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Objective measurement of vocalizations in the assessment of autism spectrum disorder symptoms in preschool age children / Jacquelyn M. MOFFITT in Autism Research, 15-9 (September 2022)
[article]
Titre : Objective measurement of vocalizations in the assessment of autism spectrum disorder symptoms in preschool age children Type de document : Texte imprimé et/ou numérique Auteurs : Jacquelyn M. MOFFITT, Auteur ; Yeojin Amy AHN, Auteur ; Stephanie CUSTODE, Auteur ; Yudong TAO, Auteur ; Emilin MATHEW, Auteur ; Meaghan V. PARLADE, Auteur ; Melissa HALE, Auteur ; Jennifer DUROCHER, Auteur ; Michael ALESSANDRI, Auteur ; Lynn K. PERRY, Auteur ; Daniel S. MESSINGER, Auteur Article en page(s) : p.1665-1674 Langues : Anglais (eng) Mots-clés : Adult Autism Spectrum Disorder/diagnosis Autistic Disorder Child Child, Preschool Humans Male audio processing objective measurement vocalization Index. décimale : PER Périodiques Résumé : Assessment of autism spectrum disorder (ASD) relies on expert clinician observation and judgment, but objective measurement tools have the potential to provide additional information on ASD symptom severity. Diagnostic evaluations for ASD typically include the autism diagnostic observation schedule (ADOS-2), a semi-structured assessment composed of a series of social presses. The current study examined associations between concurrent objective features of child vocalizations during the ADOS-2 and examiner-rated autism symptom severity. The sample included 66 children (49 male; MÂ =Â 40months, SDÂ =Â 10.58) evaluated in a university-based clinic, 61 of whom received an ASD diagnosis. Research reliable administration of the ADOS-2 provided social affect (SA) and restricted and repetitive behavior (RRB) calibrated severity scores (CSS). Audio was recorded from examiner-worn eyeglasses during the ADOS-2 and child and adult speech were differentiated with LENA SP Hub. PRAAT was used to ascertain acoustic features of the audio signal, specifically the mean fundamental vocal frequency (F0) of LENA-identified child speech-like vocalizations (those with phonemic content), child cry vocalizations, and adult speech. Sphinx-4 was employed to estimate child and adult phonological features indexed by the average consonant and vowel count per vocalization. More than a quarter of the variance in ADOS-2 RRB CSS was predicted by the combination of child phoneme count per vocalization and child vocalization F0. Findings indicate that both acoustic and phonological features of child vocalizations are associated with expert clinician ratings of autism symptom severity. LAY SUMMARY: Determination of the severity of autism spectrum disorder is based in part on expert (but subjective) clinician observations during the ADOS-2. Two characteristics of child vocalizations-a smaller number of speech-like sounds per vocalization and higher pitched vocalizations (including cries)-were associated with greater autism symptom severity. The results suggest that objectively ascertained characteristics of children's vocalizations capture variance in children's restricted and repetitive behaviors that are reflected in clinician severity indices. En ligne : http://dx.doi.org/10.1002/aur.2731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism Research > 15-9 (September 2022) . - p.1665-1674[article] Objective measurement of vocalizations in the assessment of autism spectrum disorder symptoms in preschool age children [Texte imprimé et/ou numérique] / Jacquelyn M. MOFFITT, Auteur ; Yeojin Amy AHN, Auteur ; Stephanie CUSTODE, Auteur ; Yudong TAO, Auteur ; Emilin MATHEW, Auteur ; Meaghan V. PARLADE, Auteur ; Melissa HALE, Auteur ; Jennifer DUROCHER, Auteur ; Michael ALESSANDRI, Auteur ; Lynn K. PERRY, Auteur ; Daniel S. MESSINGER, Auteur . - p.1665-1674.
Langues : Anglais (eng)
in Autism Research > 15-9 (September 2022) . - p.1665-1674
Mots-clés : Adult Autism Spectrum Disorder/diagnosis Autistic Disorder Child Child, Preschool Humans Male audio processing objective measurement vocalization Index. décimale : PER Périodiques Résumé : Assessment of autism spectrum disorder (ASD) relies on expert clinician observation and judgment, but objective measurement tools have the potential to provide additional information on ASD symptom severity. Diagnostic evaluations for ASD typically include the autism diagnostic observation schedule (ADOS-2), a semi-structured assessment composed of a series of social presses. The current study examined associations between concurrent objective features of child vocalizations during the ADOS-2 and examiner-rated autism symptom severity. The sample included 66 children (49 male; MÂ =Â 40months, SDÂ =Â 10.58) evaluated in a university-based clinic, 61 of whom received an ASD diagnosis. Research reliable administration of the ADOS-2 provided social affect (SA) and restricted and repetitive behavior (RRB) calibrated severity scores (CSS). Audio was recorded from examiner-worn eyeglasses during the ADOS-2 and child and adult speech were differentiated with LENA SP Hub. PRAAT was used to ascertain acoustic features of the audio signal, specifically the mean fundamental vocal frequency (F0) of LENA-identified child speech-like vocalizations (those with phonemic content), child cry vocalizations, and adult speech. Sphinx-4 was employed to estimate child and adult phonological features indexed by the average consonant and vowel count per vocalization. More than a quarter of the variance in ADOS-2 RRB CSS was predicted by the combination of child phoneme count per vocalization and child vocalization F0. Findings indicate that both acoustic and phonological features of child vocalizations are associated with expert clinician ratings of autism symptom severity. LAY SUMMARY: Determination of the severity of autism spectrum disorder is based in part on expert (but subjective) clinician observations during the ADOS-2. Two characteristics of child vocalizations-a smaller number of speech-like sounds per vocalization and higher pitched vocalizations (including cries)-were associated with greater autism symptom severity. The results suggest that objectively ascertained characteristics of children's vocalizations capture variance in children's restricted and repetitive behaviors that are reflected in clinician severity indices. En ligne : http://dx.doi.org/10.1002/aur.2731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism / R. M. FASANO in Autism Research, 14-8 (August 2021)
[article]
Titre : A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism Type de document : Texte imprimé et/ou numérique Auteurs : R. M. FASANO, Auteur ; L. K. PERRY, Auteur ; Y. ZHANG, Auteur ; L. VITALE, Auteur ; J. WANG, Auteur ; C. SONG, Auteur ; D. S. MESSINGER, Auteur Article en page(s) : p.1658-1669 Langues : Anglais (eng) Mots-clés : Aptitude Autism Spectrum Disorder Autistic Disorder Child Child, Preschool Female Humans Language Language Development developmental disabilities language development objective measurement peer interactions social networks Index. décimale : PER Périodiques Résumé : Children's preschool experiences have consequences for development. However, it is not clear how children's real-time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real-time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M?= 50.14?months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end-of-year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real-time language use and in the developing language abilities of children with ASD in inclusion classrooms. LAY SUMMARY: This study objectively measured associations between children's peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Children's centrality to social speech networks, regardless of ASD status, was associated with assessed language abilities. En ligne : http://dx.doi.org/10.1002/aur.2526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
in Autism Research > 14-8 (August 2021) . - p.1658-1669[article] A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism [Texte imprimé et/ou numérique] / R. M. FASANO, Auteur ; L. K. PERRY, Auteur ; Y. ZHANG, Auteur ; L. VITALE, Auteur ; J. WANG, Auteur ; C. SONG, Auteur ; D. S. MESSINGER, Auteur . - p.1658-1669.
Langues : Anglais (eng)
in Autism Research > 14-8 (August 2021) . - p.1658-1669
Mots-clés : Aptitude Autism Spectrum Disorder Autistic Disorder Child Child, Preschool Female Humans Language Language Development developmental disabilities language development objective measurement peer interactions social networks Index. décimale : PER Périodiques Résumé : Children's preschool experiences have consequences for development. However, it is not clear how children's real-time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real-time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M?= 50.14?months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end-of-year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real-time language use and in the developing language abilities of children with ASD in inclusion classrooms. LAY SUMMARY: This study objectively measured associations between children's peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Children's centrality to social speech networks, regardless of ASD status, was associated with assessed language abilities. En ligne : http://dx.doi.org/10.1002/aur.2526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449