Neural correlates of face processing associated with development of social communication in 12-month infants with familial risk of autism spectrum disorder

Abstract Background Differences in face processing in individuals with ASD is hypothesized to impact the development of social communication skills. This study aimed to characterize the neural correlates of face processing in 12-month-old infants at familial risk of developing ASD by (1) comparing face-sensitive event-related potentials (ERP) (Nc, N290, P400) between high-familial-risk infants who develop ASD (HR-ASD), high-familial-risk infants without ASD (HR-NoASD), and low-familial-risk infants (LR), and (2) evaluating how face-sensitive ERP components are associated with development of social communication skills. Methods 12-month-old infants participated in a study in which they were presented with alternating images of their mother’s face and the face of a stranger (LR = 45, HR-NoASD = 41, HR-ASD = 24) as EEG data were collected. Parent-reported and laboratory-observed social communication measures were obtained at 12 and 18 months. Group differences in ERP responses were evaluated using ANOVA, and multiple linear regressions were conducted with maternal education and outcome groups as covariates to assess relationships between ERP and behavioral measures. Results For each of the ERP components (Nc [negative-central], N290, and P400), the amplitude difference between mother and stranger (Mother-Stranger) trials was not statistically different between the three outcome groups (Nc p = 0.72, N290 p = 0.88, P400 p = 0.91). Marginal effects analyses found that within the LR group, a greater Nc Mother-Stranger response was associated with better expressive language skills on the Mullen Scales of Early Learning, controlling for maternal education and outcome group effects (marginal effects dy/dx = 1.15; p < 0.01). No significant associations were observed between the Nc and language or social measures in HR-NoASD or HR-ASD groups. In contrast, specific to the HR-ASD group, amplitude difference between the Mother versus Stranger P400 response was positively associated with expressive (dy/dx = 2.1, p < 0.001) and receptive language skills at 12 months (dy/dx = 1.68, p < 0.005), and negatively associated with social affect scores on the Autism Diagnostic Observation Schedule (dy/dx = − 1.22, p < 0.001) at 18 months. Conclusions In 12-month-old infant siblings with subsequent ASD, increased P400 response to Mother over Stranger faces is positively associated with concurrent language and future social skills.

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Neural Correlates of Face Processing Associated with Language and Social Development in 12-month Infants with Familial Risk of Autism Spectrum Disorder.

10.21203/rs.3.rs-850435/v1 ◽

2021 ◽

Author(s):

Joshua Glauser ◽

Carol L Wilkinson ◽

Laurel Joy Gabard-Durnam ◽

Boin Choi ◽

Helen Tager-Flusberg ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Social Skills ◽

Social Development ◽

Face Processing ◽

Maternal Education ◽

Language Skills ◽

Familial Risk ◽

Neural Correlates ◽

Autism Spectrum ◽

Amplitude Difference

Abstract BackgroundIdentifying neural markers of autism spectrum disorder (ASD) before behavioral symptoms emerge can improve outcomes through early treatment. This study aimed to characterize the neural correlates of face processing in 12-month-old infants at familial risk of developing ASD by (1) comparing face-sensitive event-related potentials (ERP) (Nc, N290, P400) between high-familial-risk infants who develop ASD (HR-ASD), high-familial-risk infants without ASD (HR-NoASD), and low-familial-risk infants (LR), and (2) evaluating how face-sensitive ERP components are associated with language, communication and social development.Methods 12-month-old infants participated in a study in which they were presented with alternating images of their mother’s face and the face of a stranger (LR = 45, HR-NoASD = 41, HR-ASD = 24) as EEG data were collected. Parent-reported and laboratory-observed language and social communication measures were obtained at 12 months, and laboratory-observed social skills measures were conducted at 18 months. Group differences in ERP responses were evaluated using ANOVA, and multiple linear regressions were conducted with maternal education and outcome groups as covariates to assess relationships between ERP and behavioral measures. ResultsFor each of the ERP components (Nc, N290, and P400), the amplitude difference between mother and stranger (Mother-Stranger) trials was not statistically different between the three outcome groups (Nc p = 0.72, N290 p = 0.88, P400 p = 0.91). Marginal effects analyses found that within the LR group, a greater Nc Mother-Stranger response was associated with better expressive language skills on the MSEL, controlling for maternal education and outcome group effects (slope 1.15; p < 0.01). No significant associations were observed between the Nc and language or social measures in HR-NoASD or HR-ASD groups. In contrast, specific to the HR-ASD group, amplitude difference between the Mother versus Stranger P400 response was positively associated with expressive (slope 2.1, p<0.001) and receptive language skills at 12-months (slope 1.68, p < 0.005), and better social skills (slope 0.66, p < 0.005) at 18-months. ConclusionsIn 12-month-old infant siblings with subsequent ASD, increased P400 response to Mother over Stranger faces is positively associated with concurrent language and future social skills.

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Improving the Social Communication Skills of At-Risk Preschool Children in a Play Context

Topics in Early Childhood Special Education ◽

10.1177/027112140202200101 ◽

2002 ◽

Vol 22 (1) ◽

pp. 3-13 ◽

Cited By ~ 51

Author(s):

Lesley A. Craig-Unkefer ◽

Ann P. Kaiser

Keyword(s):

At Risk ◽

Preschool Children ◽

Communication Skills ◽

Social Communication ◽

Social Communication Skills ◽

The Social ◽

Play Context

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Integrating Written Text and Graphic Cues Into Peer-Mediated Interventions: Effects on Reciprocal Social Communication Skills

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig1.20 ◽

2016 ◽

Vol 1 (1) ◽

pp. 20-28

Author(s):

Todd M. Miller ◽

Kathy Thiemann-Bourque

Keyword(s):

Social Skills ◽

Students With Disabilities ◽

Communication Skills ◽

Social Communication ◽

Autism Spectrum ◽

Written Text ◽

Social Skills Instruction ◽

Social Communication Skills ◽

Text Cues ◽

Peer Mediated Intervention

A growing body of evidence has supported the use of peer-mediated interventions to increase the social-communication skills of students with a variety of developmental disabilities, including autism spectrum disorders (ASD). Despite these promising results, however, many practitioners may struggle to effectively implement peer-mediated interventions across the diverse presentation and skill profiles of students with ASD, specifically in accommodating the unique language and communication needs of their students. This article presents an example of integrating written-graphic and text cues into a peer-mediated intervention for three elementary-age students with ASD. Emphasis is placed on describing the teaching procedures used to encourage students with ASD and peers to participate in shared games and activities together, using written-graphic and text cues to support appropriate social communication. Additionally, strategies for selecting and including typically-developing peers to participate in social skills programming are reviewed. Data collected throughout the peer-mediated intervention demonstrates the positive effect of systematic social skills instruction for both students with disabilities and their peers.

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Agreement Between Parental Report and Clinician Observation of Infant Developmental Skills

Frontiers in Psychology ◽

10.3389/fpsyg.2021.734341 ◽

2021 ◽

Vol 12 ◽

Author(s):

Alexis Federico ◽

Dexin Shi ◽

Jessica Bradshaw

Keyword(s):

Communication Skills ◽

Motor Skills ◽

Social Communication ◽

Parent Report ◽

First Year ◽

Developmental Skills ◽

Social Communication Skills ◽

Young Infants ◽

Strong Relation ◽

First Year Of Life

Understanding the convergence between parent report and clinician observation measures of development is important and became even more critical during the COVID-19 pandemic as clinician contact with families was significantly limited. Previous research points to inconsistencies in the degree of agreement between parents and clinicians and very little research has examined these associations for infants within the first year of life. This study investigated the association between parent report and clinician observation measures of social communication and motor skills in 27 young infants who were assessed at 9 and 12 months of age. Results suggest a strong relation between clinician and parent rated motor skills, but weak to moderate associations between clinician and parent rated communication skills. Infant temperament played a significant role in parent ratings of infant communication. Together, these results provide support for data collection via parent report or clinician observation of infant motor skills, but suggest that multiple measures of infant communication may be helpful to obtain high-quality, perhaps more accurate, assessment social-communication skills. Specifically, multiple parent report measures along with an observation of parent-infant interactions will likely provide a more rich and accurate characterization of infant social-communication abilities.

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COMMUNICATION SKILLS AND ITS RELATIONSHIP TO SELF-TRANSCENDENCE AMONG MIDDLE SCHOOL TEACHERS

RIMAK International Journal of Humanities and Social Sciences ◽

10.47832/2717-8293.8-3.27 ◽

2021 ◽

Vol 03 (08) ◽

pp. 360-374

Author(s):

Lamia Yassin ZUGHAYER

Keyword(s):

Middle School ◽

Communication Skills ◽

Middle School Teachers ◽

Social Communication ◽

Cluster Method ◽

School Teachers ◽

Social Communication Skills ◽

The Social ◽

Self Transcendence ◽

The Relationship

The research problem lies in the following questions: What is the nature of the correlation between social communication skills and self-transcendence among middle school teachers, and does this relationship differ according to gender? Therefore, the current research aims to identify: 1-The social communication skills of middle school teachers. 2- Self-transcendence among middle school teachers. 3- The relationship between social communication skills and self- transcendence among middle school teachers 4 - The difference in the relationship between social communication skills and self-transcendence among middle school teachers according to the gender variable (male - female).For the purpose of verifying this, the scale of social communication skills prepared by Al-Samadoni and built according to the Reggio model, which includes (32) items, as well as the scale of self-transcendence prepared by Abdel Wahab, which includes (57) items, was used. The two scales were applied to a sample of (120) chosen by the random cluster method ,The results of the research showed that the social communication skills of middle school teachers were respectively social control, social expression and social sensitivity. As for self transcendence, it appeared that they enjoy a high level of self-transcendence, and that there is a statistically significant relationship between social communication skills and self-transcendence, and there are no differences in the relationship Between social communication skills and self-transcendence can be traced back to the gender variable, and in light of these results, the current research reached a set of recommendations and suggestions. Keywords: Social Communication Skills, Self-Transcendence, Middle School Teachers.

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Pengaruh Pola Asuh Dan Pola Bermain Terhadap Kemampuan Komunikasi Sosial Pada Anak Autism Di Surakarta

Interest : Jurnal Ilmu Kesehatan ◽

10.37341/interest.v8i2.171 ◽

2019 ◽

Vol 8 (2) ◽

pp. 162-168

Author(s):

Sudarman Sudarman ◽

Roy Romey Daulas M

Keyword(s):

Communication Skills ◽

Parenting Style ◽

Social Communication ◽

Children With Autism ◽

P Value ◽

Cross Sectional ◽

Positive Correlation ◽

Social Communication Skills ◽

The Social ◽

Analytic Design

Background: Family is the most important role in a child's life, a place where he learns and expresses himself as a social creature, because the family provides the basis for the formation of personality, character, morals, socio-cultural and religious development as the first and foremost education place for children. The character development, morals and social development is very much influenced by parenting style and the playing pattern of child. Objective,to find out whether there is an influence of parenting style and playing patterns towards the ability of Social Communication in Children with Autism in the City of Surakarta. Methods: This type of research is a quantitative study with an observational analytic design through a cross sectional approach. This research will be conducted in the residency of Surakarta, in this study there is no intervention or treatment of respondents, and only observed once and do not follow up. Instrument, The instrument used to measure parenting style and playing patterns as well as children's social communication skills is a questionnaire. This questionnaire consists of three parts: the parenting style questionnaire aims to find out the form of parenting for children with autism. The play pattern questionnaire aims to find out the shape of the game patterns given to children with autism, and the social communication skills questionnaire aims to find out the social communication skills of children with autism. Results: Correlation statistical test using Spearmen`s rho analysis on parenting style variables with children's social communication skills obtained p value (sig.) 0.006, which means the value of p value 0.006 <0.05 means that there is a relationship between the form of parenting style h with communication skills social children, with a positive correlation with weak strength (r count 0.393); while variable on play patterns with social communication skills obtained p value 0.011 <0.05 means that there is a relationship between the form of play patterns with children's social communication skills, with a positive correlation direction and moderate strength (r count 0.363). Conclusion: Multivariate test results with multiple logistic regression showed that the R Square value of 0.057, which means that the parenting style variable and playing patterns can increase social communication skills of children with autism by 0.5% and the rest are explained in other factors outside the research model.

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