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The Behavioral Assessment of Social Interactions in Young Children: An examination of convergent and incremental validity / Emily H. CALLAHAN in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
[article]
Titre : The Behavioral Assessment of Social Interactions in Young Children: An examination of convergent and incremental validity Type de document : Texte imprimé et/ou numérique Auteurs : Emily H. CALLAHAN, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur ; Richard E. MATTSON, Auteur Année de publication : 2011 Article en page(s) : p.768-774 Langues : Anglais (eng) Mots-clés : Autism Social interactions Behavioral assessment Index. décimale : PER Périodiques Résumé : Many treatment programs for individuals with an autism spectrum disorder (ASD) target social skills, and there is growing attention directed toward the development of specific interventions to improve social skills and social interactions in this population ([Hestenes and Carroll, 2000] and [Strain and Hoyson, 2000]). However, there are limited tools available to assess social skills in children with ASD. Furthermore, there are even fewer designed to assess response to intervention. The focus of the current study was to examine the convergent, criterion, and incremental validity of a new measure designed to assess the development of social interaction skills in individuals with ASD; namely, the Behavioral Assessment of Social Interactions in Young Children (BASYC; Gillis, Callahan, & Romanczyk, 2010). A total of 44 individuals with ASD participated in this study (mean age was 7 years 11 months; range was 2–12 years old). The BASYC demonstrated convergent validity with the Social Approach subscale of the Pervasive Developmental Disorders Behavior Inventory (PDDBI; Cohen & Sudhalter, 2005) and criterion-related validity with the Socialization domain of the Vineland Adaptive Behavior Scales-II (VABS-II; Sparrow, Cicchetti, & Balla, 2005). One of the two BASYC subscales demonstrated incremental validity over the PDDBI in predicting variability in the VABS-II Socialization domain. The results of this research provide further support for the clinical utility of the BASYC as a measure of social interaction skills in individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.768-774[article] The Behavioral Assessment of Social Interactions in Young Children: An examination of convergent and incremental validity [Texte imprimé et/ou numérique] / Emily H. CALLAHAN, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur ; Richard E. MATTSON, Auteur . - 2011 . - p.768-774.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.768-774
Mots-clés : Autism Social interactions Behavioral assessment Index. décimale : PER Périodiques Résumé : Many treatment programs for individuals with an autism spectrum disorder (ASD) target social skills, and there is growing attention directed toward the development of specific interventions to improve social skills and social interactions in this population ([Hestenes and Carroll, 2000] and [Strain and Hoyson, 2000]). However, there are limited tools available to assess social skills in children with ASD. Furthermore, there are even fewer designed to assess response to intervention. The focus of the current study was to examine the convergent, criterion, and incremental validity of a new measure designed to assess the development of social interaction skills in individuals with ASD; namely, the Behavioral Assessment of Social Interactions in Young Children (BASYC; Gillis, Callahan, & Romanczyk, 2010). A total of 44 individuals with ASD participated in this study (mean age was 7 years 11 months; range was 2–12 years old). The BASYC demonstrated convergent validity with the Social Approach subscale of the Pervasive Developmental Disorders Behavior Inventory (PDDBI; Cohen & Sudhalter, 2005) and criterion-related validity with the Socialization domain of the Vineland Adaptive Behavior Scales-II (VABS-II; Sparrow, Cicchetti, & Balla, 2005). One of the two BASYC subscales demonstrated incremental validity over the PDDBI in predicting variability in the VABS-II Socialization domain. The results of this research provide further support for the clinical utility of the BASYC as a measure of social interaction skills in individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 Avatar Assistant: Improving Social Skills in Students with an ASD Through a Computer-Based Intervention / Ingrid Maria HOPKINS in Journal of Autism and Developmental Disorders, 41-11 (November 2011)
[article]
Titre : Avatar Assistant: Improving Social Skills in Students with an ASD Through a Computer-Based Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Ingrid Maria HOPKINS, Auteur ; Michael W. GOWER, Auteur ; Trista A. PEREZ, Auteur ; Dana S. SMITH, Auteur ; Franklin R. AMTHOR, Auteur ; F. Casey WIMSATT, Auteur ; Fred J. BIASINI, Auteur Année de publication : 2011 Article en page(s) : p.1543-1555 Langues : Anglais (eng) Mots-clés : Autism Intervention Emotion recognition Facial recognition Social interactions Generalization Index. décimale : PER Périodiques Résumé : This study assessed the efficacy of FaceSay, a computer-based social skills training program for children with Autism Spectrum Disorders (ASD). This randomized controlled study (N = 49) indicates that providing children with low-functioning autism (LFA) and high functioning autism (HFA) opportunities to practice attending to eye gaze, discriminating facial expressions and recognizing faces and emotions in FaceSay’s structured environment with interactive, realistic avatar assistants improved their social skills abilities. The children with LFA demonstrated improvements in two areas of the intervention: emotion recognition and social interactions. The children with HFA demonstrated improvements in all three areas: facial recognition, emotion recognition, and social interactions. These findings, particularly the measured improvements to social interactions in a natural environment, are encouraging. En ligne : http://dx.doi.org/10.1007/s10803-011-1179-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147
in Journal of Autism and Developmental Disorders > 41-11 (November 2011) . - p.1543-1555[article] Avatar Assistant: Improving Social Skills in Students with an ASD Through a Computer-Based Intervention [Texte imprimé et/ou numérique] / Ingrid Maria HOPKINS, Auteur ; Michael W. GOWER, Auteur ; Trista A. PEREZ, Auteur ; Dana S. SMITH, Auteur ; Franklin R. AMTHOR, Auteur ; F. Casey WIMSATT, Auteur ; Fred J. BIASINI, Auteur . - 2011 . - p.1543-1555.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-11 (November 2011) . - p.1543-1555
Mots-clés : Autism Intervention Emotion recognition Facial recognition Social interactions Generalization Index. décimale : PER Périodiques Résumé : This study assessed the efficacy of FaceSay, a computer-based social skills training program for children with Autism Spectrum Disorders (ASD). This randomized controlled study (N = 49) indicates that providing children with low-functioning autism (LFA) and high functioning autism (HFA) opportunities to practice attending to eye gaze, discriminating facial expressions and recognizing faces and emotions in FaceSay’s structured environment with interactive, realistic avatar assistants improved their social skills abilities. The children with LFA demonstrated improvements in two areas of the intervention: emotion recognition and social interactions. The children with HFA demonstrated improvements in all three areas: facial recognition, emotion recognition, and social interactions. These findings, particularly the measured improvements to social interactions in a natural environment, are encouraging. En ligne : http://dx.doi.org/10.1007/s10803-011-1179-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 Mimicry and social affiliation with virtual partner are decreased in autism / Bahar TUNCGENC in Research in Autism Spectrum Disorders, 100 (February 2023)
[article]
Titre : Mimicry and social affiliation with virtual partner are decreased in autism Type de document : Texte imprimé et/ou numérique Auteurs : Bahar TUNCGENC, Auteur ; Carolyn KOCH, Auteur ; Inge-Marie EIGSTI, Auteur ; Stewart H. MOSTOFSKY, Auteur Article en page(s) : 102073 Langues : Anglais (eng) Mots-clés : Mimicry Social affiliation Social interactions Autism Children Index. décimale : PER Périodiques Résumé : Copying other people’s mannerisms (i.e., mimicry) occurs spontaneously during social interactions, and is thought to contribute to sharing emotions, affiliation with partners and interaction quality. While previous research shows decreased mimicry of emotional facial expressions in autism spectrum disorders (ASD), we know relatively little about how non-emotional, non-facial behavioural mimicry manifests and, more importantly, what it means for autistic individuals’ social interactions. In a controlled, semi-naturalistic interaction setting, this study examined how often autistic and neurotypical (NT) children mimicked a virtual partner’s non-facial mannerisms as they engaged in an interactive story-telling activity. Subsequently, children reported how affiliated they felt towards their interaction partner using an established implicit measure of closeness and a set of questions. Results revealed reduced mimicry (p = .001, φ = 0.38) and less affiliation (p = .01, φ = 0.33) in ASD relative to NT children. Mimicry was associated with affiliation for NT (r(23) = 0.64, p = .0009), but not ASD, children (r(31) = 0.07, p = .72). These results suggest an autism-associated reduction in mimicry and that mimicry during social interactions may not substantially contribute to affiliation in autism. En ligne : https://doi.org/10.1016/j.rasd.2022.102073 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Research in Autism Spectrum Disorders > 100 (February 2023) . - 102073[article] Mimicry and social affiliation with virtual partner are decreased in autism [Texte imprimé et/ou numérique] / Bahar TUNCGENC, Auteur ; Carolyn KOCH, Auteur ; Inge-Marie EIGSTI, Auteur ; Stewart H. MOSTOFSKY, Auteur . - 102073.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 100 (February 2023) . - 102073
Mots-clés : Mimicry Social affiliation Social interactions Autism Children Index. décimale : PER Périodiques Résumé : Copying other people’s mannerisms (i.e., mimicry) occurs spontaneously during social interactions, and is thought to contribute to sharing emotions, affiliation with partners and interaction quality. While previous research shows decreased mimicry of emotional facial expressions in autism spectrum disorders (ASD), we know relatively little about how non-emotional, non-facial behavioural mimicry manifests and, more importantly, what it means for autistic individuals’ social interactions. In a controlled, semi-naturalistic interaction setting, this study examined how often autistic and neurotypical (NT) children mimicked a virtual partner’s non-facial mannerisms as they engaged in an interactive story-telling activity. Subsequently, children reported how affiliated they felt towards their interaction partner using an established implicit measure of closeness and a set of questions. Results revealed reduced mimicry (p = .001, φ = 0.38) and less affiliation (p = .01, φ = 0.33) in ASD relative to NT children. Mimicry was associated with affiliation for NT (r(23) = 0.64, p = .0009), but not ASD, children (r(31) = 0.07, p = .72). These results suggest an autism-associated reduction in mimicry and that mimicry during social interactions may not substantially contribute to affiliation in autism. En ligne : https://doi.org/10.1016/j.rasd.2022.102073 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder / Leann S. DAWALT in Autism Research, 13-12 (December 2020)
[article]
Titre : Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Leann S. DAWALT, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur ; Laura J. HALL, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; Bonnie KRAEMER, Auteur ; Kara A. HUME, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.2155-2163 Langues : Anglais (eng) Mots-clés : adolescence autism spectrum disorder sex differences social interactions Index. décimale : PER Périodiques Résumé : There is lack of consensus in the literature regarding sex differences in social outcomes for individuals on the autism spectrum. Furthermore, little research has focused on the social experiences of high school students with autism spectrum disorder (ASD) during the school day. Using a large racially/ethnically diverse sample of high school students with ASD receiving special education services (n = 547; 76 females, 471 males), we examined sex differences in social interactions of youth both during and after school. We also tested for sex differences in background and phenotypic characteristics including autism severity, IQ, adaptive behavior, and mental health. Results indicated few statistically significant differences between males and females in social interactions and phenotypic characteristics (including raw scores of autism symptom severity). However, analysis of standardized scores of autism symptoms suggested that symptom scores for females with ASD diverged more from same-sex peers in the normed sample than scores of males with ASD. Lack of sex difference in social participation for youth with ASD in this study stands in contrast to patterns of sex differences in the general population. Findings suggest that few differences between males and females with ASD, both in social participation and autism symptom severity, might result in females with ASD being more dissimilar to their same-sex peers than males with ASD. Implications of findings for understanding sex differences in ASD across the life course are discussed. LAY SUMMARY: The present study examined sex differences in social participation in a large, diverse sample of high school students with autism spectrum disorder (ASD). Males and females were very similar in their social interactions both at school and outside of school, based on reports by teachers and parents. Level of autism symptoms was also similar for males and females. However, standardized scores of autism symptoms, which take into account age and sex specific norms, suggested that females with ASD may have behaviors that are more divergent from their same-sex peers than males with ASD. En ligne : http://dx.doi.org/10.1002/aur.2348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Autism Research > 13-12 (December 2020) . - p.2155-2163[article] Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Leann S. DAWALT, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur ; Laura J. HALL, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; Bonnie KRAEMER, Auteur ; Kara A. HUME, Auteur ; Samuel L ODOM, Auteur . - p.2155-2163.
Langues : Anglais (eng)
in Autism Research > 13-12 (December 2020) . - p.2155-2163
Mots-clés : adolescence autism spectrum disorder sex differences social interactions Index. décimale : PER Périodiques Résumé : There is lack of consensus in the literature regarding sex differences in social outcomes for individuals on the autism spectrum. Furthermore, little research has focused on the social experiences of high school students with autism spectrum disorder (ASD) during the school day. Using a large racially/ethnically diverse sample of high school students with ASD receiving special education services (n = 547; 76 females, 471 males), we examined sex differences in social interactions of youth both during and after school. We also tested for sex differences in background and phenotypic characteristics including autism severity, IQ, adaptive behavior, and mental health. Results indicated few statistically significant differences between males and females in social interactions and phenotypic characteristics (including raw scores of autism symptom severity). However, analysis of standardized scores of autism symptoms suggested that symptom scores for females with ASD diverged more from same-sex peers in the normed sample than scores of males with ASD. Lack of sex difference in social participation for youth with ASD in this study stands in contrast to patterns of sex differences in the general population. Findings suggest that few differences between males and females with ASD, both in social participation and autism symptom severity, might result in females with ASD being more dissimilar to their same-sex peers than males with ASD. Implications of findings for understanding sex differences in ASD across the life course are discussed. LAY SUMMARY: The present study examined sex differences in social participation in a large, diverse sample of high school students with autism spectrum disorder (ASD). Males and females were very similar in their social interactions both at school and outside of school, based on reports by teachers and parents. Level of autism symptoms was also similar for males and females. However, standardized scores of autism symptoms, which take into account age and sex specific norms, suggested that females with ASD may have behaviors that are more divergent from their same-sex peers than males with ASD. En ligne : http://dx.doi.org/10.1002/aur.2348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD / Linda Marie RICE in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
[article]
Titre : Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Linda Marie RICE, Auteur ; Carla A. WALL, Auteur ; Adam FOGEL, Auteur ; Frederick SHIC, Auteur Année de publication : 2015 Article en page(s) : p.2176-2186 Langues : Anglais (eng) Mots-clés : Intervention Computer-assisted instruction Emotion recognition Mentalizing Social interactions Index. décimale : PER Périodiques Résumé : This study examined the extent to which a computer-based social skills intervention called FaceSay™ was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). FaceSay™ offers students simulated practice with eye gaze, joint attention, and facial recognition skills. This randomized control trial included school-aged children meeting educational criteria for autism (N = 31). Results demonstrated that participants who received the intervention improved their affect recognition and mentalizing skills, as well as their social skills. These findings suggest that, by targeting face-processing skills, computer-based interventions may produce changes in broader cognitive and social-skills domains in a cost- and time-efficient manner. En ligne : http://dx.doi.org/10.1007/s10803-015-2380-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2176-2186[article] Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD [Texte imprimé et/ou numérique] / Linda Marie RICE, Auteur ; Carla A. WALL, Auteur ; Adam FOGEL, Auteur ; Frederick SHIC, Auteur . - 2015 . - p.2176-2186.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2176-2186
Mots-clés : Intervention Computer-assisted instruction Emotion recognition Mentalizing Social interactions Index. décimale : PER Périodiques Résumé : This study examined the extent to which a computer-based social skills intervention called FaceSay™ was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). FaceSay™ offers students simulated practice with eye gaze, joint attention, and facial recognition skills. This randomized control trial included school-aged children meeting educational criteria for autism (N = 31). Results demonstrated that participants who received the intervention improved their affect recognition and mentalizing skills, as well as their social skills. These findings suggest that, by targeting face-processing skills, computer-based interventions may produce changes in broader cognitive and social-skills domains in a cost- and time-efficient manner. En ligne : http://dx.doi.org/10.1007/s10803-015-2380-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 Communication Deficits and the Motor System: Exploring Patterns of Associations in Autism Spectrum Disorder (ASD) / M. MODY in Journal of Autism and Developmental Disorders, 47-1 (January 2017)
PermalinkImbalance of laminar-specific excitatory and inhibitory circuits of the orbitofrontal cortex in autism / Xuefeng LIU in Molecular Autism, 11 (2020)
PermalinkObservations of Students With and Without Severe Disabilities in General Education Classes: A Portrait of Inclusion? / Michael TUTTLE ; Jennifer M. ASMUS ; Colleen K. MOSS ; Blair P. LLOYD in Focus on Autism and Other Developmental Disabilities, 39-1 (March 2024)
PermalinkAge-specific autistic-like behaviors in heterozygous Fmr1-KO female mice / Manon GAUDUCHEAU in Autism Research, 10-6 (June 2017)
PermalinkEvidence for Gender-Specific Endophenotypes in High-Functioning Autism Spectrum Disorder During Empathy / Karla SCHNEIDER in Autism Research, 6-6 (December 2013)
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