A Multi-method Analysis of Intersensory Perception of Social Information in Children and Adolescents with Autism Spectrum Disorder PDF Download

Author: Lisa Hancock Alli
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Languages : en
Pages : 0

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The present study investigated the intersensory processing deficit for social stimuli in individuals with ASD compared to age- and cognitive-ability matched typically developing peers. This deficit was theorized to account (at least partially) for cascading impairments in attention and autism symptomatology across development. The primary goal was to isolate the social and linguistic properties of intersensory (audio-visual) processing using a manipulation of temporal synchrony. In Study One, a multi-method analysis of looking time and proportion of efficient gaze patterns using eye-tracking data from a behavioural task was used. Results provided evidence of a difference in intersensory processing specifically for social stimuli in children with ASD that does not appear to be solely attributable to a deficit in processing faces, language, or body movement. The secondary goal of the project was to provide a better understanding of variables that impact and are impacted by intersensory processing. In Study Two the strength and direction of the relationship between intersensory processing and developmental, diagnostic, and attention variables was assessed. Results showed that impaired intersensory processing for social information appears to be associated with cascading consequences across development including some of the core impairments in Autism Spectrum Disorder: disrupted sensory processing, social-communication disability, and slower attentional disengagement. In summary, results of Study One and Study Two are best understood as a specific cognitive-perceptual deficit in social orienting and are consistent with the Intersensory Redundency Hypothesis. The observed intersensory processing differences between groups may be impacted by dysfunctional intersensory integration wherein the most general amodal property, temporal synchrony, is misprocessed at early stages, disrupting selective attention and early social orienting. This impairment impacts the cascading cycle of perception, learning, memory, attention and so on and contributes to core sensory and social-communication impairments associated with Autism Spectrum Disorder.

Author: Anne-Katrin Muth
Publisher: GRIN Verlag
ISBN: 3668951268
Category : Psychology
Languages : en
Pages : 172

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Master's Thesis from the year 2017 in the subject Psychology - Developmental Psychology, University of Wales, Bangor, language: English, abstract: The emphasis of this study is on social timing during parent-child interaction in a real-life environment in preschoolers with ASD. As an additional feature, the children and adults in this sample received Musical Intervention Therapy (MIT) in North Wales in the United Kingdom (UK). This allows comparison of interaction with music (hereafter referred to as 'Music') and without music ('Interaction') within an MIT setting. Timing plays a vital role in communication. It allows perception and coordination of communication tools such as speech, facial expressions, and body language. For example, neurotypical individuals naturally sense when it is their turn to speak, and use pauses to emphasise or alter the meaning of what they are trying to convey. When timing is optimal and communication flows evenly, people remain largely unaware of its importance. On the contrary, erratic timing is noticed immediately. For example, when the audio or video transmission during a Skype-conversation lags behind, one can still carry on with his or her conversation but it becomes harder to read social cues and communication becomes tedious. Scholars refer to this type of timing as 'social timing'. Its role is to structure and organise the timing of verbal and non-verbal communication tools. Social timing is further split into the temporal organisation of our own body language and speech ('intrapersonal') and that between self and other ('interpersonal'). Social timing in parent-infant interaction plays a key role for long-term development of communication and social skills. The pioneers of developmental social timing studies focused on describing rhythmicity of pre-verbal communication in the 1970s. A decade later, advances in statistical methods allowed examination of intra- and interpersonal timing, which can be cyclical and synchronous respectively.

Author: Jacalyn Guy
Publisher:
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Languages : en
Pages :

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"This thesis examines the development of visual perception in children and adolescents with Autism Spectrum Disorder (ASD), with a specific focus on local and global processes. The current perceptual profile in ASD is characterized by a unique set of strengths and weaknesses in visual information processing at lower and higher-levels. These are generally described by strengths in processing lower-level, detailed information of a non-social nature and weaknesses in processing higher-level, global information of a social nature. Two issues limit the current understanding of this profile; a developmental perspective is lacking and associations across levels of lower- and higher-levels of processing are unclear. The studies presented here have charted, for the first time, cross-sectional developmental trajectories of lower- and higher-level visual perception for both social and non-social information. These studies were motivated by empirically driven questions and based on findings in adults with ASD, which have suggested that enhanced perception of detailed information occurs at lower-levels of processing (Kéïta, Guy, Berthiaume, Mottron, & Bertone, 2014) and may impact upon social perception at higher-levels (Morin et al., 2015). Participants with ASD and typically-developing (TD) comparisons aged 6 to 16 years completed behavioural tasks assessing lower- and higher-level, social and non-social visual perception, particularly in terms of local and global processing. These included spatial frequency, visuo-spatial (i.e., Navon task), and facial identity discrimination tasks. Results revealed that children and adolescents with ASD process local and global aspects of non-social information somewhat differently than TD comparisons at lower- and higher-levels (i.e., spatial frequency and Navon tasks). The strongest result was that local information interfered with the processing of global information in participants with ASD, specifically for higher-level, non-social information (i.e., Navon task). Moreover, the trajectories of local and global performances across levels of processing and type of information collectively indicated that adolescence is likely an important period of transition in visual perception in ASD. This was especially evident for lower-level, non-social and higher-level, social information (i.e., spatial frequency and face identity discrimination tasks, respectively).Associations across task performance provide preliminary evidence that enhanced processing of detailed information at lower-levels of processing influences non-social perception at higher-levels. Further to this, associations within higher-levels of processing suggest that the influence of local information may similarly interfere or distract with how social and non-social information is processed. These findings reveal complex relationships between local and global processes, suggesting that alterations in the "building blocks" of perception may relate to atypical, higher-order cognitive and social processes in ASD. These findings advance the notion that the atypical processing of sensory information may explain, in part, some of the social difficulties fundamental to ASD. They further highlight the importance of cross-level and cross-task comparisons of perceptual processes within a developmental framework, and support calls for a comprehensive understanding of how adult outcomes are achieved. " --

Author:
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Category : Electronic books
Languages : en
Pages : 49

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Individuals with autism spectrum disorder (ASD) exhibit deficits in sociocommunicative behaviors, including face perception. Face perception deficits in ASD include, but are not limited to, avoidance of looking at faces, reduced sensitivity to emotional expression in faces, and impairment in face recognition and discrimination. Given the importance of face perception to social interactions, a core domain of impairment in ASD, this study examined intrinsic functional connectivity (iFC) of the core face perception system, a collection of brain regions preferentially activated in response to faces, in children and adolescents with ASD. Resting-state fMRI data were available for 50 children and adolescents with ASD between 7 and 17 years old and 50 typical developing children and adolescents matched on age, gender, handedness, non-verbal IQ, and in-scanner head motion. These data underwent a standard fMRI preprocessing pipeline, including slice-time and motion correction, field-map correction, bandpass filtering, and removal of nuisance regressors. Whole-brain iFC of the core face perception system was examined with bilateral fusiform face area (FFA), occipital face area, and posterior superior temporal sulcus as seeds. Pearson's correlation and canonical correlation analysis were employed to examine the clinical relevance of between-group (ASD vs. TD) iFC differences. Relative to the typically developing control group, participants with ASD showed overconnectivity between rFFA and the default mode network (DMN) as well as underconnectivity between rFFA and the salience network (SN). An anticorrelation between the degree of overconnectivity between rFFA and DMN and the degree of underconnectivity between rFFA and SN was also identified, indicating that the observed rFFA-DMN overconnectivity was accompanied by rFFA-SN underconnectivity. The degree of rFFA-SN underconnectivity was linked to ASD social communication symptoms, suggesting that reduced communication between face perception regions and SN may be linked to inefficient propagation of facial information when faces are perceived, contributing to social communication deficits in ASD. In summary, the present study shows that in ASD the core face perception system is atypically connected with the SN, suggesting that faces may be less salient for children and adolescents with ASD and the reduced subjective salience of faces may be linked to ASD social communication impairments.

Author: Jessica Helene Schroeder
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Several researchers have found that peer victimization is more frequent in those with ASD, yet few studies have examined the underlying social cognitive mechanisms involved. Crick and Dodge's (1994) social-information processing (SIP) model has been used to examine bullying in aggressive populations and has more recently been applied to difficulties with social interaction more broadly. The model consists of six steps that operate in a circular manner, from the encoding of social cues, to the behavioural enactment of a selected response. Only two studies have examined the SIP model with those with ASD and have found differences in encoding and assertive response selection in those with ASD. The current study is the first to examine victimization and SIP together in those with ASD. Further, this study is the first to include eye-tracking methodology to gain further insight into the encoding stage of processing. Twenty-four children with typical development aged 6-17 were compared with 24 children with high-functioning ASD. Those with ASD are more likely to experience victimization, according to parent report, across all types of bullying. The ASD group had a lower proportion of looking time to faces, during the ambiguous social exclusion video. Several social-information processing differences were also noted: those with ASD made more encoding errors, fewer assertive responses, and more passive responses (for a hostile social exclusion video only). Encoding errors were significantly correlated with victimization, but only in the ASD group. Some areas of similarity were also found across groups. Few participants in either group generated aggressive solutions. The groups were generally equivalent in their propensity to make hostile attributions and in the number of responses generated. The proportion of looking time was significantly related to victimization, assertive and passive responses across the entire sample for some of the videos. These potential processing differences may have cascading effects on the ability of those with ASD to effectively manage social interactions. Theoretical and clinical implications are examined and future research directions are suggested.

Author: Patrick Kimuyu
Publisher: GRIN Verlag
ISBN: 3668690839
Category : Medical
Languages : en
Pages : 18

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Seminar paper from the year 2018 in the subject Medicine - Pediatrics, grade: 1, Egerton University, language: English, abstract: The theory of mind has emerged as a philosophical approach with an exceptional social importance. It explains social interactions amongst humans in daily engagements including maintaining emotional intimacy, influencing peers, and acquiring information. That level of significance explains why the theory has attracted extensive research attention over the past few decades. Ultimately, traditional research on the theory of mind has revealed the key underpinnings related to the paradigm. It has provided plausible reasons why the theory is essential in constructing mentalistic explanations for human behavior in typically developing individuals. From another perspective, the principle of the theory of mind appears to be of paramount significance for social functioning among clinical populations who experience challenges in social interaction. It is useful in explaining complex behaviors that are expressed by individuals with traumatic brain injury, autism spectrum disorders, and schizophrenia. To examine the theory of mind, researchers have developed several methods, which are based on single task measurements using comprehensive instruments. However, theorists continue to give conflicting perspectives towards the aspects linked to the theory of mind such as evidence for earlier abilities, task manipulation of the onset of the theory of mind, and integrity of false-belief tasks. Therefore, this discussion seeks to provide a focused critical analysis of the research methods used to examine the theory of mind, as well as the findings of research in relation to the theory of mind in both typically developing children and those with autism.

Author: Christina Luckhardt
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Soumeyya Halayem
Publisher: Frontiers Media SA
ISBN: 2832501699
Category : Medical
Languages : en
Pages : 249

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Author: Terhi Korkiakangas
Publisher: Routledge
ISBN: 1317221257
Category : Psychology
Languages : en
Pages : 332

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In this innovative book on autism and gaze from a multimodal interaction perspective, Terhi Korkiakangas examines the role of gaze in everyday situations, asking why eye contact matters, and considering the implications of this crucial question for autism. Since persons on the autism spectrum tend to use it differently and might not engage in eye contact in social situations, gaze is a crucial topic for understanding autism, yet we know surprisingly little about this topic in a real-world context, beyond psychological experiments and the research lab. Drawing on her research on authentic video-recorded social interactions, Korkiakangas shows how a multimodal interaction perspective can shed new light on gaze: what an instance of gaze does, and when, why, and for whom gaze ‘matters’, from both children on the autism spectrum and their social partners’ perspective, including teachers and parents. Grounded in the interactional tradition of conversation analysis, the multimodal interaction perspective offers a major contribution to our understanding of autism by examining communication beyond talk and linguistic resources. Communication, Gaze and Autism considers both mutual gaze and gaze aversion during talk or silence, alongside facial expressions, gestures, and other body movements, to understand what gaze is used for, and to rethink ‘eye contact’. The book includes a methodological introduction, practical tools for doing multimodal interaction research, and empirical findings. It also considers the voices of those people on the autism spectrum from the blogosphere, who suggest that eye contact has less significance for them and represents a communication difference, rather than a deficit. This book is designed for anyone with an academic, professional or personal interest in autism. It will particularly appeal to senior undergraduate and graduate students, researchers and practitioners in the fields of communication, social interaction and autism.

Author: Olga Bogdashina
Publisher: Jessica Kingsley Publishers
ISBN: 1846424100
Category : Psychology
Languages : en
Pages : 219

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The ability to perceive accurately stimuli in the environment is basic to many areas of academic, communicative and social functioning. Although people with autism live in the same physical world and deal with the same `raw material' their perceptual world turns out strikingly different from that of non-autistic people. It is widely reported that autistic people have `unusual' sensory perceptual experiences that may involve hypo- and hypersensitivity, fluctuation between different `volumes' of perception and difficulty interpreting a sense. In this book, Olga Bogdashina attempts to define the role of sensory perceptual problems in autism identified by autistic individuals themselves. Often ignored by many professionals, this is one of the main problems highlighted by autistic individuals. This book singles out possible patterns of sensory experiences in autism and the cognitive differences caused by them. The final chapters are devoted to assessment and intervention issues with practical recommendations for selecting appropriate methods and techniques to eliminate the problems and enhance the strengths. Sensory Perceptual Issues in Autism and Asperger Syndrome is vital to teachers and other professionals working with autistic individuals to fully comprehend sensory perceptual differences in autism. This book will help readers select appropriate methods for dealing with autistic individuals. In addition, parents of autistic individuals and autistic individual themselves will find the information will enable them to initiate relevant strategies and environmental changes to facilitate more effective learning.