Gaze to faces across interactive contexts in infants at heightened risk for autism

Gangi, Devon N.; Schwichtenberg, A. J.; Iosif, Ana‐Maria; Young, Gregory S.; Baguio, Fam; Ozonoff, Sally J

doi:10.1177/1362361317704421

Cited by 16 publications

(13 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Atypical face and eye processing has been linked to heightened risk of psychopathy (Bedford, Pickles, Sharp, Wright, & Hill, 2015) and autism spectrum disorders (ASD; Gangi et al, 2018;Shultz, Klin, & Jones, 2018). For example, newborns at risk for ASD are less attentive to faces, particularly direct-gaze faces, compared with low-risk newborns (Di Giorgio et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Visual preferences for direct‐gaze faces in infant macaques (Macaca mulatta) with limited face exposure

Simpson

Paukner

Pedersen

et al. 2018

Developmental Psychobiology

View full text Add to dashboard Cite

From birth, human and nonhuman primates attend more to faces with direct gaze compared with averted gaze, and previous studies report that attention to the eyes is linked to the emergence of later social skills. Here, we explored whether early experiences influence attraction to eye contact in infant macaques by examining their attention to face pairs varying in their gaze direction across the first 13 weeks of life. Infants raised by human caretakers had limited conspecific interactions (nursery‐reared; N = 16) and were compared to infants raised in rich social environments (mother‐reared; N = 20). Both groups looked longer to faces and the eyes of direct compared to averted‐gaze faces. Looking to all faces and eyes also increased with age. Nursery‐reared infants did not display age‐associated increases in attention to direct‐gaze faces specifically, suggesting that, while there may be an initial preference for direct‐gaze faces from birth, social experiences may support its early development.

show abstract

Section: Discussionmentioning

confidence: 99%

Visual preferences for direct‐gaze faces in infant macaques (Macaca mulatta) with limited face exposure

Simpson

Paukner

Pedersen

et al. 2018

Developmental Psychobiology

View full text Add to dashboard Cite

show abstract

Section: Developmental Progress/outcome Comparisonsmentioning

confidence: 99%

“…When examining dyadic constructs across outcome classifications, the most consistent or robust group differences are evident by 12–15 months [Gangi et al, 2018; Hutman et al, 2012; Kellerman et al, 2019; Ozonoff et al, 2010; Wan et al, 2013]. For example, Gangi et al [2018] reported infants who developed ASD engaged in less gaze to face behaviors during play at 12 months of age. Similarly, Kellerman et al [2019] documented subclinical dyadic features of ASD evident during play by 15 months of age (i.e., lower infant and maternal responsiveness; lower joint engagement).…”

Section: Developmental Progress/outcome Comparisonsmentioning

confidence: 99%

“…To inform early developmental monitoring efforts, previous studies have examined a wide array of prosocial behaviors during play‐based interactions using familial‐risk (infant sibling) designs. For infants, these prosocial behaviors frequently include gaze patterns [Gangi et al, 2018; Ozonoff et al, 2010], social smiles [Lambert‐Brown et al, 2015; Nichols, Ibañez, Foss‐Feig, & Stone, 2014], affect [Hutman, Chela, Gillespie‐Lynch, & Sigman, 2012; Wan et al, 2013], and vocalizations [Paul, Fuerst, Ramsay, Chawarska, & Klin, 2011; Swanson et al, 2019; Talbott, Nelson, & Tager‐Flusberg, 2016]. For mothers, they often include vocalizations and gesture use [Jakubowski & Iverson, 2018; Talbott et al, 2016; Talbott, Nelson, & Tager‐Flusberg, 2015].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Dyadic Synchrony and Responsiveness in the First Year: Associations with Autism Risk

et al. 2020

Self Cite

View full text Add to dashboard Cite

In the first year of life, the ability to engage in sustained synchronous interactions develops as infants learn to match social partner behaviors and sequentially regulate their behaviors in response to others. Difficulties developing competence in these early social building blocks can impact later language skills, joint attention, and emotion regulation. For children at elevated risk for autism spectrum disorder (ASD), early dyadic synchrony and responsiveness difficulties may be indicative of emerging ASD and/or developmental concerns. As part of a prospective developmental monitoring study, infant siblings of children with ASD (high-risk group n = 104) or typical development (low-risk group n = 71), and their mothers completed a standardized play task when infants were 6, 9, and/or 12 months of age. These interactions were coded for the frequency and duration of infant and mother gaze, positive affect, and vocalizations, respectively. Using these codes, theory-driven composites were created to index dyadic synchrony and infant/maternal responsiveness. Multilevel models revealed significant risk group differences in dyadic synchrony and infant responsiveness by 12 months of age. In addition, high-risk infants with higher dyadic synchrony and infant responsiveness at 12 months received significantly higher receptive and expressive language scores at 36 months. The findings of the present study highlight that promoting dyadic synchrony and responsiveness may aid in advancing optimal development in children at elevated risk for autism.

show abstract

“…A number of prospective studies have reported data that make it more challenging to determine if regression has occurred. These include studies in which only standardized scores [Estes et al, ; Landa, Gross, Stuart, & Bauman, ; Levin, Varcin, O'Leary, Tager‐Flusberg, & Nelson, Lord, Luyster, Guthrie, & Pickles, ] or group data are reported [Barbaro & Dissanayake, ;Caravella & Roberts, ; Chenausky, Nelson, & Tager‐Flusberg, ; Filliter et al, ; Gliga, Smith, Likely, Charman, & Johnson, ; Ibañez, Grantz, & Messinger, ; Iverson et al, ], where loss and plateau are not differentiated [Brian et al, ], or where longitudinal analysis was not carried out [Bedford, et al, ; Gangi et al, ]. Although these studies show progressive divergence from typical development, they cannot differentiate developmental arrest or slowing from regression, and group data may have obscured variability within groups [Elsabbagh & Johnson, ].…”

Section: Evidence For Regression and Prevalence Ratesmentioning

confidence: 99%

Regression in autism spectrum disorder: Reconciling findings from retrospective and prospective research

et al. 2018

View full text Add to dashboard Cite

The way in which the behavioral manifestations of autism spectrum disorder (ASD) emerge in infancy is variable. Regression-loss of previously acquired skills-occurs in a subset of children. However, the etiology and significance of regression remains unclear. Until recently, investigation of regression relied on retrospective report by parents or examination of home videos from early in life. However, home videos and retrospective report of the nature and timing of regression, and association with factors such as illness or immunization, is potentially subject to bias. The advent of prospective studies of infant siblings at familial high-risk of ASD has the potential to document regression as it occurs. Recent research has suggested that subtle loss of skills occurs in a larger proportion of children with ASD than previously assumed; however, there are few reports of clear-cut regressions, such as that involving dramatic loss of language and other established skills, in the prospective literature. This could be because of the following: clear-cut regression occurs less commonly than parent report suggests, study design limits the potential to detect regression, or there are differences between multiplex and simplex families in the rate of de novo genetic mutations and therefore regression risk. This review will bring together literature from retrospective and prospective research and attempt to reconcile diverging findings, with a specific focus on methodological issues. Changing conceptualizations of regression will be discussed, as well as etiological factors that may be associated with regression. The main challenges that need to be addressed to measure regression in prospective studies will be set out.Lay Summary: Regression-a loss of previously established skills-occurs in a subset of children with ASD. Parental recall is not always accurate but studying younger siblings of children with ASD, 10-20% of whom will develop ASD, should make it possible to measure regression as it occurs. Clear-cut regression, like loss of language, has not often been reported in infant sibling studies, but recent research suggests that gradual loss of social engagement might be more common. This review looks at the evidence for regression from infant sibling studies and asks how study design affects the likelihood of capturing regression.

show abstract

Gaze to faces across interactive contexts in infants at heightened risk for autism

Cited by 16 publications

References 20 publications

Visual preferences for direct‐gaze faces in infant macaques (Macaca mulatta) with limited face exposure

Visual preferences for direct‐gaze faces in infant macaques (Macaca mulatta) with limited face exposure

Dyadic Synchrony and Responsiveness in the First Year: Associations with Autism Risk

Regression in autism spectrum disorder: Reconciling findings from retrospective and prospective research

Contact Info

Product

Resources

About