scholarly journals Gaze Behavior of Children with ASD toward Pictures of Facial Expressions

2015 ◽  
Vol 2015 ◽  
pp. 1-8 ◽  
Author(s):  
Soichiro Matsuda ◽  
Yasuyo Minagawa ◽  
Junichi Yamamoto
Keyword(s):  
Facial Expressions ◽  
Rating Scale ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Gaze Behavior ◽  
Autism Severity ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Face Stimuli ◽  
The Relationship

Atypical gaze behavior in response to a face has been well documented in individuals with autism spectrum disorders (ASDs). Children with ASD appear to differ from typically developing (TD) children in gaze behavior for spoken and dynamic face stimuli but not for nonspeaking, static face stimuli. Furthermore, children with ASD and TD children show a difference in their gaze behavior for certain expressions. However, few studies have examined the relationship between autism severity and gaze behavior toward certain facial expressions. The present study replicated and extended previous studies by examining gaze behavior towards pictures of facial expressions. We presented ASD and TD children with pictures of surprised, happy, neutral, angry, and sad facial expressions. Autism severity was assessed using the Childhood Autism Rating Scale (CARS). The results showed that there was no group difference in gaze behavior when looking at pictures of facial expressions. Conversely, the children with ASD who had more severe autistic symptomatology had a tendency to gaze at angry facial expressions for a shorter duration in comparison to other facial expressions. These findings suggest that autism severity should be considered when examining atypical responses to certain facial expressions.

scholarly journals Parent-reported feeding characteristics in children with ASD vs. children who are typically developing

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Nesreen Fathi Mahmoud ◽  
Rehab Safwat Abdelhameed ◽  
Sherif A. Abdelmonam ◽  
Ahmed Ali Abdelmonem ◽  
Doaa Mahmoud Khalil ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Rating Scale ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Childhood Autism Rating Scale ◽  
Typically Developing ◽  
Feeding Behaviors ◽  
Children With Asd ◽  
The Mean ◽  
Spectrum Disorders

Abstract Background Parents of children with autism spectrum disorders (ASDs) often report that their children have multiple dietary behavior problems than parents of typically developing (TD) children do. This may affect proper nutrition and subsequently adequate growth and development in children with ASD. The current study aimed to assess the feeding behavior in recently diagnosed children with autism spectrum disorders (ASD) ranged in age from 2 to 4 years and compare it with typically developing (TD) children and to explore the relationship between feeding behaviors and autism severity using the Montreal Children’s Hospital Feeding Scale (MCH) and Childhood Autism Rating Scale (CARS), respectively. Parents of 35 preschool children (2–4 years) with ASD completed reports of physical measurements, feeding interview, Childhood Autism Rating Scale (CARS), and Montreal Children’s Hospital Feeding Scale (MCH Feeding-Scale). The collected data from parents of children with ASD were analyzed and compared with 70 typically developed children matched with age and sex. Results ASD children showed statistically significantly more problematic feeding behaviors in most of the assessed eating characters compared with TD children, e.g., food neophobia, eating non-food items instead of food, requiring assistance during eating, and feeding avoidance to particular textures and taste. The mean total score of the MCH feeding scale differed significantly between children with ASD and TD children. No correlation was found between the mean total score of the MCH feeding scale and CARS scores. Conclusion Our findings revealed a high rate of behavioral feeding problems in children with ASD. Future work will be needed to follow up the feeding behaviors and to develop practical feeding approaches for ASD children to maintain nutritional adequacy.

scholarly journals The Relationship of Visual Support Toward The Clinical Improvement In Children With Autism Spectrum Disorders

2019 ◽  
Vol 7 (1) ◽  
pp. 77
Author(s):  
Tiwik Koesdiningsih ◽  
Lestari Basoeki ◽  
Nining Febriyana ◽  
Margarita Maria Maramis
Keyword(s):  
Autism Spectrum Disorders ◽  
Clinical Improvement ◽  
Rating Scale ◽  
Autism Spectrum ◽  
Measurement Tool ◽  
Research Subjects ◽  
Children With Asd ◽  
Visual Support ◽  
Spectrum Disorders ◽  
The Relationship

Background: The prevalence of autism spectrum disorders (ASD) has increased in the last 30 years from 0.04 to 0.50. This condition increase the parents’ awareness and understanding in early diagnosis, education, management and health services for children with ASD. Purpose: This study aims to analyze the relationship between the uses of visual support for clinical improvement of children with ASD. Method: This study is an observational analytic study. The research was conducted at UPTD ABK Sidoarjo from March to June 2018. The research subjects in this study were four to seven years children with ASD condition. The sampling technique was consecutive sampling and was accomplished during the pre-test and post-test design. The measurement tool for using the Indonesian version of childhood autism rating scale (CARS) that has been validated. Management of visual support has been done for 120 minutes in three months (12 times) consisted of six activities, each activity for 20 minutes with one-one technique (one subject with one therapist). Results: There was no relationship improvement of the  CARS based on the pre and post visual support management for three months (12 times) on general impression data, level, and consistency of intellectual responses. The results of paired t-test on the pre and post visual support management for three months (12 times) showed decreasing value of CARS. This result means that social, communication and psychomotor interactions have p<0.01. Conclusion: Management of visual support is associated with clinical improvement in social interaction, communication (non-verbal) and psychomotor (especially gross motoric).

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

Disorder-specific alterations of tactile sensitivity in neurodevelopmental disorders

2020 ◽  
Author(s):  
Jason He ◽  
Ericka Wodka ◽  
Mark Tommerdahl ◽  
Richard Edden ◽  
Mark Mikkelsen ◽  
...  
Keyword(s):  
Clinical Symptoms ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Hyperactivity Disorder ◽  
The Core ◽  
Children With Asd ◽  
Tactile Detection ◽  
Spectrum Disorders ◽  
Sensory Processes ◽  
Core Symptoms

Alterations of tactile processing have long been identified in autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD). However, the extent to which these alterations are disorder-specific, rather than disorder-general, and how they relate to the core symptoms of each disorder, remains unclear. We measured and compared tactile detection, discrimination and order judgment thresholds between a large sample of children with ASD, ADHD, ASD + ADHD combined and typically developing controls. The pattern of results suggested that while difficulties with tactile detection and order judgement were more common in children with ADHD, difficulties with tactile discrimination were more common in children with ASD. Strikingly, subsequent correlation analyses found that the disorder-specific alterations suggested by the group comparisons were also exclusively related to the core symptoms of each respective disorder. These results suggest that disorder-specific alterations of lower-level sensory processes exist and are specifically related to higher-level clinical symptoms of each disorder.

scholarly journals Investigating Gaze Behaviour of Children Diagnosed with Autism Spectrum Disorders in a Classroom Setting

2021 ◽  
Author(s):  
Aideen McParland ◽  
Stephen Gallagher ◽  
Mickey Keenan
Keyword(s):  
Eye Tracking ◽  
Autism Spectrum ◽  
Classroom Setting ◽  
Typically Developing ◽  
Training Tool ◽  
Gaze Behaviour ◽  
Promising Application ◽  
Spectrum Disorders ◽  
Face Stimuli ◽  
Operant Training

AbstractA defining feature of ASD is atypical gaze behaviour, however, eye-tracking studies in ‘real-world’ settings are limited, and the possibility of improving gaze behaviour for ASD children is largely unexplored. This study investigated gaze behaviour of ASD and typically developing (TD) children in their classroom setting. Eye-tracking technology was used to develop and pilot an operant training tool to positively reinforce typical gaze behaviour towards faces. Visual and statistical analyses of eye-tracking data revealed different gaze behaviour patterns during live interactions for ASD and TD children depending on the interaction type. All children responded to operant training with longer looking times observed on face stimuli post training. The promising application of operant gaze training in ecologically valid settings is discussed.

scholarly journals Parent-reported feeding and swallowing difficulties of children with Autism Spectrum Disorders (aged 3 to 5 years) compared to typically developing peers: a South African study

2020 ◽  
Vol 20 (1) ◽  
pp. 524-532
Author(s):  
Mari Viviers ◽  
Marguerite Jongh ◽  
Lindsay Dickonson ◽  
Roxanne Malan ◽  
Tamaryn Pike
Keyword(s):  
South Africa ◽  
Autism Spectrum Disorders ◽  
Young Children ◽  
South African ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Swallowing Difficulties ◽  
Spectrum Disorders

Background: Research on aspects of neurodevelopment such as feeding and swallowing difficulties in children with Autism Spectrum Disorders (ASD) is limited in low and middle income countries such as South Africa. Method: A descriptive comparative group design was used to investigate feeding and swallowing difficulties of young children with ASD in comparison to typically developing peers. The Brief Autism Mealtime Behavioural Inventory (BAMBI) was used. Results: Findings indicated a significant difference in the severity of feeding and swallowing difficulties between the two groups. Difficulties such as food selectivity, sensory processing difficulties, oral-motor difficulties and symptoms of dysphagia were iden- tified. The findings added to the existing global literature on feeding and swallowing difficulties in young children with ASD but provide a unique first perspective on these difficulties in South African children with ASD. Conclusion: Findings also highlighted the use of the BAMBI as an adjunct clinical tool to encourage comprehensive parental report during feeding assessment in this population. Cultural adaptation of the BAMBI for future use in African countries should be considered. A better local understanding of the parental perspective on the multidimensional nature of the feeding and swallowing difficulties displayed by young children with ASD was obtained. Keywords: Parent-reported feeding; swallowing difficulties; Autism Spectrum Disorders; South Africa. 

Visual and Hedonic Perception of Food Stimuli in Children with Autism Spectrum Disorders and their Relationship to Food Neophobia

Perception ◽  
2019 ◽  
Vol 48 (3) ◽  
pp. 197-213 ◽  
Author(s):  
Anne-Claude Luisier ◽  
Geneviève Petitpierre ◽  
Annick Clerc Bérod ◽  
Anne-Raphaëlle Richoz ◽  
Junpeng Lao ◽  
...  
Keyword(s):  
Visual Perception ◽  
Time Management ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Food Neophobia ◽  
Children With Asd ◽  
Multiple Item ◽  
Potential Link ◽  
Spectrum Disorders

The present study examined whether children with autism spectrum disorder (ASD) and typically developing (TD) children differed in visual perception of food stimuli at both sensorimotor and affective levels. A potential link between visual perception and food neophobia was also investigated. To these aims, 11 children with ASD and 11 TD children were tested. Visual pictures of food were used, and food neophobia was assessed by the parents. Results revealed that children with ASD explored visually longer food stimuli than TD children. Complementary analyses revealed that whereas TD children explored more multiple-item dishes (vs. simple-item dishes), children with ASD explored all the dishes in a similar way. In addition, children with ASD gave more negative appreciation in general. Moreover, hedonic rating was negatively correlated with food neophobia scores in children with ASD, but not in TD children. In sum, we show here that children with ASD have more difficulty than TD children in liking a food when presented visually. Our findings also suggest that a prominent factor that needs to be considered is time management during the food choice process. They also provide new ways of measuring and understanding food neophobia in children with ASD.

scholarly journals A Study of the Wellbeing of Siblings of Children with Autism Spectrum Disorders: Sibling Efficacy, Positive and Negative Affect, and Coping Strategies

2018 ◽  
Vol 10 (2) ◽  
pp. 102
Author(s):  
Emily Habelrih ◽  
Richard Hicks ◽  
Daisy Vanstone
Keyword(s):  
Negative Affect ◽  
Coping Strategies ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Academic Efficacy ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Social Efficacy ◽  
Spectrum Disorders ◽  
And Coping

Autism spectrum disorders (ASD) include pervasive developmental disorders characterised by communication deficits, difficulty with social understanding, and repetitive behaviors. Few studies have compared the efficacy, affect, and coping strategies of siblings of typically developing children with siblings of children with ASD. Typically developing siblings are understood to be at an increased risk of externalising and internalising problems. The current study examined whether siblings of children with ASD differed in levels of efficacy, affect, and coping from siblings of typically developing children. Participants (156) included an Australia-wide sample involving 82 siblings of children with ASD, and 74 siblings of typically developing individuals. Participants completed The Self-Efficacy Scale for Children (assessing social, emotional, and academic efficacy), the Positive and Negative Affect Scales, the Brief COPE Scale, and other scales as part of the larger study. Results showed that ASD siblings reported lower scores on emotional efficacy, social efficacy, and positive affect, and higher negative affect, than did the comparison group siblings. However, no significant differences were found in coping strategies or academic efficacy between the ASD siblings and the typically developing siblings. Consistent with earlier research findings, there are perceived negative effects or risks from being a sibling of an individual with ASD, suggesting support interventions may assist the development of emotional and social efficacy and increased positive affect for these individuals.

scholarly journals Similarities in Functional Play and Differences in Symbolic Play of Children With Autism Spectrum Disorder

2019 ◽  
Vol 124 (1) ◽  
pp. 77-91 ◽  
Author(s):  
Kathy Thiemann-Bourque ◽  
Lynette K. Johnson ◽  
Nancy C. Brady
Keyword(s):  
Cognitive Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Symbolic Play ◽  
Typically Developing ◽  
Play Skills ◽  
Functional Play ◽  
Number Of Children ◽  
Children With Asd ◽  
Spectrum Disorders

Abstract Contradictory reports of play strengths and weaknesses for children with autism spectrum disorders (ASD) persist in the literature. We compared the play of 19 children with ASD to 19 typically developing (TD) children matched on language and cognitive skills. All children were verbal. Results revealed no differences in indiscriminate actions, functional play, and object interest. The children with ASD showed less symbolic play and a significantly fewer number of children met criteria for emerging or mastered symbolic play. A specific deficit was observed for “doll as agent” symbolic play. Outcomes suggest that compared to children without disabilities, children with ASD may have comparable functional play skills and struggle with the transition to some, but not all types of symbolic play.

Children's referential understanding of novel words and parent labeling behaviors: similarities across children with and without autism spectrum disorders

2012 ◽  
Vol 40 (5) ◽  
pp. 971-1002 ◽  
Author(s):  
HANADY BANI HANI ◽  
ANA MARIA GONZALEZ-BARRERO ◽  
APARNA S. NADIG
Keyword(s):  
Autism Spectrum Disorder ◽  
Word Learning ◽  
Autism Spectrum ◽  
Social Cues ◽  
Language Ability ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Age Range

ABSTRACTThis study examined two facets of the use of social cues for early word learning in parent–child dyads, where children had an Autism Spectrum Disorder (ASD) or were typically developing. In Experiment 1, we investigated word learning and generalization by children with ASD (age range: 3;01–6;02) and typically developing children (age range: 1;02–4;09) who were matched on language ability. In Experiment 2, we examined verbal and non-verbal parental labeling behaviors. First, we found that both groups were similarly able to learn a novel label using social cues alone, and to generalize this label to other representations of the object. Children who utilized social cues for word learning had higher language levels. Second, we found that parental cues used to introduce object labels were strikingly similar across groups. Moreover, parents in both groups adapted labeling behavior to their child's language level, though this surfaced in different ways across groups.

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