6 recherche sur le mot-clé 'Imitative Behavior'

Individuals with autism spectrum disorder are impaired in absolute but not relative pitch and duration matching in speech and song imitation / L. WANG in Autism Research, 14-11 (November 2021)  

Public ISBD [article]  inAutism Research > 14-11 (November 2021) . - p.2355-2372 Titre : Individuals with autism spectrum disorder are impaired in absolute but not relative pitch and duration matching in speech and song imitation Type de document : Texte imprimé et/ou numérique Auteurs : L. WANG, Auteur ; P. Q. PFORDRESHER, Auteur ; C. JIANG, Auteur ; F. LIU, Auteur Article en page(s) : p.2355-2372 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder/complications  Child  Humans  Imitative Behavior  Singing  Speech  Voice  Asd  duration  pitch  song  speech  vocal imitation Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often exhibit atypical imitation. However, few studies have identified clear quantitative characteristics of vocal imitation in ASD. This study investigated imitation of speech and song in English-speaking individuals with and without ASD and its modulation by age. Participants consisted of 25 autistic children and 19 autistic adults, who were compared to 25 children and 19 adults with typical development matched on age, gender, musical training, and cognitive abilities. The task required participants to imitate speech and song stimuli with varying pitch and duration patterns. Acoustic analyses of the imitation performance suggested that individuals with ASD were worse than controls on absolute pitch and duration matching for both speech and song imitation, although they performed as well as controls on relative pitch and duration matching. Furthermore, the two groups produced similar numbers of pitch contour, pitch interval-, and time errors. Across both groups, sung pitch was imitated more accurately than spoken pitch, whereas spoken duration was imitated more accurately than sung duration. Children imitated spoken pitch more accurately than adults when it came to speech stimuli, whereas age showed no significant relationship to song imitation. These results reveal a vocal imitation deficit across speech and music domains in ASD that is specific to absolute pitch and duration matching. This finding provides evidence for shared mechanisms between speech and song imitation, which involves independent implementation of relative versus absolute features. LAY SUMMARY: Individuals with autism spectrum disorder (ASD) often exhibit atypical imitation of actions and gestures. Characteristics of vocal imitation in ASD remain unclear. By comparing speech and song imitation, this study shows that individuals with ASD have a vocal imitative deficit that is specific to absolute pitch and duration matching, while performing as well as controls on relative pitch and duration matching, across speech and music domains. En ligne : http://dx.doi.org/10.1002/aur.2569 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4504 [article] Individuals with autism spectrum disorder are impaired in absolute but not relative pitch and duration matching in speech and song imitation [Texte imprimé et/ou numérique] / L. WANG, Auteur ; P. Q. PFORDRESHER, Auteur ; C. JIANG, Auteur ; F. LIU, Auteur . - p.2355-2372. Langues : Anglais (eng) in Autism Research > 14-11 (November 2021) . - p.2355-2372 Mots-clés : Adult  Autism Spectrum Disorder/complications  Child  Humans  Imitative Behavior  Singing  Speech  Voice  Asd  duration  pitch  song  speech  vocal imitation Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often exhibit atypical imitation. However, few studies have identified clear quantitative characteristics of vocal imitation in ASD. This study investigated imitation of speech and song in English-speaking individuals with and without ASD and its modulation by age. Participants consisted of 25 autistic children and 19 autistic adults, who were compared to 25 children and 19 adults with typical development matched on age, gender, musical training, and cognitive abilities. The task required participants to imitate speech and song stimuli with varying pitch and duration patterns. Acoustic analyses of the imitation performance suggested that individuals with ASD were worse than controls on absolute pitch and duration matching for both speech and song imitation, although they performed as well as controls on relative pitch and duration matching. Furthermore, the two groups produced similar numbers of pitch contour, pitch interval-, and time errors. Across both groups, sung pitch was imitated more accurately than spoken pitch, whereas spoken duration was imitated more accurately than sung duration. Children imitated spoken pitch more accurately than adults when it came to speech stimuli, whereas age showed no significant relationship to song imitation. These results reveal a vocal imitation deficit across speech and music domains in ASD that is specific to absolute pitch and duration matching. This finding provides evidence for shared mechanisms between speech and song imitation, which involves independent implementation of relative versus absolute features. LAY SUMMARY: Individuals with autism spectrum disorder (ASD) often exhibit atypical imitation of actions and gestures. Characteristics of vocal imitation in ASD remain unclear. By comparing speech and song imitation, this study shows that individuals with ASD have a vocal imitative deficit that is specific to absolute pitch and duration matching, while performing as well as controls on relative pitch and duration matching, across speech and music domains. En ligne : http://dx.doi.org/10.1002/aur.2569 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4504

Autistic children's language imitation shows reduced sensitivity to ostracism / Zoë L. HOPKINS in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1929-1941 Titre : Autistic children's language imitation shows reduced sensitivity to ostracism Type de document : Texte imprimé et/ou numérique Auteurs : Zoë L. HOPKINS, Auteur ; Nicola YUILL, Auteur ; Holly P. BRANIGAN, Auteur Article en page(s) : p.1929-1941 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology  Autistic Disorder  Child  Humans  Imitative Behavior  Language  Ostracism  Affiliation  Alignment  Autism  Conversation  Language imitation Index. décimale : PER Périodiques Résumé : In dialogue, speakers tend to imitate, or align with, a partner's language choices. Higher levels of alignment facilitate communication and can be elicited by affiliation goals. Since autistic children have interaction and communication impairments, we investigated whether a failure to display affiliative language imitation contributes to their conversational difficulties. We measured autistic children's lexical alignment with a partner, following an ostracism manipulation which induces affiliative motivation in typical adults and children. While autistic children demonstrated lexical alignment, we observed no affiliative influence on ostracised children's tendency to align, relative to controls. Our results suggest that increased language imitation-a potentially valuable form of social adaptation-is unavailable to autistic children, which may reflect their impaired affective understanding. En ligne : http://dx.doi.org/10.1007/s10803-021-05041-5 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4762 [article] Autistic children's language imitation shows reduced sensitivity to ostracism [Texte imprimé et/ou numérique] / Zoë L. HOPKINS, Auteur ; Nicola YUILL, Auteur ; Holly P. BRANIGAN, Auteur . - p.1929-1941. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1929-1941 Mots-clés : Autism Spectrum Disorder/psychology  Autistic Disorder  Child  Humans  Imitative Behavior  Language  Ostracism  Affiliation  Alignment  Autism  Conversation  Language imitation Index. décimale : PER Périodiques Résumé : In dialogue, speakers tend to imitate, or align with, a partner's language choices. Higher levels of alignment facilitate communication and can be elicited by affiliation goals. Since autistic children have interaction and communication impairments, we investigated whether a failure to display affiliative language imitation contributes to their conversational difficulties. We measured autistic children's lexical alignment with a partner, following an ostracism manipulation which induces affiliative motivation in typical adults and children. While autistic children demonstrated lexical alignment, we observed no affiliative influence on ostracised children's tendency to align, relative to controls. Our results suggest that increased language imitation-a potentially valuable form of social adaptation-is unavailable to autistic children, which may reflect their impaired affective understanding. En ligne : http://dx.doi.org/10.1007/s10803-021-05041-5 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4762

Imitation and recognition of facial emotions in autism: a computer vision approach / H. DRIMALLA in Molecular Autism, 12 (2021)  

Public ISBD [article]  inMolecular Autism > 12 (2021) . - 27 p. Titre : Imitation and recognition of facial emotions in autism: a computer vision approach Type de document : Texte imprimé et/ou numérique Auteurs : H. DRIMALLA, Auteur ; Irina BASKOW, Auteur ; B. BEHNIA, Auteur ; S. ROEPKE, Auteur ; I. DZIOBEK, Auteur Article en page(s) : 27 p. Langues : Anglais (eng) Mots-clés : Adult  Autistic Disorder/psychology  Emotions  Facial Expression  Female  Humans  Imitative Behavior  Male  Middle Aged  Recognition, Psychology  Signal Processing, Computer-Assisted  Young Adult  Autism  Automated analysis  Emotion recognition  Imitation Index. décimale : PER Périodiques Résumé : BACKGROUND: Imitation of facial expressions plays an important role in social functioning. However, little is known about the quality of facial imitation in individuals with autism and its relationship with defining difficulties in emotion recognition. METHODS: We investigated imitation and recognition of facial expressions in 37 individuals with autism spectrum conditions and 43 neurotypical controls. Using a novel computer-based face analysis, we measured instructed imitation of facial emotional expressions and related it to emotion recognition abilities. RESULTS: Individuals with autism imitated facial expressions if instructed to do so, but their imitation was both slower and less precise than that of neurotypical individuals. In both groups, a more precise imitation scaled positively with participants' accuracy of emotion recognition. LIMITATIONS: Given the study's focus on adults with autism without intellectual impairment, it is unclear whether the results generalize to children with autism or individuals with intellectual disability. Further, the new automated facial analysis, despite being less intrusive than electromyography, might be less sensitive. CONCLUSIONS: Group differences in emotion recognition, imitation and their interrelationships highlight potential for treatment of social interaction problems in individuals with autism. En ligne : http://dx.doi.org/10.1186/s13229-021-00430-0 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4591 [article] Imitation and recognition of facial emotions in autism: a computer vision approach [Texte imprimé et/ou numérique] / H. DRIMALLA, Auteur ; Irina BASKOW, Auteur ; B. BEHNIA, Auteur ; S. ROEPKE, Auteur ; I. DZIOBEK, Auteur . - 27 p. Langues : Anglais (eng) in Molecular Autism > 12 (2021) . - 27 p. Mots-clés : Adult  Autistic Disorder/psychology  Emotions  Facial Expression  Female  Humans  Imitative Behavior  Male  Middle Aged  Recognition, Psychology  Signal Processing, Computer-Assisted  Young Adult  Autism  Automated analysis  Emotion recognition  Imitation Index. décimale : PER Périodiques Résumé : BACKGROUND: Imitation of facial expressions plays an important role in social functioning. However, little is known about the quality of facial imitation in individuals with autism and its relationship with defining difficulties in emotion recognition. METHODS: We investigated imitation and recognition of facial expressions in 37 individuals with autism spectrum conditions and 43 neurotypical controls. Using a novel computer-based face analysis, we measured instructed imitation of facial emotional expressions and related it to emotion recognition abilities. RESULTS: Individuals with autism imitated facial expressions if instructed to do so, but their imitation was both slower and less precise than that of neurotypical individuals. In both groups, a more precise imitation scaled positively with participants' accuracy of emotion recognition. LIMITATIONS: Given the study's focus on adults with autism without intellectual impairment, it is unclear whether the results generalize to children with autism or individuals with intellectual disability. Further, the new automated facial analysis, despite being less intrusive than electromyography, might be less sensitive. CONCLUSIONS: Group differences in emotion recognition, imitation and their interrelationships highlight potential for treatment of social interaction problems in individuals with autism. En ligne : http://dx.doi.org/10.1186/s13229-021-00430-0 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4591

Linguistic Tone and Non-Linguistic Pitch Imitation in Children with Autism Spectrum Disorders: A Cross-Linguistic Investigation / Fei CHEN in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2325-2343 Titre : Linguistic Tone and Non-Linguistic Pitch Imitation in Children with Autism Spectrum Disorders: A Cross-Linguistic Investigation Type de document : Texte imprimé et/ou numérique Auteurs : Fei CHEN, Auteur ; Candice Chi-Hang CHEUNG, Auteur ; Gang PENG, Auteur Article en page(s) : p.2325-2343 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Humans  Imitative Behavior  Linguistics  Pitch Perception  Speech Perception  Asd  Cantonese  Imitation  Lexical tone  Mandarin  Non-linguistic pitch Index. décimale : PER Périodiques Résumé : The conclusions on prosodic pitch features in autism spectrum disorders (ASD) have primarily been derived from studies in non-tonal language speakers. This cross-linguistic study evaluated the performance of imitating Cantonese lexical tones and their non-linguistic (nonspeech) counterparts by Cantonese- and Mandarin-speaking children with and without ASD. Acoustic analyses showed that, compared with typically developing peers, children with ASD exhibited increased pitch variations when imitating lexical tones, while performed similarly when imitating the nonspeech counterparts. Furthermore, Mandarin-speaking children with ASD failed to exploit the phonological knowledge of segments to improve the imitation accuracy of non-native lexical tones. These findings help clarify the speech-specific pitch processing atypicality and phonological processing deficit in tone-language-speaking children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-05123-4 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4764 [article] Linguistic Tone and Non-Linguistic Pitch Imitation in Children with Autism Spectrum Disorders: A Cross-Linguistic Investigation [Texte imprimé et/ou numérique] / Fei CHEN, Auteur ; Candice Chi-Hang CHEUNG, Auteur ; Gang PENG, Auteur . - p.2325-2343. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2325-2343 Mots-clés : Autism Spectrum Disorder  Child  Humans  Imitative Behavior  Linguistics  Pitch Perception  Speech Perception  Asd  Cantonese  Imitation  Lexical tone  Mandarin  Non-linguistic pitch Index. décimale : PER Périodiques Résumé : The conclusions on prosodic pitch features in autism spectrum disorders (ASD) have primarily been derived from studies in non-tonal language speakers. This cross-linguistic study evaluated the performance of imitating Cantonese lexical tones and their non-linguistic (nonspeech) counterparts by Cantonese- and Mandarin-speaking children with and without ASD. Acoustic analyses showed that, compared with typically developing peers, children with ASD exhibited increased pitch variations when imitating lexical tones, while performed similarly when imitating the nonspeech counterparts. Furthermore, Mandarin-speaking children with ASD failed to exploit the phonological knowledge of segments to improve the imitation accuracy of non-native lexical tones. These findings help clarify the speech-specific pitch processing atypicality and phonological processing deficit in tone-language-speaking children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-05123-4 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4764

A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example / Sarah R. EDMUNDS in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.601-614 Titre : A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. EDMUNDS, Auteur ; Kyle M. FROST, Auteur ; R. Chris SHELDRICK, Auteur ; Alice BRAVO, Auteur ; Diondra STRAITON, Auteur ; Katherine PICKARD, Auteur ; Valerie GRIM, Auteur ; Amy DRAHOTA, Auteur ; Jocelyn KUHN, Auteur ; Gazi AZAD, Auteur ; Anamiguel POMALES RAMOS, Auteur ; Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur ; Alice CARTER, Auteur ; Sarabeth BRODER-FINGERT, Auteur Article en page(s) : p.601-614 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Child, Preschool  Communication  Humans  Imitative Behavior  Parents/psychology  Psychosocial Intervention  autism spectrum disorders  implementation science  intervention fidelity  interventions?psychosocial/behavioral  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Interventions that support social communication include several "components," or parts (e.g. strategies for working with children and families, targeting specific skills). Some of these components may be essential for the intervention to work, while others may be recommended or viewed as helpful but not necessary for the intervention to work. "Recommended" components are often described as "adaptable" because they can be changed to improve fit in different settings where interventions are offered or with different individuals. We need to understand which parts of an intervention are essential (and which are adaptable) when translating interventions from research to community settings, but it is challenging to do this before studying an intervention in the community. This article presents the CORE (COmponents & Rationales for Effectiveness) Fidelity Method-a new method for defining the essential components of evidence-based interventions-and applies it to a case example of Reciprocal Imitation Teaching, an intervention that parents are taught to deliver with their young children with social communication delays. The CORE Fidelity Method involves three steps: (1) gathering information from multiple sources; (2) integrating information from previous research and theory; and (3) drafting a CORE model for ongoing use. The benefits of using the CORE Fidelity Method may include: (1) improving consistency in intervention and research materials to help all providers emphasize the most important skills or strategies; (2) clarifying which parts of the intervention can be adapted; and (3) supporting future research that evaluates which intervention components work and how they work. En ligne : https://dx.doi.org/10.1177/13623613211064431 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4737 [article] A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example [Texte imprimé et/ou numérique] / Sarah R. EDMUNDS, Auteur ; Kyle M. FROST, Auteur ; R. Chris SHELDRICK, Auteur ; Alice BRAVO, Auteur ; Diondra STRAITON, Auteur ; Katherine PICKARD, Auteur ; Valerie GRIM, Auteur ; Amy DRAHOTA, Auteur ; Jocelyn KUHN, Auteur ; Gazi AZAD, Auteur ; Anamiguel POMALES RAMOS, Auteur ; Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur ; Alice CARTER, Auteur ; Sarabeth BRODER-FINGERT, Auteur . - p.601-614. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.601-614 Mots-clés : Autism Spectrum Disorder  Child  Child, Preschool  Communication  Humans  Imitative Behavior  Parents/psychology  Psychosocial Intervention  autism spectrum disorders  implementation science  intervention fidelity  interventions?psychosocial/behavioral  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Interventions that support social communication include several "components," or parts (e.g. strategies for working with children and families, targeting specific skills). Some of these components may be essential for the intervention to work, while others may be recommended or viewed as helpful but not necessary for the intervention to work. "Recommended" components are often described as "adaptable" because they can be changed to improve fit in different settings where interventions are offered or with different individuals. We need to understand which parts of an intervention are essential (and which are adaptable) when translating interventions from research to community settings, but it is challenging to do this before studying an intervention in the community. This article presents the CORE (COmponents & Rationales for Effectiveness) Fidelity Method-a new method for defining the essential components of evidence-based interventions-and applies it to a case example of Reciprocal Imitation Teaching, an intervention that parents are taught to deliver with their young children with social communication delays. The CORE Fidelity Method involves three steps: (1) gathering information from multiple sources; (2) integrating information from previous research and theory; and (3) drafting a CORE model for ongoing use. The benefits of using the CORE Fidelity Method may include: (1) improving consistency in intervention and research materials to help all providers emphasize the most important skills or strategies; (2) clarifying which parts of the intervention can be adapted; and (3) supporting future research that evaluates which intervention components work and how they work. En ligne : https://dx.doi.org/10.1177/13623613211064431 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4737

The implementation of reciprocal imitation training in a Part C early intervention setting: A stepped-wedge pragmatic trial / L. V. IBANEZ in Autism Research, 14-8 (August 2021)  

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