectional Studies  Humans  Middle Aged  Parents/psychology  Prevalence  Young Adult  Auditory  Autism  Sensory  Severity Index. décimale : PER Périodiques Résumé : Auditory sensory over-responsivity (aSOR) is a frequently reported sensory feature of autism spectrum disorders (ASD); however, there is little consensus regarding its prevalence and severity. This cross-sectional study uses secondary data from the Autism Diagnostic Interview-Revised (ADI-R; Item 72: undue sensitivity to noise) housed in the US National Institute of Mental Health Data Archives to identify prevalence and severity of aSOR. Of the 4104 subjects with ASD ages 2-54 (M?=?9, SD?=?5.8) who responded to item 72, 60.1% (n?=?1876) had aSOR currently (i.e., point prevalence) and 71.1% (n?=?2221) reported having aSOR ever (i.e., lifetime prevalence). aSOR prevalence and severity were affected by age, but there were no associations with sex. En ligne : http://dx.doi.org/10.1007/s10803-021-04991-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

Stop Making Noise! Auditory Sensitivity in Adults with an Autism Spectrum Disorder Diagnosis: Physiological Habituation and Subjective Detection Thresholds / M. W. M. KUIPER in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

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Autism Adversely Affects Auditory Joint Engagement During Parent-toddler Interactions / Lauren B. ADAMSON in Autism Research, 14-2 (February 2021)  

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Click-evoked auditory brainstem responses and autism spectrum disorder: A meta-analytic review / N. M. TALGE in Autism Research, 11-6 (June 2018)  

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Effects of Age and Attention on Auditory Global–Local Processing in Children with Autism Spectrum Disorder / Nicholas E. V. FOSTER in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

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Exploring the relationship between cortical GABA concentrations, auditory gamma-band responses and development in ASD: Evidence for an altered maturational trajectory in ASD / Russell G. PORT in Autism Research, 10-4 (April 2017)  

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