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Birkeneder SL, Bullen J, McIntyre N, Zajic MC, Lerro L, Solomon M, Sparapani N, Mundy P. The Construct Validity of the Childhood Joint Attention Rating Scale (C-JARS) in School-Aged Autistic Children. J Autism Dev Disord 2024; 54:3347-3363. [PMID: 37480436 PMCID: PMC11362474 DOI: 10.1007/s10803-023-06051-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/17/2023] [Indexed: 07/24/2023]
Abstract
Preliminary evidence from the Childhood Joint Attention Rating Scale (C-JARS; Mundy et al., 2017) suggests symptoms related to diminished joint attention and the spontaneous sharing of experience with others can be assessed with a parent-report measure in children and adolescents with autism. This study was designed to expand on the previous study by examining the validity of both a Social Symptom (SS) and a Prosocial (PS) scale of the C-JARS in a study of school-aged autistic children (n = 89) with and without co-occurring intellectual disability (ID), as well as an age matched neurotypical sample (n = 62). Results indicated that both C-JARS scales were sensitive and specific with respect to identifying the diagnostic status of the children. In addition, the PS scale was sensitive to differences in cognitive abilities (IQ) and sex differences in the autism group. These results are consistent with the hypothesis that joint attention and spontaneous sharing of experience symptoms are not only characteristic of preschool children with autism but may also constitute a developmentally continuous dimension of the social phenotype of autism that can be measured in school-aged children.
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Affiliation(s)
- Sandy L Birkeneder
- School of Education and the MIND Institute, University of California, Davis, One Shields Ave., Davis, CA, 95616, USA.
| | - Jennifer Bullen
- MIND Institute and Department of Psychiatry and Behavioral Science, University of California, Davis, 2825 50th Street, Sacramento, CA, 95817, USA
| | - Nancy McIntyre
- Communication Sciences and Disorder, University of Central Florida, 12805 Pegasus Drive, Orlando, FL, USA
| | - Matthew C Zajic
- Teachers College, Health and Behavior Studies, Columbia University, 525 W. 120th Street, Box 223, New York, NY, 10027, USA
| | - Lindsay Lerro
- The Swain Center, Santa Rosa, 795 Farmers Lane, Suite 23, Santa Rosa, CA, 95405, USA
| | - Marjorie Solomon
- MIND Institute and Department of Psychiatry and Behavioral Science, University of California, Davis, 2825 50th Street, Sacramento, CA, 95817, USA
| | - Nicole Sparapani
- School of Education and the MIND Institute, University of California, Davis, One Shields Ave., Davis, CA, 95616, USA
| | - Peter Mundy
- School of Education and the MIND Institute, University of California, Davis, One Shields Ave., Davis, CA, 95616, USA
- MIND Institute and Department of Psychiatry and Behavioral Science, University of California, Davis, 2825 50th Street, Sacramento, CA, 95817, USA
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2
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Foti F, Costanzo F, Fabrizio C, Termine A, Menghini D, Iaquinta T, Vicari S, Petrosini L, Blake PR. The role of social motivation in sharing and fairness: insights from Williams syndrome. J Neurodev Disord 2024; 16:50. [PMID: 39217324 PMCID: PMC11365235 DOI: 10.1186/s11689-024-09568-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/18/2023] [Accepted: 08/15/2024] [Indexed: 09/04/2024] Open
Abstract
BACKGROUND Sharing and fairness are important prosocial behaviors that help us navigate the social world. However, little is known about how and whether individuals with Williams Syndrome (WS) engage in these behaviors. The unique phenotype of individuals with WS, consisting of high social motivation and limited social cognition, can also offer insight into the role of social motivation in sharing and fairness when compared to typically developing (TD) individuals. The current study used established experimental paradigms to examine sharing and fairness in individuals with WS and TD individuals. METHODS We compared a sample of patients with WS to TD children (6-year-olds) matched by mental age (MA) on two experimental tasks: the Dictator Game (DG, Experiment 1, N = 17 WS, 20 TD) with adults modeling giving behaviors used to test sharing and the Inequity Game (IG, Experiment 2, N = 14 WS, 17 TD) used to test fairness. RESULTS Results showed that the WS group behaved similarly to the TD group for baseline giving in the DG and in the IG, rejecting disadvantageous offers but accepting advantageous ones. However, after viewing an adult model giving behavior, the WS group gave more than their baseline, with many individuals giving more than half, while the TD group gave less. Combined these results suggest that social motivation is sufficient for sharing and, in particular, generous sharing, as well as the self-focused form of fairness. Further, individuals with WS appear capable of both learning to be more generous and preventing disadvantageous outcomes, a more complex profile than previously known. CONCLUSIONS In conclusion, the present study provides a snapshot into sharing and fairness-related behaviors in WS, contributing to our understanding of the intriguing social-behavioral phenotype associated with this developmental disorder.
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Affiliation(s)
- Francesca Foti
- Department of Educational Sciences, University of Catania, Catania, Italy
| | - Floriana Costanzo
- Child and Adolescent Psychiatry Unit, Bambino Gesù Children's Hospital, IRCCS, Rome, Italy
| | | | | | - Deny Menghini
- Child and Adolescent Psychiatry Unit, Bambino Gesù Children's Hospital, IRCCS, Rome, Italy
| | - Tiziana Iaquinta
- Department of Medical and Surgical Sciences, "Magna Graecia" University of Catanzaro, Catanzaro, Italy
| | - Stefano Vicari
- Child and Adolescent Psychiatry Unit, Bambino Gesù Children's Hospital, IRCCS, Rome, Italy
- Department of Life Sciences and Public Health, Catholic University, Rome, Italy
| | | | - Peter R Blake
- Department of Psychological & Brain Sciences, Boston University, Boston, MA, USA.
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3
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Bent C, Glencross S, McKinnon K, Hudry K, Dissanayake C, Vivanti G. Predictors of Developmental and Adaptive Behaviour Outcomes in Response to Early Intensive Behavioural Intervention and the Early Start Denver Model. J Autism Dev Disord 2024; 54:2668-2681. [PMID: 37171764 PMCID: PMC11286629 DOI: 10.1007/s10803-023-05993-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/08/2023] [Indexed: 05/13/2023]
Abstract
Many autistic children require support to meet their learning needs. Given the heterogeneity within the autism spectrum it is plausible that different types of support might be better suited to different children. However, knowledge on what interventions work best for which children is limited. We examined the outcomes of autistic preschool-aged children receiving one of two community early intervention approaches. Our main objective was to understand which baseline child characteristics might be associated with the degree of individual response to intervention-whether prognostically (i.e., irrespective of intervention received) or predictively (i.e., specifically in the context of one or other EI approach). Participants comprised two matched groups of preschool-aged autistic children receiving either Group-based Early Start Denver Model (G-ESDM; n = 42) delivered in a 1:3-4 staff:child ratio or an Early Intensive Behavioural Intervention (EIBI; n = 40) delivered in combination of 1:1 and 1:2 staff:child ratio. Over an approximate one-year follow-up period, children in both groups made significant gains in Developmental Quotient (DQ) scores, and trend-level gains in adaptive behaviour composite scores. Higher attention to a playful adult measured via an eye-tracking task was prognostically indicative of better verbal DQ and adaptive behaviour outcomes for the cohort overall. Moderation analyses indicated a single predictive effect-of pre-program sustained attention for subsequent NVDQ outcomes specific to those children receiving G-ESDM. These findings suggest that fine-grained measures of learning skills offer promise towards the selection and tailoring of intervention approaches to meet individual children's learning needs.
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Affiliation(s)
- Catherine Bent
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, Australia.
| | | | | | - Kristelle Hudry
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
| | - Cheryl Dissanayake
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
| | - Giacomo Vivanti
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
- A.J. Drexel Autism Institute, Drexel University, Philadelphia, USA
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4
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Jenner LA, Farran EK, Welham A, Jones C, Moss J. The use of eye-tracking technology as a tool to evaluate social cognition in people with an intellectual disability: a systematic review and meta-analysis. J Neurodev Disord 2023; 15:42. [PMID: 38044457 PMCID: PMC10694880 DOI: 10.1186/s11689-023-09506-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Accepted: 10/25/2023] [Indexed: 12/05/2023] Open
Abstract
BACKGROUND Relatively little is known about social cognition in people with intellectual disability (ID), and how this may support understanding of co-occurring autism. A limitation of previous research is that traditional social-cognitive tasks place a demand on domain-general cognition and language abilities. These tasks are not suitable for people with ID and lack the sensitivity to detect subtle social-cognitive processes. In autism research, eye-tracking technology has offered an effective method of evaluating social cognition-indicating associations between visual social attention and autism characteristics. The present systematic review synthesised research which has used eye-tracking technology to study social cognition in ID. A meta-analysis was used to explore whether visual attention on socially salient regions (SSRs) of stimuli during these tasks correlated with degree of autism characteristics presented on clinical assessment tools. METHOD Searches were conducted using four databases, research mailing lists, and citation tracking. Following in-depth screening and exclusion of studies with low methodological quality, 49 articles were included in the review. A correlational meta-analysis was run on Pearson's r values obtained from twelve studies, reporting the relationship between visual attention on SSRs and autism characteristics. RESULTS AND CONCLUSIONS Eye-tracking technology was used to measure different social-cognitive abilities across a range of syndromic and non-syndromic ID groups. Restricted scan paths and eye-region avoidance appeared to impact people's ability to make explicit inferences about mental states and social cues. Readiness to attend to social stimuli also varied depending on social content and degree of familiarity. A meta-analysis using a random effects model revealed a significant negative correlation (r = -.28, [95% CI -.47, -.08]) between visual attention on SSRs and autism characteristics across ID groups. Together, these findings highlight how eye-tracking can be used as an accessible tool to measure more subtle social-cognitive processes, which appear to reflect variability in observable behaviour. Further research is needed to be able to explore additional covariates (e.g. ID severity, ADHD, anxiety) which may be related to visual attention on SSRs, to different degrees within syndromic and non-syndromic ID groups, in order to determine the specificity of the association with autism characteristics.
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Affiliation(s)
- L A Jenner
- School of Psychology, University of Surrey, Surrey, UK.
| | - E K Farran
- School of Psychology, University of Surrey, Surrey, UK
| | - A Welham
- School of Psychology, University of Birmingham, Birmingham, UK
| | - C Jones
- School of Psychology, University of Birmingham, Birmingham, UK
| | - J Moss
- School of Psychology, University of Surrey, Surrey, UK
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5
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Krishnan-Barman S, Hakim U, Smith M, Tachtsidis I, Pinti P, Hamilton AFDC. Brain mechanisms of social signalling in live social interactions with autistic and neurotypical adults. Sci Rep 2023; 13:18850. [PMID: 37914844 PMCID: PMC10620418 DOI: 10.1038/s41598-023-46139-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2023] [Accepted: 10/27/2023] [Indexed: 11/03/2023] Open
Abstract
The simple act of watching another person can change a person's behaviour in subtle but important ways; the individual being watched is now capable of signalling to the watcher, and may use this opportunity to communicate to the watcher. Recent data shows that people will spontaneously imitate more when being watched. Here, we examine the neural and cognitive mechanisms of being watched during spontaneous social imitation in autistic and neurotypical adults using fNIRS brain imaging. Participants (n = 44) took part in a block-moving task where they were instructed only to copy the block sequence which people normally do using a straight low action trajectory. Here, the demonstrator sometimes used an atypical 'high' action trajectory, giving participants the opportunity to spontaneously copy the high trajectory even if this slowed their performance. The confederate who demonstrated each block sequence could watch the participant's actions or close her eyes, giving a factorial design with factors of trajectory (high/low) and watched (watched/unwatched). Throughout the task, brain signals were captured from bilateral temporal/parietal/occipital cortex using fNIRS. We found that all participants performed higher actions when being watched by the confederate than when not being watched, with no differences between autistic and neurotypical participants. The unwatched conditions were associated with higher activity of the right inferior parietal lobule in all participants and also engagement of left STS only in autistic participants. These findings are consistent with the claim that people engage different neural mechanisms when watched and unwatched and that participants with autism may engage additional brain mechanisms to match neurotypical behaviour and compensate for social difficulties. However, further studies will be needed to replicate these results in a larger sample of participants.
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Affiliation(s)
- Sujatha Krishnan-Barman
- Institute of Cognitive Neuroscience, University College London, Alexandra House, 17 Queen Square, London, WC1N 3AR, UK
| | - Uzair Hakim
- Department of Medical Physics and Biomedical Engineering, University College London, Gower Street, Malet Place Engineering Building, London, WC1E 6BT, UK
| | - Marchella Smith
- Institute of Cognitive Neuroscience, University College London, Alexandra House, 17 Queen Square, London, WC1N 3AR, UK
| | - Ilias Tachtsidis
- Department of Medical Physics and Biomedical Engineering, University College London, Gower Street, Malet Place Engineering Building, London, WC1E 6BT, UK
| | - Paola Pinti
- Department of Medical Physics and Biomedical Engineering, University College London, Gower Street, Malet Place Engineering Building, London, WC1E 6BT, UK
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, Malet Street, London, WC1E 7HX, UK
| | - Antonia F de C Hamilton
- Institute of Cognitive Neuroscience, University College London, Alexandra House, 17 Queen Square, London, WC1N 3AR, UK.
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Social attention and social-emotional modulation of attention in Angelman syndrome: an eye-tracking study. Sci Rep 2023; 13:3375. [PMID: 36854878 PMCID: PMC9975183 DOI: 10.1038/s41598-023-30199-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Accepted: 02/17/2023] [Indexed: 03/02/2023] Open
Abstract
Individuals with Angelman syndrome (AS) present with severe intellectual disability alongside a social phenotype characterised by social communication difficulties and an increased drive for social engagement. As the social phenotype in this condition is poorly understood, we examined patterns of social attention and social modulation of attention in AS. Twenty-four individuals with AS and twenty-one young children with similar mental age were shown videos featuring unfamiliar actors who performed simple actions across two conditions: a playful condition, in which the actor showed positive facial emotions, and a neutral condition, in which the actor showed a neutral facial expression. During the passive observation of the videos, participants' proportion of time spent watching the two areas of interest (faces and actions) was examined using eye-tracking technology. We found that the playful condition elicited increased proportion of fixations duration to the actor's face compared to the neutral condition similarly across groups. Additionally, the proportion of fixations duration to the action area was similar across groups in the two conditions. However, children with AS looked towards the actor's face for a shorter duration compared to the comparison group across conditions. This pattern of similarities and differences provides novel insight on the complex social phenotype of children with AS.
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7
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Kleberg JL, Willfors C, Björlin Avdic H, Riby D, Galazka MA, Guath M, Nordgren A, Strannegård C. Social feedback enhances learning in Williams syndrome. Sci Rep 2023; 13:164. [PMID: 36599864 PMCID: PMC9813264 DOI: 10.1038/s41598-022-26055-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Accepted: 12/08/2022] [Indexed: 01/06/2023] Open
Abstract
Williams syndrome (WS) is a rare genetic condition characterized by high social interest and approach motivation as well as intellectual disability and anxiety. Despite the fact that social stimuli are believed to have an increased intrinsic reward value in WS, it is not known whether this translates to learning and decision making. Genes homozygously deleted in WS are linked to sociability in the general population, making it a potential model condition for understanding the social brain. Probabilistic reinforcement learning was studied with either social or non-social rewards for correct choices. Social feedback improved learning in individuals with Williams syndrome but not in typically developing controls or individuals with other intellectual disabilities. Computational modeling indicated that these effects on social feedback were mediated by a shift towards higher weight given to rewards relative to punishments and increased choice consistency. We conclude that reward learning in WS is characterized by high volatility and a tendency to learn how to avoid punishment rather than how to gain rewards. Social feedback can partly normalize this pattern and promote adaptive reward learning.
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Affiliation(s)
- Johan Lundin Kleberg
- grid.10548.380000 0004 1936 9377Department of Psychology, Stockholm University, Stockholm, Sweden ,grid.4714.60000 0004 1937 0626Department of Clinical Neuroscience, Centre for Psychiatry Research, Karolinska Institute, Stockholm, Sweden
| | - Charlotte Willfors
- grid.4714.60000 0004 1937 0626Department of Molecular Medicine and Surgery, Karolinska Institute, Stockholm, Sweden
| | - Hanna Björlin Avdic
- grid.4714.60000 0004 1937 0626Department of Clinical Neuroscience, Centre for Psychiatry Research, Karolinska Institute, Stockholm, Sweden
| | - Deborah Riby
- grid.8250.f0000 0000 8700 0572Department of Psychology, Centre for Developmental Disorders, Durham University, Durham, UK
| | - Martyna A. Galazka
- grid.8761.80000 0000 9919 9582Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Mona Guath
- grid.8993.b0000 0004 1936 9457Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Ann Nordgren
- grid.4714.60000 0004 1937 0626Department of Clinical Neuroscience, Centre for Psychiatry Research, Karolinska Institute, Stockholm, Sweden ,grid.24381.3c0000 0000 9241 5705Department of Clinical Genetics, Karolinska University Hospital, Stockholm, Sweden ,grid.8761.80000 0000 9919 9582Department of Laboratory Medicine, Institute of Biomedicine, University of Gothenburg, Gothenburg, Sweden ,grid.1649.a000000009445082XDepartment of Clinical Genetics and Genomics, Sahlgrenska University Hospital, Gothenburg, Sweden
| | - Claes Strannegård
- grid.4714.60000 0004 1937 0626Department of Clinical Neuroscience, Centre for Psychiatry Research, Karolinska Institute, Stockholm, Sweden ,grid.8761.80000 0000 9919 9582Division of Cognition and Communication, Department of Applied IT, University of Gothenburg, Gothenburg, Sweden
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8
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Rana AN, Gonzales-Rojas R, Lee HY. Imitative and contagious behaviors in animals and their potential roles in the study of neurodevelopmental disorders. Neurosci Biobehav Rev 2022; 143:104876. [PMID: 36243193 DOI: 10.1016/j.neubiorev.2022.104876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 08/07/2022] [Accepted: 09/13/2022] [Indexed: 11/22/2022]
Abstract
Social learning in the forms of imitative and contagious behaviors are essential for learning abilities and social interaction. However, children with neurodevelopmental disorders and intellectual disabilities show impairments in these behaviors, which profoundly affect their communication skills and cognitive functions. Although these deficits are well studied in humans, pre-clinical animal model assessments of imitative and contagious behavioral deficits are limited. Here, we first define various forms of social learning as well as their developmental and evolutionary significance in humans. We also explore the impact of imitative and contagious behavioral deficits in several neurodevelopmental disorders associated with autistic-like symptoms. Second, we highlight imitative and contagious behaviors observed in nonhuman primates and other social animals commonly used as models for neurodevelopmental disorders. Lastly, we conceptualize these behaviors in the contexts of mirror neuron activity, learning, and empathy, which are highly debated topics. Taken together, this review furthers the understanding of imitative and contagious behaviors. We hope to prompt and guide future behavioral studies in animal models of neurodevelopmental disorders.
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Affiliation(s)
- Amtul-Noor Rana
- The Department of Cellular and Integrative Physiology, the University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Rodrigo Gonzales-Rojas
- The Department of Cellular and Integrative Physiology, the University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Hye Young Lee
- The Department of Cellular and Integrative Physiology, the University of Texas Health Science Center at San Antonio, San Antonio, TX, USA.
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9
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Vivanti G, Bent C, Capes K, Upson S, Hudry K, Dissanayake C. Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings. Autism Res 2022; 15:2200-2209. [PMID: 36416303 PMCID: PMC9826059 DOI: 10.1002/aur.2815] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Accepted: 09/01/2022] [Indexed: 01/11/2023]
Abstract
This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings.
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Affiliation(s)
- Giacomo Vivanti
- A.J. Drexel Autism InstituteDrexel UniversityPhiladelphiaPennsylvaniaUSA,Olga Tennison Autism Research Centre, School of Psychology and Public HealthLa Trobe UniversityMelbourneVictoriaAustralia
| | - Catherine Bent
- Department of Psychology, Counselling & Therapy, School of Psychology and Public HealthLa Trobe UniversityMelbourneVictoriaAustralia
| | - Kristy Capes
- Victorian Autism Specific Early Learning and Care CentreLa Trobe UniversityMelbourneVictoriaAustralia
| | - Shannon Upson
- Victorian Autism Specific Early Learning and Care CentreLa Trobe UniversityMelbourneVictoriaAustralia
| | - Kristelle Hudry
- Department of Psychology, Counselling & Therapy, School of Psychology and Public HealthLa Trobe UniversityMelbourneVictoriaAustralia
| | - Cheryl Dissanayake
- Olga Tennison Autism Research Centre, School of Psychology and Public HealthLa Trobe UniversityMelbourneVictoriaAustralia
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10
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Bagnall R, Russell A, Brosnan M, Maras K. Deceptive behaviour in autism: A scoping review. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 26:293-307. [PMID: 34825581 PMCID: PMC8814957 DOI: 10.1177/13623613211057974] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
LAY ABSTRACT The ability to deceive others is an important skill that usually develops in early childhood. In this review, we give an overview of studies that have examined deceptive behaviour in autistic children, adolescents and adults. We separated the study findings into three main categories and seven sub-categories: (1) Deception ability and prevalence (1a) gameplay deception; (1b) naturalistic deception; (2) Psychological processes in deception (2a) verbal, intellectual and social ability; (2b) ability to understand others' thoughts and beliefs; (2c) cognitive ability; and (3) Social learning (3a) training; (3b) social contexts. Contrary to some stereotypes, we found that autistic people can and do deceive but often find this more difficult than non-autistic people. We also found that autistic people may use different psychological processes than non-autistic people when deceiving and may get better at deception in adulthood.
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11
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South M, Hanley M, Normansell-Mossa K, Russell NCC, Cawthorne T, Riby DM. "Intolerance of uncertainty" mediates the relationship between social profile and anxiety in both Williams syndrome and autism. Autism Res 2021; 14:1986-1995. [PMID: 34110083 DOI: 10.1002/aur.2554] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2020] [Revised: 03/16/2021] [Accepted: 05/18/2021] [Indexed: 12/28/2022]
Abstract
Anxiety is the most significant mental health concern for both Williams syndrome (WS) and autism. Whilst WS and autism are characterized by some syndrome-specific social differences, less is known about cross-syndrome profiles of anxiety symptoms. Previous research has shown that Intolerance of Uncertainty (IU) is a core mechanism of anxiety maintenance for clinically anxious populations and for autistic children, adolescents, and adults. The only published study in this area for WS has shown some similar patterns-with an added emphasis on the role of sensory sensitivities-in a sample of older teens and adults (mean age = 24), with the authors highlighting the need for younger samples to consider developmental influences. Here we report a cross-syndrome, cross-sectional mediation analyses of children diagnosed with WS or autism, including data from parent surveys of 90 children with WS (n = 48) or autism (n = 42). Group differences showed higher trait levels on all measures for the autism group. Importantly, the relationship between social profile and anxiety was fully mediated by IU level for both groups. This suggests possible similar core mechanisms underlying anxiety in these conditions, and the possibility of generalized intervention approaches especially related to managing distress related to uncertainty in multiple contexts. LAY SUMMARY: Autism and Williams Syndrome share some similarities in social profile and also in anxiety traits, but there are also some key differences as well. Comparing them side-by-side at the same time improved identification of ways to reduce feelings of anxiety. We found that the intolerance of uncertainty affected the relationship between social profile and anxiety in the same way for young children diagnosed with autism or Williams syndrome, meaning that intervention approaches could be similar for both.
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Affiliation(s)
- Mikle South
- Department of Psychology, Brigham Young University, Provo, Utah, USA.,Neuroscience Center, Brigham Young University, Provo, Utah, USA.,Centre for Developmental Disorders, Durham University, Durham, UK
| | - Mary Hanley
- Centre for Developmental Disorders, Durham University, Durham, UK.,Department of Psychology, Durham University, Durham, UK
| | | | | | | | - Deborah M Riby
- Centre for Developmental Disorders, Durham University, Durham, UK.,Department of Psychology, Durham University, Durham, UK
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12
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Hopkins ZL, Yuill N, Branigan HP. Autistic children's language imitation shows reduced sensitivity to ostracism. J Autism Dev Disord 2021; 52:1929-1941. [PMID: 34105047 PMCID: PMC9021065 DOI: 10.1007/s10803-021-05041-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/20/2021] [Indexed: 11/28/2022]
Abstract
In dialogue, speakers tend to imitate, or align with, a partner's language choices. Higher levels of alignment facilitate communication and can be elicited by affiliation goals. Since autistic children have interaction and communication impairments, we investigated whether a failure to display affiliative language imitation contributes to their conversational difficulties. We measured autistic children's lexical alignment with a partner, following an ostracism manipulation which induces affiliative motivation in typical adults and children. While autistic children demonstrated lexical alignment, we observed no affiliative influence on ostracised children's tendency to align, relative to controls. Our results suggest that increased language imitation-a potentially valuable form of social adaptation-is unavailable to autistic children, which may reflect their impaired affective understanding.
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Affiliation(s)
- Zoë L Hopkins
- Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK.
| | - Nicola Yuill
- School of Psychology, University of Sussex, Falmer, Brighton, BN1 9QH, UK
| | - Holly P Branigan
- Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK
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McClure LA, Lee NL, Sand K, Vivanti G, Fein D, Stahmer A, Robins DL. Connecting the Dots: a cluster-randomized clinical trial integrating standardized autism spectrum disorders screening, high-quality treatment, and long-term outcomes. Trials 2021; 22:319. [PMID: 33934719 PMCID: PMC8091523 DOI: 10.1186/s13063-021-05286-6] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Accepted: 04/22/2021] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND Autism spectrum disorder (ASD) affects one in 54 children in the United States of America, and supporting people with ASD across the lifespan presents challenges that impact individuals, families, and communities and can be quite costly. The American Academy of Pediatrics has issued recommendations for routine ASD screening at 18 and 24 months, but some research suggests that few pediatricians perform high-fidelity, standardized screening universally. Furthermore, the United States Preventive Services Task Force (USPSTF) found insufficient evidence to recommend for or against universal ASD screening. The objective of this study is to test the hypothesis that children with ASD who have high fidelity; standardized screening will achieve superior outcomes at 5 years of age compared to children receiving usual care ASD detection strategies. METHODS This is a cluster-randomized, controlled clinical trial in 3 sites in the USA. Pediatric practices will be randomized to implement universal, standardized, high-fidelity toddler screening or usual care, with randomization stratified by the practice size. The study will enroll 3450 children, approximately half in each group. From this sample, we anticipate 100 children to be diagnosed with ASD. Children in both groups receiving an ASD diagnosis will be administered the Early Start Denver Model, an evidence-based early intervention addressing social, communication, and cognitive functioning. Treatment will last for 1 year, with up to 20 h per week of therapy for children with ASD. RESULTS Primary outcomes measured at baseline, following treatment, and at 4 and 5 years of age include ASD symptom severity (Brief Observation of Social Communication Change (BOSCC)) and cognitive functioning (Mullen Scales of Early Learning (MSEL) and Differential Abilities Scale-II (DAS-II)). Secondary outcomes in children include measures of adaptive functioning, ASD symptoms, and kindergarten readiness; secondary analyses will also examine stress and empowerment among parents. Several novel exploratory measures will be included as well. The study will utilize a modified intention-to-treat analysis. CONCLUSIONS This trial will evaluate the impact of universal, standardized, high-fidelity screening for ASD among children at 18 months of age, with a goal of providing evidence to support this strategy to detect ASD in toddlers in order to start treatment as young as possible and maximize outcomes. ETHICS AND DISSEMINATION This study was approved by the Institutional Review Board at Drexel University (IRB protocol: 1607004653). All findings will be provided by the principal investigator via email; data will be available through the NIMH Data Archive ( https://nda.nih.gov/ ). TRIAL REGISTRATION ClinicalTrials.gov NCT03333629 . Registered on November 7, 2017.
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Affiliation(s)
| | - Nora L. Lee
- Drexel University, 3215 Market Street, Philadelphia, PA 19104 USA
| | - Katherine Sand
- AJ Drexel Autism Institute, Drexel University, 3020 Market Street, Philadelphia, PA 19104 USA
| | - Giacomo Vivanti
- AJ Drexel Autism Institute, Drexel University, 3020 Market Street, Philadelphia, PA 19104 USA
| | - Deborah Fein
- University of Connecticut, 406 Babbidge Rd, Storrs, CT 06268 USA
| | - Aubyn Stahmer
- University of California, Davis, 2825 50th St, Sacramento, CA 95819 USA
| | - Diana L. Robins
- AJ Drexel Autism Institute, Drexel University, 3020 Market Street, Philadelphia, PA 19104 USA
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14
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Niego A, Benítez-Burraco A. Autism and Williams syndrome: Dissimilar socio-cognitive profiles with similar patterns of abnormal gene expression in the blood. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2020; 25:464-489. [PMID: 33143449 DOI: 10.1177/1362361320965074] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
LAY ABSTRACT Autism spectrum disorders and Williams syndrome are complex cognitive conditions exhibiting quite opposite features in the social domain: whereas people with autism spectrum disorders are mostly hyposocial, subjects with Williams syndrome are usually reported as hypersocial. At the same time, autism spectrum disorders and Williams syndrome share some common underlying behavioral and cognitive deficits. It is not clear, however, which genes account for the attested differences (and similarities) in the socio-cognitive domain. In this article, we adopted a comparative molecular approach and looked for genes that might be differentially (or similarly) regulated in the blood of people with these conditions. We found a significant overlap between genes dysregulated in the blood of patients compared to neurotypical controls, with most of them being upregulated or, in some cases, downregulated. Still, genes with similar expression trends can exhibit quantitative differences between conditions, with most of them being more dysregulated in Williams syndrome than in autism spectrum disorders. Differentially expressed genes are involved in aspects of brain development and function (particularly dendritogenesis) and are expressed in brain areas (particularly the cerebellum, the thalamus, and the striatum) of relevance for the autism spectrum disorder and the Williams syndrome etiopathogenesis. Overall, these genes emerge as promising candidates for the similarities and differences between the autism spectrum disorder and the Williams syndrome socio-cognitive profiles.
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15
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Micheletti S, Vivanti G, Renzetti S, Martelli P, Calza S, Fazzi E. Imitation in Angelman syndrome: the role of social engagement. Sci Rep 2020; 10:16398. [PMID: 33009450 PMCID: PMC7532435 DOI: 10.1038/s41598-020-72079-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2020] [Accepted: 08/25/2020] [Indexed: 11/09/2022] Open
Abstract
Individuals with Angelman syndrome (AS) are characterized by severe cognitive impairments alongside an enhanced drive for social engagement. As knowledge on imitation skills in this population is limited, we conducted the first controlled study of imitation in AS. We examined how 23 individuals with AS and 21 typically developing young children with similar mental age imitated novel actions in response to socially or non-socially engaging models, and in response to video-recorded versus live demonstrations of novel actions. Individuals with AS imitated as frequently and as accurately as typical young children in response to live demonstrations; but they imitated less frequently and less accurately in response to video-recorded demonstrations. Further, imitation was modulated by whether the demonstrator was socially engaging or emotionally neutral in the AS group, while this modulation was not present in the comparison group. Individuals with higher mental age imitated more frequently and more accurately across groups. Imitation performance in AS appears to be more modulated by the social context compared to typical infants and young children with similar mental age, possibly reflecting an enhanced drive for social engagement. A socially engaging instructional style might facilitate imitative learning in this population.
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Affiliation(s)
- Serena Micheletti
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy.
| | - Giacomo Vivanti
- AJ Drexel Autism Institute, Drexel University, Philadelphia, PA, USA
| | - Stefano Renzetti
- Unit of Biostatistics and Bioinformatics, Department of Molecular and Translational Medicine, University of Brescia, Brescia, Italy
| | - Paola Martelli
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Stefano Calza
- Unit of Biostatistics and Bioinformatics, Department of Molecular and Translational Medicine, University of Brescia, Brescia, Italy
| | - Elisa Fazzi
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
- Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy
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16
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Niego A, Benítez-Burraco A. Autism and Williams syndrome: truly mirror conditions in the socio-cognitive domain? INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2020; 68:399-415. [PMID: 35937179 PMCID: PMC9351567 DOI: 10.1080/20473869.2020.1817717] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 08/25/2020] [Accepted: 08/27/2020] [Indexed: 06/15/2023]
Abstract
Autism Spectrum Disorders (ASD) and Williams Syndrome (WS) are frequently characterized as mirror conditions in the socio-cognitive domain, with ASD entailing restrictive social interests and with WS exhibiting hypersociability. In this review paper, we examine in detail the strong points and deficits of people with ASD or WS in the socio-cognitive domain and show that both conditions also share some common features. Moreover, we explore the neurobiological basis of the social profile of ASD and WS and found a similar mixture of common affected areas and condition-specific impaired regions. We discuss these findings under the hypothesis of a continuum of the socio-cognitive abilities in humans.
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Affiliation(s)
- Amy Niego
- Faculty of Philology, University of Seville, Seville, Spain
| | - Antonio Benítez-Burraco
- Department of Spanish, Linguistics, and Theory of Literature (Linguistics), Faculty of Philology, University of Seville, Seville, Spain
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Does an Early Speech Preference Predict Linguistic and Social-Pragmatic Attention in Infants Displaying and Not Displaying Later ASD Symptoms? J Autism Dev Disord 2020; 50:2475-2490. [DOI: 10.1007/s10803-019-03924-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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18
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Human Figure Drawings in Children with Autism Spectrum Disorders: A Possible Window on the Inner or the Outer World. Brain Sci 2020; 10:brainsci10060398. [PMID: 32585879 PMCID: PMC7349033 DOI: 10.3390/brainsci10060398] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2020] [Revised: 06/08/2020] [Accepted: 06/17/2020] [Indexed: 01/15/2023] Open
Abstract
Background: Tests based on human figure drawings (HFD) have captured the attention of clinicians and psychologists for a long time. The aim of the present study was to evaluate the performance of HFD of children with autism spectrum disorders (ASDs) relative to typically developing (TD) controls. Methods: All children were asked to draw three human figures (man, woman, self-portrait) and were evaluated with a neuropsychological battery. HFD were scored according to the Maturity Scale, and correlative approaches testing maturity against neuropsychological scores were applied. Results: ASDs presented marked deficits in maturity. No significant correlation emerged for both groups between maturity and the theory of mind test. On the contrary, positive and significant correlations between maturity and the affect recognition test (AR) were found, with group-specific patterns. In TD, this result regarded drawings of others, but not self-portraits, while an opposite pattern emerged for ASD, whose sole maturity in self-portraits significantly correlated with the AR scores. Conclusion: These findings suggest that the use of HFD tests with individuals with autism may not be used in clinical practices. However, in basic research, HFDs could be used to highlight dependencies between drawing performance and neuropsychological features, thus possibly providing hints on the functioning of autism.
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Maye M, Gaston D, Godina I, Conrad JA, Rees J, Rivera R, Lushin V. Playful but Mindful: How to Best Use Positive Affect in Treating Toddlers With Autism. J Am Acad Child Adolesc Psychiatry 2020; 59:336-338. [PMID: 32089193 PMCID: PMC7087471 DOI: 10.1016/j.jaac.2019.09.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/23/2019] [Revised: 09/03/2019] [Accepted: 09/13/2019] [Indexed: 11/19/2022]
Abstract
The best-tested treatments for toddlers with autism spectrum disorder (ASD) are grounded in the principles of applied behavioral analysis (ABA) and blended with developmental science. Examples include Project ImPACT1 and Early Start Denver Model,2 among others. ABA-based behavioral interventions use conditioned reinforcement of target behaviors by giving the child access to desired objects and activities as a consequence of performing target behaviors. Unlike the original ABA technique, discrete trial training, ABA-based naturalistic developmental-behavioral interventions (NDBIs) occur in natural environments and employ operant conditioned reinforcement of target behaviors by capitalizing on the child's interests in objects and activities.1-3 NDBIs are highly recommended for toddlers and children with autism.3 Clinical manuals for NDBIs emphasize that clinicians should use modulations of voice and exaggerated facial expressions and gestures to engage toddlers.1-4 These behaviors are often referred to as positive affect, increased animation, modulation of child affect, or playfulness. Given the range of clinician behaviors described across these constructs and the commonalities between them, within this article we will henceforth refer to the following behaviors as playfulness: positive affect, increased animation, modulation of child affect, and exaggerated facial expressions and gestures. Most NDBIs indicate that playfulness should be thoughtfully employed throughout NDBI sessions in conjunction with other NDBI strategies (eg, contingent responsiveness, balanced turns, child choice) to maintain engagement and build social reciprocity with the child as the clinician and child work together toward treatment goals. However, our clinical and supervisory experiences suggest that many clinicians do not consistently use playfulness as an intervention tool. Instead, according to our observations, many clinicians largely employ neutral affect when providing treatment to toddlers with ASD, even while employing NDBI strategies such as following the child's lead, contingent responsiveness, and balanced turns. This article presents our clinical perspective on the utility of playfulness for treating toddlers with ASD.
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Affiliation(s)
- Melissa Maye
- Center for Mental Health, University of Pennsylvania School of Medicine, Philadelphia
| | - Daphney Gaston
- Center for Mental Health, University of Pennsylvania School of Medicine, Philadelphia
| | - Irina Godina
- University Settlement Early Intervention Program, New York, NY
| | | | - Joanne Rees
- School of Health Professions, Brooklyn Campus, Long Island University, Brooklyn, NY
| | - Rebecca Rivera
- School of Health Professions, Brooklyn Campus, Long Island University, Brooklyn, NY
| | - Victor Lushin
- Center for Mental Health, University of Pennsylvania School of Medicine, Philadelphia.
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20
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Eye-Tracking Research in Autism Spectrum Disorder: What Are We Measuring and for What Purposes? CURRENT DEVELOPMENTAL DISORDERS REPORTS 2019. [DOI: 10.1007/s40474-019-00158-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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21
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Foti F, Piras F, Vicari S, Mandolesi L, Petrosini L, Menghini D. Observational Learning in Low-Functioning Children With Autism Spectrum Disorders: A Behavioral and Neuroimaging Study. Front Psychol 2019; 9:2737. [PMID: 30687188 PMCID: PMC6338041 DOI: 10.3389/fpsyg.2018.02737] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2018] [Accepted: 12/19/2018] [Indexed: 12/31/2022] Open
Abstract
New skills may be learned from the outcomes of their own internally generated actions (experiential learning) or from the observation of the consequences of externally generated actions (observational learning). Observational learning requires the coordination of cognitive functions and the processing of social information. Due to the “social” abilities underlying observational learning, the study of this process in individuals with limited social abilities such as those affected by Autism Spectrum Disorders (ASD) is worthy of being investigated. We asked a group of 16 low-functioning young children with ASD and group of 16 sex- and mental age-matched typically developing (TD) children to build a house with a set of bricks after a video-demonstration showing an actor who built the house (observational task – OBS task) and then to build by trial and error another house (experiential task – EXP task). For ASD group, performances in learning tasks were correlated with measures of cortical thickness of specific Regions of Interest (ROI) and volume of deep gray matter structures known to be related with such kinds of learning. According to our a priori hypothesis, for OBS task we selected the following ROI: frontal lobe (pars opercularis, pars triangularis, and premotor area), parietal lobe (inferior parietal gyrus), temporal lobe (superior temporal gyrus), cerebellar hemispheres. For EXP task, we selected the following ROI: precentral frontal gyrus and superior frontal gyrus, cerebellar hemispheres, basal ganglia, thalamus. Although performances of ASD and TD children improved in both OBS and EXP tasks, children with ASD obtained lower scores of goal achievement than TD children in both learning tasks. Only in ASD group, goal achievement scores positively correlated with hyperimitations indicating that children with ASD tended to have a “copy-all” approach that facilitated the goal achievement. Moreover, the marked hyperimitative tendencies of children with ASD were positively associated with the thickness of left pars opercularis, left premotor area, and right superior temporal gyrus, areas belonging to mirror neuron system, and with the volume of both cerebellar hemispheres. These findings suggest that in children with ASD the hyperimitation can represent a learning strategy that might be related to the mirror neuron system.
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Affiliation(s)
- Francesca Foti
- Department of Medical and Surgical Sciences, Magna Græcia University of Catanzaro, Catanzaro, Italy.,IRCCS Fondazione Santa Lucia, Rome, Italy
| | | | - Stefano Vicari
- Child Neuropsychiatry Unit, Neuroscience Department, Children's Hospital Bambino Gesù, Rome, Italy
| | - Laura Mandolesi
- IRCCS Fondazione Santa Lucia, Rome, Italy.,Department of Motor Sciences and Wellness, Università degli Studi di Napoli Parthenope, Naples, Italy
| | - Laura Petrosini
- IRCCS Fondazione Santa Lucia, Rome, Italy.,Department of Psychology, Sapienza University of Rome, Rome, Italy
| | - Deny Menghini
- Child Neuropsychiatry Unit, Neuroscience Department, Children's Hospital Bambino Gesù, Rome, Italy
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22
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Bottema-Beutel K, Kim SY, Crowley S. A systematic review and meta-regression analysis of social functioning correlates in autism and typical development. Autism Res 2018; 12:152-175. [DOI: 10.1002/aur.2055] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2018] [Revised: 10/01/2018] [Accepted: 11/06/2018] [Indexed: 02/04/2023]
Affiliation(s)
| | - So Yoon Kim
- Lynch School of Education, Boston College; Chestnut Hill Massachusetts
| | - Shannon Crowley
- Lynch School of Education, Boston College; Chestnut Hill Massachusetts
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23
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Vivanti G, Hamner T, Lee NR. Neurodevelopmental Disorders Affecting Sociability: Recent Research Advances and Future Directions in Autism Spectrum Disorder and Williams Syndrome. Curr Neurol Neurosci Rep 2018; 18:94. [DOI: 10.1007/s11910-018-0902-y] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
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24
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Vivanti G, Hamner T, Lee NR. Neurodevelopmental Disorders Affecting Sociability: Recent Research Advances and Future Directions in Autism Spectrum Disorder and Williams Syndrome. Curr Neurol Neurosci Rep 2018. [PMID: 30328520 DOI: 10.1007/s11910–018–0902-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
PURPOSE OF REVIEW In this review, we summarize current knowledge and hypotheses on the nature of social abnormalities in autism spectrum disorder (ASD) and Williams syndrome (WS). RECENT FINDINGS Social phenotypes in ASD and WS appear to reflect analogous disruptions in social cognition, and distinct patterns of social motivation, which appears to be reduced in ASD and enhanced in WS. These abnormalities likely originate from heterogeneous vulnerabilities that disrupt the interplay between domain-general and social domain-specific cognitive and motivational processes during early development. Causal pathways remain unclear. Advances and research gaps in our understanding of the social phenotypes in ASD and WS highlight the importance of (1) parsing the construct of sociability, (2) adopting a developmental perspective, (3) including samples that are representative of the spectrum of severity within ASD and WS in neuroscientific research, and (4) adopting transdiagnostic treatment approaches to target shared areas of impairment across diagnostic boundaries.
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Affiliation(s)
- Giacomo Vivanti
- A.J. Drexel Autism Institute, Drexel University, 3020 Market Street, Suite 560, Philadelphia, PA, 19104-3734, USA. .,Department of Psychology, Drexel University, Philadelphia, PA, 19104-3734, USA.
| | - Taralee Hamner
- A.J. Drexel Autism Institute, Drexel University, 3020 Market Street, Suite 560, Philadelphia, PA, 19104-3734, USA.,Department of Psychology, Drexel University, Philadelphia, PA, 19104-3734, USA
| | - Nancy Raitano Lee
- Department of Psychology, Drexel University, Philadelphia, PA, 19104-3734, USA
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25
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Vivanti G, Dissanayake C, Fanning PAJ, Hocking DR. Reduced Motor Interference in Preschoolers with Autism Spectrum Disorder and Williams Syndrome. Dev Neuropsychol 2018; 43:751-763. [PMID: 30321065 DOI: 10.1080/87565641.2018.1531289] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Motor interference occurs when action execution is hindered by the observation of an incongruent action. The present study used a novel eye-tracking paradigm to test the motor interference effect in 22 preschoolers with autism spectrum disorder (ASD), 14 preschoolers with Williams syndrome (WS), and 18 typically developing (TD) peers. In TD children, performance of a pre-determined action was slower after the observation of an incongruent motor action and faster following observation of a congruent motor action, indicating a motor interference effect. In both the ASD and WS groups, performance was unaffected by the congruent versus incongruent nature of the observed motor action.
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Affiliation(s)
- Giacomo Vivanti
- a A.J. Drexel Autism Institute , Drexel University , Philadelphia , PA , USA.,b Olga Tennison Autism Research Centre, School of Psychology and Public Health , La Trobe University , Melbourne , VIC , Australia
| | - Cheryl Dissanayake
- b Olga Tennison Autism Research Centre, School of Psychology and Public Health , La Trobe University , Melbourne , VIC , Australia
| | - Peter A J Fanning
- b Olga Tennison Autism Research Centre, School of Psychology and Public Health , La Trobe University , Melbourne , VIC , Australia
| | - Darren R Hocking
- c Developmental Neuromotor & Cognition Lab, School of Psychology and Public Health , La Trobe University , Melbourne , VIC , Australia
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26
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Vivanti G, Dissanayake C, Duncan E, Feary J, Capes K, Upson S, Bent CA, Rogers SJ, Hudry K. Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2018; 23:1165-1175. [PMID: 30296845 DOI: 10.1177/1362361318801341] [Citation(s) in RCA: 33] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing. Blind-rated indicators of teaching quality showed similar results across settings, which were above the local benchmark. Children showed improvements across blinded proximal measures of spontaneous vocalization, social interaction, and imitation and across distal measures of verbal cognition, adaptive behavior, and autism symptoms irrespective of intervention setting. Mothers of participants experienced a reduction in stress irrespective of child intervention setting. Across both settings, age at intervention start was negatively associated with gains in verbal cognition. Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible, with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms.
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Affiliation(s)
- Giacomo Vivanti
- 1 A.J. Drexel Autism Institute, Drexel University, USA.,2 La Trobe University, Australia
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Cole EJ, Slocombe KE, Barraclough NE. Abilities to Explicitly and Implicitly Infer Intentions from Actions in Adults with Autism Spectrum Disorder. J Autism Dev Disord 2018; 48:1712-1726. [PMID: 29214604 PMCID: PMC5889782 DOI: 10.1007/s10803-017-3425-5] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Previous research suggests that Autism Spectrum Disorder (ASD) might be associated with impairments on implicit but not explicit mentalizing tasks. However, such comparisons are made difficult by the heterogeneity of stimuli and the techniques used to measure mentalizing capabilities. We tested the abilities of 34 individuals (17 with ASD) to derive intentions from others' actions during both explicit and implicit tasks and tracked their eye-movements. Adults with ASD displayed explicit but not implicit mentalizing deficits. Adults with ASD displayed typical fixation patterns during both implicit and explicit tasks. These results illustrate an explicit mentalizing deficit in adults with ASD, which cannot be attributed to differences in fixation patterns.
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Affiliation(s)
- Eleanor J Cole
- The Department of Psychology, The University of York, Heslington, York, YO10 5DD, UK.
| | - Katie E Slocombe
- The Department of Psychology, The University of York, Heslington, York, YO10 5DD, UK
| | - Nick E Barraclough
- The Department of Psychology, The University of York, Heslington, York, YO10 5DD, UK
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28
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Vivanti G, Hocking DR, Fanning PAJ, Uljarevic M, Postorino V, Mazzone L, Dissanayake C. Attention to novelty versus repetition: Contrasting habituation profiles in Autism and Williams syndrome. Dev Cogn Neurosci 2018; 29:54-60. [PMID: 28130077 PMCID: PMC6987850 DOI: 10.1016/j.dcn.2017.01.006] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2016] [Revised: 10/06/2016] [Accepted: 01/06/2017] [Indexed: 11/28/2022] Open
Abstract
BACKGROUND Abnormalities in habituation have been documented in Autism Spectrum Disorder (ASD) and Williams syndrome (WS). Such abnormalities have been proposed to underlie the distinctive social and non-social difficulties that define ASD, including sensory features and repetitive behaviours, and the distinctive social phenotype characterizing WS. METHODS We measured habituation in 39 preschoolers with ASD, 20 peers with WS and 19 typically developing (TD) children using an eye-tracking protocol that measured participants' duration of attention in response to a repeating stimulus and a novel stimulus presented side by side across multiple trials. RESULTS Participants in the TD group and the WS group decreased their attention toward the repeating stimulus and increased their attention to the novel stimulus over time. Conversely, the ASD group showed a similar attentional response to the novel and repeating stimuli. Habituation was correlated with social functioning in the WS but not in the ASD group. Contrary to predictions, slower habituation in ASD was associated with lower severity of repetitive behaviours. CONCLUSIONS Habituation appears to be intact in WS and impaired in ASD. More research is needed to clarify the nature of the syndrome-specific patterns of correlations between habituation and social and non-social functioning in these neurodevelopmental disorders.
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Affiliation(s)
- Giacomo Vivanti
- A.J. Drexel Autism Institute, Drexel University, 3020 Market Street, Suite 560, Philadelphia, PA 19104-3734, USA; Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, VIC 3086, Australia.
| | - Darren R Hocking
- Developmental Neuromotor & Cognition Lab, School of Psychology and Public Health, La Trobe University, Melbourne, VIC 3086, Australia.
| | - Peter A J Fanning
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, VIC 3086, Australia.
| | - Mirko Uljarevic
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, VIC 3086, Australia; Cooperative Research Centre for Living with Autism (Autism CRC), Brisbane, QLD, Australia
| | - Valentina Postorino
- The Marcus Autism Center, Emory University School of Medicine, 1920 Briarcliff Road, NE, Atlanta, GA, 30329, USA; Emory University School of Medicine, Department of Pediatrics, 1920 Briarcliff Road, NE, Atlanta, GA, 30329, USA; I.R.C.C.S. Children's Hospital Bambino Gesù, Department of Neuroscience, Child Neuropsychiatry Unit, Piazza S. Onofrio 4, 00165, Rome, Italy.
| | - Luigi Mazzone
- I.R.C.C.S. Children's Hospital Bambino Gesù, Department of Neuroscience, Child Neuropsychiatry Unit, Piazza S. Onofrio 4, 00165, Rome, Italy; Child Neurology and Psychiatry Unit, Systems Medicine Department, Tor Vergata University of Rome, Italy.
| | - Cheryl Dissanayake
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, VIC 3086, Australia.
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Murias M, Major S, Davlantis K, Franz L, Harris A, Rardin B, Sabatos-DeVito M, Dawson G. Validation of eye-tracking measures of social attention as a potential biomarker for autism clinical trials. Autism Res 2017; 11:166-174. [PMID: 29193826 DOI: 10.1002/aur.1894] [Citation(s) in RCA: 57] [Impact Index Per Article: 8.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2017] [Revised: 09/28/2017] [Accepted: 11/06/2017] [Indexed: 12/17/2022]
Abstract
Social communication impairments are a core feature of autism spectrum disorder (ASD), and this class of symptoms is a target for treatments for the disorder. Measures of social attention, assessed via eye-gaze tracking (EGT), have been proposed as an early efficacy biomarker for clinical trials targeting social communication skills. EGT measures have been shown to differentiate children with ASD from typical children; however, there is less known about their relationships with social communication outcome measures that are typically used in ASD clinical trials. In the present study, an EGT task involving viewing a videotape of an actor making bids for a child's attention was evaluated in 25 children with ASD aged 24-72 months. Children's attention to the actor during the dyadic bid condition measured via EGT was found to be strongly associated with five well-validated caregiver-reported outcome measures that are commonly used to assess social communication in clinical trials. These results highlight the convergent validity of EGT measures of social attention in relation to caregiver-reported clinical measures. EGT holds promise as a non-invasive, quantitative, and objective biomarker that is associated with social communication abilities in children with ASD. Autism Res 2018, 11: 166-174. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY Eye-gaze tracking (EGT), an automated tool that tracks eye-gaze patterns, might help measure outcomes in clinical trials investigating interventions to treat autism spectrum disorders. In this study, an EGT task was evaluated in children with ASD, who watched a video with an actor talking directly to them. Patterns of eye-gaze were associated with caregiver-reported measures of social communication that are used in clinical trials. We show EGT may be a promising objective tool measuring outcomes.
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Affiliation(s)
- Michael Murias
- Duke Institute for Brain Sciences, 308 Research Drive, Duke University, Durham, NC, 27710.,Duke Center for Autism and Brain Development, 2608 Erwin Road, Suite 300, Duke University, Durham, NC
| | - Samantha Major
- Duke Center for Autism and Brain Development, 2608 Erwin Road, Suite 300, Duke University, Durham, NC.,Department of Psychiatry and Behavioral Sciences, Duke University, Durham, NC, 27701
| | - Katherine Davlantis
- Duke Center for Autism and Brain Development, 2608 Erwin Road, Suite 300, Duke University, Durham, NC.,Department of Psychiatry and Behavioral Sciences, Duke University, Durham, NC, 27701
| | - Lauren Franz
- Duke Center for Autism and Brain Development, 2608 Erwin Road, Suite 300, Duke University, Durham, NC.,Department of Psychiatry and Behavioral Sciences, Duke University, Durham, NC, 27701
| | - Adrianne Harris
- Duke Center for Autism and Brain Development, 2608 Erwin Road, Suite 300, Duke University, Durham, NC
| | - Benjamin Rardin
- Duke Center for Autism and Brain Development, 2608 Erwin Road, Suite 300, Duke University, Durham, NC.,Department of Psychiatry and Behavioral Sciences, Duke University, Durham, NC, 27701
| | - Maura Sabatos-DeVito
- Duke Center for Autism and Brain Development, 2608 Erwin Road, Suite 300, Duke University, Durham, NC.,Department of Psychiatry and Behavioral Sciences, Duke University, Durham, NC, 27701
| | - Geraldine Dawson
- Duke Institute for Brain Sciences, 308 Research Drive, Duke University, Durham, NC, 27710.,Duke Center for Autism and Brain Development, 2608 Erwin Road, Suite 300, Duke University, Durham, NC.,Department of Psychiatry and Behavioral Sciences, Duke University, Durham, NC, 27701
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Chetcuti L, Hudry K, Grant M, Vivanti G. Object-directed imitation in autism spectrum disorder is differentially influenced by motoric task complexity, but not social contextual cues. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2017; 23:199-211. [PMID: 29139304 DOI: 10.1177/1362361317734063] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
We examined the role of social motivation and motor execution factors in object-directed imitation difficulties in autism spectrum disorder. A series of to-be-imitated actions was presented to 35 children with autism spectrum disorder and 20 typically developing children on an Apple® iPad® by a socially responsive or aloof model, under conditions of low and high motor demand. There were no differences in imitation performance (i.e. the number of actions reproduced within a fixed sequence), for either group, in response to a model who acted socially responsive or aloof. Children with autism spectrum disorder imitated the high motor demand task more poorly than the low motor demand task, while imitation performance for typically developing children was equivalent across the low and high motor demand conditions. Furthermore, imitative performance in the autism spectrum disorder group was unrelated to social reciprocity, though positively associated with fine motor coordination. These results suggest that difficulties in object-directed imitation in autism spectrum disorder are the result of motor execution difficulties, not reduced social motivation.
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Affiliation(s)
- Lacey Chetcuti
- Olga Tennison Autism Research Center, School of Psychology and Public Health, La Trobe University, Australia
| | - Kristelle Hudry
- Olga Tennison Autism Research Center, School of Psychology and Public Health, La Trobe University, Australia.,Victorian Autism Specific Early Learning and Care Centre, La Trobe University, Australia
| | - Megan Grant
- Olga Tennison Autism Research Center, School of Psychology and Public Health, La Trobe University, Australia
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Nuske HJ, Hedley D, Woollacott A, Thomson P, Macari S, Dissanayake C. Developmental delays in emotion regulation strategies in preschoolers with autism. Autism Res 2017; 10:1808-1822. [DOI: 10.1002/aur.1827] [Citation(s) in RCA: 37] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2017] [Revised: 04/11/2017] [Accepted: 05/23/2017] [Indexed: 11/06/2022]
Affiliation(s)
- Heather J. Nuske
- Center for Mental Health Policy and Services Research, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia; Pennsylvania USA
| | - Darren Hedley
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University; Victoria Australia
| | - Alexandra Woollacott
- Psychology Department; College of Arts and Sciences, Seattle University, Seattle; Washington USA
| | - Phoebe Thomson
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University; Victoria Australia
| | - Suzanne Macari
- Child Study Center; School of Medicine, Yale University, New Haven, New Haven; Connecticut USA
| | - Cheryl Dissanayake
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University; Victoria Australia
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Vivanti G, Hocking DR, Fanning P, Dissanayake C. The social nature of overimitation: Insights from Autism and Williams syndrome. Cognition 2017; 161:10-18. [DOI: 10.1016/j.cognition.2017.01.008] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2016] [Revised: 12/21/2016] [Accepted: 01/09/2017] [Indexed: 01/20/2023]
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Vivanti G, Hocking DR, Fanning P, Dissanayake C. Verbal labels increase the salience of novel objects for preschoolers with typical development and Williams syndrome, but not in autism. J Neurodev Disord 2017; 8:46. [PMID: 28050217 PMCID: PMC5203722 DOI: 10.1186/s11689-016-9180-7] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/26/2016] [Accepted: 11/30/2016] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Early research has documented that young children show an increased interest toward objects that are verbally labeled by an adult, compared to objects that are presented without a label. It is unclear whether the same phenomenon occurs in neurodevelopmental disorders affecting social development, such as autism spectrum disorder (ASD) and Williams syndrome (WS). METHODS The present study used a novel eye-tracking paradigm to determine whether hearing a verbal label increases the salience of novel objects in 35 preschoolers with ASD, 18 preschoolers with WS, and 20 typically developing peers. RESULTS We found that typically developing children and those with WS, but not those with ASD, spent significantly more time looking at objects that are verbally labeled by an adult, compared to objects that are presented without a label. CONCLUSIONS In children without ASD, information accompanied by the speaker's verbal label is accorded a "special status," and it is more likely to be attended to. In contrast, children with ASD do not appear to attribute a special salience to labeled objects compared to non-labeled objects. This result is consistent with the notion that reduced responsivity to pedagogical cues hinders social learning in young children with ASD.
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Affiliation(s)
- Giacomo Vivanti
- A.J. Drexel Autism Institute, Drexel University, 3020 Market Street, Suite 560, Philadelphia, PA 19104-3734 USA ; Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
| | - Darren R Hocking
- Developmental Neuromotor and Cognition Lab, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
| | - Peter Fanning
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
| | - Cheryl Dissanayake
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
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