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Pan CY, Sung MC, Tsai CL, Chen FC, Chen YJ, Chen CC. The relationships between motor skills and executive functions in children with and without autism spectrum disorder. Autism Res 2024; 17:1149-1160. [PMID: 38641916 DOI: 10.1002/aur.3136] [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: 09/23/2023] [Accepted: 04/09/2024] [Indexed: 04/21/2024]
Abstract
To date, information on associations between motor skills and executive functions (EF) in autistic children is limited. The purpose of this study was to compare motor skills and EF performance between autistic children and typically developing (TD) children and to examine the relationships between motor skills and EF in these two groups. Forty-eight autistic children and 48 TD children aged 6 to 12 years were recruited for this study. Motor skills were measured with the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). EF was assessed with the Stroop Color and Word Test, the Wisconsin Card Sorting Task (WCST), and the Test of Attentional Performance: Go/No-go test. Independent sample t-tests were used to compare the BOT-2 scores and EF measures between autistic children and TD children. Pearson product-moment correlation and regressions were conducted to assess the relationships between the BOT-2 scores and the EF measures for each group. Results showed that autistic children scored significantly lower than TD children on all four BOT-2 composite scores and a total motor composite. Autistic children also demonstrated significantly lower levels of performance on all EF measures than TD children. Further, autistic children showed more significant associations between motor skills and EF than TD children, particularly pronounced in the domains of fine manual control and manual coordination to cognitive flexibility, as well as manual coordination and inhibitory control. Continued development of motor skills and EF in autistic children is important. The relationships between motor skills and EF were significant among autistic children, suggesting future research on promoting EF through motor skill interventions in autistic children is required.
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Affiliation(s)
- Chien-Yu Pan
- Department of Physical Education, National Kaohsiung Normal University, Kaohsiung, Taiwan
| | - Ming-Chih Sung
- Department of Human Performance and Health, University of South Carolina Upstate, Spartanburg, South Carolina, USA
| | - Chia-Liang Tsai
- Institute of Physical Education, Health and Leisure Studies, National Cheng Kung University, Tainan, Taiwan
| | - Fu-Chen Chen
- Department of Physical Education, National Kaohsiung Normal University, Kaohsiung, Taiwan
| | - Yung-Ju Chen
- Department of Teacher Education & Kinesiology, Minot State University, Minot, North Dakota, USA
| | - Chih-Chia Chen
- Department of Kinesiology, Mississippi State University, Starkville, Mississippi, USA
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2
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Maffei MF, Chenausky KV, Haenssler A, Abbiati C, Tager-Flusberg H, Green JR. Exploring Motor Speech Disorders in Low and Minimally Verbal Autistic Individuals: An Auditory-Perceptual Analysis. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:1485-1503. [PMID: 38512040 DOI: 10.1044/2024_ajslp-23-00237] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/22/2024]
Abstract
PURPOSE Motor deficits are widely documented among autistic individuals, and speech characteristics consistent with a motor speech disorder have been reported in prior literature. We conducted an auditory-perceptual analysis of speech production skills in low and minimally verbal autistic individuals as a step toward clarifying the nature of speech production impairments in this population and the potential link between oromotor functioning and language development. METHOD Fifty-four low or minimally verbal autistic individuals aged 4-18 years were video-recorded performing nonspeech oromotor tasks and producing phonemes, syllables, and words in imitation. Three trained speech-language pathologists provided auditory perceptual ratings of 11 speech features reflecting speech subsystem performance and overall speech production ability. The presence, attributes, and severity of signs of oromotor dysfunction were analyzed, as were relative performance on nonspeech and speech tasks and correlations between perceptual speech features and language skills. RESULTS AND CONCLUSIONS Our findings provide evidence of a motor speech disorder in this population, characterized by perceptual speech features including reduced intelligibility, decreased consonant and vowel precision, and impairments of speech coordination and consistency. Speech deficits were more associated with articulation than with other speech subsystems. Speech production was more impaired than nonspeech oromotor abilities in a subgroup of the sample. Oromotor deficits were significantly associated with expressive and receptive language skills. Findings are interpreted in the context of known characteristics of the pediatric motor speech disorders childhood apraxia of speech and childhood dysarthria. These results, if replicated in future studies, have significant potential to improve the early detection of language impairments, inform the development of speech and language interventions, and aid in the identification of neurobiological mechanisms influencing communication development.
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Affiliation(s)
- Marc F Maffei
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
| | - Karen V Chenausky
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
- Department of Neurology, Harvard Medical School, Boston, MA
| | - Abigail Haenssler
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
| | - Claudia Abbiati
- College of Nursing and Health Sciences, The University of Vermont, Burlington
| | | | - Jordan R Green
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
- Speech and Hearing Bioscience and Technology Program, Harvard University, Cambridge, MA
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Ikeda A, Hakuno Y, Asada K, Ikeda T, Yamagata T, Hirai M. Development of emotion comprehension in children with autism spectrum disorder and Williams syndrome. Autism Res 2023; 16:2378-2390. [PMID: 37975148 DOI: 10.1002/aur.3053] [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: 05/22/2023] [Accepted: 10/19/2023] [Indexed: 11/19/2023]
Abstract
Although research has shed light on the development of emotion comprehension in typically developing children, little is known about emotion comprehension in children who are developing atypically. Thus, this study examined the developmental trajectory of emotion understanding in non-clinical (NC) children and children with autism spectrum disorder (ASD) and Williams syndrome (WS) using a Test of Emotion Comprehension. In the test, we measured children's understanding of (I) recognition of emotions based on facial expressions, (II) external causes of emotions, (III) desire-based emotions, (IV) belief-based emotions, (V) the influence of a reminder on a present emotional state, (VI) regulating an experienced emotion, (VII) hiding an emotional state, (VIII) mixed emotions, and (IX) moral emotions. A Bayesian modeling approach was applied to compare the developmental trajectories of emotion understanding across the syndrome groups. The results revealed that NC children and children with WS followed significantly different developmental trajectories in specific aspects of emotion understanding, while children with ASD followed a very similar path to NC children. Children with ASD and NC children gradually developed an understanding of each component of emotion comprehension as they matured. However, the understanding of some components, such as desire-based emotions, hiding an emotional state, and moral emotions, in children with WS was affected by their Autism Spectrum Quotient scores. This is one of the first cross-syndrome studies to assess the development of emotion comprehension in children with ASD and WS, providing important insights for understanding the nature of disability and advancing the development of intervention programs.
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Affiliation(s)
- Ayaka Ikeda
- School of Human Sciences, Senshu University, Kawasaki, Japan
- Center for Development of Advanced Medical Technology, Jichi Medical University, Tochigi, Japan
| | - Yoko Hakuno
- Center for Development of Advanced Medical Technology, Jichi Medical University, Tochigi, Japan
- Global Research Institute, Keio University, Tokyo, Japan
| | - Kosuke Asada
- Faculty of Sociology, Toyo University, Tokyo, Japan
| | - Takahiro Ikeda
- Department of Pediatrics, Jichi Medical University, Tochigi, Japan
| | | | - Masahiro Hirai
- Center for Development of Advanced Medical Technology, Jichi Medical University, Tochigi, Japan
- Department of Pediatrics, Jichi Medical University, Tochigi, Japan
- Department of Cognitive and Psychological Sciences, Graduate School of Informatics, Nagoya University, Nagoya, Japan
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Keating CT, Ichijo E, Cook JL. Autistic adults exhibit highly precise representations of others' emotions but a reduced influence of emotion representations on emotion recognition accuracy. Sci Rep 2023; 13:11875. [PMID: 37481669 PMCID: PMC10363153 DOI: 10.1038/s41598-023-39070-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Accepted: 07/19/2023] [Indexed: 07/24/2023] Open
Abstract
To date, studies have not yet established the mechanisms underpinning differences in autistic and non-autistic emotion recognition. The current study first investigated whether autistic and non-autistic adults differed in terms of the precision and/or differentiation of their visual emotion representations and their general matching abilities, and second, explored whether differences therein were related to challenges in accurately recognizing emotional expressions. To fulfil these aims, 45 autistic and 45 non-autistic individuals completed three tasks employing dynamic point light displays of emotional facial expressions. We identified that autistic individuals had more precise visual emotion representations than their non-autistic counterparts, however, this did not confer any benefit for their emotion recognition. Whilst for non-autistic people, non-verbal reasoning and the interaction between precision of emotion representations and matching ability predicted emotion recognition, no variables contributed to autistic emotion recognition. These findings raise the possibility that autistic individuals are less guided by their emotion representations, thus lending support to Bayesian accounts of autism.
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Affiliation(s)
| | - Eri Ichijo
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Jennifer L Cook
- School of Psychology, University of Birmingham, Birmingham, UK
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Odermatt SD, Möhring W, Grieder S, Grob A. Cognitive and Developmental Functions in Autistic and Non-Autistic Children and Adolescents: Evidence from the Intelligence and Development Scales-2. J Intell 2022; 10:jintelligence10040112. [PMID: 36412792 PMCID: PMC9680381 DOI: 10.3390/jintelligence10040112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Revised: 11/09/2022] [Accepted: 11/16/2022] [Indexed: 11/24/2022] Open
Abstract
Autistic individuals often show impairments in cognitive and developmental domains beyond the core symptoms of lower social communication skills and restricted repetitive behaviors. Consequently, the assessment of cognitive and developmental functions constitutes an essential part of the diagnostic evaluation. Yet, evidence on differential validity from intelligence and developmental tests, which are commonly used with autistic individuals, varies widely. In the current study, we investigated the cognitive (i.e., intelligence, executive functions) and developmental (i.e., psychomotor skills, social-emotional skills, basic skills, motivation and attitude, participation during testing) functions of autistic and non-autistic children and adolescents using the Intelligence and Development Scales-2 (IDS-2). We compared 43 autistic (Mage = 12.30 years) with 43 non-autistic (Mage = 12.51 years) participants who were matched for age, sex, and maternal education. Autistic participants showed significantly lower mean values in psychomotor skills, language skills, and the evaluation of participation during testing of the developmental functions compared to the control sample. Our findings highlight that autistic individuals show impairments particularly in motor and language skills using the IDS-2, which therefore merit consideration in autism treatment in addition to the core symptoms and the individuals' intellectual functioning. Moreover, our findings indicate that particularly motor skills might be rather neglected in autism diagnosis and may be worthy of receiving more attention. Nonsignificant group differences in social-emotional skills could have been due to compensatory effects of average cognitive abilities in our autistic sample.
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Affiliation(s)
- Salome D. Odermatt
- Department of Psychology, University of Basel, 4055 Basel, Switzerland
- Correspondence:
| | - Wenke Möhring
- Department of Psychology, University of Basel, 4055 Basel, Switzerland
- Department of Educational Psychology and Health Psychology, University of Education Schwäbisch Gmünd, 73525 Schwäbisch Gmünd, Germany
| | - Silvia Grieder
- Department of Psychology, University of Basel, 4055 Basel, Switzerland
| | - Alexander Grob
- Department of Psychology, University of Basel, 4055 Basel, Switzerland
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Fernandes AC, Viegas ÂA, Lacerda ACR, Nobre JNP, Morais RLDS, Figueiredo PHS, Costa HS, Camargos ACR, Ferreira FDO, de Freitas PM, Santos T, da Silva Júnior FA, Bernardo-Filho M, Taiar R, Sartorio A, Mendonça VA. Association between executive functions and gross motor skills in overweight/obese and eutrophic preschoolers: cross-sectional study. BMC Pediatr 2022; 22:498. [PMID: 35999515 PMCID: PMC9400322 DOI: 10.1186/s12887-022-03553-2] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Accepted: 08/10/2022] [Indexed: 01/19/2023] Open
Abstract
BACKGROUND Preschool age (3-5 years old) is a crucial period for children to acquire gross motor skills and develop executive functions (EFs). However, the association between the qualitative gross motor skills and EFs remains unknown in preschoolers, especially among overweight and obese children. METHODS This was a cross-sectional, exploratory, and quantitative study carried out on 49 preschool children, divided into two subgroups according to their body mass index (overweight/obese: 24; eutrophic [normal weight]: 25). The mean age was 4.59 years. More than half of the sample were boys (55%) and most of the mothers had completed high school (67%) and were class C socioeconomic level (63%). Gross motor skills were assessed using the Test of Gross Motor Development-2, while EFs were evaluated using Semantic verbal fluency (SVF), Tower of Hanoi (TH), Day/Night Stroop, and Delayed Gratification tests. Multiple linear regression models adjusted for sex, age, maternal education, socioeconomic status, quality of the home environment, and quality of the school environment using the stepwise method were executed, considering the cognitive tasks as independent variables and gross motor skills as dependent variable. RESULTS The overweight/obese preschoolers showed worse locomotor skills than their eutrophic peers and below average gross motor quotient (GMQ). Overweight/obese girls performed worse in OC skills than boys with excess weight. SVF (number of errors) and TH (rule breaks) explained 57.8% of the variance in object control (OC) skills and 40.5% of the variance in GMQ (p < .05) in the overweight/obese children. Surprisingly, there was no significant association between any of the EF tasks and gross motor skills in the eutrophic children. CONCLUSION A relationship between EF tasks (number of errors in SVF and rule breaks in TH) and gross motor skills (OC and GMQ) was demonstrated in the overweight/obese preschoolers, indicating that worse cognitive flexibility, working memory, planning, and problem solving are associated with worse gross motor skills in this population when compared to eutrophic children.
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Affiliation(s)
- Amanda Cristina Fernandes
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil
| | - Ângela Alves Viegas
- Programa de Pós-Graduação Multicêntrico em Ciências Fisiológicas (PPGMCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Ana Cristina Rodrigues Lacerda
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil
- Programa de Pós-Graduação Multicêntrico em Ciências Fisiológicas (PPGMCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Juliana Nogueira Pontes Nobre
- Programa de Pós-Graduação Multicêntrico em Ciências Fisiológicas (PPGMCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Rosane Luzia De Souza Morais
- Programa de Pós-Graduação Saúde, Sociedade e Ambiente (PPGSaSA), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Pedro Henrique Scheidt Figueiredo
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Henrique Silveira Costa
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Ana Cristina Resende Camargos
- Programa de Pós-Graduação em Ciências da Reabilitação, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, Minas Gerais, Brazil
| | | | - Patrícia Martins de Freitas
- Programa de Pós-Graduação em Psicologia da Saúde (PPGPSI), Instituto Multidisciplinar em Saúde da Universidade Federal da Bahia (UFBA), Vitória da Conquista, Bahia, Brazil
| | - Thiago Santos
- Departamento de Ciências Biológicas, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Fidelis Antônio da Silva Júnior
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Mário Bernardo-Filho
- Laboratório de Vibrações Mecânicas e Práticas Integrativas - LAVIMPI, Departamento de Biofísica e Biometria, Instituto de Biologia Roberto Alcântara Gomes and Policlínica Piquet Carneiro, Universidade do Estado do Rio de Janeiro (UERJ), Rio de Janeiro, RJ, Brazil
| | - Redha Taiar
- Université de Reims Champagne Ardenne, MATIM, 51100, Reims, France
| | - Alessandro Sartorio
- Istituto Auxologico Italiano, IRCCS, Division of Auxology and Metabolic Diseases & Experimental Laboratory for Auxo-endocrinological Research, Piancavallo-Verbania, Italy
| | - Vanessa Amaral Mendonça
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil.
- Programa de Pós-Graduação Multicêntrico em Ciências Fisiológicas (PPGMCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil.
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil.
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Zhang M, Chen Y, Lin Y, Ding H, Zhang Y. Multichannel Perception of Emotion in Speech, Voice, Facial Expression, and Gesture in Individuals With Autism: A Scoping Review. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1435-1449. [PMID: 35316079 DOI: 10.1044/2022_jslhr-21-00438] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE Numerous studies have identified individuals with autism spectrum disorder (ASD) with deficits in unichannel emotion perception and multisensory integration. However, only limited research is available on multichannel emotion perception in ASD. The purpose of this review was to seek conceptual clarification, identify knowledge gaps, and suggest directions for future research. METHOD We conducted a scoping review of the literature published between 1989 and 2021, following the 2005 framework of Arksey and O'Malley. Data relating to study characteristics, task characteristics, participant information, and key findings on multichannel processing of emotion in ASD were extracted for the review. RESULTS Discrepancies were identified regarding multichannel emotion perception deficits, which are related to participant age, developmental level, and task demand. Findings are largely consistent regarding the facilitation and compensation of congruent multichannel emotional cues and the interference and disruption of incongruent signals. Unlike controls, ASD individuals demonstrate an overreliance on semantics rather than prosody to decode multichannel emotion. CONCLUSIONS The existing literature on multichannel emotion perception in ASD is limited, dispersed, and disassociated, focusing on a variety of topics with a wide range of methodologies. Further research is necessary to quantitatively examine the impact of methodological choice on performance outcomes. An integrated framework of emotion, language, and cognition is needed to examine the mutual influences between emotion and language as well as the cross-linguistic and cross-cultural differences. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.19386176.
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Affiliation(s)
- Minyue Zhang
- Speech-Language-Hearing Center, School of Foreign Languages, Shanghai Jiao Tong University, China
| | - Yu Chen
- Speech-Language-Hearing Center, School of Foreign Languages, Shanghai Jiao Tong University, China
| | - Yi Lin
- Speech-Language-Hearing Center, School of Foreign Languages, Shanghai Jiao Tong University, China
| | - Hongwei Ding
- Speech-Language-Hearing Center, School of Foreign Languages, Shanghai Jiao Tong University, China
| | - Yang Zhang
- Department of Speech-Language-Hearing Sciences and Center for Neurobehavioral Development, University of Minnesota, Twin Cities, Minneapolis
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Leung FYN, Sin J, Dawson C, Ong JH, Zhao C, Veić A, Liu F. Emotion recognition across visual and auditory modalities in autism spectrum disorder: A systematic review and meta-analysis. DEVELOPMENTAL REVIEW 2022. [DOI: 10.1016/j.dr.2021.101000] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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Ketcheson L, Felzer-Kim IT, Hauck JL. Promoting Adapted Physical Activity Regardless of Language Ability in Young Children With Autism Spectrum Disorder. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2021; 92:813-823. [PMID: 32854599 DOI: 10.1080/02701367.2020.1788205] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/14/2019] [Accepted: 06/18/2020] [Indexed: 06/11/2023]
Abstract
Purpose: There is a relationship between motor and language skills in children with Autism Spectrum Disorder (ASD), but little work addresses the ramifications of this relationship for professionals who teach motor skills to this population. Within a motor skills intervention, this study probed the importance of language skills for motor intervention. We examined the relationship between motor and language skills at baseline, and then the relationship between baseline language skills and motor improvements resulting from the intervention. Method: Twenty children aged 4-6 years with ASD participated. Eleven children received 20 hr per week of motor intervention for 8 weeks. Nine children did not receive motor intervention. Language skills (Mullen Scales of Early Learning) and motor skills (Test of Gross Motor Development - 2) were assessed at baseline and post-intervention. Spearman correlations tested the associations between baseline language and baseline motor skills. This analysis was repeated in the intervention sample to test the association between baseline language level and response to intervention (motor skill changes from baseline to post-intervention). Results: Prior to intervention, locomotor skills are positively correlated (p < .001) with both receptive (rs = 0.827) and expressive (rs = 0.722) language skills. Similarly, object-control skills are positively correlated (rs < .001) with receptive (rs = 0.779) and expressive (rs = 0.729) language skills. However, those baseline language skills do not relate to motor change in the experimental group. Conclusion: These results suggest that motor programs may improve motor skills in children with ASD when language is supported, regardless of pre-program language ability.
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10
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Keating CT, Cook JL. Facial Expression Production and Recognition in Autism Spectrum Disorders: A Shifting Landscape. Psychiatr Clin North Am 2021; 44:125-139. [PMID: 33526234 DOI: 10.1016/j.psc.2020.11.010] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Social "difficulties" associated with ASD may be a product of neurotypical-autistic differences in emotion expression and recognition. Research suggests that neurotypical and autistic individuals exhibit expressive differences, with autistic individuals displaying less frequent expressions that are rated lower in quality by non-autistic raters. Autistic individuals have difficulties recognizing neurotypical facial expressions; neurotypical individuals have difficulties recognizing autistic expressions. However, findings are mixed. Task-related factors (e.g., intensity of stimuli) and participant characteristics (e.g., age, IQ, comorbid diagnoses) may contribute to the mixed findings. The authors conclude by highlighting important areas for future research and the clinical implications of the discussed findings.
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Affiliation(s)
- Connor Tom Keating
- School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK. https://twitter.com/ConnorTKeating
| | - Jennifer Louise Cook
- School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
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Klupp S, Möhring W, Lemola S, Grob A. Relations between fine motor skills and intelligence in typically developing children and children with attention deficit hyperactivity disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 110:103855. [PMID: 33493957 DOI: 10.1016/j.ridd.2021.103855] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Revised: 11/02/2020] [Accepted: 01/05/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND The embodied cognition hypothesis implies a close connection between motor and cognitive development. Evidence for these associations is accumulating, with some studies indicating stronger relations in clinical than typically developing samples. AIMS The present study extends previous research and investigates relations between fine motor skills and intelligence in typically developing children (n = 139, 7-13 years) and same-aged children with attention deficit hyperactivity disorder (ADHD, n = 46). In line with previous findings, we hypothesized stronger relations in children with ADHD than in typically developing children. METHODS AND PROCEDURE Fine motor skills were assessed using the standardized Movement Assessment Battery for Children. Intelligence was measured with the standardized Wechsler Intelligence Scale for Children. OUTCOMES AND RESULTS Regression analyses indicated significant relations between fine motor skills and full-scale IQ, perceptual reasoning, working memory, and processing speed. Moderation analyses identified stronger relations between fine motor skills and full-scale IQ, perceptual reasoning, and verbal comprehension in children with ADHD compared to typically developing children. CONCLUSIONS AND IMPLICATIONS Results suggest a close relation between fine motor skills and intelligence in children with and without ADHD, with children diagnosed with ADHD showing stronger relations. Findings support combined motor-cognitive interventions in treating children with ADHD.
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Affiliation(s)
| | - Wenke Möhring
- University of Basel, Department of Psychology, Switzerland
| | | | - Alexander Grob
- University of Basel, Department of Psychology, Switzerland
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Peñuelas-Calvo I, Sareen A, Porras-Segovia A, Cegla-Schvatzman FB, Fernandez-Berrocal P. The Association Between Reading the Mind in the Eyes Test Performance and Intelligence Quotient in Children and Adolescents With Asperger Syndrome. Front Psychiatry 2021; 12:642799. [PMID: 33854452 PMCID: PMC8039142 DOI: 10.3389/fpsyt.2021.642799] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Accepted: 02/15/2021] [Indexed: 12/03/2022] Open
Abstract
Background: There has been an extensive debate about a potential association between intelligence and social cognition. In this study, we aimed to assess the association between social cognition as measured with the Reading the Mind in the Eyes test (RMET) and intelligence as measured with the fourth edition of the Wechsler Intelligence Scale for Children (WISC-IV) in children and adolescents diagnosed with Asperger Syndrome (AS). Methods: We conducted a cross-sectional study among 84 children diagnosed with AS aged 6-16 years (mean = 11.64; standard deviation = 2.75; 92.9% males). We analyzed the association between RMET performance and WISC-IV total score as well as the association between RMET performance and each of the four WISC-IV indexes (processing speed index, PSI; working memory index, WMI; perceptual reasoning index, PRI, and verbal comprehension index, VCI). Results: We found a positive correlation between RMET performance and full-scale intelligence quotient (r = 0.340; p < 0.01), VCI (r = 0.310; p < 0.01), PRI (r = 0.401; p < 0.01), and WMI (r = 0.292; p < 0.01). In the linear regression model, age was a significant predictor of RMET score (β = 0.409; p < 0.001) as was PRI (β = 0.309; p = 0.019). Conclusion: Our results suggest that intelligence quotient positively influences RMET performance, indicating that intelligence increases social cognition in individuals diagnosed with AS. However, weak-to-moderate size effects were found. This study contributes to understanding the mechanisms underlying the disturbance of social cognition in children and adolescents diagnosed with AS.
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Affiliation(s)
- Inmaculada Peñuelas-Calvo
- Departamento de Psiquiatría Infantojuvenil, Hospital Universitario Fundación Jiménez Díaz, Madrid, Spain.,Facultad de Psicología, Universidad Complutense de Madrid, Madrid, Spain.,Instituto de Investigación Sanitaria Fundación Jiménez Díaz, Madrid, Spain
| | - Aditya Sareen
- Bronxcare Health System, New York, NY, United States
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Dyck MJ. The Ability to Understand the Experience of Other People: Development and Validation of the Emotion Recognition Scales. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/j.1742-9544.2011.00047.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
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14
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Associations between facial affect recognition and neurocognition in subjects at ultra-high risk for psychosis: A case-control study. Psychiatry Res 2020; 290:112969. [PMID: 32450415 DOI: 10.1016/j.psychres.2020.112969] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/22/2019] [Revised: 03/28/2020] [Accepted: 03/29/2020] [Indexed: 12/22/2022]
Abstract
The nature of facial affect recognition (FAR) deficits in subjects at ultra-high risk (UHR) for psychosis remains unclear. In schizophrenia, associations between FAR impairment and poor neurocognition have been demonstrated meta-analytically, but this potential link is understudied in the UHR population. Our study investigated a cross-sectional sample of UHR subjects (n = 22) and healthy controls (n = 50), with the Degraded Facial Affect Recognition (DFAR) Task and a neurocognitive test battery. Our primary aims were 1. to examine associations between FAR and neurocognition in UHR subjects and 2. to examine if associations differed between cases and controls. The secondary aim was to examine group differences in FAR and neurocognitive performance. In UHR subjects, FAR was significantly associated with working memory, a neurocognitive composite score and intelligence, and at trend level with most other assessed neurocognitive domains, with moderate to large effect sizes. There were no significant associations in controls. Associations between FAR and working memory and the neurocognitive composite score differed significantly between cases and controls. UHR subjects did not differ from controls on DFAR Task performance but showed significant deficits in three of six neurocognitive domains. Results may suggest that FAR is associated with working memory in UHR subjects, possibly reflecting a neurocognitive compensatory mechanism.
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Keating CT, Cook JL. Facial Expression Production and Recognition in Autism Spectrum Disorders: A Shifting Landscape. Child Adolesc Psychiatr Clin N Am 2020; 29:557-571. [PMID: 32471602 DOI: 10.1016/j.chc.2020.02.006] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
Social "difficulties" associated with ASD may be a product of neurotypical-autistic differences in emotion expression and recognition. Research suggests that neurotypical and autistic individuals exhibit expressive differences, with autistic individuals displaying less frequent expressions that are rated lower in quality by non-autistic raters. Autistic individuals have difficulties recognizing neurotypical facial expressions; neurotypical individuals have difficulties recognizing autistic expressions. However, findings are mixed. Task-related factors (e.g., intensity of stimuli) and participant characteristics (e.g., age, IQ, comorbid diagnoses) may contribute to the mixed findings. The authors conclude by highlighting important areas for future research and the clinical implications of the discussed findings.
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Affiliation(s)
- Connor Tom Keating
- School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK. https://twitter.com/ConnorTKeating
| | - Jennifer Louise Cook
- School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
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Liu TL, Wang PW, Yang YHC, Shyi GCW, Yen CF. Association between Facial Emotion Recognition and Bullying Involvement among Adolescents with High-Functioning Autism Spectrum Disorder. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16245125. [PMID: 31847476 PMCID: PMC6950635 DOI: 10.3390/ijerph16245125] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/11/2019] [Revised: 12/12/2019] [Accepted: 12/13/2019] [Indexed: 12/12/2022]
Abstract
Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is characterized by impaired social interaction, communication and restricted and repetitive behavior. Few studies have focused on the effect of facial emotion recognition on bullying involvement among individuals with ASD. The aim of this study was to examine the association between facial emotion recognition and different types of bullying involvement in adolescents with high-functioning ASD. We recruited 138 adolescents aged 11 to 18 years with high-functioning ASD. The adolescents’ experiences of bullying involvement were measured using the Chinese version of the School Bullying Experience Questionnaire. Their facial emotion recognition was measured using the Facial Emotion Recognition Task (which measures six emotional expressions and four degrees of emotional intensity). Logistic regression analysis was used to examine the association between facial emotion recognition and different types of bullying involvement. After controlling for the effects of age, gender, depression, anxiety, inattention, hyperactivity/impulsivity and opposition, we observed that bullying perpetrators performed significantly better on rating the intensity of emotion in the Facial Emotion Recognition Task; bullying victims performed significantly worse on ranking the intensity of facial emotion. The results of this study support the different deficits of facial emotion recognition in various types of bullying involvement among adolescents with high-functioning ASD. The different directions of association between bully involvement and facial emotion recognition must be considered when developing prevention and intervention programs.
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Affiliation(s)
- Tai-Ling Liu
- Department of Psychiatry, Kaohsiung Medical University Hospital, Kaohsiung 807, Taiwan; (T.-L.L.); (P.-W.W.)
- Department of Psychiatry, School of Medicine and Graduate Institute of Medicine, College of Medicine, Kaohsiung Medical University, Kaohsiung 807, Taiwan
| | - Peng-Wei Wang
- Department of Psychiatry, Kaohsiung Medical University Hospital, Kaohsiung 807, Taiwan; (T.-L.L.); (P.-W.W.)
- Department of Psychiatry, School of Medicine and Graduate Institute of Medicine, College of Medicine, Kaohsiung Medical University, Kaohsiung 807, Taiwan
| | - Yi-Hsin Connie Yang
- Department of Pharmacy, College of Pharmacy, Kaohsiung Medical University, Kaohsiung 807, Taiwan;
- National Institute of Cancer Research, National Health Research Institutes, Taipei 115, Taiwan
| | - Gary Chon-Wen Shyi
- Department of Psychology and Center for Research in Cognitive Sciences, National Chung-Cheng University, Chiayi 621, Taiwan
- Correspondence: (G.C.-W.S.); (C.-F.Y.)
| | - Cheng-Fang Yen
- Department of Psychiatry, Kaohsiung Medical University Hospital, Kaohsiung 807, Taiwan; (T.-L.L.); (P.-W.W.)
- Department of Psychiatry, School of Medicine and Graduate Institute of Medicine, College of Medicine, Kaohsiung Medical University, Kaohsiung 807, Taiwan
- Correspondence: (G.C.-W.S.); (C.-F.Y.)
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Specific Patterns of Emotion Recognition from Faces in Children with ASD: Results of a Cross-Modal Matching Paradigm. J Autism Dev Disord 2019; 48:844-852. [PMID: 29164447 DOI: 10.1007/s10803-017-3389-5] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
Children with ASD show emotion recognition difficulties, as part of their social communication deficits. We examined facial emotion recognition (FER) in intellectually disabled children with ASD and in younger typically developing (TD) controls, matched on mental age. Our emotion-matching paradigm employed three different modalities: facial, vocal and verbal. Results confirmed overall FER deficits in ASD. Compared to the TD group, children with ASD had the poorest performance in recognizing surprise and anger in comparison to happiness and sadness, and struggled with face-face matching, compared to voice-face and word-face combinations. Performance in the voice-face cross-modal recognition task was related to adaptive communication. These findings highlight the specific face processing deficit, and the relative merit of cross-modal integration in children with ASD.
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Liu TL, Wang PW, Yang YHC, Hsiao RC, Su YY, Shyi GCW, Yen CF. Deficits in facial emotion recognition and implicit attitudes toward emotion among adolescents with high functioning autism spectrum disorder. Compr Psychiatry 2019; 90:7-13. [PMID: 30639894 DOI: 10.1016/j.comppsych.2018.12.010] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/14/2018] [Revised: 10/13/2018] [Accepted: 12/17/2018] [Indexed: 12/27/2022] Open
Abstract
OBJECTIVE Impaired social interaction is one of the core characteristics of autism spectrum disorder (ASD). This study was conducted to compare the facial emotion recognition (FER) abilities and emotional interference of adolescents with and without high-functioning ASD by performing the FER Task (FERT) using the faces of Taiwanese people and the Implicit Association Test (IAT), respectively. METHODS This study recruited 71 adolescents with high-functioning ASD who aged at 11 to 18 years old as the ASD group and 63 adolescents without ASD from the Taiwanese community as the non-ASD group. We investigated FER abilities by conducting the FERT on six types of emotional expression with a three-level intensity rating, and we performed the IAT for evaluating the strength of a person's automatic association with mental representations of emotions in memory. RESULTS Compared with the non-ASD group, the ASD group performed significantly worse on facial emotion differentiation and the ranking and rating of emotional intensity in the FERT. The ASD group had higher IAT scores than the non-ASD group. CONCLUSION The results suggest that adolescents with high-functioning ASD have subtle deficits in facial emotion processing and emotional interference.
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Affiliation(s)
- Tai-Ling Liu
- Department of Psychiatry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan; Department of Psychiatry, School of Medicine and Graduate Institute of Medicine, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Peng-Wei Wang
- Department of Psychiatry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan; Department of Psychiatry, School of Medicine and Graduate Institute of Medicine, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Yi-Hsin Connie Yang
- Department of Pharmacy, College of Pharmacy, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Ray C Hsiao
- Department of Psychiatry and Behavioral Sciences, University of Washington School of Medicine, Seattle, WA, United States of America; Department of Psychiatry, Children's Hospital, Seattle, WA, United States of America
| | - Yi-Yin Su
- Research Assistant, Department of Psychiatry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Gary Chon-Wen Shyi
- Department of Psychology and Center for Research in Cognitive Sciences, National Chung-Cheng University, Chiayi, Taiwan.
| | - Cheng-Fang Yen
- Department of Psychiatry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan; Department of Psychiatry, School of Medicine and Graduate Institute of Medicine, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan.
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Houwen S, Kamphorst E, van der Veer G, Cantell M. Identifying patterns of motor performance, executive functioning, and verbal ability in preschool children: A latent profile analysis. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 84:3-15. [PMID: 29724641 DOI: 10.1016/j.ridd.2018.04.002] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2017] [Revised: 03/06/2018] [Accepted: 04/02/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND A relationship between motor performance and cognitive functioning is increasingly being recognized. Yet, little is known about the precise nature of the relationship between both domains, especially in early childhood. AIMS To identify distinct constellations of motor performance, executive functioning (EF), and verbal ability in preschool aged children; and to explore how individual and contextual variables are related to profile membership. METHODS AND PROCEDURES The sample consisted of 119 3- to 4-year old children (62 boys; 52%). The home based assessments consisted of a standardized motor test (Movement Assessment Battery for Children - 2), five performance-based EF tasks measuring inhibition and working memory, and the Receptive Vocabulary subtest from the Wechsler Preschool and Primary Scale of Intelligence Third Edition. Parents filled out the Behavior Rating Inventory of Executive Function - Preschool version. Latent profile analysis (LPA) was used to delineate profiles of motor performance, EF, and verbal ability. Chi-square statistics and multinomial logistic regression analysis were used to examine whether profile membership was predicted by age, gender, risk of motor coordination difficulties, ADHD symptomatology, language problems, and socioeconomic status (SES). OUTCOMES AND RESULTS LPA yielded three profiles with qualitatively distinct response patterns of motor performance, EF, and verbal ability. Quantitatively, the profiles showed most pronounced differences with regard to parent ratings and performance-based tests of EF, as well as verbal ability. Risk of motor coordination difficulties and ADHD symptomatology were associated with profile membership, whereas age, gender, language problems, and SES were not. CONCLUSIONS AND IMPLICATIONS Our results indicate that there are distinct subpopulations of children who show differential relations with regard to motor performance, EF, and verbal ability. The fact that we found both quantitative as well as qualitative differences between the three patterns of profiles underscores the need for a person-centered approach with a focus on patterns of individual characteristics.
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Affiliation(s)
- Suzanne Houwen
- University of Groningen, Faculty of Behavioural and Social Sciences, Special Needs Education and Youth Care Unit, Grote Rozenstraat 38, 9712 TJ, Groningen, The Netherlands.
| | - Erica Kamphorst
- University of Groningen, Faculty of Behavioural and Social Sciences, Special Needs Education and Youth Care Unit, Grote Rozenstraat 38, 9712 TJ, Groningen, The Netherlands.
| | - Gerda van der Veer
- University of Groningen, Faculty of Behavioural and Social Sciences, Special Needs Education and Youth Care Unit, Grote Rozenstraat 38, 9712 TJ, Groningen, The Netherlands.
| | - Marja Cantell
- University of Groningen, Faculty of Behavioural and Social Sciences, Special Needs Education and Youth Care Unit, Grote Rozenstraat 38, 9712 TJ, Groningen, The Netherlands.
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20
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Recognition of facial emotions on human and canine faces in children with and without autism spectrum disorders. MOTIVATION AND EMOTION 2018. [DOI: 10.1007/s11031-018-9736-9] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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21
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Frank R, Schulze L, Hellweg R, Koehne S, Roepke S. Impaired detection and differentiation of briefly presented facial emotions in adults with high-functioning autism and asperger syndrome. Behav Res Ther 2018; 104:7-13. [PMID: 29477010 DOI: 10.1016/j.brat.2018.02.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2017] [Revised: 06/19/2017] [Accepted: 02/16/2018] [Indexed: 11/20/2022]
Abstract
Although deficits in the recognition of emotional facial expressions are considered a hallmark of autism spectrum disorder (ASD), characterization of abnormalities in the differentiation of emotional expressions (e.g., sad vs. angry) has been rather inconsistent, especially in adults without intellectual impairments who may compensate for their deficits. In addition, previous research neglected the ability to detect emotional expressions (e.g., angry vs. neutral). The present study used a backward masking paradigm to investigate, a) the detection of emotional expressions, and b) the differentiation of emotional expressions in adults diagnosed with high functioning autism or Asperger syndrome (n = 23) compared to neurotypical controls (n = 25). Compensatory strategies were prevented by shortening the stimulus presentation time (33, 67, and 100 ms). In general, participants with ASD were significantly less accurate in detecting and differentiating emotional expressions compared to the control group. In the emotion differentiation task, individuals with ASD profited significantly less from an increase in presentation time. These results reinforce theoretical models that individuals with ASD have deficits in emotion recognition under time constraints. Furthermore, first evidence was provided that emotion detection and emotion differentiation are impaired in ASD.
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Affiliation(s)
- R Frank
- Department of Psychiatry, Charité - Universitätsmedizin Berlin, Campus Benjamin Franklin, Berlin, Germany
| | - L Schulze
- Department of Educational Sciences and Psychology, Freie Universität Berlin, Berlin, Germany
| | - R Hellweg
- Department of Psychiatry, Charité - Universitätsmedizin Berlin, Campus Mitte, Berlin, Germany
| | - S Koehne
- Department of Psychiatry, Charité - Universitätsmedizin Berlin, Campus Benjamin Franklin, Berlin, Germany
| | - S Roepke
- Department of Psychiatry, Charité - Universitätsmedizin Berlin, Campus Benjamin Franklin, Berlin, Germany.
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Davidson D, Hilvert E, Misiunaite I, Giordano M. Proneness to guilt, shame, and pride in children with Autism Spectrum Disorders and neurotypical children. Autism Res 2018; 11:883-892. [PMID: 29437299 DOI: 10.1002/aur.1937] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2017] [Revised: 01/03/2018] [Accepted: 01/30/2018] [Indexed: 11/08/2022]
Abstract
Self-conscious emotions (e.g., guilt, shame, and pride) are complex emotions that require self-reflection and self-evaluation, and are thought to facilitate the maintenance of societal norms and personal standards. Despite the importance of self-conscious emotions, most research has focused on basic emotion processing in children with Autism Spectrum Disorders (ASD). Therefore, in the present study, we used the Test of Self-Conscious Affect for Children (TOSCA-C) to assess proneness to, or propensity to experience, the self-conscious emotions guilt, shame, and pride in children with ASD and neurotypical children. The TOSCA-C is designed to capture a child's natural tendency to experience a given emotion across a range of everyday situations [Tangney, Stuewig, & Mashek, 2007]. We also assessed how individual characteristics contribute to the development of proneness to self-conscious emotions, including theory of mind (ToM) and ASD symptomatology. In comparison to neurotypical children, children with ASD showed less proneness to guilt, although all children showed relatively high levels of proneness to guilt. Greater ToM ability was related to more proneness to guilt and authentic pride in children with ASD. Additionally, we found that children with ASD with more severe symptomatology were more prone to hubristic pride. Our results provide evidence of differences in proneness to self-conscious emotions in children with ASD, as well as highlight important mechanisms contributing to how children with ASD may experience self-conscious emotions. Autism Res 2018,11:883-892. ©2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY This research examined proneness to guilt, shame, and pride in children with Autism Spectrum Disorders (ASD) and neurotypical children. We found that children with ASD showed less proneness to guilt than neurotypical children. Better understanding of theory of mind was related to greater proneness to guilt and pride, but only for children with ASD. These findings are important because these complex emotions are linked with both positive and negative social behaviors towards others and oneself.
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Lin QX, Wu GH, Zhang L, Wang ZJ, Pan N, Xu CJ, Jing J, Jin Y. [Abnormal processing characteristics to basic emotional faces in the early phase in children with autism spectrum disorder]. ZHONGGUO DANG DAI ER KE ZA ZHI = CHINESE JOURNAL OF CONTEMPORARY PEDIATRICS 2018; 20:134-139. [PMID: 29429463 PMCID: PMC7389234 DOI: 10.7499/j.issn.1008-8830.2018.02.011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 09/21/2017] [Accepted: 12/01/2017] [Indexed: 06/08/2023]
Abstract
OBJECTIVE To explore the recognition ability and abnormal processing characteristics to basic emotional faces in the early phase in children with autism spectrum disorders (ASD). METHODS Photos of Chinese static faces with four basic emotions (fearful, happy, angry and sad) were used as stimulus. Twenty-five ASD children and twenty-two age- and gender-matched typical developed children (normal controls) were asked to match the emotional faces with words. Event-related potential (ERP) data were recorded concurrently. RESULTS N170 latencies for total emotion and fearful face in the left temporal region were faster than in the right one in normal controls (P<0.05), but the results were not noted in ASD children. Further, N170 latencies in the left temporal region of ASD children were slower than normal controls for total emotion, fearful and happy faces (P<0.05), and their N170 latencies in the right temporal region were prone to slower than normal controls for angry and fearful faces. CONCLUSIONS The holistic perception speed of emotional faces in the early cognitive processing phase in ASD children is slower than normal controls. The lateralized response in the early phase of recognizing emotional faces may be aberrant in children with ASD.
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Affiliation(s)
- Qiong-Xi Lin
- Faculty of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou 510080, China.
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Otsuka S, Uono S, Yoshimura S, Zhao S, Toichi M. Emotion Perception Mediates the Predictive Relationship Between Verbal Ability and Functional Outcome in High-Functioning Adults with Autism Spectrum Disorder. J Autism Dev Disord 2017; 47:1166-1182. [PMID: 28194554 PMCID: PMC5357301 DOI: 10.1007/s10803-017-3036-1] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
The aim of this study was to identify specific cognitive abilities that predict functional outcome in high-functioning adults with autism spectrum disorder (ASD), and to clarify the contribution of those abilities and their relationships. In total, 41 adults with ASD performed cognitive tasks in a broad range of neuro- and social cognitive domains, and information concerning functional outcomes was obtained. Regression analyses revealed that emotion perception and verbal generativity predicted adaptive functioning directly, and the former mediated between the other two. These findings provide the first evidence of a triadic relationship among neuro- and social cognition and functional outcome in this population. Our results suggest that psychosocial interventions targeting these cognitive abilities could benefit social adaptation in adults with ASD.
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Affiliation(s)
- Sadao Otsuka
- Faculty of Human Health Sciences, Graduate School of Medicine, Kyoto University, 53 Shogoin Kawahara-cho, Sakyo-ku, Kyoto, 606-8507, Japan.
- The Organization for Promoting Neurodevelopmental Disorder Research (OPNDR), 40 Shogoin Sanno-cho, Sakyo-ku, Kyoto, 606-8392, Japan.
| | - Shota Uono
- Department of Neurodevelopmental Psychiatry, Habilitation and Rehabilitation, Faculty of Human Health Sciences, Graduate School of Medicine, Kyoto University, 53 Shogoin Kawahara-cho, Sakyo-ku, Kyoto, 606-8507, Japan
| | - Sayaka Yoshimura
- Department of Neurodevelopmental Psychiatry, Habilitation and Rehabilitation, Faculty of Human Health Sciences, Graduate School of Medicine, Kyoto University, 53 Shogoin Kawahara-cho, Sakyo-ku, Kyoto, 606-8507, Japan
| | - Shuo Zhao
- Faculty of Human Health Sciences, Graduate School of Medicine, Kyoto University, 53 Shogoin Kawahara-cho, Sakyo-ku, Kyoto, 606-8507, Japan
- International Research Fellow of the Japan Society for the Promotion of Science (JSPS), 5-3-1, Kojimachi, Chiyoda-ku, 102-0083, Tokyo, Japan
| | - Motomi Toichi
- Faculty of Human Health Sciences, Graduate School of Medicine, Kyoto University, 53 Shogoin Kawahara-cho, Sakyo-ku, Kyoto, 606-8507, Japan
- The Organization for Promoting Neurodevelopmental Disorder Research (OPNDR), 40 Shogoin Sanno-cho, Sakyo-ku, Kyoto, 606-8392, Japan
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Houwen S, van der Veer G, Visser J, Cantell M. The relationship between motor performance and parent-rated executive functioning in 3- to 5-year-old children: What is the role of confounding variables? Hum Mov Sci 2017; 53:24-36. [PMID: 28153568 DOI: 10.1016/j.humov.2016.12.009] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2016] [Revised: 12/15/2016] [Accepted: 12/31/2016] [Indexed: 01/30/2023]
Abstract
It is generally agreed that motor performance and executive functioning (EF) are intertwined. As the literature on this issue concerning preschool children is scarce, we examined the relationship between motor performance and parent-rated EF in a sample of 3- to 5-year-old children with different levels of motor skill proficiency, while controlling for age, gender, socio-economic status (SES), and attention-deficit-hyperactivity disorder (ADHD) symptomatology. EF was reported by parents of 153 children (mean age 4years 1months, SD 8months; 75 male) by means of the Behaviour Rating Inventory of Executive Function-Preschool version (BRIEF-P). Parent-reported ADHD symptoms were assessed using the Hyperactivity-Inattention subscale of the Strengths and Difficulties Questionnaire3-4. In addition, the children performed the Movement Assessment Battery for Children-2 (MABC-2). Several weak to moderate relationships were found between the MABC-2 Total Score and the EF subscales. Once other variables such as age, gender, SES, and ADHD symptomatology were taken into account, the only BRIEF-P subscale that was associated with the MABC-2 Total Score was the Working Memory subscale. Compared to their typically developing peers, children who are at risk for motor coordination difficulties (⩽the 16th percentile on the MABC-2) performed poorly on the Working Memory subscale, which confirms the results of the regression analyses. The at risk group also performed significantly worse on the Planning/Organize subscale, however. This is one of the first studies investigating the relationship between motor performance and parent-rated EF in such a young age group. It shows that the relationship between motor performance and EF in young children is complex and may be influenced by the presence of confounding variables such as ADHD symptomatology.
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Affiliation(s)
- Suzanne Houwen
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Gerda van der Veer
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Jan Visser
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Marja Cantell
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
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Brown LS. The Influence of Music on Facial Emotion Recognition in Children with Autism Spectrum Disorder and Neurotypical Children. J Music Ther 2016; 54:55-79. [DOI: 10.1093/jmt/thw017] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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N. Lordo D, Bertolin M, L. Sudikoff E, Keith C, Braddock B, Kaufman DAS. Parents Perceive Improvements in Socio-emotional Functioning in Adolescents with ASD Following Social Skills Treatment. J Autism Dev Disord 2016; 47:203-214. [DOI: 10.1007/s10803-016-2969-0] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
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Tsang V. Eye-tracking study on facial emotion recognition tasks in individuals with high-functioning autism spectrum disorders. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2016; 22:161-170. [PMID: 29490486 DOI: 10.1177/1362361316667830] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The eye-tracking experiment was carried out to assess fixation duration and scan paths that individuals with and without high-functioning autism spectrum disorders employed when identifying simple and complex emotions. Participants viewed human photos of facial expressions and decided on the identification of emotion, the negative-positive emotion orientation, and the degree of emotion intensity. Results showed that there was an atypical emotional processing in the high-functioning autism spectrum disorder group to identify facial emotions when eye-tracking data were compared between groups. We suggest that the high-functioning autism spectrum disorder group prefers to use a rule-bound categorical approach as well as featured processing strategy in the facial emotion recognition tasks. Therefore, the high-functioning autism spectrum disorder group more readily distinguishes overt emotions such as happiness and sadness. However, they perform more inconsistently in covert emotions such as disgust and angry, which demand more cognitive strategy employment during emotional perception. Their fixation time in eye-tracking data demonstrated a significant difference from that of their controls when judging complex emotions, showing reduced "in" gazes and increased "out" gazes. The data were in compliance with the findings in their emotion intensity ratings which showed individuals with autism spectrum disorder misjudge the intensity of complex emotions especially the emotion of fear.
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Affiliation(s)
- Vicky Tsang
- The Education University of Hong Kong, Hong Kong
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Houwen S, Visser L, van der Putten A, Vlaskamp C. The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 53-54:19-31. [PMID: 26851384 DOI: 10.1016/j.ridd.2016.01.012] [Citation(s) in RCA: 71] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2015] [Revised: 10/30/2015] [Accepted: 01/18/2016] [Indexed: 06/05/2023]
Abstract
It is generally agreed that cognitive and language development are dependent on the emergence of motor skills. As the literature on this issue concerning children with developmental disabilities is scarce, we examined the interrelationships between motor, cognitive, and language development in children with intellectual and developmental disabilities (IDD) and compared them to those in children without IDD. In addition, we investigated whether these relationships differ between children with different levels of cognitive delay. Seventy-seven children with IDD (calendar age between 1;0 and 9;10 years; mean developmental age: 1;8 years) and 130 typically developing children (calendar age between 0;3 and 3;6 years; mean developmental age: 1;10 years) were tested with the Dutch Bayley Scales of Infant and Toddler Development, Third Edition, which assesses development across three domains using five subscales: fine motor development, gross motor development (motor), cognition (cognitive), receptive communication, and expressive communication (language). Results showed that correlations between the motor, cognitive, and language domains were strong, namely .61 to .94 in children with IDD and weak to strong, namely .24 to .56 in children without IDD. Furthermore, the correlations showed a tendency to increase with the severity of IDD. It can be concluded that both fine and gross motor development are more strongly associated with cognition, and consequently language, in children with IDD than in children without IDD. The findings of this study emphasize the importance of early interventions that boost both motor and cognitive development, and suggest that such interventions will also enhance language development.
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Affiliation(s)
- Suzanne Houwen
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Linda Visser
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Annette van der Putten
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Carla Vlaskamp
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
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Hellendoorn A, Wijnroks L, van Daalen E, Dietz C, Buitelaar JK, Leseman P. Motor functioning, exploration, visuospatial cognition and language development in preschool children with autism. RESEARCH IN DEVELOPMENTAL DISABILITIES 2015; 39:32-42. [PMID: 25635383 DOI: 10.1016/j.ridd.2014.12.033] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2014] [Revised: 12/17/2014] [Accepted: 12/19/2014] [Indexed: 06/04/2023]
Abstract
In order to understand typical and atypical developmental trajectories it is important to assess how strengths or weaknesses in one domain may be affecting performance in other domains. This study examined longitudinal relations between early fine motor functioning, visuospatial cognition, exploration, and language development in preschool children with ASD and children with other developmental delays/disorders. The ASD group included 63 children at T1 (Mage = 27.10 months, SD = 8.71) and 46 children at T2 (Mage = 45.85 months, SD = 7.16). The DD group consisted of 269 children at T1 (Mage = 17.99 months, SD = 5.59), and 121 children at T2 (Mag e= 43.51 months, SD = 3.81). A subgroup nested within the total sample was randomly selected and studied in-depth on exploratory behavior. This group consisted of 50 children, 21 children with ASD (Mage = 27.57, SD = 7.09) and 29 children with DD (Mage = 24.03 months, SD = 6.42). Fine motor functioning predicted language in both groups. Fine motor functioning was related to visuospatial cognition in both groups and related to object exploration, spatial exploration, and social orientation during exploration only in the ASD group. Visuospatial cognition and all exploration measures were related to both receptive and expressive language in both groups. The findings are in line with the embodied cognition theory, which suggests that cognition emerges from and is grounded in the bodily interactions of an agent with the environment. This study emphasizes the need for researchers and clinicians to consider cognition as emergent from multiple interacting systems.
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Affiliation(s)
- Annika Hellendoorn
- Department of Special Education: Centre for Cognitive and Motor Disabilities, Heidelberglaan 1, P.O. Box 80.140, 3508 TC Utrecht, The Netherlands.
| | - Lex Wijnroks
- Department of Special Education: Centre for Cognitive and Motor Disabilities, Heidelberglaan 1, P.O. Box 80.140, 3508 TC Utrecht, The Netherlands
| | - Emma van Daalen
- Department of Child and Adolescent Psychiatry, University Medical Centre Utrecht, The Netherlands
| | - Claudine Dietz
- Youth Division, Altrecht Institute for Mental Health Care, Utrecht, The Netherlands
| | - Jan K Buitelaar
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behavior, Radboud University Nijmegen, and Karakter Child and Adolescent Psychiatry University Centre, Nijmegen, The Netherlands
| | - Paul Leseman
- Department of Special Education: Centre for Cognitive and Motor Disabilities, Heidelberglaan 1, P.O. Box 80.140, 3508 TC Utrecht, The Netherlands
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31
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Leonard HC, Hill EL. Review: The impact of motor development on typical and atypical social cognition and language: a systematic review. Child Adolesc Ment Health 2014; 19:163-170. [PMID: 32878369 DOI: 10.1111/camh.12055] [Citation(s) in RCA: 48] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/14/2013] [Indexed: 01/27/2023]
Abstract
BACKGROUND Motor development allows infants to gain knowledge of the world but its vital role in social development is often ignored. METHOD A systematic search for papers investigating the relationship between motor and social skills was conducted, including research in typical development and in Developmental Coordination Disorder, Autism Spectrum Disorders and Specific Language Impairment. RESULTS The search identified 43 studies, many of which highlighted a significant relationship between motor skills and the development of social cognition, language and social interactions. CONCLUSIONS This complex relationship requires more attention from researchers and practitioners, allowing the development of more tailored intervention techniques for those at risk of motor, social and language difficulties.
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Affiliation(s)
- Hayley C Leonard
- Department of Psychology, Goldsmiths, University of London, New Cross, London, SE14 6NW, UK
| | - Elisabeth L Hill
- Department of Psychology, Goldsmiths, University of London, New Cross, London, SE14 6NW, UK
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Abstract
OBJECTIVE ADHD is often comorbid with other disorders, but it is often assumed that academic, language, or motor c skills problems are secondary to ADHD rather than that attention problems are secondary to the other disorder or both disorders have a shared etiology. We assessed for comorbid developmental disorders and which cognitive processes were impaired in children with ADHD. METHOD Measures of intelligence, language, motor skills, social cognition, and executive functions were administered to children with ADHD (n = 53) and age/sex-matched typical children. RESULTS Clinically significant deficits were 2 to 7 times as common in children with ADHD as in typical children, and the structure of ability differed in the two groups. Abilities were less differentiated in children with ADHD. CONCLUSION The results indicate a need for comprehensive screening for developmental disorders in children with ADHD and imply that research needs to focus on how ADHD and developmental disorders may share an etiology.
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Affiliation(s)
- Murray J Dyck
- School of Applied Psychology, Griffith University, Gold Coast, Queensland, Australia
| | - Jan P Piek
- School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia
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Impairments in facial affect recognition associated with autism spectrum disorders: a meta-analysis. Dev Psychopathol 2014; 26:933-45. [PMID: 24915526 DOI: 10.1017/s0954579414000479] [Citation(s) in RCA: 177] [Impact Index Per Article: 17.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Autism spectrum disorders (ASDs) are characterized by social impairments, including inappropriate responses to affective stimuli and nonverbal cues, which may extend to poor face-emotion recognition. However, the results of empirical studies of face-emotion recognition in individuals with ASD have yielded inconsistent findings that occlude understanding the role of face-emotion recognition deficits in the development of ASD. The goal of this meta-analysis was to address three as-yet unanswered questions. Are ASDs associated with consistent face-emotion recognition deficits? Do deficits generalize across multiple emotional expressions or are they limited to specific emotions? Do age or cognitive intelligence affect the magnitude of identified deficits? The results indicate that ASDs are associated with face-emotion recognition deficits across multiple expressions and that the magnitude of these deficits increases with age and cannot be accounted for by intelligence. These findings suggest that, whereas neurodevelopmental processes and social experience produce improvements in general face-emotion recognition abilities over time during typical development, children with ASD may experience disruptions in these processes, which suggested distributed functional impairment in the neural architecture that subserves face-emotion processing, an effect with downstream developmental consequences.
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Baez S, Marengo J, Perez A, Huepe D, Font FG, Rial V, Gonzalez‐Gadea ML, Manes F, Ibanez A. Theory of mind and its relationship with executive functions and emotion recognition in borderline personality disorder. J Neuropsychol 2014; 9:203-18. [DOI: 10.1111/jnp.12046] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2013] [Revised: 10/30/2013] [Indexed: 11/27/2022]
Affiliation(s)
- Sandra Baez
- Laboratory of Experimental Psychology and Neuroscience (LPEN) Institute of Cognitive Neurology (INECO) & Institute of Neuroscience Favaloro University Buenos Aires Argentina
- National Scientific and Technical Research Council (CONICET) Buenos Aires Argentina
- Pontifical Catholic University of Argentina Buenos Aires Argentina
- UDP‐INECO Foundation Core on Neuroscience (UIFCoN) Diego Portales University Santiago Chile
| | - Juan Marengo
- Laboratory of Experimental Psychology and Neuroscience (LPEN) Institute of Cognitive Neurology (INECO) & Institute of Neuroscience Favaloro University Buenos Aires Argentina
| | - Ana Perez
- Laboratory of Experimental Psychology and Neuroscience (LPEN) Institute of Cognitive Neurology (INECO) & Institute of Neuroscience Favaloro University Buenos Aires Argentina
| | - David Huepe
- UDP‐INECO Foundation Core on Neuroscience (UIFCoN) Diego Portales University Santiago Chile
- Laboratory of Cognitive and Social Neuroscience Universidad Diego Portales Santiago Chile
| | - Fernanda Giralt Font
- Laboratory of Experimental Psychology and Neuroscience (LPEN) Institute of Cognitive Neurology (INECO) & Institute of Neuroscience Favaloro University Buenos Aires Argentina
| | - Veronica Rial
- Laboratory of Experimental Psychology and Neuroscience (LPEN) Institute of Cognitive Neurology (INECO) & Institute of Neuroscience Favaloro University Buenos Aires Argentina
| | - María Luz Gonzalez‐Gadea
- Laboratory of Experimental Psychology and Neuroscience (LPEN) Institute of Cognitive Neurology (INECO) & Institute of Neuroscience Favaloro University Buenos Aires Argentina
- National Scientific and Technical Research Council (CONICET) Buenos Aires Argentina
- UDP‐INECO Foundation Core on Neuroscience (UIFCoN) Diego Portales University Santiago Chile
| | - Facundo Manes
- Laboratory of Experimental Psychology and Neuroscience (LPEN) Institute of Cognitive Neurology (INECO) & Institute of Neuroscience Favaloro University Buenos Aires Argentina
- National Scientific and Technical Research Council (CONICET) Buenos Aires Argentina
- UDP‐INECO Foundation Core on Neuroscience (UIFCoN) Diego Portales University Santiago Chile
- Australian Research Council (ACR) Centre of Excellence in Cognition and its Disorders New South Wales Australia
| | - Agustin Ibanez
- Laboratory of Experimental Psychology and Neuroscience (LPEN) Institute of Cognitive Neurology (INECO) & Institute of Neuroscience Favaloro University Buenos Aires Argentina
- National Scientific and Technical Research Council (CONICET) Buenos Aires Argentina
- UDP‐INECO Foundation Core on Neuroscience (UIFCoN) Diego Portales University Santiago Chile
- Universidad Autónoma del Caribe Barranquilla Colombia
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35
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Impairment in face processing in autism spectrum disorder: a developmental perspective. J Neural Transm (Vienna) 2014; 121:1171-81. [DOI: 10.1007/s00702-014-1206-2] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2013] [Accepted: 03/25/2014] [Indexed: 10/25/2022]
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36
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Double trouble? Movement behaviour and psychiatric conditions in children: An opportunity for treatment and development. ARTS IN PSYCHOTHERAPY 2014. [DOI: 10.1016/j.aip.2014.02.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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POP CRISTINAANAMARIA, SIMUT RAMONA, PINTEA SEBASTIAN, SALDIEN JELLE, RUSU ALINA, DAVID DANIEL, VANDERFAEILLIE JOHAN, LEFEBER DIRK, VANDERBORGHT BRAM. CAN THE SOCIAL ROBOT PROBO HELP CHILDREN WITH AUTISM TO IDENTIFY SITUATION-BASED EMOTIONS? A SERIES OF SINGLE CASE EXPERIMENTS. INT J HUM ROBOT 2013. [DOI: 10.1142/s0219843613500254] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Children with autism spectrum disorders have difficulties in identifying situation-based emotions, which is a fundamental ability for mind reading. Social robots received increased attention as assisting tools for improving the social and emotional skills of children with autism. This study investigates whether the social robot Probo can help children with autism spectrum disorders to enhance their performance in identifying situation-based emotions. Three participants (age between 5 and 6) diagnozed with autism spectrum disorders were included in a single case AB experimental design, with intersubjects replications. The results show that children's performance improved with moderate to large effect sizes in identifying both sadness and happiness. Based on these results, we intend to perform more extensive investigations regarding the effectiveness of robot assisted therapy in improving social-emotional abilities for children with autism spectrum disorders.
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Affiliation(s)
- CRISTINA ANAMARIA POP
- Babes-Bolyai University, Department of Clinical Psychology and Psychotherapy, Cluj-Napoca, Romania
| | - RAMONA SIMUT
- Vrije Universiteit Brussel, Clinical and Life Span Psychology Department, Brussels, Belgium
| | - SEBASTIAN PINTEA
- Babes-Bolyai University, Department of Clinical Psychology and Psychotherapy, Cluj-Napoca, Romania
| | - JELLE SALDIEN
- Howest University College, Industrial Design Center, Kortrijk, Belgium
| | - ALINA RUSU
- Babes-Bolyai University, Department of Clinical Psychology and Psychotherapy, Cluj-Napoca, Romania
| | - DANIEL DAVID
- Babes-Bolyai University, Department of Clinical Psychology and Psychotherapy, Cluj-Napoca, Romania
- Mount Sinai School of Medicine, USA
| | - JOHAN VANDERFAEILLIE
- Vrije Universiteit Brussel, Clinical and Life Span Psychology Department, Brussels, Belgium
| | - DIRK LEFEBER
- Vrije Universiteit Brussel, Robotics and Multibody Mechanics Research Group, Brussels, Belgium
| | - BRAM VANDERBORGHT
- Vrije Universiteit Brussel, Robotics and Multibody Mechanics Research Group, Brussels, Belgium
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38
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Rosenqvist J, Lahti-Nuuttila P, Laasonen M, Korkman M. Preschoolers' recognition of emotional expressions: relationships with other neurocognitive capacities. Child Neuropsychol 2013; 20:281-302. [PMID: 23550561 DOI: 10.1080/09297049.2013.778235] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
We cross-sectionally examined the development of the ability to recognize facial expressions of emotions in preschool-aged children and the relationship between this ability and other neurocognitive capacities, that is, attention/executive functions, language, memory/learning, sensorimotor functions, theory of mind, and visuospatial processing. Children aged 3 to 6 years with no significant developmental deficits (N = 370) were assessed with a nonverbal matching task of emotion recognition ability: The Affect Recognition subtest from the NEPSY-II. The relationship between emotion recognition ability and other neurocognitive capacities was analyzed using correlation, regression, and commonality analyses. The results showed that (a) emotion recognition ability improved with age-this development decelerating mildly between ages 5 and 6-(b) emotion recognition ability correlated with all other neurocognitive capacities, and (c) language, attention/executive functions, and theory of mind were significant predictors of emotion recognition ability in the regression analysis. As revealed by the commonality analysis, and in contrast to most previous studies, language was the most important predictor of nonverbal emotion recognition ability. These results suggest that nonverbal emotion matching is an early maturing skill that develops in relation to other neurocognitive capacities, especially linguistic ability.
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Affiliation(s)
- Johanna Rosenqvist
- a Institute of Behavioural Sciences , University of Helsinki , Helsinki , Finland
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Gaigg SB. The Interplay between Emotion and Cognition in Autism Spectrum Disorder: Implications for Developmental Theory. Front Integr Neurosci 2012; 6:113. [PMID: 23316143 PMCID: PMC3540960 DOI: 10.3389/fnint.2012.00113] [Citation(s) in RCA: 77] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2012] [Accepted: 11/11/2012] [Indexed: 12/14/2022] Open
Abstract
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that is clinically defined by abnormalities in reciprocal social and communicative behaviors and an inflexible adherence to routinised patterns of thought and behavior. Laboratory studies repeatedly demonstrate that autistic individuals experience difficulties in recognizing and understanding the emotional expressions of others and naturalistic observations show that they use such expressions infrequently and inappropriately to regulate social exchanges. Dominant theories attribute this facet of the ASD phenotype to abnormalities in a social brain network that mediates social-motivational and social-cognitive processes such as face processing, mental state understanding, and empathy. Such theories imply that only emotion related processes relevant to social cognition are compromised in ASD but accumulating evidence suggests that the disorder may be characterized by more widespread anomalies in the domain of emotions. In this review I summarize the relevant literature and argue that the social-emotional characteristics of ASD may be better understood in terms of a disruption in the domain-general interplay between emotion and cognition. More specifically I will suggest that ASD is the developmental consequence of early emerging anomalies in how emotional responses to the environment modulate a wide range of cognitive processes including those that are relevant to navigating the social world.
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Affiliation(s)
- Sebastian B. Gaigg
- Department of Psychology, Autism Research Group, City University LondonLondon, UK
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40
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Piek JP, Hands B, Licari MK. Assessment of Motor Functioning in the Preschool Period. Neuropsychol Rev 2012; 22:402-13. [DOI: 10.1007/s11065-012-9211-4] [Citation(s) in RCA: 66] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2012] [Accepted: 07/18/2012] [Indexed: 11/30/2022]
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41
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Yanardag M, Akmanoglu N, Yilmaz I. The effectiveness of video prompting on teaching aquatic play skills for children with autism. Disabil Rehabil 2012; 35:47-56. [PMID: 22624856 DOI: 10.3109/09638288.2012.687030] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE To investigate the effectiveness of the video prompting procedure on teaching aquatic play skills and to determine the effects of aquatic exercise training on the motor performance of children with autism. DESIGN A multiple probe design across behaviours was used and replicated across subjects for the instructional part of this study. Pretest-posttest design was applied for the exercise training part of this study. METHODS Three children with autism were taught three aquatic play skills in a one-to-one training format. Aquatic play skills intervention and aquatic exercise training were performed separately throughout 12 weeks at three sessions per week, each lasting 1 h. The video prompting procedure was utilized for the instruction part of this study. RESULTS Video prompting was effective in teaching aquatic play skills to children with autism. In addition, aquatic exercise training increased the total motor performance scores of all the participants after 12 weeks. According to the social validity results, the families gave positive feedback about the learned skills and movement capabilities of their children. CONCLUSION Aquatic play skills and swimming pools are favoured for children with autism. This attractive intervention is recommended as a means to extend knowledge of leisure skills and motor development of children with autism.
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Affiliation(s)
- Mehmet Yanardag
- Anadolu University, Research Institute for the Handicapped, Eskisehir, Turkey.
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42
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Dyck MJ, Piek JP, Patrick J. The validity of psychiatric diagnoses: the case of 'specific' developmental disorders. RESEARCH IN DEVELOPMENTAL DISABILITIES 2011; 32:2704-2713. [PMID: 21705192 DOI: 10.1016/j.ridd.2011.06.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2011] [Accepted: 06/02/2011] [Indexed: 05/31/2023]
Abstract
We tested whether developmental coordination disorder (DCD) and mixed receptive expressive language disorder (RELD) are valid diagnoses by assessing whether they are separated from each other, from other childhood disorders, and from normality by natural boundaries termed zones of rarity. Standardized measures of intelligence, language, motor skills, social cognition, and executive functioning were administered to children with DCD (n = 22), RELD (n = 30), autistic disorder (n = 30), mental retardation (n = 24), attention deficit/hyperactivity disorder (n = 53) and to a representative sample of children (n = 449). Discriminant function scores were used to test whether there were zones of rarity between the DCD, RELD, and other groups. DCD and RELD were reliably distinguishable only from the mental retardation group. Cluster and latent class analyses both resulted in only two clusters or classes being identified, one consisting mainly of typical children and the other of children with a disorder. Fifty percent of children in the DCD group and 20% in the RELD group were clustered with typical children. There was no evidence of zones of rarity between disorders. Rather, with the exception of mental retardation, the results imply there are no natural boundaries between disorders or between disorders and normality.
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Affiliation(s)
- Murray J Dyck
- School of Psychology, Griffith University, Gold Coast 4222, Queensland, Australia.
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43
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Mier D, Lis S, Neuthe K, Sauer C, Esslinger C, Gallhofer B, Kirsch P. The involvement of emotion recognition in affective theory of mind. Psychophysiology 2011; 47:1028-39. [PMID: 20456660 DOI: 10.1111/j.1469-8986.2010.01031.x] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This study was conducted to explore the relationship between emotion recognition and affective Theory of Mind (ToM). Forty subjects performed a facial emotion recognition and an emotional intention recognition task (affective ToM) in an event-related fMRI study. Conjunction analysis revealed overlapping activation during both tasks. Activation in some of these conjunctly activated regions was even stronger during affective ToM than during emotion recognition, namely in the inferior frontal gyrus, the superior temporal sulcus, the temporal pole, and the amygdala. In contrast to previous studies investigating ToM, we found no activation in the anterior cingulate, commonly assumed as the key region for ToM. The results point to a close relationship of emotion recognition and affective ToM and can be interpreted as evidence for the assumption that at least basal forms of ToM occur by an embodied, non-cognitive process.
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Affiliation(s)
- Daniela Mier
- Division for Imaging in Psychiatry, Central Institute of Mental Health, Mannheim, Germany.
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44
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Emck C, Bosscher RJ, Van Wieringen PCW, Doreleijers T, Beek PJ. Gross motor performance and physical fitness in children with psychiatric disorders. Dev Med Child Neurol 2011; 53:150-5. [PMID: 20964672 DOI: 10.1111/j.1469-8749.2010.03806.x] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
AIM Gross motor performance appears to be impaired in children with psychiatric disorders but little is known about which skill domains are affected in each disorder, nor about possible accompanying deficits in physical fitness. The present study has sought to provide information about these issues in children with emotional, behavioural, and pervasive developmental disorders (PDD). METHOD One hundred children receiving psychiatric care (81 males, 19 females, mean age 9y 11mo, SD 1y 8mo) completed both the Test of Gross Motor Development, measuring locomotion and object control, and the Motor Performance test, measuring neuromotor and aerobic fitness. The emotional disorders, behavioural disorders (BD), and PDD subgroups consisted of 17, 44 and 39 children respectively. RESULTS The mean gross motor performance scores of the BD and PDD group were significantly (p < 0.05) lower than the score of the emotional disorders group, but even the latter score was significantly lower (p < 0.05) than the population norm score. Physical fitness was poor in all subgroups. The subdomains locomotion and object control were unusually highly correlated in the PDD group (r = 0.68). Moreover, only in the PDD group were the locomotion scores significantly correlated with neuromotor fitness (r = 0.47, p = 0.02). INTERPRETATION The specific combinations of impairments in gross motor skills and physical fitness in children with psychiatric disorders indicate the importance of the assessment of these domains in order to provide interventions tailored to the specific profile of each individual child.
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Affiliation(s)
- Claudia Emck
- Faculty of Human Movement Sciences, Research Institute MOVE, VU University, Amsterdam, the Netherlands.
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Fournier KA, Hass CJ, Naik SK, Lodha N, Cauraugh JH. Motor coordination in autism spectrum disorders: a synthesis and meta-analysis. J Autism Dev Disord 2011; 40:1227-40. [PMID: 20195737 DOI: 10.1007/s10803-010-0981-3] [Citation(s) in RCA: 637] [Impact Index Per Article: 49.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Are motor coordination deficits an underlying cardinal feature of Autism Spectrum Disorders (ASD)? Database searches identified 83 ASD studies focused on motor coordination, arm movements, gait, or postural stability deficits. Data extraction involved between-group comparisons for ASD and typically developing controls (N = 51). Rigorous meta-analysis techniques including random effects models, forest and funnel plots, I (2), publication bias, fail-safe analysis, and moderator variable analyses determined a significant standardized mean difference effect equal to 1.20 (SE = 0.144; p <0.0001; Z = 10.49). This large effect indicated substantial motor coordination deficits in the ASD groups across a wide range of behaviors. The current overall findings portray motor coordination deficits as pervasive across diagnoses, thus, a cardinal feature of ASD.
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Affiliation(s)
- Kimberly A Fournier
- Applied Physiology and Kinesiology Department, University of Florida, Gainesville, FL 32611, USA
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Gal E, Dyck MJ, Passmore A. Relationships between stereotyped movements and sensory processing disorders in children with and without developmental or sensory disorders. Am J Occup Ther 2010; 64:453-61. [PMID: 20608276 DOI: 10.5014/ajot.2010.09075] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
OBJECTIVE Stereotyped movements (SM) are a defining characteristic of autism but are also present in children with a range of sensory and developmental disorders. We examined whether the severity of sensory processing disorders (SPD) was associated with the severity of SM and whether SPD accounted for between-group differences in SM. METHOD The Short Sensory Profile and the Stereotyped and Self-Injurious Movements Interview were administered to children with autism, intellectual disability, visual impairment, and hearing impairment and to typically developing children. RESULTS SPD predicted the severity of SM in all samples and accounted for differences in SM between the groups. Other differences in the severity of SM were the result of diagnosis and the interaction between diagnosis and an intellectual disability. CONCLUSION SPD may be a source of SM, but functional connections between these phenomena will need to be tested in future research. Implications for occupational performance are addressed.
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Affiliation(s)
- Eynat Gal
- Department of Occupational Therapy, University of Haifa, Mount Carmel, Haifa 31905 Israel.
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Harms MB, Martin A, Wallace GL. Facial emotion recognition in autism spectrum disorders: a review of behavioral and neuroimaging studies. Neuropsychol Rev 2010; 20:290-322. [PMID: 20809200 DOI: 10.1007/s11065-010-9138-6] [Citation(s) in RCA: 587] [Impact Index Per Article: 41.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2010] [Accepted: 07/07/2010] [Indexed: 01/11/2023]
Abstract
Behavioral studies of facial emotion recognition (FER) in autism spectrum disorders (ASD) have yielded mixed results. Here we address demographic and experiment-related factors that may account for these inconsistent findings. We also discuss the possibility that compensatory mechanisms might enable some individuals with ASD to perform well on certain types of FER tasks in spite of atypical processing of the stimuli, and difficulties with real-life emotion recognition. Evidence for such mechanisms comes in part from eye-tracking, electrophysiological, and brain imaging studies, which often show abnormal eye gaze patterns, delayed event-related-potential components in response to face stimuli, and anomalous activity in emotion-processing circuitry in ASD, in spite of intact behavioral performance during FER tasks. We suggest that future studies of FER in ASD: 1) incorporate longitudinal (or cross-sectional) designs to examine the developmental trajectory of (or age-related changes in) FER in ASD and 2) employ behavioral and brain imaging paradigms that can identify and characterize compensatory mechanisms or atypical processing styles in these individuals.
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Affiliation(s)
- Madeline B Harms
- Laboratory of Brain & Cognition, National Institute of Mental Health, 10 Center Drive, Room 4C104, MSC 1366, Bethesda, MD 20892-1366, USA
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Giarelli E, Wiggins LD, Rice CE, Levy SE, Kirby RS, Pinto-Martin J, Mandell D. Sex differences in the evaluation and diagnosis of autism spectrum disorders among children. Disabil Health J 2010; 3:107-16. [PMID: 21122776 PMCID: PMC4767258 DOI: 10.1016/j.dhjo.2009.07.001] [Citation(s) in RCA: 218] [Impact Index Per Article: 15.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2009] [Revised: 05/30/2009] [Accepted: 07/06/2009] [Indexed: 02/03/2023]
Abstract
BACKGROUND One of the most consistent features of the autism spectrum disorders (ASDs) is the predominance among males, with approximately four males to every female. We sought to examine sex differences among children who met case definition for ASD in a large, population-based cohort with respect to age at first developmental evaluation, age of diagnosis, influence of cognitive impairment on these outcomes, and sex-specific behavioral characteristics. METHODS We conducted a secondary analysis of data collected for a population-based study of the prevalence of ASD. The sample comprised 2,568 children born in 1994 who met the case definition of ASD as established by the Autism and Developmental Disabilities Monitoring (ADDM) Network for ASD surveillance. Children who had a history of developmental disability and behavioral features consistent with the DSM-IV-TR criteria for autistic disorder, Asperger's disorder, and Pervasive Developmental Disorder-Not Otherwise Specified in existing evaluation records were classified as ASD cases via two paths: streamlined and nonstreamlined. Streamlined reviews were conducted if there was an ASD diagnosis documented in the records. Data were collected in 13 sites across the United States through the ADDM Network, funded by the Centers for Disease Control and Prevention. RESULTS Males constituted 81% of the sample. There were no differences by sex in average age at first evaluation or average age of diagnosis among those with an existing documented chart diagnosis of an ASD. Girls were less likely than boys to have a documented diagnosis (odds ratio [OR] = 0.76, p = .004). This analysis was adjusted for cognitive impairment status. In the logistic model, with the interaction term for sex and cognitive impairment, girls with IQ of 70 or less were less likely than boys with IQ of 70 or less to have a documented diagnosis (OR = 0.70, 95% confidence interval [CI] = 0.50-0.97, p = .035). Boys with IQ greater than 70 were less likely than boys with IQ of 70 or less to have a documented diagnosis (OR = 0.60, 95% CI = 0.49-0.74, p < .001). This finding (less likely to have a documented diagnosis) was also true for girls with IQ greater than 70 (OR = 0.45, 95% CI = 0.32-0.66, p < .001). Girls were more likely to have notations of seizure-like behavior (p < .001). Boys were more likely to have notations of hyperactivity or a short attention span and aggressive behavior (p < .01). CONCLUSIONS Girls, especially those without cognitive impairment, may be formally identified at a later age than boys. This may delay referral for early intervention. Community education efforts should alert clinicians and parents to the potential of ASDs in boys and girls.
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Affiliation(s)
- Ellen Giarelli
- University of Pennsylvania School of Nursing, Philadelphia, 19104, USA.
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Fournier KA, Hass CJ, Naik SK, Lodha N, Cauraugh JH. Motor coordination in autism spectrum disorders: a synthesis and meta-analysis. J Autism Dev Disord 2010. [PMID: 20195737 DOI: 10.1007/s10803‐010‐0981‐3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
Abstract
Are motor coordination deficits an underlying cardinal feature of Autism Spectrum Disorders (ASD)? Database searches identified 83 ASD studies focused on motor coordination, arm movements, gait, or postural stability deficits. Data extraction involved between-group comparisons for ASD and typically developing controls (N = 51). Rigorous meta-analysis techniques including random effects models, forest and funnel plots, I (2), publication bias, fail-safe analysis, and moderator variable analyses determined a significant standardized mean difference effect equal to 1.20 (SE = 0.144; p <0.0001; Z = 10.49). This large effect indicated substantial motor coordination deficits in the ASD groups across a wide range of behaviors. The current overall findings portray motor coordination deficits as pervasive across diagnoses, thus, a cardinal feature of ASD.
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Affiliation(s)
- Kimberly A Fournier
- Applied Physiology and Kinesiology Department, University of Florida, Gainesville, FL 32611, USA
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Nijmeijer JS, Hoekstra PJ, Minderaa RB, Buitelaar JK, Altink ME, Buschgens CJM, Fliers EA, Rommelse NNJ, Sergeant JA, Hartman CA. PDD symptoms in ADHD, an independent familial trait? JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2009; 37:443-53. [PMID: 19051006 DOI: 10.1007/s10802-008-9282-0] [Citation(s) in RCA: 62] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The aims of this study were to investigate whether subtle PDD symptoms in the context of ADHD are transmitted in families independent of ADHD, and whether PDD symptom familiality is influenced by gender and age. The sample consisted of 256 sibling pairs with at least one child with ADHD and 147 healthy controls, aged 5-19 years. Children who fulfilled criteria for autistic disorder were excluded. The Children's Social Behavior Questionnaire (CSBQ) was used to assess PDD symptoms. Probands, siblings, and controls were compared using analyses of variance. Sibling correlations were calculated for CSBQ scores after controlling for IQ, ADHD, and comorbid anxiety. In addition, we calculated cross-sibling cross-trait correlations. Both children with ADHD and their siblings had higher PDD levels than healthy controls. The sibling correlation was 0.28 for the CSBQ total scale, with the CSBQ stereotyped behavior subscale showing the strongest sibling correlation (r = 0.35). Sibling correlations remained similar in strength after controlling for IQ and ADHD, and were not confounded by comorbid anxiety. Sibling correlations were higher in female than in male probands. The social subscale showed stronger sibling correlations in elder than in younger sibling pairs. Cross-sibling cross-trait correlations for PDD and ADHD were weak and not-significant. The results confirm that children with ADHD have high levels of PDD symptoms, and further suggest that the familiality of subtle PDD symptoms in the context of ADHD is largely independent from ADHD familiality.
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Affiliation(s)
- J S Nijmeijer
- Department of Psychiatry, University of Groningen, University Medical Center Groningen, Groningen, The Netherlands.
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