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Joint attention difficulties in autistic adults: An interactive eye-tracking study / N. CARUANA in Autism, 22-4 (May 2018)
[article]
Titre : Joint attention difficulties in autistic adults: An interactive eye-tracking study Type de document : Texte imprimé et/ou numérique Auteurs : N. CARUANA, Auteur ; H. STIEGLITZ HAM, Auteur ; J. BROCK, Auteur ; A. WOOLGAR, Auteur ; N. KLOTH, Auteur ; R. PALERMO, Auteur ; G. MCARTHUR, Auteur Article en page(s) : p.502-512 Langues : Anglais (eng) Mots-clés : autism eye gaze eye tracking joint attention social interaction Index. décimale : PER Périodiques Résumé : Joint attention - the ability to coordinate attention with a social partner - is critical for social communication, learning and the regulation of interpersonal relationships. Infants and young children with autism demonstrate impairments in both initiating and responding to joint attention bids in naturalistic settings. However, little is known about joint attention abilities in adults with autism. Here, we tested 17 autistic adults and 17 age- and nonverbal intelligence quotient-matched controls using an interactive eye-tracking paradigm in which participants initiated and responded to joint attention bids with an on-screen avatar. Compared to control participants, autistic adults completed fewer trials successfully. They were also slower to respond to joint attention bids in the first block of testing but performed as well as controls in the second block. There were no group differences in responding to spatial cues on a non-social task with similar attention and oculomotor demands. These experimental results were mirrored in the subjective reports given by participants, with some commenting that they initially found it challenging to communicate using eye gaze, but were able to develop strategies that allowed them to achieve joint attention. Our study indicates that for many autistic individuals, subtle difficulties using eye-gaze information persist well into adulthood. En ligne : http://dx.doi.org/10.1177/1362361316676204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361
in Autism > 22-4 (May 2018) . - p.502-512[article] Joint attention difficulties in autistic adults: An interactive eye-tracking study [Texte imprimé et/ou numérique] / N. CARUANA, Auteur ; H. STIEGLITZ HAM, Auteur ; J. BROCK, Auteur ; A. WOOLGAR, Auteur ; N. KLOTH, Auteur ; R. PALERMO, Auteur ; G. MCARTHUR, Auteur . - p.502-512.
Langues : Anglais (eng)
in Autism > 22-4 (May 2018) . - p.502-512
Mots-clés : autism eye gaze eye tracking joint attention social interaction Index. décimale : PER Périodiques Résumé : Joint attention - the ability to coordinate attention with a social partner - is critical for social communication, learning and the regulation of interpersonal relationships. Infants and young children with autism demonstrate impairments in both initiating and responding to joint attention bids in naturalistic settings. However, little is known about joint attention abilities in adults with autism. Here, we tested 17 autistic adults and 17 age- and nonverbal intelligence quotient-matched controls using an interactive eye-tracking paradigm in which participants initiated and responded to joint attention bids with an on-screen avatar. Compared to control participants, autistic adults completed fewer trials successfully. They were also slower to respond to joint attention bids in the first block of testing but performed as well as controls in the second block. There were no group differences in responding to spatial cues on a non-social task with similar attention and oculomotor demands. These experimental results were mirrored in the subjective reports given by participants, with some commenting that they initially found it challenging to communicate using eye gaze, but were able to develop strategies that allowed them to achieve joint attention. Our study indicates that for many autistic individuals, subtle difficulties using eye-gaze information persist well into adulthood. En ligne : http://dx.doi.org/10.1177/1362361316676204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361 Joint attention and intelligence in children with autism spectrum disorder without severe intellectual disability / M. SANO in Autism Research, 14-12 (December 2021)
[article]
Titre : Joint attention and intelligence in children with autism spectrum disorder without severe intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : M. SANO, Auteur ; Y. YOSHIMURA, Auteur ; T. HIROSAWA, Auteur ; C. HASEGAWA, Auteur ; Kyung-Min AN, Auteur ; S. TANAKA, Auteur ; N. NAITOU, Auteur ; M. KIKUCHI, Auteur Article en page(s) : p.2603-2612 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/complications Child Child, Preschool Cognition Early Intervention, Educational Humans Intellectual Disability/complications Intelligence Kaufman Assessment Battery (K-ABC) autism autism diagnostic observation schedule children intelligence joint attention Index. décimale : PER Périodiques Résumé : In children with autism spectrum disorder (ASD), joint attention is regarded as a predictor of language function, social skills, communication, adaptive function, and intelligence. However, existing information about the association between joint attention and intelligence is limited. Most such studies have examined children with low intelligence. For this study, we investigated whether joint attention is related to intelligence in young children with autism spectrum disorder (ASD) without severe intellectual disability. We analyzed 113 children with ASD aged 40-98?months. Their Kaufman Assessment Battery (K-ABC) Mental Processing Index (MPI) scores are 60 and more (mean 93.4). We evaluated their intelligence using K-ABC and evaluated their joint attention using ADOS-2. After we performed simple regression analyses using K-ABC MPI and its nine subscales as dependent variables, using joint attention as the independent variable, we identified joint attention as a positive predictor of the MPI and its two subscales. From this result, we conclude that joint attention is related to intelligence in young children with ASD without severe intellectual disability. This result suggests a beneficial effect of early intervention targeting joint attention for children with ASD. LAY SUMMARY: Joint attention is the ability to coordinate visual attention with another person and then shift one's gaze toward an object or event. Impairment of joint attention is regarded as an early marker of autism spectrum disorder (ASD). This study revealed impairment of joint attention as associated with lower intelligence in ASD children. These results are expected to constitute a rationale for future studies, particularly addressing beneficial effects of early intervention targeting joint attention for children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2600 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450
in Autism Research > 14-12 (December 2021) . - p.2603-2612[article] Joint attention and intelligence in children with autism spectrum disorder without severe intellectual disability [Texte imprimé et/ou numérique] / M. SANO, Auteur ; Y. YOSHIMURA, Auteur ; T. HIROSAWA, Auteur ; C. HASEGAWA, Auteur ; Kyung-Min AN, Auteur ; S. TANAKA, Auteur ; N. NAITOU, Auteur ; M. KIKUCHI, Auteur . - p.2603-2612.
Langues : Anglais (eng)
in Autism Research > 14-12 (December 2021) . - p.2603-2612
Mots-clés : Autism Spectrum Disorder/complications Child Child, Preschool Cognition Early Intervention, Educational Humans Intellectual Disability/complications Intelligence Kaufman Assessment Battery (K-ABC) autism autism diagnostic observation schedule children intelligence joint attention Index. décimale : PER Périodiques Résumé : In children with autism spectrum disorder (ASD), joint attention is regarded as a predictor of language function, social skills, communication, adaptive function, and intelligence. However, existing information about the association between joint attention and intelligence is limited. Most such studies have examined children with low intelligence. For this study, we investigated whether joint attention is related to intelligence in young children with autism spectrum disorder (ASD) without severe intellectual disability. We analyzed 113 children with ASD aged 40-98?months. Their Kaufman Assessment Battery (K-ABC) Mental Processing Index (MPI) scores are 60 and more (mean 93.4). We evaluated their intelligence using K-ABC and evaluated their joint attention using ADOS-2. After we performed simple regression analyses using K-ABC MPI and its nine subscales as dependent variables, using joint attention as the independent variable, we identified joint attention as a positive predictor of the MPI and its two subscales. From this result, we conclude that joint attention is related to intelligence in young children with ASD without severe intellectual disability. This result suggests a beneficial effect of early intervention targeting joint attention for children with ASD. LAY SUMMARY: Joint attention is the ability to coordinate visual attention with another person and then shift one's gaze toward an object or event. Impairment of joint attention is regarded as an early marker of autism spectrum disorder (ASD). This study revealed impairment of joint attention as associated with lower intelligence in ASD children. These results are expected to constitute a rationale for future studies, particularly addressing beneficial effects of early intervention targeting joint attention for children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2600 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 Joint attention in autism: Teaching smiling coordinated with gaze to respond to joint attention bids / Ivana KRSTOVSKA-GUERRERO in Research in Autism Spectrum Disorders, 7-1 (January 2013)
[article]
Titre : Joint attention in autism: Teaching smiling coordinated with gaze to respond to joint attention bids Type de document : Texte imprimé et/ou numérique Auteurs : Ivana KRSTOVSKA-GUERRERO, Auteur ; Emily A. JONES, Auteur Année de publication : 2013 Article en page(s) : p.93-108 Langues : Anglais (eng) Mots-clés : Autism Joint attention Affect Gaze shift Eye contact Index. décimale : PER Périodiques Résumé : Children with autism demonstrate early deficits in joint attention and expressions of affect. Interventions to teach joint attention have addressed gaze behavior, gestures, and vocalizations, but have not specifically taught an expression of positive affect such as smiling that tends to occur during joint attention interactions. Intervention was applied to teach smile and gaze shift with eye contact to respond to others’ joint attention instructions. All targeted responses increased during intervention, with generalized performance as well as maintenance of performance during follow-up. Related measures of joint attention and characteristics of autism showed overall improvements from pre- to post-intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.07.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.93-108[article] Joint attention in autism: Teaching smiling coordinated with gaze to respond to joint attention bids [Texte imprimé et/ou numérique] / Ivana KRSTOVSKA-GUERRERO, Auteur ; Emily A. JONES, Auteur . - 2013 . - p.93-108.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.93-108
Mots-clés : Autism Joint attention Affect Gaze shift Eye contact Index. décimale : PER Périodiques Résumé : Children with autism demonstrate early deficits in joint attention and expressions of affect. Interventions to teach joint attention have addressed gaze behavior, gestures, and vocalizations, but have not specifically taught an expression of positive affect such as smiling that tends to occur during joint attention interactions. Intervention was applied to teach smile and gaze shift with eye contact to respond to others’ joint attention instructions. All targeted responses increased during intervention, with generalized performance as well as maintenance of performance during follow-up. Related measures of joint attention and characteristics of autism showed overall improvements from pre- to post-intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.07.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 Joint attention revisited: Finding strengths among children with autism / Sarah HURWITZ in Autism, 20-5 (July 2016)
[article]
Titre : Joint attention revisited: Finding strengths among children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Sarah HURWITZ, Auteur ; Linda R. WATSON, Auteur Article en page(s) : p.538-550 Langues : Anglais (eng) Mots-clés : autism autism spectrum disorder joint attention language matching Index. décimale : PER Périodiques Résumé : Differences in joint attention are prominent for some children with autism and are often used as an indicator of the disorder. This study examined the joint attention competencies of young children with autism who demonstrated joint attention ability and compared them to children with developmental delays. A total of 40 children with autism and developmental delays were matched pairwise based on mental and chronological age. Videos of children engaging in play were coded for the frequency and forms (eye contact, gestures, affect, etc.) of joint attention. Additionally, concurrent language was compared among children with autism (N?=?32) by their joint attention ability. Children with autism spectrum disorder entered into joint attention significantly less often than children with developmental delays, but once engaged used the forms of joint attention similarly. For the matched pairs, there were no differences in language, but the children with autism who used joint attention had significantly better language than children with autism who did not (even after controlling for mental age). There is a group of young children with autism who can use joint attention but do so at lower frequencies than children with developmental delays. Possible reasons include difficulty disengaging attention and limited intrinsic social motivation to share. Adult persistence is recommended to encourage joint attention. En ligne : http://dx.doi.org/10.1177/1362361315593536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Autism > 20-5 (July 2016) . - p.538-550[article] Joint attention revisited: Finding strengths among children with autism [Texte imprimé et/ou numérique] / Sarah HURWITZ, Auteur ; Linda R. WATSON, Auteur . - p.538-550.
Langues : Anglais (eng)
in Autism > 20-5 (July 2016) . - p.538-550
Mots-clés : autism autism spectrum disorder joint attention language matching Index. décimale : PER Périodiques Résumé : Differences in joint attention are prominent for some children with autism and are often used as an indicator of the disorder. This study examined the joint attention competencies of young children with autism who demonstrated joint attention ability and compared them to children with developmental delays. A total of 40 children with autism and developmental delays were matched pairwise based on mental and chronological age. Videos of children engaging in play were coded for the frequency and forms (eye contact, gestures, affect, etc.) of joint attention. Additionally, concurrent language was compared among children with autism (N?=?32) by their joint attention ability. Children with autism spectrum disorder entered into joint attention significantly less often than children with developmental delays, but once engaged used the forms of joint attention similarly. For the matched pairs, there were no differences in language, but the children with autism who used joint attention had significantly better language than children with autism who did not (even after controlling for mental age). There is a group of young children with autism who can use joint attention but do so at lower frequencies than children with developmental delays. Possible reasons include difficulty disengaging attention and limited intrinsic social motivation to share. Adult persistence is recommended to encourage joint attention. En ligne : http://dx.doi.org/10.1177/1362361315593536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Assessment of joint attention in school-age children and adolescents / Jessica L. BEAN in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
[article]
Titre : Assessment of joint attention in school-age children and adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Jessica L. BEAN, Auteur ; Inge-Marie EIGSTI, Auteur Année de publication : 2012 Article en page(s) : p.1304-1310 Langues : Anglais (eng) Mots-clés : Joint attention Novel measure Adolescents Autism spectrum disorders Index. décimale : PER Périodiques Résumé : Joint attention (JA), the ability to share attention to an object or event with another person, is one of the earliest identified deficits in autism spectrum disorders (ASD) and directly influences language and social development. There are several effective assessments of JA for young children (e.g., Mundy et al., 2003), but none are appropriate for school-age or adolescence. We developed a measure of response to JA and assessed individuals with ASD (n = 18) and typical development (n = 24), ages 7 to 17. Six naturalistic prompts were interleaved throughout a testing session. Discriminative validity was high: there was a broad range for both groups, though scores were lower for children with ASD. Scores in the ASD group were associated with receptive language, symptomatology, and theory of mind. Reliability across examiners was high (κ = .875). This measure, which requires no special equipment and minimal training, was useful in capturing JA skills in older individuals with and without ASD. Further, scores were associated with theoretically related skills, indicating high external validity. Given the powerful developmental sequelae and numerous interventions for JA, this measure offers a longitudinal assessment opportunity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1304-1310[article] Assessment of joint attention in school-age children and adolescents [Texte imprimé et/ou numérique] / Jessica L. BEAN, Auteur ; Inge-Marie EIGSTI, Auteur . - 2012 . - p.1304-1310.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1304-1310
Mots-clés : Joint attention Novel measure Adolescents Autism spectrum disorders Index. décimale : PER Périodiques Résumé : Joint attention (JA), the ability to share attention to an object or event with another person, is one of the earliest identified deficits in autism spectrum disorders (ASD) and directly influences language and social development. There are several effective assessments of JA for young children (e.g., Mundy et al., 2003), but none are appropriate for school-age or adolescence. We developed a measure of response to JA and assessed individuals with ASD (n = 18) and typical development (n = 24), ages 7 to 17. Six naturalistic prompts were interleaved throughout a testing session. Discriminative validity was high: there was a broad range for both groups, though scores were lower for children with ASD. Scores in the ASD group were associated with receptive language, symptomatology, and theory of mind. Reliability across examiners was high (κ = .875). This measure, which requires no special equipment and minimal training, was useful in capturing JA skills in older individuals with and without ASD. Further, scores were associated with theoretically related skills, indicating high external validity. Given the powerful developmental sequelae and numerous interventions for JA, this measure offers a longitudinal assessment opportunity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 Best practices for teaching joint attention: A systematic review of the intervention literature / Pamela J. WHITE in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
PermalinkSpontaneous Facial Mimicry is Modulated by Joint Attention and Autistic Traits / Janina NEUFELD in Autism Research, 9-7 (July 2016)
PermalinkBrief Report: Reduced Temporal-Central EEG Alpha Coherence During Joint Attention Perception in Adolescents with Autism Spectrum Disorder / Mark JAIME in Journal of Autism and Developmental Disorders, 46-4 (April 2016)
PermalinkAn Initial Psychometric Evaluation of the Joint Attention Protocol / Sallie W. NOWELL in Journal of Autism and Developmental Disorders, 48-6 (June 2018)
PermalinkAssociations between joint attention and language in autism spectrum disorder and typical development: A systematic review and meta-regression analysis / Kristen BOTTEMA-BEUTEL in Autism Research, 9-10 (October 2016)
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