scholarly journals Read my lips! Perception of speech in noise by preschool children with autism and the impact of watching the speaker’s face

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Rochelle S. Newman ◽  
Laura A. Kirby ◽  
Katie Von Holzen ◽  
Elizabeth Redcay
Keyword(s):  
Background Noise ◽  
Visual Cues ◽  
Time Course ◽  
Autism Spectrum ◽  
Impaired Performance ◽  
Children With Asd ◽  
The Face ◽  
Curve Modeling ◽  
Human Faces ◽  
The Impact

Abstract Background Adults and adolescents with autism spectrum disorders show greater difficulties comprehending speech in the presence of noise. Moreover, while neurotypical adults use visual cues on the mouth to help them understand speech in background noise, differences in attention to human faces in autism may affect use of these visual cues. No work has yet examined these skills in toddlers with ASD, despite the fact that they are frequently faced with noisy, multitalker environments. Methods Children aged 2-5 years, both with and without autism spectrum disorder (ASD), saw pairs of images in a preferential looking study and were instructed to look at one of the two objects. Sentences were presented in the presence of quiet or another background talker (noise). On half of the trials, the face of the target person speaking was presented, while half had no face present. Growth-curve modeling was used to examine the time course of children’s looking to the appropriate vs. opposite image. Results Noise impaired performance for both children with ASD and their age- and language-matched peers. When there was no face present on the screen, the effect of noise was generally similar across groups with and without ASD. But when the face was present, the noise had a more detrimental effect on children with ASD than their language-matched peers, suggesting neurotypical children were better able to use visual cues on the speaker’s face to aid performance. Moreover, those children with ASD who attended more to the speaker’s face showed better listening performance in the presence of noise. Conclusions Young children both with and without ASD show poorer performance comprehending speech in the presence of another talker than in quiet. However, results suggest that neurotypical children may be better able to make use of face cues to partially counteract the effects of noise. Children with ASD varied in their use of face cues, but those children who spent more time attending to the face of the target speaker appeared less disadvantaged by the presence of background noise, indicating a potential path for future interventions.

Oscillatory entrainment mechanisms and anticipatory predictive processes in children with Autism Spectrum Disorder (ASD)

2021 ◽  
Author(s):  
Shlomit Beker ◽  
John J Foxe ◽  
Sophie Molholm
Keyword(s):  
Autism Spectrum Disorder ◽  
Visual Cues ◽  
Neural Mechanism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Auditory Target ◽  
Visual Responses ◽  
Temporal Prediction ◽  
Children With Asd ◽  
The Face

Anticipating near-future events is fundamental to adaptive behavior, whereby neural processing of predictable stimuli is significantly facilitated relative to non-predictable events. Neural oscillations appear to be a key anticipatory mechanism by which processing of upcoming stimuli is modified, and they often entrain to rhythmic environmental sequences. Clinical and anecdotal observations have led to the hypothesis that people with Autism Spectrum Disorder (ASD) may have deficits in generating predictions, and as such, a candidate neural mechanism may be failure to adequately entrain neural activity to repetitive environmental patterns to facilitate temporal predictions. We tested this hypothesis by interrogating temporal predictions and rhythmic entrainment using behavioral and electrophysiological approaches. We recorded high-density electroencephalography in children with ASD and Typically Developing (TD) age- and IQ-matched controls, while they reacted to an auditory target as quickly as possible. This auditory event was either preceded by predictive rhythmic visual cues, or not. Both ASD and control groups presented comparable behavioral facilitation in response to the Cue vs. No-Cue condition, challenging the hypothesis that children with ASD have deficits in generating temporal predictions. Analyses of the electrophysiological data, in contrast, revealed significantly reduced neural entrainment to the visual cues, and altered anticipatory processes in the ASD group. This was the case despite intact stimulus evoked visual responses. These results support intact temporal prediction in response to a cue in ASD, in the face of altered entrainment and anticipatory processes.

scholarly journals Review of Cognitive Characteristics of Autism Spectrum Disorder Using Performance on Six Subtests on Four Versions of the Wechsler Intelligence Scale for Children

2021 ◽  
Author(s):  
Mizuho Takayanagi ◽  
Yoko Kawasaki ◽  
Mieko Shinomiya ◽  
Hoshino Hiroshi ◽  
Satoshi Okada ◽  
...  
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Block Design ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intelligence Scale ◽  
Cognitive Characteristics ◽  
Children With Asd ◽  
The Right ◽  
The Impact

AbstractThis study was a systematic review of research using the Wechsler Intelligence Scale for Children (WISC) with Autism Spectrum Disorder (ASD) to examine cognitive characteristics of children with ASD beyond the impact of revisions based on WISC and diagnostic criteria changes. The classic “islets of ability” was found in individuals with full-scale IQs < 100. The “right-descending profiles” were observed among high IQ score individuals. High levels on the Block Design and low Coding levels were consistently found regardless of the variation in intellectual functioning or diagnosis. This review identified patterns of cognitive characteristics in ASD individuals using empirical data that researchers may have previously been aware of, based on their experiences, owing to the increased prevalence of ASD.

Reducing facial dynamics’ speed during speech enhances attention to mouth in children with autism spectrum disorder: An eye-tracking study

2020 ◽  
pp. 1-10
Author(s):  
Bruno Gepner ◽  
Anaïs Godde ◽  
Aurore Charrier ◽  
Nicolas Carvalho ◽  
Carole Tardif
Keyword(s):  
Autism Spectrum Disorder ◽  
Eye Tracking ◽  
Real Time ◽  
Therapeutic Potential ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Visual Exploration ◽  
Children With Asd ◽  
The Face ◽  
Visual Fixations

Abstract Facial movements of others during verbal and social interaction are often too rapid to be faced and/or processed in time by numerous children and adults with autism spectrum disorder (ASD), which could contribute to their face-to-face interaction peculiarities. We wish here to measure the effect of reducing the speed of one's facial dynamics on the visual exploration of the face by children with ASD. Twenty-three children with ASD and 29 typically-developing control children matched for chronological age passively viewed a video of a speaker telling a story at various velocities, i.e., a real-time speed and two slowed-down speeds. The visual scene was divided into four areas of interest (AOI): face, mouth, eyes, and outside the face. With an eye-tracking system, we measured the percentage of total fixation duration per AOI and the number and mean duration of the visual fixations made on each AOI. In children with ASD, the mean duration of visual fixations on the mouth region, which correlated with their verbal level, increased at slowed-down velocity compared with the real-time one, a finding which parallels a result also found in the control children. These findings strengthen the therapeutic potential of slowness for enhancing verbal and language abilities in children with ASD.

scholarly journals Dietary Patterns and Weight Status in Italian Preschoolers with Autism Spectrum Disorder and Typically Developing Children

Nutrients ◽  
2021 ◽  
Vol 13 (11) ◽  
pp. 4039
Author(s):  
Benedetta Raspini ◽  
Margherita Prosperi ◽  
Letizia Guiducci ◽  
Elisa Santocchi ◽  
Raffaella Tancredi ◽  
...  
Keyword(s):  
Dietary Patterns ◽  
Weight Status ◽  
Dietary Habits ◽  
Eating Habits ◽  
Autism Spectrum ◽  
Food Selectivity ◽  
Typically Developing ◽  
Children With Asd ◽  
Increased Risk ◽  
The Impact

Atypical eating habits are more common in children with autism spectrum disorders (ASD) than typically developing (TD) peers. Feeding problems may lead to the double burden of specific nutrient deficiencies and excessive weight gain, with a consequent increase in obesity prevalence. The dietary intake of Italian preschoolers with ASD compared to their TD peers and the impact of their dietary choices on their weight status and relationship to food selectivity (FS) were investigated. Dietary patterns and their associations with body mass index (BMI) were evaluated in 65 children with ASD and 82 peers with TD aged 1.3–6.4 years. Eating habits were assessed with a modified version of a parent-rated semi-quantitative Food Frequency Questionnaire. Moreover, the prevalence of FS and possible links with dietary patterns and BMI were investigated in the ASD group. Children with ASD consumed significantly higher amounts of simple sugars, processed and ultra-processed carbohydrates, both low- and high-fat animal proteins, and lower amounts of vegetables and fruits compared to peers with TD. The obesity rate was 1.5% in children with TD and more than fourfold (6.2%) in children with ASD, although the difference between groups was not statistically significant. FS was significantly more frequent in children with ASD than in peers with TD. Children with ASD and FS showed significantly lower annual intakes of vegetable proteins and fiber (considered essential nutrients for a healthy diet) than children with ASD without FS. Our results showed that children with ASD showed different dietary habits than those with TD, with the higher consumption of energy-dense foods and lower amounts of food-sourced fibers, which could place them at increased risk to develop overweight, obesity, and micronutrient deficiencies later in life.

scholarly journals The Use of Information Communication Technologies Among Children With Autism Spectrum Disorders: Descriptive Qualitative Study

10.2196/12176 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. e12176 ◽  
Author(s):  
Theoneste Ntalindwa ◽  
Tanjir Rashid Soron ◽  
Mathias Nduwingoma ◽  
Evariste Karangwa ◽  
Rebecca White
Keyword(s):  
Positive Impact ◽  
Low Cost ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Assistive Technologies ◽  
Appropriate Technology ◽  
Children With Asd ◽  
Patterns Of Use ◽  
Starting Point ◽  
The Impact

Background The prevalence of Autism Spectrum Disorder (ASD) appears to be increasing globally due to the complex interaction of multiple biopsychosocial and environmental factors. Mobile phones, tablets, and other electronic gadgets have transformed our means of communication, and have also changed both healthcare and how we learn. These technological enhancements may have a positive impact on the lives of children, but there is currently a global scarcity of information on how information technology influences the education of children with ASD. Objective This study was conducted in Rwandan schools and communities, and aimed to understand the perceptions of students with ASD, their parents, and their teachers, on the use of Information and Communication Technology (ICT) in the education of those with ASD. Methods This qualitative descriptive study was conducted from December 2017 to July 2018. Researchers conducted four focus group discussions (FGDs) with 54 participants from different backgrounds: teachers, parents, and students with ASD. Each of the FGDs took approximately two and a half hours. A predefined set of open-ended questions were selected to discover people’s perceptions regarding assistive technologies used in ASD, their effectiveness, the scope of using them in their context, and upcoming challenges during implementation. The interviews were recorded, transcribed, and analyzed. Results The findings of the study revealed seven key themes: (1) the use of ICT for the education of children with ASD; (2) existing augmentative facilities for learning; (3) current patterns of use of ICT in education; (4) preferred areas of learning for ASD students; (5) integration of ICT into educational programs; (6) areas of interest outside the classroom; and (7) future opportunities and challenges in Rwanda. We found most of the study participants assumed that appropriate technology and related innovations might solve the challenges faced by learners with ASD in classrooms. Moreover, they thought that children with ASD more so enjoyed watching television, playing digital games, and drawing objects using gadgets than interacting with people or playing with other children. Conclusions The use of various low-cost technical devices can aid with teaching and the education of children with autism in Rwanda. However, this area requires further research to discover the impact ICT can have on the education of children with ASD, so this study may become a starting point for further research in the area.

Enhancing the Acquisition of Social Skills through the Interactivity of Multimedia

2015 ◽  
pp. 1430-1462
Author(s):  
Vivi Mandasari ◽  
Lau Bee Theng
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Behavior ◽  
Visual Cues ◽  
Developmental Disorders ◽  
Autism Spectrum ◽  
Social Story ◽  
Pedagogical Tool ◽  
Children With Asd ◽  
The Social ◽  
Methods Of Treatment

Autism Spectrum Disorders (ASD) are a group of neuro-developmental disorders caused by brain abnormalities which result in impaired social story. Research on treatment in helping children with ASD to improve social story is growing as the cases of children diagnosed with ASD are on the rise. Social story is one of the proven methods of treatment in helping children with ASD to acquire social story through scenarios written in the form of stories. However, the current approaches to present the social story lack interactivity, consuming more intensive efforts to acquire the social story. Learning is most effectual when motivated; thus, the purpose of this study is to discover a learning tool that children with ASD will be motivated to learn independently, and it is achievable by combining elements that they are interested in. This research utilizes the interactivity of multimedia as a medium to present an interactive pedagogical tool for children with ASD to acquire social story. This combination is anticipated to be an effective tool in teaching social story to children with ASD, as they are naturally drawn to computers and visual cues, combined with the fact that Social Story™ has been effective in changing the social behavior of children with ASD. Thus, this study has contributed to the emergent research of treatment for children with ASD in social story acquisition. The result of this study is important as it presents a novel assistance that can be used effectively in assisting children with ASD to improve their main deficit, social story.

Peer-Mediated Joint Attention Intervention in the Preschool Classroom

2018 ◽  
Vol 53 (2) ◽  
pp. 96-107 ◽  
Author(s):  
Sarah G. Hansen ◽  
Tracy J. Raulston ◽  
Wendy Machalicek ◽  
Rebecca Frantz ◽  
Christine Drew ◽  
...  
Keyword(s):  
Joint Attention ◽  
Autism Spectrum ◽  
Future Research ◽  
Targeted Interventions ◽  
Social Communication Skills ◽  
Children With Asd ◽  
The Social ◽  
Inclusive Settings ◽  
Age Appropriate ◽  
The Impact

Children with autism spectrum disorder (ASD) and other developmental disabilities are at risk of isolation from same-aged peers. Furthermore, research indicates that even in inclusive settings, children with ASD benefit from targeted interventions and support. Among the social communication skills that are frequently absent in children with ASD is joint attention. Joint attention can be defined as shared engagement between two individuals on a third object or event and has been identified as potential pivotal skill for later development of age-appropriate social skills and communication. A growing body of literature documents effective intervention on joint attention skill for young children with ASD; however, few studies document the effects of an intervention mediated by a natural change agent. In the present study, independent concurrent multiple-baseline designs were used to evaluate the impact of a joint attention intervention combined with peer training on the response to joint attention (RJA) behaviors exhibited by seven preschoolers with ASD. Results indicated that RJA behaviors increased overall, the seven peers were able to carry out a simple intervention with fidelity, and that both bids from peers and responses to those bids increased following intervention. Limitations and opportunities for future research are discussed.

scholarly journals Grief Experiences in Family Caregivers of Children with Autism Spectrum Disorder (ASD)

2019 ◽  
Vol 16 (23) ◽  
pp. 4821 ◽  
Author(s):  
Jorge Bravo-Benítez ◽  
María Nieves Pérez-Marfil ◽  
Belén Román-Alegre ◽  
Francisco Cruz-Quintana
Keyword(s):  
Autism Spectrum Disorder ◽  
Family Caregivers ◽  
Family Members ◽  
Well Being ◽  
Structured Interview ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Caregiver Role ◽  
The Impact

The main objective of this study was to analyse the experience of grief and feelings of loss in family caregivers of children diagnosed with autism spectrum disorder (ASD), as well as the perceived overload from taking on the primary caregiver role. Twenty family caregivers of children with ASD participated. The family members were assessed using an ad-hoc semi-structured interview that addressed the families’ reactions to the diagnosis, implications for daily functioning, and concerns for the immediate and long-term future of their relatives with ASD. The results indicate that family caregivers of children with ASD endure intense and continuous sorrow and grief due to the impact that having and caring for a child with these characteristics has on all aspects of their lives. These data highlight the importance of creating support and intervention programmes and services focused on the feelings and manifestations of ambiguous grief that occur in these family members, in order to improve their well-being and quality of life and reduce caregiver role overload.

scholarly journals A wearable heart rate measurement device for children with autism spectrum disorder

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Francesca Fioriello ◽  
Andrea Maugeri ◽  
Livio D’Alvia ◽  
Erika Pittella ◽  
Emanuele Piuzzi ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Heart Rate ◽  
Language Disorder ◽  
Statistical Significance ◽  
Autism Spectrum ◽  
Free Play ◽  
Spectrum Disorder ◽  
Measurement Device ◽  
Children With Asd ◽  
The Impact

Abstract Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by early impairment in social and communication domains and autonomic nervous system unbalance. This study evaluated heart rate (HR) as a possible indicator of stress response in children with ASD as compared to children with language disorder (LD). Twenty-four patients [mean age = 42.62 months; SD = 8.14 months,12 with ASD (10 M/2F) and 12 with LD (8 M/4F)] underwent clinical [Leiter International Performance Scale-Revised, Autism Diagnostic Observation Schedule, second edition (ADOS-2)] and physiological evaluation (HR monitoring) during five interactive activities, while wearing an HR measurement device. IQ (ASD:IQ = 103.33 ± 12.85 vs. LD:IQ = 111.00 ± 8.88, p = 0.103) and fluid reasoning on the Leiter-R Scale were within the normal range in all subjects. Increased HR during the third activity (ADOS-2 bubble play) significantly correlated with autistic symptoms (r = 0.415; p = 0.044), while correlations between ADOS-2 total score and HR during the first activity (ADOS-2 free play; r = 0.368; p = 0.077), second activity (Leiter-R figure ground subscale; r = 0.373, p = 0.073), and fifth activity (ADOS-2 anticipation of a routine with objects; r = 0.368; p = 0.076) did not quite reach statistical significance. Applying a linear regression model, we found that the ADOS-2 total score significantly influenced HR variations (p = 0.023). HR monitoring may provide a better understanding of the stress-provoking situations for children with ASD. Furthermore, it could help clinicians detect the impact of the stressful condition on the autistic core and adress treatment strategy.

scholarly journals Effect of Sensory Feedback on Turn-Taking Using Paired Devices for Children with ASD

2018 ◽  
Vol 2 (4) ◽  
pp. 61
Author(s):  
Eleuda Nunez ◽  
Soichiro Matsuda ◽  
Masakazu Hirokawa ◽  
Junichi Yamamoto ◽  
Kenji Suzuki
Keyword(s):  
Visual Cues ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Play Skills ◽  
Experimental Conditions ◽  
Children With Asd ◽  
Turn Taking ◽  
Robotic Devices ◽  
The One ◽  
Interaction Rule

Most children can naturally engage in play and by this, develop skills while interacting with their peers and toys. However, children with Autism Spectrum Disorder (ASD) often show impairments in play skills which result in limited opportunities for interaction with others and the learning of social skills. In this regard, robotic devices/toys that can provide simple and attractive indications are advantageous to engage children with ASD in play activities that require social and interaction skills. This project proposes a new interaction method using paired robotic devices called COLOLO to facilitate a fundamental exchange of intention in communication so-called turn-taking. These tangible devices are designed to sense the user’s manipulation, send a message to the paired device, and display visual cues for assisting children to achieve turn-taking through play. On the sessions with COLOLO there are two devices, one held by the therapist and one by the child, and they take turns to manipulate the toys and change their colors. In this article, two experimental conditions or interaction rules: the “two-sided lighting rule” and the “one-sided lighting rule" were introduced. The two interactions rules differ from each on the way the devices used the visual cues to indicate the turn-holder. The effect of each interaction rule on children’s turn-taking behaviors was investigated through an experimental study with four children with ASD. From the results, we found that with the one-sided lighting rule participants tended to shift their gaze more and to decrease the failed attempts of turn-taking. The discussion covers the possibilities of using paired devices to describe participants’ behaviors related to turn-taking quantitatively.

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