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

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.

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

2022 ◽  
Vol 14 (1) ◽  
Author(s):  
Joshua Glauser ◽  
Carol L. Wilkinson ◽  
Laurel J. Gabard-Durnam ◽  
Boin Choi ◽  
Helen Tager-Flusberg ◽  
...  
Keyword(s):  
Communication Skills ◽  
Face Processing ◽  
Social Communication ◽  
Maternal Education ◽  
Language Skills ◽  
Familial Risk ◽  
Neural Correlates ◽  
Amplitude Difference ◽  
Social Communication Skills ◽  
Marginal Effects

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.

Designing and Evaluating Interactive Agents as Social Skills Tutors for Children with Autism Spectrum Disorder

2011 ◽  
pp. 23-48 ◽  
Author(s):  
Marissa Milne ◽  
Martin Luerssen ◽  
Trent Lewis ◽  
Richard Leibbrandt ◽  
David Powers
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Autonomous Agents ◽  
Language Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Virtual Agents ◽  
Conversation Skills ◽  
Children With Asd ◽  
Positive Results

Autism spectrum disorder (ASD) makes communication and social interaction very difficult for those affected. Existing studies have reported positive results for teaching social skills to children with ASD using human-controlled virtual agents and language skills using autonomous agents. Here we combine these approaches and investigate the potential of autonomous agents as social skills tutors. A system for audio-visually synthesising an agent is developed towards this purpose and utilised together with two tutoring modules that we specifically designed for teaching conversation skills and how to deal with bullying. Following evaluation, children’s thoughts about their experience with the virtual tutor were investigated through use of a survey. The positive feedback and the modest but significant improvements in test scores for both modules suggest that this strategy for teaching social skills has much potential and that further research and development in this area would be eminently worthwhile.

scholarly journals Looking at Eye Gaze Processing and Its Neural Correlates in Infancy-Implications for Social Development and Autism Spectrum Disorder

2009 ◽  
Vol 80 (4) ◽  
pp. 968-985 ◽  
Author(s):  
Stefanie Hoehl ◽  
Vincent M. Reid ◽  
Eugenio Parise ◽  
Andrea Handl ◽  
Letizia Palumbo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Development ◽  
Eye Gaze ◽  
Neural Correlates ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder

2019 ◽  
Vol 40 (04) ◽  
pp. 291-304 ◽  
Author(s):  
Laura Friedman ◽  
Audra Sterling
Keyword(s):  
Autism Spectrum Disorder ◽  
Working Memory ◽  
Executive Function ◽  
Social Skills ◽  
Executive Functions ◽  
Language Skills ◽  
Autism Spectrum ◽  
Clinical Applications ◽  
Spectrum Disorder ◽  
Children With Asd

AbstractDifficulties with both executive functions and language skills are common but variable in autism spectrum disorder (ASD). Executive functions and language skills are related to one another, such that vocabulary, syntax, and pragmatics are related to domains of working memory, shifting, and inhibition in ASD, although the directionality of these relationships remains unclear. Moreover, interventions that target pragmatic ability have been found to improve executive function skills, and conversely, executive function interventions are linked with improvements in social skills in children with ASD. We review the literature on executive functions, language skills, and their relationship in ASD; discuss factors that may be driving inconsistent findings; and explore clinical applications from the research thus far.

scholarly journals Social Development of Adults with Autism Spectrum Disorder During Dog-Assisted Therapy: A Detailed Observational Analysis

2020 ◽  
Vol 17 (16) ◽  
pp. 5922
Author(s):  
Carolien Wijker ◽  
Steffie van der Steen ◽  
Annelies Spek ◽  
Ruslan Leontjevas ◽  
Marie-Jose Enders-Slegers
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Social Development ◽  
Social Communication ◽  
Self Esteem ◽  
Autism Spectrum ◽  
Gender Effects ◽  
Spectrum Disorder ◽  
Adults With Autism ◽  
Positive Effects

Social communication and self-esteem are often affected in adults with autism spectrum disorder. Implementation and evaluation of interventions targeting social skills are challenged due to specific characteristics of autism. Intensive, valid evaluation of social skills programs is needed. In this explorative multiple case study, we examined effects and working mechanisms of dog-assisted therapy on social communication and self-esteem, by analyzing detailed observations with Monte Carlo permutation tests (testing against 10,000 random samples) and using self- and other-reports in N=6 high-functioning adults with ASD. Results showed significant positive effects on secure body posture. There was an indication of improved self-esteem and more spontaneous touching of the dog, while no convincing increase was found for verbal initiatives. Cross-correlation analyses revealed that touching the therapy dog may be an important determinant to elicit social development in Animal Assisted Therapy (AAT). Considering preliminary results, we recommend exploring underlying mechanisms more thoroughly with real-time observations, accounting for possible gender-effects.

scholarly journals An Analysis of the Effect of Educational Game Training on Some Physical Parameters and Social Skills of the Children with Autism Spectrum Disorders

2018 ◽  
Vol 4 (4) ◽  
pp. 319-325
Author(s):  
Nurgül TEZCAN KARDAŞ ◽  
Reşat SADIK
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Educational Games ◽  
Language Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Wilcoxon Test ◽  
Educational Game ◽  
Physical Parameters

Purpose of this research is to measure the effect of educational game training on some physical parameters and social skills of the children with Autism Spectrum Disorder. Five individuals (participants) diagnosed with Autism Spectrum Disorder participated in the research. During the research, the participants were made to play 8 different educational games for 8 weeks, and 3 days a week for 1 hour; and the sessions during the research were recorded with a video camera. Research data were obtained before and after the 8-week educational game program by using flamingo test, vertical jump test, plate tapping test, sit and reach test, and by performance determination form for individuals with pervasive developmental disability. SPSS 25 package program was used in the analysis of the data. The Wilcoxon test, a nonparametric test, was used to evaluate pre- and post-test results. As a result of the study, it was found that the educational games have positive effects on some physical parameters (balance, flexibility, strength, hand-eye coordination) and social skills (matching skills, imitation skills, following instructions skills, visual support use, receptive language skills, communicative language skills, game and music skills, self-care skills, daily life skills, motor skills, socialization skills, and mathematics).

Using Video Self-Modelling to Teach Combined Vocational and Social Skills to an Adult with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Nicholas Parsons ◽  
Fiore D'Aprano ◽  
Matthew Hughes ◽  
Annie Parish ◽  
Nasia Outsikas
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Vocational Skills ◽  
Baseline Design ◽  
Old Adult ◽  
Reading Order ◽  
Successful Employment ◽  
Employment Rates

Abstract Background, Aims and MethodsAdults with ASD have difficulty in learning vocational and social skills, which often translates into low employment rates. Video self-modelling (VSM) is an effective educational technique for low functioning individuals with Autism Spectrum Disorder, with the ability to teach challenging vocational skills as well as basic social skills. Procedures and Outcomes The present study examined the use of video self-modelling to teach these skills to a 22-year-old adult with Autism Spectrum Disorder. Target behaviours categories included (1) reading order forms, (2) transporting goods, and (3) engaging with customers. A multiple baseline design was used to evaluate the effectiveness of the videos in teaching these target behaviours. The dependent variables were the percentage of tasks completed correctly, and quantitative prompt dependency using a least to most prompting strategy. Results and Conclusions Results showed that VSM modestly improved reading order forms and transporting goods, and moderately improved engagement with customers. ImplicationsThis intervention resulted in the successful employment of an adult with ASD in a job that he specifically desired, whilst teaching him skills he specifically struggled with. As such, VSM should be considered for others wanting to learn combined social and vocational skills.

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