15 recherche sur le mot-clé 'autistic children'

Face-viewing patterns predict audiovisual speech integration in autistic children / Shuyuan FENG in Autism Research, 14-12 (December 2021)  

Public ISBD [article]  inAutism Research > 14-12 (December 2021) . - p.2592-2602 Titre : Face-viewing patterns predict audiovisual speech integration in autistic children Type de document : texte imprimé Auteurs : Shuyuan FENG, Auteur ; Haoyang LU, Auteur ; Quan WANG, Auteur ; Tianbi LI, Auteur ; Jing FANG, Auteur ; Lihan CHEN, Auteur ; Li YI, Auteur Année de publication : 2021 Article en page(s) : p.2592-2602 Langues : Anglais (eng) Mots-clés : Acoustic Stimulation  Autism Spectrum Disorder/complications  Autistic Disorder/complications  Child  Child, Preschool  Female  Humans  Mouth  Speech  Speech Perception  Visual Perception  McGurk effect  atypical face-viewing patterns  audiovisual speech integration  autistic children  eye movements Index. décimale : PER Périodiques Résumé : Autistic children show audiovisual speech integration deficits, though the underlying mechanisms remain unclear. The present study examined how audiovisual speech integration deficits in autistic children could be affected by their looking patterns. We measured audiovisual speech integration in 26 autistic children and 26 typically developing (TD) children (4- to 7-year-old) employing the McGurk task (a videotaped speaker uttering phonemes with her eyes open or closed) and tracked their eye movements. We found that, compared with TD children, autistic children showed weaker audiovisual speech integration (i.e., the McGurk effect) in the open-eyes condition and similar audiovisual speech integration in the closed-eyes condition. Autistic children viewed the speaker's mouth less in non-McGurk trials than in McGurk trials in both conditions. Importantly, autistic children's weaker audiovisual speech integration could be predicted by their reduced mouth-looking time. The present study indicated that atypical face-viewing patterns could serve as one of the cognitive mechanisms of audiovisual speech integration deficits in autistic children. LAY SUMMARY: McGurk effect occurs when the visual part of a phoneme (e.g., "ga") and the auditory part of another phoneme (e.g., "ba") uttered by a speaker were integrated into a fused perception (e.g., "da"). The present study examined how McGurk effect in autistic children could be affected by their looking patterns for the speaker's face. We found that less looking time for the speaker's mouth in autistic children could predict weaker McGurk effect. As McGurk effect manifests audiovisual speech integration, our findings imply that we could improve audiovisual speech integration in autistic children by directing them to look at the speaker's mouth in future intervention. En ligne : http://dx.doi.org/10.1002/aur.2598 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Face-viewing patterns predict audiovisual speech integration in autistic children [texte imprimé] / Shuyuan FENG, Auteur ; Haoyang LU, Auteur ; Quan WANG, Auteur ; Tianbi LI, Auteur ; Jing FANG, Auteur ; Lihan CHEN, Auteur ; Li YI, Auteur . - 2021 . - p.2592-2602. Langues : Anglais (eng) in Autism Research > 14-12 (December 2021) . - p.2592-2602 Mots-clés : Acoustic Stimulation  Autism Spectrum Disorder/complications  Autistic Disorder/complications  Child  Child, Preschool  Female  Humans  Mouth  Speech  Speech Perception  Visual Perception  McGurk effect  atypical face-viewing patterns  audiovisual speech integration  autistic children  eye movements Index. décimale : PER Périodiques Résumé : Autistic children show audiovisual speech integration deficits, though the underlying mechanisms remain unclear. The present study examined how audiovisual speech integration deficits in autistic children could be affected by their looking patterns. We measured audiovisual speech integration in 26 autistic children and 26 typically developing (TD) children (4- to 7-year-old) employing the McGurk task (a videotaped speaker uttering phonemes with her eyes open or closed) and tracked their eye movements. We found that, compared with TD children, autistic children showed weaker audiovisual speech integration (i.e., the McGurk effect) in the open-eyes condition and similar audiovisual speech integration in the closed-eyes condition. Autistic children viewed the speaker's mouth less in non-McGurk trials than in McGurk trials in both conditions. Importantly, autistic children's weaker audiovisual speech integration could be predicted by their reduced mouth-looking time. The present study indicated that atypical face-viewing patterns could serve as one of the cognitive mechanisms of audiovisual speech integration deficits in autistic children. LAY SUMMARY: McGurk effect occurs when the visual part of a phoneme (e.g., "ga") and the auditory part of another phoneme (e.g., "ba") uttered by a speaker were integrated into a fused perception (e.g., "da"). The present study examined how McGurk effect in autistic children could be affected by their looking patterns for the speaker's face. We found that less looking time for the speaker's mouth in autistic children could predict weaker McGurk effect. As McGurk effect manifests audiovisual speech integration, our findings imply that we could improve audiovisual speech integration in autistic children by directing them to look at the speaker's mouth in future intervention. En ligne : http://dx.doi.org/10.1002/aur.2598 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Cognitive behavior therapy for anxious autistic children: An exploration of week-by-week changes / Rachel T. PEARCE in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202769 Titre : Cognitive behavior therapy for anxious autistic children: An exploration of week-by-week changes Type de document : texte imprimé Auteurs : Rachel T. PEARCE, Auteur ; Adrian B. KELLY, Auteur ; Marilyn A. CAMPBELL, Auteur Article en page(s) : p.202769 Langues : Anglais (eng) Mots-clés : Autism  Anxiety  Autistic children  Changes across therapy  Cognitive Behavior Therapy (CBT)  Coping Self-efficacy Index. décimale : PER Périodiques Résumé : Objective Amongst autistic children, anxiety and low coping self-efficacy are common experiences, and interventions to strengthen autistic children in these areas may improve long term therapeutic outcomes. The purpose of this study was to examine how anxiety and coping self-efficacy changes across an autism-focused cognitive-behavioral program. Method Parents and autistic anxious children from nine families living in a regional area of Australia completed measures of anxiety and coping self-efficacy each week of an eight-week program (72 data points). Results For the majority of families, results were consistent with positive but fluctuating gains across intervention sessions. Progress was more evident in parent reports than in children’s reports. Engagement with the program was excellent. Conclusion Progress across the intervention was generally good but characterized by weekly experiences of strong growth and lapse. Preparing children and parents for the common experience of large fluctuations across sessions may be reassuring and promote continuing engagement with support services. En ligne : https://doi.org/10.1016/j.reia.2025.202769 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Cognitive behavior therapy for anxious autistic children: An exploration of week-by-week changes [texte imprimé] / Rachel T. PEARCE, Auteur ; Adrian B. KELLY, Auteur ; Marilyn A. CAMPBELL, Auteur . - p.202769. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202769 Mots-clés : Autism  Anxiety  Autistic children  Changes across therapy  Cognitive Behavior Therapy (CBT)  Coping Self-efficacy Index. décimale : PER Périodiques Résumé : Objective Amongst autistic children, anxiety and low coping self-efficacy are common experiences, and interventions to strengthen autistic children in these areas may improve long term therapeutic outcomes. The purpose of this study was to examine how anxiety and coping self-efficacy changes across an autism-focused cognitive-behavioral program. Method Parents and autistic anxious children from nine families living in a regional area of Australia completed measures of anxiety and coping self-efficacy each week of an eight-week program (72 data points). Results For the majority of families, results were consistent with positive but fluctuating gains across intervention sessions. Progress was more evident in parent reports than in children’s reports. Engagement with the program was excellent. Conclusion Progress across the intervention was generally good but characterized by weekly experiences of strong growth and lapse. Preparing children and parents for the common experience of large fluctuations across sessions may be reassuring and promote continuing engagement with support services. En ligne : https://doi.org/10.1016/j.reia.2025.202769 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

A Comparative Trial of Occupational Therapy Using Ayres Sensory Integration and Applied Behavior Analysis Interventions for Autistic Children / Roseann C. SCHAAF in Autism Research, 18-10 (October 2025)  

Public ISBD [article]  inAutism Research > 18-10 (October 2025) . - p.2120-2134 Titre : A Comparative Trial of Occupational Therapy Using Ayres Sensory Integration and Applied Behavior Analysis Interventions for Autistic Children Type de document : texte imprimé Auteurs : Roseann C. SCHAAF, Auteur ; Elizabeth RIDGWAY, Auteur ; Emily A. JONES, Auteur ; Rachel L. DUMONT, Auteur ; John J. FOXE, Auteur ; Tim CONLY, Auteur ; Catherine SANCIMINO, Auteur ; Misung YI, Auteur ; Zoe MAILLOUX, Auteur ; Joanne HUNT, Auteur ; Leon KIRSCHNER, Auteur ; Benjamin E. LEIBY, Auteur ; Sophie MOLHOLM, Auteur Article en page(s) : p.2120-2134 Langues : Anglais (eng) Mots-clés : applied behavior analysis  autism  autistic  autistic children  Ayres Sensory Integration  occupational therapy Index. décimale : PER Périodiques Résumé : ABSTRACT Many autistic children demonstrate sensory integration differences that impact their participation in daily living activities and tasks. Occupational Therapy using Ayres Sensory Integration (OT-ASI) is an evidence-based intervention for autistic children that addresses the sensory integrative factors impacting daily living skills and participation in a variety of tasks and activities. Applied Behavior Analysis (ABA) is the recommended evidence-based practice for autism to improve a range of developmental domains. This study compared Occupational Therapy using Ayres Sensory Integration, Applied Behavior Analysis, and no treatment on daily living skills and individualized goals for autistic children who also show sensory differences. A parallel arm comparative effectiveness trial design with participants randomized equally to OT-ASI, ABA, or no treatment. Intervention consisted of 30 one-hour sessions. Significant gains in individualized goals, measured by Goal Attainment Scaling, were found in both treatment arms over the no treatment group. Both the OT-ASI and the ABA groups improved in daily living skills measured on the Pediatric Evaluation of Disabilities Inventory; although the improvements over the no treatment group were not significant. Both OT-ASI and ABA improved individualized goals and daily living skills at comparable levels. These findings are discussed in light of their implications for intervention. Trial Registration: NCT02536365 En ligne : https://doi.org/10.1002/aur.70099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569 [article] A Comparative Trial of Occupational Therapy Using Ayres Sensory Integration and Applied Behavior Analysis Interventions for Autistic Children [texte imprimé] / Roseann C. SCHAAF, Auteur ; Elizabeth RIDGWAY, Auteur ; Emily A. JONES, Auteur ; Rachel L. DUMONT, Auteur ; John J. FOXE, Auteur ; Tim CONLY, Auteur ; Catherine SANCIMINO, Auteur ; Misung YI, Auteur ; Zoe MAILLOUX, Auteur ; Joanne HUNT, Auteur ; Leon KIRSCHNER, Auteur ; Benjamin E. LEIBY, Auteur ; Sophie MOLHOLM, Auteur . - p.2120-2134. Langues : Anglais (eng) in Autism Research > 18-10 (October 2025) . - p.2120-2134 Mots-clés : applied behavior analysis  autism  autistic  autistic children  Ayres Sensory Integration  occupational therapy Index. décimale : PER Périodiques Résumé : ABSTRACT Many autistic children demonstrate sensory integration differences that impact their participation in daily living activities and tasks. Occupational Therapy using Ayres Sensory Integration (OT-ASI) is an evidence-based intervention for autistic children that addresses the sensory integrative factors impacting daily living skills and participation in a variety of tasks and activities. Applied Behavior Analysis (ABA) is the recommended evidence-based practice for autism to improve a range of developmental domains. This study compared Occupational Therapy using Ayres Sensory Integration, Applied Behavior Analysis, and no treatment on daily living skills and individualized goals for autistic children who also show sensory differences. A parallel arm comparative effectiveness trial design with participants randomized equally to OT-ASI, ABA, or no treatment. Intervention consisted of 30 one-hour sessions. Significant gains in individualized goals, measured by Goal Attainment Scaling, were found in both treatment arms over the no treatment group. Both the OT-ASI and the ABA groups improved in daily living skills measured on the Pediatric Evaluation of Disabilities Inventory; although the improvements over the no treatment group were not significant. Both OT-ASI and ABA improved individualized goals and daily living skills at comparable levels. These findings are discussed in light of their implications for intervention. Trial Registration: NCT02536365 En ligne : https://doi.org/10.1002/aur.70099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569

Design interventions for Sensory comfort of Autistic children / Arathy GOPAL in Autism - Open Access, 8-1 ([01/01/2018])  

Public ISBD [article]  inAutism - Open Access > 8-1 [01/01/2018] . - 8 p. Titre : Design interventions for Sensory comfort of Autistic children Type de document : texte imprimé Auteurs : Arathy GOPAL, Auteur ; Jayaprakash RAGHAVAN, Auteur Article en page(s) : 8 p. Langues : Anglais (eng) Mots-clés : Architectural design  Autistic children  Interdisciplinarity  User centered design  Design behaviour Index. décimale : PER Périodiques Résumé : The aim of the study was to arrive at design interventions for sensory comfort of Autistic children. The scope of study included vast and systematic review of literature and few observation studies supplemented with survey of caregivers. A matrix with detailed design guidelines was the study outcome. It was concluded that designing for sensorily comfortable spaces could make the child more manageable and formulated guidelines could aid the design process. But the risk of child insisting on the same setting with prolonged exposure cannot be neglected. Future potential research areas involving design interventions for possibly enhancing neural connectivity in brain regions involved in sensory perception and integration, is also discussed. En ligne : https://dx.doi.org/10.4172/2165-7890.1000227 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 [article] Design interventions for Sensory comfort of Autistic children [texte imprimé] / Arathy GOPAL, Auteur ; Jayaprakash RAGHAVAN, Auteur . - 8 p. Langues : Anglais (eng) in Autism - Open Access > 8-1 [01/01/2018] . - 8 p. Mots-clés : Architectural design  Autistic children  Interdisciplinarity  User centered design  Design behaviour Index. décimale : PER Périodiques Résumé : The aim of the study was to arrive at design interventions for sensory comfort of Autistic children. The scope of study included vast and systematic review of literature and few observation studies supplemented with survey of caregivers. A matrix with detailed design guidelines was the study outcome. It was concluded that designing for sensorily comfortable spaces could make the child more manageable and formulated guidelines could aid the design process. But the risk of child insisting on the same setting with prolonged exposure cannot be neglected. Future potential research areas involving design interventions for possibly enhancing neural connectivity in brain regions involved in sensory perception and integration, is also discussed. En ligne : https://dx.doi.org/10.4172/2165-7890.1000227 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410

Feasibility and initial outcomes of a group exercise-based social intervention (So Fit) for autistic children / Christopher LOPATA in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202713 Titre : Feasibility and initial outcomes of a group exercise-based social intervention (So Fit) for autistic children Type de document : texte imprimé Auteurs : Christopher LOPATA, Auteur ; Karl F. KOZLOWSKI, Auteur ; Marcus L. THOMEER, Auteur ; Jonathan D. RODGERS, Auteur ; James P. DONNELLY, Auteur ; Emma M. RADEL, Auteur ; Jules B. JONES, Auteur ; Madison S. SINWELL, Auteur Article en page(s) : p.202713 Langues : Anglais (eng) Mots-clés : So Fit  Social intervention  Exercise  Autistic children Index. décimale : PER Périodiques Résumé : This study assessed the feasibility and initial outcomes of an innovative group exercise-based social intervention (So Fit) on the social functioning, ASD-features, and physical performance of autistic children, ages 7–12 years (N = 28). The So Fit manualized intervention (prescribed content and instructional procedures) was delivered to groups of 8–11 autistic children, and it consisted of two 60-minute sessions per week over 10 weeks. Each session included a skills instruction component targeting social and physical performance skills (10–15 min) followed by an exercise-based activity (45–50 min) to promote social interactions, practice social skills, and receive feedback. A behavioral reinforcement system was also implemented to foster skills development and improve ASD-features. Lastly, parents participated in three psychoeducational parent training groups on the program, and strategies for teaching, reinforcing, and generalizing skills/behaviors outside the program setting. Fidelity was high, parent and child satisfaction were good, and there were no adverse events/injuries or withdrawals supporting feasibility. Pre-posttest comparisons indicated significant improvements in parent-rated social skills and ASD-features, and on objective observations/tests of child social performance, social knowledge, and physical performance. Additional testing of So Fit in a randomized trial appears warranted and recommendations are provided. En ligne : https://doi.org/10.1016/j.reia.2025.202713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Feasibility and initial outcomes of a group exercise-based social intervention (So Fit) for autistic children [texte imprimé] / Christopher LOPATA, Auteur ; Karl F. KOZLOWSKI, Auteur ; Marcus L. THOMEER, Auteur ; Jonathan D. RODGERS, Auteur ; James P. DONNELLY, Auteur ; Emma M. RADEL, Auteur ; Jules B. JONES, Auteur ; Madison S. SINWELL, Auteur . - p.202713. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202713 Mots-clés : So Fit  Social intervention  Exercise  Autistic children Index. décimale : PER Périodiques Résumé : This study assessed the feasibility and initial outcomes of an innovative group exercise-based social intervention (So Fit) on the social functioning, ASD-features, and physical performance of autistic children, ages 7–12 years (N = 28). The So Fit manualized intervention (prescribed content and instructional procedures) was delivered to groups of 8–11 autistic children, and it consisted of two 60-minute sessions per week over 10 weeks. Each session included a skills instruction component targeting social and physical performance skills (10–15 min) followed by an exercise-based activity (45–50 min) to promote social interactions, practice social skills, and receive feedback. A behavioral reinforcement system was also implemented to foster skills development and improve ASD-features. Lastly, parents participated in three psychoeducational parent training groups on the program, and strategies for teaching, reinforcing, and generalizing skills/behaviors outside the program setting. Fidelity was high, parent and child satisfaction were good, and there were no adverse events/injuries or withdrawals supporting feasibility. Pre-posttest comparisons indicated significant improvements in parent-rated social skills and ASD-features, and on objective observations/tests of child social performance, social knowledge, and physical performance. Additional testing of So Fit in a randomized trial appears warranted and recommendations are provided. En ligne : https://doi.org/10.1016/j.reia.2025.202713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Involvement of Emotional Intelligence in Resilience and Coping in Mothers of Autistic Children / Manon MANICACCI in Journal of Autism and Developmental Disorders, 49-11 (November 2019)  

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Supporting autistic children and adolescents’ social communication skills through digital technologies: A systematic literature review / Xinru JIANG in Research in Autism, 130 (February 2026)  

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Supporting teachers' implementation of the SCERTS model for autistic children in South Korean inclusive preschools / Eui-jung AN ; Sun-Ah YOON ; Soojeoung LEE in Research in Autism, 120 (February 2025)  

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The urinary 1H-NMR metabolomics profile of an italian autistic children population and their unaffected siblings / Milena LUSSU in Autism Research, 10-6 (June 2017)  

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Anxiety-related symptomatology in young children on the autism spectrum / Deb KEEN in Autism, 23-2 (February 2019)  

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