Autism spectrum disorders: An historical synthesis and a multidimensional assessment toward a tailored therapeutic program

Xavier, Jean; Bursztejn, Claude; Stiskin, Maitri; Canitano, Roberto; Cohen, David

doi:10.1016/j.rasd.2015.06.011

Cited by 27 publications

(16 citation statements)

References 94 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, considering the heterogeneity of ASD (Xavier et al, 2015 ) as well as the heterogeneity of imitation performances in ASD (Rogers et al, 2010 ; Vivanti et al, 2011 ; Salowitz et al, 2013 ), inconsistencies and conflicting results exist regarding the nature of this deficit and the presence of a general imitation deficit specific per se in ASD (Vanvuchelen et al, 2011 ; Vivanti and Hamilton, 2014 ). Furthermore, the diversity of ages, tasks, and developmental levels of children participating in different studies makes comparison across findings difficult.…”

Section: Introductionmentioning

confidence: 99%

Interpersonal Synchronization, Motor Coordination, and Control Are Impaired During a Dynamic Imitation Task in Children With Autism Spectrum Disorder

et al. 2018

Self Cite

View full text Add to dashboard Cite

Background: Impairments in imitation abilities have been commonly described in children with autism spectrum disorder (ASD). How motricity in interpersonal coordination impacts imitation, during long lasting semi-ecological conditions, has not been carefully investigated.Methods: Eighty-five children and adolescents (39 controls with typical development, TD; 29 patients with ASD; 17 patients with developmental coordination disorder, DCD), aged 6 to 20 years, participated to a behavioral paradigm in which participants, standing and moving, interacted with a virtual tightrope walker standing and moving as well. During the protocol, we measured automatically and continuously bodily postures and movements from RGB sensor recording to assess participants' behavioral imitation.Results: We show that (1) interpersonal synchronization (as evidenced by the synchrony between the participant's and the tightrope walker's bars) and (2) motor coordination (as evidenced by the synchrony between the participant's bar and its own head axis) increased with age and were more impaired in patients with ASD. Also, motor control as evidenced by the movement angle standard deviations of participants' bar and head were significantly impaired in ASD compared to TD or DCD.Conclusion: Interpersonal synchronization and motor coordination during ecological interaction show both subtle impairment in children with ASD as compared to children with TD or DCD. These results questioned how motricity mature in terms of motor control and proprioception in children with ASD.

show abstract

Section: Introductionmentioning

confidence: 99%

Interpersonal Synchronization, Motor Coordination, and Control Are Impaired During a Dynamic Imitation Task in Children With Autism Spectrum Disorder

et al. 2018

Self Cite

View full text Add to dashboard Cite

show abstract

“…The latter, ASD, is characterised by severe deficits and pervasive impairment in several areas of development such as reciprocal social interactions, communication skills and stereotyped behaviours, interests and activities [6]. Because of the clinical heterogeneity of ASD, the recent DSM-5 decided to adopt a single diagnosis and to specify some dimensional features [7]. The DSM-4 distinguished ASD subtypes [8]: e.g.…”

Section: Introductionmentioning

confidence: 99%

“…The DSM-4 distinguished ASD subtypes [8]: e.g. Autism Disorders (AD), with symptoms in all areas that characterise Pervasive Developmental Disorders (PDD); or Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), which is characterised by social, communicative and/or stereotypic impairments that are less severe than in AD and appear later in life [7]. Some authors have shown that AD, PDD-NOS and SLI had relied on different linguistic mechanisms and that expressive syntax, pragmatic skills, and some intonation features could be considered as language differential markers of pathology [9,10].…”

Section: Introductionmentioning

confidence: 99%

Automatic Analysis of Typical and Atypical Encoding of Spontaneous Emotion in the Voice of Children

Ringeval¹,

Marchi²,

Grossard³

et al. 2016

Interspeech 2016

Self Cite

View full text Add to dashboard Cite

Children with Autism Spectrum Disorders (ASD) present significant difficulties to understand and express emotions. Systems have thus been proposed to provide objective measurements of acoustic features used by children suffering from ASD to encode emotion in speech. However, only a few studies have exploited such systems to compare different groups of children in their ability to express emotions, and even less have focused on the analysis of spontaneous emotion. In this contribution, we provide insights by extensive evaluations carried out on a new database of spontaneous speech inducing three emotion categories of valence (positive, neutral, and negative). We evaluate the potential of using an automatic recognition system to differentiate groups of children, i.e., pervasive developmental disorders, pervasive developmental disorders not-otherwise specified, specific language impairments, and typically developing, in their abilities to express spontaneous emotion in a common unconstrained task. Results show that all groups of children can be differentiated directly (diagnosis recognition) and indirectly (emotion recognition) by the proposed system.

show abstract

“…As expressed in the dimensional approach of the new classifications in the DSM-5 (30), intellectual disability (ID) is a frequent challenge and comorbidity in ASD. According to studies, ID co-occurs in 50 to 75% of ASD cases (31).…”

Section: Introductionmentioning

confidence: 99%

A Developmental and Sequenced One-to-One Educational Intervention for Autism Spectrum Disorder: A Randomized Single-Blind Controlled Trial

Tanet

Hubert-Barthelemy²,

Crespin³

et al. 2016

Front. Pediatr.

Self Cite

View full text Add to dashboard Cite

IntroductionIndividuals with autism spectrum disorder (ASD) who also exhibit severe-to-moderate ranges of intellectual disability (ID) still face many challenges (i.e., less evidence-based trials, less inclusion in school with peers).MethodsWe implemented a novel model called the “Developmental and Sequenced One-to-One Educational Intervention” (DS1-EI) in 5- to 9-year-old children with co-occurring ASD and ID. The treatment protocol was adapted for school implementation by designing it using an educational agenda. The intervention was based on intensity, regular assessments, updating objectives, encouraging spontaneous communication, promoting skills through play with peers, supporting positive behaviors, providing supervision, capitalizing on teachers’ unique skills, and providing developmental and sequenced learning. Developmental learning implies that the focus of training is what is close to the developmental expectations given a child’s development in a specific domain. Sequenced learning means that the teacher changes the learning activities every 10–15 min to maintain the child’s attention in the context of an anticipated time agenda. We selected 11 French institutions in which we implemented the model in small classrooms. Each institution recruited participants per dyads matched by age, sex, and developmental quotient. Patients from each dyad were then randomized to a DS1-EI group or a Treatment as usual (TAU) group for 36 months. The primary variables – the Childhood Autism Rating scale (CARS) and the psychoeducational profile (PEP-3) – will be blindly assessed by independent raters at the 18-month and 36-month follow-up.Discussion and baseline descriptionWe enrolled 75 participants: 38 were randomized to the DS1-EI and 37 to the TAU groups. At enrollment, we found no significant differences in participants’ characteristics between groups. As expected, exposure to school was the only significant difference [9.4 (±4.1) h/week in the DS1-EI group vs. 3.4 (±4.5) h/week in the TAU group, Student’s t-test, t = 5.83, p < 0.001].Ethics and disseminationThe protocol was authorized by the competent national regulatory authority (Agence nationale de sécurité du médicament et des produits de santé) and approved by the local Ethics Committee (Comité de Protection des Personnes) at the University Hospital Saint-Antoine (May 7, 2013). The findings will be disseminated through peer-reviewed journals and national and international conferences.Trial registration numbersANSM130282B-31 (April 16 2013) and ACTRN12616000592448 (May 6 2016).

show abstract

Autism spectrum disorders: An historical synthesis and a multidimensional assessment toward a tailored therapeutic program

Cited by 27 publications

References 94 publications

Interpersonal Synchronization, Motor Coordination, and Control Are Impaired During a Dynamic Imitation Task in Children With Autism Spectrum Disorder

Interpersonal Synchronization, Motor Coordination, and Control Are Impaired During a Dynamic Imitation Task in Children With Autism Spectrum Disorder

Automatic Analysis of Typical and Atypical Encoding of Spontaneous Emotion in the Voice of Children

A Developmental and Sequenced One-to-One Educational Intervention for Autism Spectrum Disorder: A Randomized Single-Blind Controlled Trial

Contact Info

Product

Resources

About