3 recherche sur le mot-clé 'emotion expression'

Expression and co-regulation of negative emotion in 18-month-olds at increased likelihood for autism with diverse developmental outcomes / Jessie B. NORTHRUP in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2534-2548 Titre : Expression and co-regulation of negative emotion in 18-month-olds at increased likelihood for autism with diverse developmental outcomes Type de document : texte imprimé Auteurs : Jessie B. NORTHRUP, Auteur ; Kaitlyn B. CORTEZ, Auteur ; Carla A. MAZEFSKY, Auteur ; Jana M. IVERSON, Auteur Article en page(s) : p.2534-2548 Langues : Anglais (eng) Mots-clés : autism  co-regulation  emotion expression  emotion regulation  negative emotion Index. décimale : PER Périodiques Résumé : Emotion dysregulation is a common challenge for autistic individuals, yet research examining early emotion regulation processes in autism is lacking. The present study examined negative emotion expression and parent-child co-regulatory processes in 18-month-old younger siblings of autistic children (children with an "elevated likelihood" (EL) of autism) with diverse outcomes: autism, language delay without autism (EL-LD), and no delay/diagnosis (EL-ND). Thirty-nine toddlers were videotaped at home with a parent. Negative emotion and parent co-regulatory responses were coded from the video. Results indicated that autistic toddlers exhibited more high-intensity negative emotion than EL-ND toddlers. The likelihood of negative emotion continuing once initiated was higher for autistic and EL-LD toddlers. Parental co-regulation strategy use was similar across groups. Parental co-regulation reduced the likelihood of continued negative emotion, although the effect appeared somewhat weaker for autistic toddlers. This research corroborates evidence that increased risk for heightened and prolonged negative emotion starts early in autistic children and, to a lesser extent, in EL-LD children. Parents of all children were highly responsive, but coregulatory responses may be less effective at reducing negative emotions for autistic children. While more research is needed, the present study contributes to our understanding of the unique emotional experiences of autistic toddlers. Lay Abstract Managing negative emotion can be challenging for autistic individuals and their families from a young age. Parents help young children manage negative emotions by responding in comforting or supportive ways. Not much research has examined how negative emotions and parent responses to negative emotions are different in very young autistic children. This study used videotapes of 18-month-old toddlers and parents at home. We examined how much and how intensely toddlers expressed negative emotion in everyday situations, and how parents responded. Participants were younger siblings of autistic children, and we compared three groups-children that (1) later received an autism diagnosis; (2) had language delays but not autism; and (3) had no delays or autism. We found that autistic toddlers' negative emotion was more likely to be intense and to continue once it started compared with children without delays or autism. Language-delayed toddlers also showed some, but not all these differences. Parents responded similarly to negative emotions in all groups. When parents used strategies to help, it reduced the chances of the negative emotions continuing, although it may have been less helpful for autistic toddlers. This study shows that autistic children may express more intense and long-lasting negative emotions from an early age. It also shows that parents of autistic children are very responsive to their children s negative emotions, but these responses may not be as helpful to autistic children. While more research is needed, this study helps us understand how autistic toddlers may express and experience emotions differently. En ligne : https://dx.doi.org/10.1177/13623613241233664 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Expression and co-regulation of negative emotion in 18-month-olds at increased likelihood for autism with diverse developmental outcomes [texte imprimé] / Jessie B. NORTHRUP, Auteur ; Kaitlyn B. CORTEZ, Auteur ; Carla A. MAZEFSKY, Auteur ; Jana M. IVERSON, Auteur . - p.2534-2548. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2534-2548 Mots-clés : autism  co-regulation  emotion expression  emotion regulation  negative emotion Index. décimale : PER Périodiques Résumé : Emotion dysregulation is a common challenge for autistic individuals, yet research examining early emotion regulation processes in autism is lacking. The present study examined negative emotion expression and parent-child co-regulatory processes in 18-month-old younger siblings of autistic children (children with an "elevated likelihood" (EL) of autism) with diverse outcomes: autism, language delay without autism (EL-LD), and no delay/diagnosis (EL-ND). Thirty-nine toddlers were videotaped at home with a parent. Negative emotion and parent co-regulatory responses were coded from the video. Results indicated that autistic toddlers exhibited more high-intensity negative emotion than EL-ND toddlers. The likelihood of negative emotion continuing once initiated was higher for autistic and EL-LD toddlers. Parental co-regulation strategy use was similar across groups. Parental co-regulation reduced the likelihood of continued negative emotion, although the effect appeared somewhat weaker for autistic toddlers. This research corroborates evidence that increased risk for heightened and prolonged negative emotion starts early in autistic children and, to a lesser extent, in EL-LD children. Parents of all children were highly responsive, but coregulatory responses may be less effective at reducing negative emotions for autistic children. While more research is needed, the present study contributes to our understanding of the unique emotional experiences of autistic toddlers. Lay Abstract Managing negative emotion can be challenging for autistic individuals and their families from a young age. Parents help young children manage negative emotions by responding in comforting or supportive ways. Not much research has examined how negative emotions and parent responses to negative emotions are different in very young autistic children. This study used videotapes of 18-month-old toddlers and parents at home. We examined how much and how intensely toddlers expressed negative emotion in everyday situations, and how parents responded. Participants were younger siblings of autistic children, and we compared three groups-children that (1) later received an autism diagnosis; (2) had language delays but not autism; and (3) had no delays or autism. We found that autistic toddlers' negative emotion was more likely to be intense and to continue once it started compared with children without delays or autism. Language-delayed toddlers also showed some, but not all these differences. Parents responded similarly to negative emotions in all groups. When parents used strategies to help, it reduced the chances of the negative emotions continuing, although it may have been less helpful for autistic toddlers. This study shows that autistic children may express more intense and long-lasting negative emotions from an early age. It also shows that parents of autistic children are very responsive to their children s negative emotions, but these responses may not be as helpful to autistic children. While more research is needed, this study helps us understand how autistic toddlers may express and experience emotions differently. En ligne : https://dx.doi.org/10.1177/13623613241233664 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Facial emotion training as an intervention in autism spectrum disorder: A meta-analysis of randomized controlled trials / Qianqian ZHANG in Autism Research, 14-10 (October 2021)  

Public ISBD [article]  inAutism Research > 14-10 (October 2021) . - p.2169-2182 Titre : Facial emotion training as an intervention in autism spectrum disorder: A meta-analysis of randomized controlled trials Type de document : texte imprimé Auteurs : Qianqian ZHANG, Auteur ; Renjing WU, Auteur ; Siyu ZHU, Auteur ; Jiao LE, Auteur ; Yuanshu CHEN, Auteur ; Chunmei LAN, Auteur ; Shuxia YAO, Auteur ; Weihua ZHAO, Auteur ; Keith M. KENDRICK, Auteur Année de publication : 2021 Article en page(s) : p.2169-2182 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Emotions  Facial Recognition  Humans  Randomized Controlled Trials as Topic  Social Skills  autism spectrum disorder  emotion expression  emotion recognition  emotion understanding  facial emotion training  meta-analysis  social skills Index. décimale : PER Périodiques Résumé : A large number of computer-based training programs have been developed as an intervention to help individuals with autism spectrum disorders (ASD) improve their facial emotion recognition ability, as well as social skills. However, it is unclear to what extent these facial emotion training programs can produce beneficial, long-lasting, and generalizable results. Using standard meta-analytic techniques, we investigated the effects of facial emotion training including generalization and maintenance restricted to randomized control trial studies comprising a total of 595 individuals with ASD. Our findings revealed that the intervention resulted in a robust improvement in emotion recognition for individuals receiving training compared with controls. However, while there was also some evidence for generalization of training effects, the small number of studies which conducted follow-ups and assessed social skills reported that improvements were not maintained and there was no evidence for general improvement in social skills. Overall, the analysis revealed a medium effect size in training improvement indicating that facial emotion training may be an effective method for enhancing emotion recognition skills in ASD although more studies are required to assess maintenance of effects and possible general improvements in social skills. LAY SUMMARY: Facial emotion training as an intervention may be a potential way to help improve emotion recognition in autism spectrum disorder (ASD), however robust empirical support for its efficacy has not been sufficiently established. Here, we conducted a meta-analysis of previous studies to summarize the effects of facial emotion training on ASD. Our results show that the training produces a robust improvement in subsequent emotion recognition, while maintenance and generalization effects still need further investigation. To date, no experimentally verified improvements in social skills have been reported. En ligne : http://dx.doi.org/10.1002/aur.2565 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Facial emotion training as an intervention in autism spectrum disorder: A meta-analysis of randomized controlled trials [texte imprimé] / Qianqian ZHANG, Auteur ; Renjing WU, Auteur ; Siyu ZHU, Auteur ; Jiao LE, Auteur ; Yuanshu CHEN, Auteur ; Chunmei LAN, Auteur ; Shuxia YAO, Auteur ; Weihua ZHAO, Auteur ; Keith M. KENDRICK, Auteur . - 2021 . - p.2169-2182. Langues : Anglais (eng) in Autism Research > 14-10 (October 2021) . - p.2169-2182 Mots-clés : Autism Spectrum Disorder/therapy  Emotions  Facial Recognition  Humans  Randomized Controlled Trials as Topic  Social Skills  autism spectrum disorder  emotion expression  emotion recognition  emotion understanding  facial emotion training  meta-analysis  social skills Index. décimale : PER Périodiques Résumé : A large number of computer-based training programs have been developed as an intervention to help individuals with autism spectrum disorders (ASD) improve their facial emotion recognition ability, as well as social skills. However, it is unclear to what extent these facial emotion training programs can produce beneficial, long-lasting, and generalizable results. Using standard meta-analytic techniques, we investigated the effects of facial emotion training including generalization and maintenance restricted to randomized control trial studies comprising a total of 595 individuals with ASD. Our findings revealed that the intervention resulted in a robust improvement in emotion recognition for individuals receiving training compared with controls. However, while there was also some evidence for generalization of training effects, the small number of studies which conducted follow-ups and assessed social skills reported that improvements were not maintained and there was no evidence for general improvement in social skills. Overall, the analysis revealed a medium effect size in training improvement indicating that facial emotion training may be an effective method for enhancing emotion recognition skills in ASD although more studies are required to assess maintenance of effects and possible general improvements in social skills. LAY SUMMARY: Facial emotion training as an intervention may be a potential way to help improve emotion recognition in autism spectrum disorder (ASD), however robust empirical support for its efficacy has not been sufficiently established. Here, we conducted a meta-analysis of previous studies to summarize the effects of facial emotion training on ASD. Our results show that the training produces a robust improvement in subsequent emotion recognition, while maintenance and generalization effects still need further investigation. To date, no experimentally verified improvements in social skills have been reported. En ligne : http://dx.doi.org/10.1002/aur.2565 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Judgments of Nonverbal Behaviour by Children with High-Functioning Autism Spectrum Disorder: Can they Detect Signs of Winning and Losing from Brief Video Clips? / Christian RYAN in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2916-2923 Titre : Judgments of Nonverbal Behaviour by Children with High-Functioning Autism Spectrum Disorder: Can they Detect Signs of Winning and Losing from Brief Video Clips? Type de document : texte imprimé Auteurs : Christian RYAN, Auteur ; Philip FURLEY, Auteur ; Kathleen MULHALL, Auteur Article en page(s) : p.2916-2923 Langues : Anglais (eng) Mots-clés : Sport  Emotion expression  Nonverbal behavior  Thin slices  Autism  Social rank Index. décimale : PER Périodiques Résumé : Typically developing children are able to judge who is winning or losing from very short clips of video footage of behaviour between active match play across a number of sports. Inferences from “thin slices” (short video clips) allow participants to make complex judgments about the meaning of posture, gesture and body language. This study extends the use of the thin slice research paradigm to children with high-functioning autism spectrum disorder (ASD). We tested 38 children with ASD, in two age groups: 15 participants aged 5–8 years and 23 participants aged 9–13 years. We found that the children with ASD had a rate of accuracy similar to that of typically developing peers tested in a previous study. En ligne : http://dx.doi.org/10.1007/s10803-016-2839-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Judgments of Nonverbal Behaviour by Children with High-Functioning Autism Spectrum Disorder: Can they Detect Signs of Winning and Losing from Brief Video Clips? [texte imprimé] / Christian RYAN, Auteur ; Philip FURLEY, Auteur ; Kathleen MULHALL, Auteur . - p.2916-2923. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2916-2923 Mots-clés : Sport  Emotion expression  Nonverbal behavior  Thin slices  Autism  Social rank Index. décimale : PER Périodiques Résumé : Typically developing children are able to judge who is winning or losing from very short clips of video footage of behaviour between active match play across a number of sports. Inferences from “thin slices” (short video clips) allow participants to make complex judgments about the meaning of posture, gesture and body language. This study extends the use of the thin slice research paradigm to children with high-functioning autism spectrum disorder (ASD). We tested 38 children with ASD, in two age groups: 15 participants aged 5–8 years and 23 participants aged 9–13 years. We found that the children with ASD had a rate of accuracy similar to that of typically developing peers tested in a previous study. En ligne : http://dx.doi.org/10.1007/s10803-016-2839-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292