scholarly journals Non-expert ratings of infant and parent emotion: Concordance with expert coding and relevance to early autism risk

2009 ◽  
Vol 34 (1) ◽  
pp. 88-95 ◽  
Author(s):  
Jason K. Baker ◽  
John D. Haltigan ◽  
Ryan Brewster ◽  
James Jaccard ◽  
Daniel Messinger
Keyword(s):  
Autism Spectrum ◽  
Parent Ratings ◽  
Face To Face ◽  
Coding Systems ◽  
Behavioral Coding ◽  
Novel Approach ◽  
The Face ◽  
High Concordance ◽  
Spectrum Disorders ◽  
Expert Ratings

This study investigated a novel approach to obtaining data on parent and infant emotion during the Face-to-Face/Still-Face paradigm, and examined these data in light of previous findings regarding early autism risk. One-hundred and eighty eight non-expert students rated 38 parents and infant siblings of children who did (20) or did not (18) have autism spectrum disorders. Ratings averaged across 10 non-experts exhibited high concordance with expert facial-action codes for infant emotion, and 20 non-experts were required for reliable parent ratings. Findings replicated the well-established still-face effect and identified subtle risk associations consonant with results from previous investigations. The unique information offered by intuitive non-expert ratings is discussed as an alternative to complex and costly behavioral coding systems.

scholarly journals Developing a Capacity for Communication in Preschoolers with Autistic Spectrum Disorders in a Face-to-Face Group Communicative Play

2021 ◽  
Vol 10 (1) ◽  
pp. 15-35
Author(s):  
N.S. Grashchenkova ◽  
M.M. Libling
Keyword(s):  
Rating Scale ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
International Classification Of Functioning ◽  
Control Group ◽  
Full Data ◽  
Face To Face ◽  
The Face ◽  
Communication Ability ◽  
Spectrum Disorders

The article represents research findings covering the opportunities in communication ability development in preschoolers with Autism Spectrum Disorders (ASD) provided through the “face-to-face” group communicative play original methodology. The article presents a system, stages, and outcomes of play sessions and its theory based on necessity to compensate early stages of communication ontogenesis that autistic children have not acquired in full. Data obtained in two groups — experimental (preschoolers with ASD, participating in communicative play program) and control (preschoolers with ASD that did not participate in the program), in the course of one academic year is compared. Total number of experimental groups participants was 60 children with ASD, aged 4–6. It's been detected that children in the experimental group showed significant reduction of communication disorders, when compared to children in the control group (assessment was based on International Classification of Functioning, Disability and Health: children and youth version, Activity and Participation chapter domains), as well as significant reduction of autistic manifestations in general (based on the results of the Childhood Autism Rating Scale). The noted correlation between decreased communication problems and reduction of general autistic disorder manifestations provides us with the grounds to claim a priority role of special “face-to-face” play sessions for communication abilities development in preschoolers with ASD.

scholarly journals Dissociation of early and late face-related processes in Autism Spectrum Disorder and Williams syndrome

2021 ◽  
Author(s):  
Alice Gomez ◽  
Guillaume Lio ◽  
Manuela Costa ◽  
Angela Sirigu ◽  
Caroline Demily
Keyword(s):  
Williams Syndrome ◽  
Autism Spectrum ◽  
Neural Signals ◽  
Face To Face ◽  
Face Features ◽  
Early Signal ◽  
Reverse Pattern ◽  
The Face ◽  
Evoked Activity ◽  
Multivariate Pattern

Abstract Williams syndrome (WS) and Autism Spectrum Disorders (ASD) are psychiatric conditions associated with atypical but opposite face-to-face interactions patterns: WS patients overly stare at others, ASD individuals escape eye contact. Whether these behaviors result from dissociable visual processes within the occipito-temporal pathways is unknown. Using high-density electroencephalography, multivariate pattern classification and group blind source separation, we searched for face-related neural signals that could best discriminate WS (N = 14), ASD (N = 14) and neurotypical populations (N = 14). We found two peaks in neurotypical participants: the first at 170ms, an early signal known to be implicated in low-level face features, the second at 260ms, a late component implicated in decoding salient face social cues. The late 260ms signal varied as a function of the distance of the eyes in the face stimulus with respect to the viewers’ fovea, meaning that it was strongest when the eyes were projected on the fovea and weakest when projected in the retinal periphery. Remarkably, both components were found distinctly impaired and preserved in WS and ASD. In WS, we could weakly decode the 170ms signal probably due to their relatively poor ability to process faces’ morphology while the late 260ms component shown to be eye sensitive was highly significant. The reverse pattern was observed in ASD participants who showed neurotypical like early 170ms evoked activity but impaired late evoked 260ms signal. Our study reveals a dissociation between WS and ASD patients and point at different neural origins for their social impairments.

scholarly journals Parent Perceptions of Environmental Triggers for Autism: A community-Based Pilot Study among Parents of Children with Autism Spectrum Disorders in Rural Settings

2020 ◽  
Vol 34 (2) ◽  
Author(s):  
Lei Xu ◽  
Jo Anne Balanay
Keyword(s):  
Autism Spectrum Disorders ◽  
Environmental Factors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Contributing Factors ◽  
Face To Face ◽  
Parental Awareness ◽  
High Prevalence ◽  
Spectrum Disorders ◽  
Eastern North Carolina

Environmental factors have been increasingly identi ed as the cause of the current high prevalence of autism spectrum disorders (ASD). Objective: The purpose of this study is to understand parents’ perceptions regarding environmental in uence and autism. Methods: We conducted individual, face-to-face interviews with parents of children with ASD in Eastern North Carolina. Results: Our sample is comprised of 25 parents of children with autism with an average age of 39.08 and 68% were mothers. Our data indicated that 19 (76%) parents believed that environmental factors impacted the development of their children’s autism, half of whom indicated >50% of influence. Among these environmental triggers, food and water (52%), air pollution (40%), pesticides and cleaning products (20%) were the most identied contributing factors associated with the onset of autism. Conclusions: Our findings reflected some unmet needs to improve parental awareness of environmental triggers of ASD.

Staff awareness training: improving knowledge and confidence of autism spectrum disorders and intellectual disabilities in a locked rehabilitation unit

2018 ◽  
Vol 4 (3) ◽  
pp. 95-108 ◽  
Author(s):  
Victoria Anne Hatton
Keyword(s):  
Autism Spectrum Disorders ◽  
Intellectual Disabilities ◽  
Developmental Disorders ◽  
Autism Spectrum ◽  
Adult Males ◽  
Rehabilitation Unit ◽  
Content Type ◽  
Face To Face ◽  
Staff Members ◽  
Spectrum Disorders

Purpose The purpose of this paper is to present a training package which was delivered to improve staff members’ knowledge and confidence of autism spectrum disorders (ASD) and intellectual disabilities (ID). Design/methodology/approach The training was facilitated in a locked rehabilitation unit for adult males, many of whom had diagnoses of ASD and/or ID. With all staff receiving an invite, 25 attended which was the majority of the staff team. This included staff from housekeeping, nursing and catering. Findings To evaluate the effectiveness of the training, a survey and short assessment was administered before and after training. This revealed an improvement in both perceived knowledge and confidence of ASD and ID, as well as actual knowledge. Follow-up interviews also revealed some evidence of sustained learning and practice changes. Research limitations/implications Based on these findings, it is recommended that further face-to-face training is delivered at this locked rehabilitation unit to further improve professional practice. Originality/value This paper provides value to other inpatient settings as it highlights to practitioners how face-to-face training can significantly improve staff members knowledge and confidence of developmental disorders.

scholarly journals Impaired Visual Scanning and Memory for Faces in High-Functioning Autism Spectrum Disorders: It's Not Just the Eyes

2011 ◽  
Vol 17 (6) ◽  
pp. 1021-1029 ◽  
Author(s):  
Joseph Snow ◽  
John E. Ingeholm ◽  
Ilana F. Levy ◽  
Rachel A. Caravella ◽  
Laura K. Case ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Memory Impairment ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Visual Scanning ◽  
High Functioning ◽  
Domain Specific ◽  
Specific Memory ◽  
The Face ◽  
Spectrum Disorders

AbstractPrior studies suggest that autism spectrum disorders (ASD) are associated with a domain-specific memory impairment for faces. The underlying cause of this problem and its relation to impaired visual scanning of faces—particularly of the eyes—remains to be determined. We recorded eye movements while 22 high-functioning ASD and 21 typically developing (TD) adolescents encoded and later recognized faces and objects from a single, nonsocial object category (electric fans). Relative to TD subjects, ASD individuals had poorer memory for faces, but not fans. Correlational analyses showed significant relationships between recognition memory and fixations. Eye tracking during encoding revealed that TD subjects made more fixations to faces than fans, whereas ASD individuals did not differ in number of fixations made to each stimulus type. Moreover, although both the TD and ASD groups showed a strong preference for fixating the eyes more than the mouth, the ASD subjects were less likely than TD subjects to scan regions of the face outside of the primary facial features (i.e., eyes, nose, and mouth). We concluded that ASD individuals have a domain-specific memory impairment for faces relative to mechanical objects and that this impairment may be related to abnormal scanning during encoding. (JINS, 2011, 17, 1021–1029)

Repurposing a Smartwatch to Support Individuals With Autism Spectrum Disorder: Sensory and Operational Considerations

2020 ◽  
pp. 016264342090400 ◽  
Author(s):  
Amanda M. O’Brien ◽  
Ralf W. Schlosser ◽  
Christina Yu ◽  
Anna A. Allen ◽  
Howard C. Shane
Keyword(s):  
Preliminary Evidence ◽  
Autism Spectrum ◽  
Text Messages ◽  
Future Research ◽  
Just In Time ◽  
Visual Supports ◽  
Face To Face ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Visual Schedule

Smartwatches may provide a natural, portable, and unobtrusive strategy by which to support directive-following for individuals with autism spectrum disorders (ASD). A mentor can send visual supports (e.g., photographs, videos, text) “just-in-time” (JIT) to a learner’s smartwatch. This may reduce the need for extraneous face-to-face intervention within social and educational settings and thereby preserve the naturalness of interactions for individuals with ASD. In this article, the following questions are explored: (1) Will some children with ASD with limited functional speech tolerate wearing a smartwatch after receiving only spoken instructions? (2) Can children with ASD who did not initially tolerate wearing a smartwatch increase their tolerance for wearing a smartwatch after they view video models within a visual schedule? and (3) Will children with ASD who tolerate wearing a smartwatch attend to, and follow, scene cue text messages received on the watch? Results provide preliminary evidence for the feasibility of using a smartwatch with children with ASD. Limitations of this study are addressed and implications for future research are posited.

scholarly journals The Broader Autism Phenotype and Its Implications on the Etiology and Treatment of Autism Spectrum Disorders

2011 ◽  
Vol 2011 ◽  
pp. 1-19 ◽  
Author(s):  
Jennifer Gerdts ◽  
Raphael Bernier
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Communication Skills ◽  
Broader Autism Phenotype ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Common Finding ◽  
High Concordance ◽  
Spectrum Disorders ◽  
Autism Phenotype

The presence of autism-related traits has been well documented in undiagnosed family members of individuals with autism spectrum disorder (ASD). The most common finding is mild impairments in social and communication skills that are similar to those shown by individuals with autism, but exhibited to a lesser degree. Termed thebroader autism phenotype(BAP), these traits suggest a genetic liability for autism-related traits in families. Genetic influence in autism is strong, with identical twins showing high concordance for the diagnosis and related traits and approximately 20% of all ASD cases having an identified genetic mechanism. This paper highlights the studies conducted to date regarding the BAP and considers the implications of these findings for the etiology and treatment of ASD.

scholarly journals Identifying Awareness Requirements in Face-to-Face Collaborative Applications for Users with Autism Spectrum Disorders

2020 ◽  
Author(s):  
Greis F. Mireya Silva ◽  
Alberto Barbosa Raposo
Keyword(s):  
Autism Spectrum Disorders ◽  
Collaborative Work ◽  
Autism Spectrum ◽  
Face To Face ◽  
High Severity ◽  
The Social ◽  
Collaborative Applications ◽  
Collaborative Game ◽  
Spectrum Disorders ◽  
Positive Results

Individuals with Autism Spectrum Disorders (ASD), mainly those with high severity, have difficulties to identify and understand the others’ actions and emotions and, therefore, to understand the basic concepts of a collaborative work, even in face-to-face situations. We developed and evaluated a multitouch collaborative game with youths with high severity in ASD. Despite the positive results to encourage the social interaction, we observed that they had difficulties to understand tasks, to identify their partners, and the workspace. Based on these difficulties, we identify a set of awareness requirements to contribute to the design of awareness mechanisms adequate to face-to-face collaborative applications for individuals with ASD.

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