Social synchronization during joint attention in children with autism spectrum disorder

Liu, Qinyi; Wang, Qiandong; Li, Xue; Gong, Xianzu; Luo, Xuerong; Yin, Tingni; Liu, Jing; Yi, Li

doi:10.1002/aur.2553

Cited by 9 publications

(16 citation statements)

References 73 publications

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“…However, non-autistic participants were significantly more likely than autistic participants to return their visual attention to the social stimuli shortly afterward ( Del Bianco et al, 2021 ; Hedger and Chakrabarti, 2021 ). Further, autistic children shifted their gaze in response to the gaze of a social partner significantly more slowly that non-autistic children ( Liu et al, 2021 ). Longer latencies in gaze following are likely to reduce the extent to which relevant behavioural cues can be perceived and acted upon.…”

Section: Part 2 – Interpersonal Synchrony In Autismmentioning

confidence: 85%

“…Converging evidence indicates that, on average, IS is reduced in autism ( McNaughton and Redcay, 2020 ). Studies employing structured experimental tasks involving pendulum swinging ( Fitzpatrick et al, 2016 ), chair rocking ( Marsh et al, 2013 ), movement improvisation ( Brezis et al, 2017 ) and gaze following ( Liu et al, 2021 ) all found lower levels of IS when one of the interacting partners was autistic, relative to when both partners were non-autistic. A similar pattern of results has emerged from the analysis of naturalistic interactions.…”

Section: Part 2 – Interpersonal Synchrony In Autismmentioning

confidence: 99%

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The Components of Interpersonal Synchrony in the Typical Population and in Autism: A Conceptual Analysis

et al. 2022

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Interpersonal synchrony – the tendency for social partners to temporally co-ordinate their behaviour when interacting – is a ubiquitous feature of social interactions. Synchronous interactions play a key role in development, and promote social bonding and a range of pro-social behavioural outcomes across the lifespan. The process of achieving and maintaining interpersonal synchrony is highly complex, with inputs required from across perceptual, temporal, motor, and socio-cognitive domains. In this conceptual analysis, we synthesise evidence from across these domains to establish the key components underpinning successful non-verbal interpersonal synchrony, how such processes interact, and factors that may moderate their operation. We also consider emerging evidence that interpersonal synchrony is reduced in autistic populations. We use our account of the components contributing to interpersonal synchrony in the typical population to identify potential points of divergence in interpersonal synchrony in autism. The relationship between interpersonal synchrony and broader aspects of social communication in autism are also considered, together with implications for future research.

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Section: Part 2 – Interpersonal Synchrony In Autismmentioning

confidence: 85%

Section: Part 2 – Interpersonal Synchrony In Autismmentioning

confidence: 99%

The Components of Interpersonal Synchrony in the Typical Population and in Autism: A Conceptual Analysis

et al. 2022

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“…Crucially though, the content of the activity could scaffold social attention itself. For instance, when engaged in a book sharing activity with their caregivers, ASD children devoted less visual attention to the other their TD peers, but this was attenuated when using a musical book rather than a picture book, suggesting musical activity to scaffold mutual engagement ( 56 ). Similarly, Glass and Yuill ( 60 ) found that the level of IMS varied across groups based on the task type.…”

Section: Resultsmentioning

confidence: 99%

“…Different ROIs have been selected by different groups: Liu et al. ( 56 ), as well as Glass and Yuill ( 60 ) selected 2 ROIs only (corresponding to each person) as being interested in a whole-body coordination, while other groups chose to differentiate between multiple ROIs within each individual [i.e., head and body in Georgescu et al. ( 86 ); head, hand, trunk in Noel et al.…”

Section: Resultsmentioning

confidence: 99%

Interpersonal motor synchrony in autism: a systematic review and meta-analysis

Carnevali,

Valori,

Mason

et al. 2024

Front. Psychiatry

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IntroductionInterpersonal motor synchrony (IMS) is the spontaneous, voluntary, or instructed coordination of movements between interacting partners. Throughout the life cycle, it shapes social exchanges and interplays with intra- and inter-individual characteristics that may diverge in Autism Spectrum Disorder (ASD). Here we perform a systematic review and meta-analysis to summarize the extant literature and quantify the evidence about reduced IMS in dyads including at least one participant with a diagnosis of ASD. MethodsEmpirical evidence from sixteen experimental studies was systematically reviewed, encompassing spontaneous and instructed paradigms as well as a paucity of measures used to assess IMS. Of these, thirteen studies (n = 512 dyads) contributed measures of IMS with an in situ neurotypical partner (TD) for ASD and control groups, which could be used for meta-analyses. ResultsReduced synchronization in ASD-TD dyads emerged from both the systematic review and meta-analyses, although both small and large effect sizes (i.e., Hedge’s g) in favor of the control group are consistent with the data (Hedge’s g = .85, p < 0.001, 95% CI[.35, 1.35], 95% PI[-.89, 2.60]). DiscussionUncertainty is discussed relative to the type of task, measures, and age range considered in each study. We further discuss that sharing similar experiences of the world might help to synchronize with one another. Future studies should not only assess whether reduced IMS is consistently observed in ASD-TD dyads and how this shapes social exchanges, but also explore whether and how ASD-ASD dyads synchronize during interpersonal exchanges.

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“…Before the study, we confirmed that all of them had been diagnosed with HFA/ AS at Shanghai Pediatric Hospital or similar institutes in Shanghai. The same procedure we also used in our previous study (Liu et al, 2023). The children in the ASD group met the DSM‐5 diagnostic criteria.…”

Section: Methodsmentioning

confidence: 99%

Comprehension of irony in autistic children: The role of theory of mind and executive function

Song,

Nie,

Shan

2023

Autism Research

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Although previous studies have examined irony comprehension in autistic children and potential impact factors, the relationship between theory of mind (ToM), executive function (EF), symptoms of autism, and comprehension of irony in this population remains largely unknown. This study explored irony comprehension in autistic children and examined the roles of ToM and EF in linking autism symptoms to deficits in irony comprehension. Twenty autistic children were compared with 25 typically developing (TD) children in an irony story picture task, ToM task, and EF task. The results showed that autistic children had impaired comprehension of irony compared with TD children, and performance on ironic stories showed a significant moderate discriminatory effect in predicting autistic children. A ToM deficit has also been proposed for autistic children. Comprehension of irony was significantly correlated with second‐order ToM (2nd ToM) but was not significantly correlated with any components of EF. Moreover, 2nd ToM can predict the level of irony comprehension and mediate the relationship between symptoms of autism and irony comprehension. Taken together, these findings suggest that irony comprehension may offer a potential cognitive marker for quantifying syndrome manifestations in autistic children, and 2nd ToM may provide insight into the theoretical mechanism underlying the deficit in irony comprehension in this population.

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Social synchronization during joint attention in children with autism spectrum disorder

Cited by 9 publications

References 73 publications

The Components of Interpersonal Synchrony in the Typical Population and in Autism: A Conceptual Analysis

The Components of Interpersonal Synchrony in the Typical Population and in Autism: A Conceptual Analysis

Interpersonal motor synchrony in autism: a systematic review and meta-analysis

Comprehension of irony in autistic children: The role of theory of mind and executive function

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