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Evaluating the importance of social motor synchronization and motor skill for understanding autism / Paula FITZPATRICK in Autism Research, 10-10 (October 2017)
[article]
Titre : Evaluating the importance of social motor synchronization and motor skill for understanding autism Type de document : Texte imprimé et/ou numérique Auteurs : Paula FITZPATRICK, Auteur ; Veronica ROMERO, Auteur ; Joseph L. AMARAL, Auteur ; Amie DUNCAN, Auteur ; Holly D. BARNARD, Auteur ; Michael J. RICHARDSON, Auteur ; R.C. SCHMIDT, Auteur Article en page(s) : p.1687-1699 Langues : Anglais (eng) Mots-clés : autism social synchronization dynamics social interaction motor skill Index. décimale : PER Périodiques Résumé : Impairments in social interaction and communicating with others are core features of autism spectrum disorder (ASD), but the specific processes underlying such social competence impairments are not well understood. An important key for increasing our understanding of ASD-specific social deficits may lie with the social motor synchronization that takes place when we implicitly coordinate our bodies with others. Here, we tested whether dynamical measures of synchronization differentiate children with ASD from controls and further explored the relationships between synchronization ability and motor control problems. We found (a) that children with ASD exhibited different and less stable patterns of social synchronization ability than controls; (b) children with ASD performed motor movements that were slower and more variable in both spacing and timing; and (c) some social synchronization that involved motor timing was related to motor ability but less rhythmic synchronization was not. These findings raise the possibility that objective dynamical measures of synchronization ability and motor skill could provide new insights into understanding the social deficits in ASD that could ultimately aid clinical diagnosis and prognosis. Autism Res 2017, 10: 1687–1699. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1808 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=322
in Autism Research > 10-10 (October 2017) . - p.1687-1699[article] Evaluating the importance of social motor synchronization and motor skill for understanding autism [Texte imprimé et/ou numérique] / Paula FITZPATRICK, Auteur ; Veronica ROMERO, Auteur ; Joseph L. AMARAL, Auteur ; Amie DUNCAN, Auteur ; Holly D. BARNARD, Auteur ; Michael J. RICHARDSON, Auteur ; R.C. SCHMIDT, Auteur . - p.1687-1699.
Langues : Anglais (eng)
in Autism Research > 10-10 (October 2017) . - p.1687-1699
Mots-clés : autism social synchronization dynamics social interaction motor skill Index. décimale : PER Périodiques Résumé : Impairments in social interaction and communicating with others are core features of autism spectrum disorder (ASD), but the specific processes underlying such social competence impairments are not well understood. An important key for increasing our understanding of ASD-specific social deficits may lie with the social motor synchronization that takes place when we implicitly coordinate our bodies with others. Here, we tested whether dynamical measures of synchronization differentiate children with ASD from controls and further explored the relationships between synchronization ability and motor control problems. We found (a) that children with ASD exhibited different and less stable patterns of social synchronization ability than controls; (b) children with ASD performed motor movements that were slower and more variable in both spacing and timing; and (c) some social synchronization that involved motor timing was related to motor ability but less rhythmic synchronization was not. These findings raise the possibility that objective dynamical measures of synchronization ability and motor skill could provide new insights into understanding the social deficits in ASD that could ultimately aid clinical diagnosis and prognosis. Autism Res 2017, 10: 1687–1699. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1808 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=322 Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder / A. SANSI in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
[article]
Titre : Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. SANSI, Auteur ; S. NALBANT, Auteur ; D. OZER, Auteur Article en page(s) : p.2254-2270 Langues : Anglais (eng) Mots-clés : Attitude Autism Spectrum Disorder/psychology Child Exercise/psychology Female Humans Mainstreaming, Education/methods Male Motor Skills Physical Education and Training/methods Program Evaluation Random Allocation Social Skills Students/psychology Autism spectrum disorder Inclusive physical activity Motor skill Social skill Index. décimale : PER Périodiques Résumé : This study investigated the effects of an inclusive physical activity (IPA) program on the motor and social skills and attitudes of students with and without autism spectrum disorder (ASD). The study sample consisted of 45 ASD and typical development (TD) students aged between 6 and 11 years. The students were randomly divided into two groups: a training group consisting of 27 students (n?=?13 with ASD and n?=?14 with TD) and a control group consisting of 18 students (n?=?9 with ASD and n?=?9 with TD). In conclusion, the IPA program increased the motor and social skills of the ASD students and improved the motor skills of the TD students and positively affected their attitudes towards the ASD students. En ligne : http://dx.doi.org/10.1007/s10803-020-04693-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2254-2270[article] Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / A. SANSI, Auteur ; S. NALBANT, Auteur ; D. OZER, Auteur . - p.2254-2270.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2254-2270
Mots-clés : Attitude Autism Spectrum Disorder/psychology Child Exercise/psychology Female Humans Mainstreaming, Education/methods Male Motor Skills Physical Education and Training/methods Program Evaluation Random Allocation Social Skills Students/psychology Autism spectrum disorder Inclusive physical activity Motor skill Social skill Index. décimale : PER Périodiques Résumé : This study investigated the effects of an inclusive physical activity (IPA) program on the motor and social skills and attitudes of students with and without autism spectrum disorder (ASD). The study sample consisted of 45 ASD and typical development (TD) students aged between 6 and 11 years. The students were randomly divided into two groups: a training group consisting of 27 students (n?=?13 with ASD and n?=?14 with TD) and a control group consisting of 18 students (n?=?9 with ASD and n?=?9 with TD). In conclusion, the IPA program increased the motor and social skills of the ASD students and improved the motor skills of the TD students and positively affected their attitudes towards the ASD students. En ligne : http://dx.doi.org/10.1007/s10803-020-04693-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452