Dyadic and Triadic Behaviours in Infancy as Precursors to Later Social Responsiveness in Young Children with Autistic Disorder

Clifford, Sally; Dissanayake, Cheryl

doi:10.1007/s10803-009-0748-x

Cited by 39 publications

(33 citation statements)

References 36 publications

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“…Furthermore, providing this type of feedback seems to be the most effective when eye contact has been established spontaneously. This is positive, because spontaneous eye contact is more important for social competence (Clifford & Dissanyake 2009). The current Phase 1 evidence (Beeson & Robey 2006) supports the finding that children with AD do not understand the significance of eye contact from a purely social-communication perspective and may not benefit from inherent social rewards associated with eye contact (Bayram & Esgin 2013).…”

Section: Discussionmentioning

confidence: 99%

“…The duration of elicited and spontaneous eye contact showed a noticeable decline from baseline conditions for KP. Clifford and Dissanyake (2009) suggest that the frequency of eye contact is of less importance than the quality of eye contact for later social competence. The increase in eye contact frequency may not necessarily predict better socialcommunicative outcomes (Clifford & Dissanyake 2009).…”

Section: Spontaneous Eye Contactmentioning

confidence: 98%

“…Clifford and Dissanyake (2009) suggest that the frequency of eye contact is of less importance than the quality of eye contact for later social competence. The increase in eye contact frequency may not necessarily predict better socialcommunicative outcomes (Clifford & Dissanyake 2009). It is interesting to note that the KP protocol prompted for longer looking.…”

Section: Spontaneous Eye Contactmentioning

confidence: 98%

“…Imitation deficits found in children with AD were previously thought to be caused by mirror neuron deficits. Mirror neurons are found in areas of the brain that are active during imitation of another person's actions; however, imitation deficits may in fact be indicative of motor deficits, which involve motor planning, motor sequencing and disruptions in motor learning (Bhat et al 2011;Clifford & Dissanyake 2009;Uljarevic & Hamilton 2013;Ingersoll et al 2003). Dziuk et al (2007) attribute these disruptions to possible deficits in the connections between the frontal, parietal, subcortical, and cerebellar regions of the brain.…”

Section: Imitation Deficits In Autistic Disordermentioning

confidence: 99%

“…Impaired social imitation may be indicative of disruptions in motor learning processes (Bhat et al 2011;Clifford & Dissanyake 2009;Ingersoll et al 2003). The application of specific motor learning principles may suggest ways to manage and improve these motor learning processes and determine which detailed variables will result in positive change in eye contact interventions.…”

Section: Rationale For the Current Studymentioning

confidence: 99%

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Augmented feedback in autistic disorder

Geertsema

McDonald

Merwe

et al. 2017

SAJCE

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<div class="WordSection1"><p>Children with autistic disorder (AD) display atypical eye contact and struggle with the social imitation of eye contact. Impaired social imitation may be indicative of disruptions in motor learning processes. The application of specific motor learning principles, such as external feedback, may suggest which variables will result in positive change in eye contact. The study aimed to determine the effects of knowledge of performance (KP) and knowledge of results (KR) as types of feedback on the frequency and duration of elicited and spontaneous eye contact in children with AD. A two-phase multiple-probe, multi-treatment (cross-over), singleparticipant design with a withdrawal component was used. Mixed treatment effects were obtained. Overall effects suggest that KR results in the greatest positive change over a short period of time regarding frequency and duration for both elicited and spontaneous eye contact. This type of feedback seems to be the most effective for spontaneous eye contact. The provision of KP, after elicited and spontaneous eye contact, produced positive effects for duration only. The current Phase 1 evidence suggests that KR (which is goal-directed with fewer additional instructions) may be more beneficial to children with AD. These findings are in accordance with the limb motor learning literature and may therefore support preliminary evidence for disrupted motor learning during eye contact imitation in children with AD.</p></div>

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Section: Discussionmentioning

confidence: 99%

Section: Spontaneous Eye Contactmentioning

confidence: 98%

Section: Spontaneous Eye Contactmentioning

confidence: 98%

Section: Imitation Deficits In Autistic Disordermentioning

confidence: 99%

Section: Rationale For the Current Studymentioning

confidence: 99%

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Augmented feedback in autistic disorder

Geertsema

McDonald

Merwe

et al. 2017

SAJCE

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Digital Behavioral Phenotyping Detects Atypical Pattern of Facial Expression in Toddlers with Autism

et al. 2020

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Commonly used screening tools for autism spectrum disorder (ASD) generally rely on subjective caregiver questionnaires. While behavioral observation is more objective, it is also expensive, time‐consuming, and requires significant expertise to perform. As such, there remains a critical need to develop feasible, scalable, and reliable tools that can characterize ASD risk behaviors. This study assessed the utility of a tablet‐based behavioral assessment for eliciting and detecting one type of risk behavior, namely, patterns of facial expression, in 104 toddlers (ASD N = 22) and evaluated whether such patterns differentiated toddlers with and without ASD. The assessment consisted of the child sitting on his/her caregiver's lap and watching brief movies shown on a smart tablet while the embedded camera recorded the child's facial expressions. Computer vision analysis (CVA) automatically detected and tracked facial landmarks, which were used to estimate head position and facial expressions (Positive, Neutral, All Other). Using CVA, specific points throughout the movies were identified that reliably differentiate between children with and without ASD based on their patterns of facial movement and expressions (area under the curves for individual movies ranging from 0.62 to 0.73). During these instances, children with ASD more frequently displayed Neutral expressions compared to children without ASD, who had more All Other expressions. The frequency of All Other expressions was driven by non‐ASD children more often displaying raised eyebrows and an open mouth, characteristic of engagement/interest. Preliminary results suggest computational coding of facial movements and expressions via a tablet‐based assessment can detect differences in affective expression, one of the early, core features of ASD. Lay Summary This study tested the use of a tablet in the behavioral assessment of young children with autism. Children watched a series of developmentally appropriate movies and their facial expressions were recorded using the camera embedded in the tablet. Results suggest that computational assessments of facial expressions may be useful in early detection of symptoms of autism.

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The impact of COVID‐19 on the mental health and wellbeing of caregivers of autistic children and youth: A scoping review

et al. 2021

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Caregivers and families of autistic people have experienced stress and increase in demands due to the COVID-19 pandemic that may have long-term negative consequences for both their own and their children's mental health. A scoping review was conducted to identify pandemic related demands experienced by caregivers and families of autistic children and youth. The review also consolidated information on coping strategies and parenting-related guidelines that have emerged to help parents meet these demands. Search strategies were approved by a research librarian and were conducted in peer-reviewed and gray literature databases between May 2020 and February 2021. Additional resources were solicited through author networks and social media. All articles were published between December 2019 and February 2021. Article summaries were charted, and a thematic analysis was conducted with confirmation of findings with our knowledge users. Twenty-three published articles and 14 pieces of gray literature were included in the review. The majority of articles characterized and highlighted the increase in demands on caregivers of autistic children and youth during the pandemic globally. Both quantitative and qualitative studies suggest that parents have experienced an increase in stress and mental health-related symptoms during lockdown measures. Findings suggest that families are employing coping strategies, but there no evidence-based supports were identified. The review highlighted the potential long-term impact of prolonged exposure to increasing demands on the mental health and wellbeing of caregivers and families of autistic people, and pointed to a need for the rapid development and evaluation of flexible and timely support programs. Lay SummaryCaregivers and families of autistic children and youth have faced increased demands due to pandemic-related lockdown measures. We reviewed the literature to outline sources of stress, links to their influence on caregiver mental health, and if support programs have emerged to help them. Our findings suggest a number of demands have increased caregivers' risk to mental health challenges, and their [Correction added on 30 October 2021, after first online publication: The copyright line was updated.]

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Dyadic and Triadic Behaviours in Infancy as Precursors to Later Social Responsiveness in Young Children with Autistic Disorder

Cited by 39 publications

References 36 publications

Augmented feedback in autistic disorder

Augmented feedback in autistic disorder

Digital Behavioral Phenotyping Detects Atypical Pattern of Facial Expression in Toddlers with Autism

The impact of COVID‐19 on the mental health and wellbeing of caregivers of autistic children and youth: A scoping review

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