scholarly journals Precursors to Social and Communication Difficulties in Infants At-Risk for Autism: Gaze Following and Attentional Engagement

2012 ◽  
Vol 42 (10) ◽  
pp. 2208-2218 ◽  
Author(s):  
Rachael Bedford ◽  
◽  
Mayada Elsabbagh ◽  
Teodora Gliga ◽  
Andrew Pickles ◽  
...  
Keyword(s):  
At Risk ◽  
Gaze Following ◽  
Communication Difficulties ◽  
Attentional Engagement

scholarly journals Early deprivation is linked to long-term social communication difficulties

2020 ◽  
Keyword(s):  
At Risk ◽  
Social Communication ◽  
Social Cognitive ◽  
Early Deprivation ◽  
Maltreated Children ◽  
Communication Difficulties

Maltreatment affects a staggering 1 billion children worldwide. Most of these maltreated children, but particularly those raised in institutions that are characterized by deprivation, experience some form of neglect. These children seem to be at risk of developing social, cognitive and psychiatric difficulties later in life.

scholarly journals Mothers' perceptions of their premature infant's communication: A description of two cases

2016 ◽  
Vol 21 ◽  
pp. 143-154
Author(s):  
Michelle Pascoe ◽  
Divya Bissessur ◽  
Pat Mayers
Keyword(s):  
At Risk ◽  
Premature Infants ◽  
Developmental Delays ◽  
Survival Rates ◽  
Physical Contact ◽  
First Year ◽  
Communication Development ◽  
Early Communication ◽  
Communication Difficulties ◽  
First Year Of Life

Background: Survival rates of premature infants have increased due to advances in medicine. Premature infants however, remain at risk for developmental delays including communication difficulties. The bonding and attachment experiences of premature infants and their parents are often challenged, further placing these infants at risk for communication difficulties. This study firstly aimed to explore mothers' perceptions of their premature infants' communication. The second aim was to explore the mothers' perceptions of their own role in the communication development of their infants.Methods: A descriptive, longitudinal study was conducted with two mother—infant dyads.Three visits took place in the first year of life. Subjective maternal reports were obtained through semi-structured interviews.Results: Differences in the two mothers' perceptions were noted. The mothers described helping their infants to communicate through physical contact and talking. Risk and protective factors for early communication development are discussed in relation to the findings.Conclusion: The findings support the need for a healthy mothereinfant relationship in the first few months of life. Health professionals should support premature infants and their families after discharge in order to help them interact with their infants and encourage attachment and bonding.

scholarly journals Altered gaze following during live interaction in infants at risk for autism: an eye tracking study

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Emilia Thorup ◽  
◽  
Pär Nyström ◽  
Gustaf Gredebäck ◽  
Sven Bölte ◽  
...  
Keyword(s):  
At Risk ◽  
Eye Tracking ◽  
Gaze Following ◽  
Live Interaction

scholarly journals Robot Faces that Follow Gaze Facilitate Attentional Engagement and Increase Their Likeability

2019 ◽  
Author(s):  
Cesco Willemse ◽  
Serena Marchesi ◽  
Agnieszka Wykowska
Keyword(s):  
Humanoid Robots ◽  
Gaze Following ◽  
Gaze Behavior ◽  
Joint Condition ◽  
Gaze Cueing ◽  
Spatial Orienting ◽  
Saccade Onset ◽  
Attentional Engagement ◽  
Affective Consequences ◽  
The One

Gaze behavior of humanoid robots is an efficient mechanism for cueing our spatial orienting, but less is known about the cognitive-affective consequences of robots responding to human directional cues. Here, we examined how the extent to which a humanoid robot (iCub) avatar directed its gaze to the same objects as our participants affected engagement with the robot, subsequent gaze cueing and subjective ratings of the robot’s characteristic traits. In a gaze-contingent eyetracking task, participants were asked to indicate a preference for one of two objects with their gaze whilst an iCub avatar was presented between the object photographs. In one condition, the iCub then shifted its gaze toward the object chosen by a participant in 80% of the trials (joint condition) and in the other condition it looked at the opposite object 80% of the time (disjoint condition). Based on the literature in human-human social cognition, we took the speed with which the participants looked back at the robot as a measure of facilitated reorienting and robot-preference, and found these return saccade onset times to be quicker in the joint condition than in the disjoint condition. As indicated by results from a subsequent gaze-cueing tasks, the gaze-following behavior of the robot had little effect on how our participants responded to gaze cues. Nevertheless, subjective reports suggested that our participants preferred the iCub following participants’ gaze to the one with a disjoint attention behavior, rated it as more human-like and as more likeable. Taken together, our findings show a preference for robots who follow our gaze. Importantly, such subtle differences in gaze behavior are sufficient to influence our perception of humanoid agents, which clearly provides hints about the design of behavioral characteristics of humanoid robots in more naturalistic settings.

Frequency Modulated (FM) Considerations for Children With Minimal/Mild or Unilateral Hearing Loss

2008 ◽  
Vol 18 (1) ◽  
pp. 10-18
Author(s):  
Sarah Mckay
Keyword(s):  
At Risk ◽  
Hearing Loss ◽  
Unilateral Hearing Loss ◽  
Emotional Difficulties ◽  
Social Emotional ◽  
Bilateral Hearing Loss ◽  
Communication Difficulties ◽  
Communicating With Children

Children with minimal/mild bilateral hearing loss (MBHL) or unilateral hearing loss (UHL) are at risk for academic, speech/language, and social/emotional difficulties, and the provision of FM is a standard recommendation. In this article, various topics relating to FM use by children with MBHL/UHL are discussed. First, the difficulties that some children with MBHL/UHL experience are reviewed. A discussion ensues on the use of FM systems by children with MBHL/UHL and what choices could be considered. Ultimately, each child must be evaluated individually for use of an FM system, as there is no “one size fits all” solution to their communication difficulties. Finally, tips on communicating with children who have MBHL/UHL are reviewed.

scholarly journals A Model of Listening Engagement (MoLE)

2019 ◽  
Author(s):  
Bjorn Herrmann ◽  
Ingrid Johnsrude
Keyword(s):  
At Risk ◽  
Hearing Impairment ◽  
Cognitive Neuroscience ◽  
Social Withdrawal ◽  
Cognitive Resources ◽  
Conceptual Foundation ◽  
Older Adulthood ◽  
Communication Difficulties ◽  
Stimulus Materials ◽  
Hearing Difficulties

Hearing impairment in older adulthood puts people at risk of communication difficulties, disengagement from listening, and social withdrawal. Here, we develop a model of listening engagement (MoLE) that provides a conceptual foundation to understand when people engage in listening and why some people disengage. We use the term “listening engagement” to describe the recruitment of executive and other cognitive resources in the service of a valued communication goal. Listening engagement, listening motivation, and listening experiences are closely interconnected: motivation and other factors determine the degree to which resources are recruited during listening, which in turn influences subjective listening experiences such as enjoyment, effort, frustration, and boredom. We anticipate that this model will help researchers assess more accurately whether a person with hearing difficulties is at risk of disengagement and social withdrawal. It is further useful to more comprehensively characterize a person’s listening experiences in laboratory settings when rich, engaging stimulus materials, such as spoken stories, are used. We hope this model will allow new questions in applied and basic hearing science and auditory cognitive neuroscience to be asked and answered.

scholarly journals Gaze Following, Gaze Reading, and Word Learning in Children at Risk for Autism

2012 ◽  
Vol 83 (3) ◽  
pp. 926-938 ◽  
Author(s):  
Teodora Gliga ◽  
Mayada Elsabbagh ◽  
Kristelle Hudry ◽  
Tony Charman ◽  
Mark H. Johnson ◽  
...  
Keyword(s):  
At Risk ◽  
Word Learning ◽  
Gaze Following ◽  
Children At Risk

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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