3 recherche sur le mot-clé 'Exploration'

Different exploration strategies along the autism spectrum: diverging effects of autism diagnosis and autism traits / Fien GOETMAECKERS in Molecular Autism, 16 (2025)  

Public ISBD [article]  inMolecular Autism > 16 (2025) . - 47 Titre : Different exploration strategies along the autism spectrum: diverging effects of autism diagnosis and autism traits Type de document : texte imprimé Auteurs : Fien GOETMAECKERS, Auteur ; Judith GORIS, Auteur ; Jan R. WIERSEMA, Auteur ; Tom VERGUTS, Auteur ; Senne BRAEM, Auteur ; Fien GOETMAECKERS, Auteur ; Judith GORIS, Auteur ; Jan R. WIERSEMA, Auteur ; Tom VERGUTS, Auteur ; Senne BRAEM, Auteur Article en page(s) : 47 Langues : Anglais (eng) Mots-clés : Autism  Computational cognitive modeling  Exploration  Uncertainty  Value-based decision-making  by the Ethics Committee of the Faculty of Psychological and Pedagogical Sciences  of Ghent University and all participants gave their informed consent. Consent for  publication: Not applicable. Competing interests: The authors declare no  competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: When faced with many options to choose from, humans typically need to explore the utility of new choice options. People with an autism diagnosis or elevated autism traits are thought to avoid exploring such unknown options, but it remains unclear how autism affects exploration in decision spaces with many options. METHODS: In a large online sample (N = 588), we investigated the impact of autism diagnosis or elevated autism traits on exploration behavior during value-based decision-making in vast decision spaces. We used a 121-armed bandit with spatially correlated choice options, and a dedicated computational model to disentangle generalization, uncertainty-guided exploration, and random exploration strategies. RESULTS: Our findings show that participants with a self-reported autism diagnosis were less likely to explore novel choice options and more likely to exploit known high-value options. Computational modeling suggests they engaged in less uncertainty-driven exploration but exhibited equal random exploration and generalization strategies. Interestingly, among non-diagnosed participants, people with elevated autism traits did not explore less. LIMITATIONS: This study relies on self-reported autism diagnoses and trait measures collected online. This may limit the generalizability of the findings to clinically verified or more diverse autism populations. CONCLUSIONS: Our findings highlight important differences in exploration strategies between clinical and subclinical populations and emphasize the importance of cognitive modeling and using vast decision spaces to better understand autism. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s13229-025-00679-9. En ligne : https://dx.doi.org/10.1186/s13229-025-00679-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569 [article] Different exploration strategies along the autism spectrum: diverging effects of autism diagnosis and autism traits [texte imprimé] / Fien GOETMAECKERS, Auteur ; Judith GORIS, Auteur ; Jan R. WIERSEMA, Auteur ; Tom VERGUTS, Auteur ; Senne BRAEM, Auteur ; Fien GOETMAECKERS, Auteur ; Judith GORIS, Auteur ; Jan R. WIERSEMA, Auteur ; Tom VERGUTS, Auteur ; Senne BRAEM, Auteur . - 47. Langues : Anglais (eng) in Molecular Autism > 16 (2025) . - 47 Mots-clés : Autism  Computational cognitive modeling  Exploration  Uncertainty  Value-based decision-making  by the Ethics Committee of the Faculty of Psychological and Pedagogical Sciences  of Ghent University and all participants gave their informed consent. Consent for  publication: Not applicable. Competing interests: The authors declare no  competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: When faced with many options to choose from, humans typically need to explore the utility of new choice options. People with an autism diagnosis or elevated autism traits are thought to avoid exploring such unknown options, but it remains unclear how autism affects exploration in decision spaces with many options. METHODS: In a large online sample (N = 588), we investigated the impact of autism diagnosis or elevated autism traits on exploration behavior during value-based decision-making in vast decision spaces. We used a 121-armed bandit with spatially correlated choice options, and a dedicated computational model to disentangle generalization, uncertainty-guided exploration, and random exploration strategies. RESULTS: Our findings show that participants with a self-reported autism diagnosis were less likely to explore novel choice options and more likely to exploit known high-value options. Computational modeling suggests they engaged in less uncertainty-driven exploration but exhibited equal random exploration and generalization strategies. Interestingly, among non-diagnosed participants, people with elevated autism traits did not explore less. LIMITATIONS: This study relies on self-reported autism diagnoses and trait measures collected online. This may limit the generalizability of the findings to clinically verified or more diverse autism populations. CONCLUSIONS: Our findings highlight important differences in exploration strategies between clinical and subclinical populations and emphasize the importance of cognitive modeling and using vast decision spaces to better understand autism. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s13229-025-00679-9. En ligne : https://dx.doi.org/10.1186/s13229-025-00679-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569

Navigation and exploration of an urban virtual environment by children with autism spectrum disorder compared to children with typical development / Livia FORNASARI in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.956-965 Titre : Navigation and exploration of an urban virtual environment by children with autism spectrum disorder compared to children with typical development Type de document : texte imprimé Auteurs : Livia FORNASARI, Auteur ; Luca CHITTARO, Auteur ; Lucio IERONUTTI, Auteur ; Lucio COTTINI, Auteur ; Sebastiano DASSI, Auteur ; Silvana CREMASCHI, Auteur ; Massimo MOLTENI, Auteur ; Franco FABBRO, Auteur ; Paolo BRAMBILLA, Auteur Année de publication : 2013 Article en page(s) : p.956-965 Langues : Anglais (eng) Mots-clés : Virtual reality  Navigation  Exploration  Disability  CBCL Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is a severe disorder therefore the importance to implement targeted interventions in order to improve daily life of children with ASD. For this purpose, virtual environments (VEs), i.e., simulations of the real world based on 3D computer graphics, can offer a safe learning environment for them. This study analyzed navigation and exploration of an urban VE by children with ASD in comparison to children with a typical development. Sixteen children with ASD and 16 matched control ones were involved. After an initial training phase, children carried out two tasks: the first one was navigating in an unfamiliar urban environment which they could freely explore; the second one was navigating in the same environment but with the goal of finding specific target objects, as in a treasure hunt. In the first task, children with ASD spent significantly less time in active exploration and explored fewer zones than controls. No differences were found between the two groups in the second task. Our data indicate that, when freely exploring an unfamiliar VE, children with ASD explore less the environment compared to the control ones. By repeating the exploration with a game-like goal, no differences were found instead. Neuropsychological and motivational aspects should be considered in order to explain these findings. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Navigation and exploration of an urban virtual environment by children with autism spectrum disorder compared to children with typical development [texte imprimé] / Livia FORNASARI, Auteur ; Luca CHITTARO, Auteur ; Lucio IERONUTTI, Auteur ; Lucio COTTINI, Auteur ; Sebastiano DASSI, Auteur ; Silvana CREMASCHI, Auteur ; Massimo MOLTENI, Auteur ; Franco FABBRO, Auteur ; Paolo BRAMBILLA, Auteur . - 2013 . - p.956-965. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.956-965 Mots-clés : Virtual reality  Navigation  Exploration  Disability  CBCL Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is a severe disorder therefore the importance to implement targeted interventions in order to improve daily life of children with ASD. For this purpose, virtual environments (VEs), i.e., simulations of the real world based on 3D computer graphics, can offer a safe learning environment for them. This study analyzed navigation and exploration of an urban VE by children with ASD in comparison to children with a typical development. Sixteen children with ASD and 16 matched control ones were involved. After an initial training phase, children carried out two tasks: the first one was navigating in an unfamiliar urban environment which they could freely explore; the second one was navigating in the same environment but with the goal of finding specific target objects, as in a treasure hunt. In the first task, children with ASD spent significantly less time in active exploration and explored fewer zones than controls. No differences were found between the two groups in the second task. Our data indicate that, when freely exploring an unfamiliar VE, children with ASD explore less the environment compared to the control ones. By repeating the exploration with a game-like goal, no differences were found instead. Neuropsychological and motivational aspects should be considered in order to explain these findings. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

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 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] / 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