Améliorer le jeu de simulation pour les enfants autistes en découvrant les propriétés stimulantes d'objets réels

Aperçu: G.M. 

Les enfants avec un diagnostic de "trouble du spectre de l'autisme" (dTSA) manquent souvent de compétences de jeu symbolique. L'attribution de propriétés simulées (APP) est un type de jeu symbolique dans lequel un enfant traite les propriétés simulées d'un objet (par exemple, sentir une fleur jouet et dire: «Ça sent la rose!»).
Trois garçons chinois (âgés de 5 à 6 ans) avec un dTSA ont fait partie des participants. Une conception à sondes multiples sur 5 objets a été utilisée pour déterminer les effets d'une intervention qui impliquait d'avoir l'expérience de l'enfant et de toucher les propriétés sensorielles d'objets réels (par exemple, rose).
Des objets de test correspondants, y compris des faux (par exemple, un jouet en forme de fleur) et des objets arbitraires (par exemple, un bâton), ont été utilisés pour évaluer si les réponses tactiles pour les propriétés sensorielles ont été transférées.
Les résultats ont indiqué que les 3 enfants ont émis des propriétés de stimulus pour les objets de test et ont maintenu la compétence pendant 7 à 10 semaines après l'intervention. Deux participants ont également mesuré de nouvelles propriétés (non cibles) pour les objets de test.

. 2021 May 24.  doi: 10.1002/jaba.843. 

Improving pretend play for children with autism through experiencing the stimulus properties of real objects

Gabrielle T Lee  ¹ , Xiaoyi Hu  ² , Yanhong Liu  ² , Zijin Yang  ³

Affiliations

• PMID: 34028024
• DOI: 10.1002/jaba.843

Abstract

Children with autism spectrum disorder (ASD) often lack symbolic play skills. Attribution of pretend properties (APP) is a type of symbolic play in which a child tacts pretend properties of an object (e.g., smelling a toy flower and saying, "It smells like a rose!"). Three Chinese boys (5-6 years of age) with ASD served as participants. A multiple-probe design across 5 objects was used to determine the effects of an intervention that involved having the child experience and tact sensory properties of real objects (e.g., rose). Corresponding test objects, including mock (e.g., a toy flower) and arbitrary objects (e.g., a stick), were used to evaluate whether tact responses for sensory properties were transferred. Results indicated that all 3 children emitted tacts of stimulus properties for test objects and maintained the skill for 7 to 10 weeks following the intervention. Two participants also tacted novel (nontarget) properties for test objects.

Keywords: autism spectrum disorder; relational frame theory; stimulus properties; symbolic play; transfer of stimulus functions. 

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Évaluer la fonction de l'interaction sociale pour les enfants autistes

Aperçu: G.M.

Plusieurs chercheurs ont évalué si l'interaction sociale se renforce ou non; cependant, peu d'études ont évalué des méthodes permettant d'évaluer si les interactions sociales fonctionnent comme des stimuli renforçateurs, neutres ou aversifs. Nous étendons cette recherche en évaluant une nouvelle méthode d'évaluation de la fonction de l'interaction sociale. Vingt et un enfants diagnostiqués avec un trouble du spectre de l'autisme (TSA) y ont participé. Les interactions sociales se sont avérées fonctionner comme des renforçateurs pour 9 participants, des stimuli neutres pour 7 participants et des stimuli aversifs pour 5 participants. La méthode évaluée s'est avérée plus efficace, peut-être plus faisable et a été tout aussi décisive que les méthodes évaluées dans des recherches antérieures. Les implications de cette étude et de sa méthodologie ainsi que les orientations futures de cette ligne de recherche sont discutées.

. 2021 May 24. doi: 10.1002/jaba.850. 

Evaluating the function of social interaction for children with autism

Samuel L Morris  ¹ , Timothy R Vollmer  ²

Affiliations

• PMID: 34028027
• DOI: 10.1002/jaba.850

Abstract

Several researchers have assessed whether or not social interaction is reinforcing; however, few studies have evaluated methods of assessing whether social interactions function as reinforcing, neutral, or aversive stimuli. We extend this research by evaluating a new method of assessing the function of social interaction. Twenty-one children diagnosed with Autism Spectrum Disorder (ASD) participated. Social interactions were found to function as reinforcers for 9 participants, neutral stimuli for 7 participants, and aversive stimuli for 5 participants. The method evaluated was found to be more efficient, may be more feasible, and was similarly as decisive as methods evaluated in previous research. Implications of this study and its methodology as well as future directions in this line of research are discussed.

Keywords: autism spectrum disorder; concurrent operant reinforcer assessment; social interaction.

© 2021 Society for the Experimental Analysis of Behavior (SEAB).

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Support orthographique pour l'apprentissage des mots dans les populations cliniques: une revue systématique

Aperçu: G.M.

Objectif
Une revue systématique a été réalisée pour déterminer dans quelle mesure la facilitation orthographique, une stratégie pour améliorer l'apprentissage des mots, a été démontrée comme étant efficace dans la littérature pour les enfants et les adolescents de catégories cliniques telles que les troubles du développement du langage (DLD), les "troubles du spectre de l'autisme' (TSA), Syndrome de Down, dyslexie, déficience auditive, déficience intellectuelle et paralysie cérébrale. 

Méthode
Cinq bases de données ont été utilisées comme rechercher pour toutes les études publiées jusqu'en décembre 2019. Les études éligibles incluaient des participants d'une population clinique (DLD, TSA, dyslexie, paralysie cérébrale, syndrome de Down, déficience auditive, etc.) et comparaient l'apprentissage des mots avec et sans orthographe. Des études sélectionnées ont été extraites pour obtenir des informations pertinentes. De plus, une évaluation de la rigueur méthodologique a été réalisée pour chaque étude. 

Résultats
La revue a produit cinq études qui ciblaient l'apprentissage des mots avec la facilitation orthographique pour les enfants de diverses populations cliniques, y compris la DLD, les enfants autistes verbaux, le syndrome de Down et la dyslexie.
Toutes les populations étudiées ont montré un avantage pour l'apprentissage des mots dans les post-tests de dénomination des images lorsque les mots étaient formés en présence de l'orthographe. 

Conclusions
Pour les populations étudiées, l'apprentissage des mots en présence d'orthographe améliorera l'enseignement de la précision et la rétention des mots. L'examen met en évidence la nécessité de poursuivre la recherche dans ce domaine auprès d'autres populations cliniques.

. 2021 May 24;1-12.  doi: 10.1044/2021_LSHSS-20-00123. 

Orthographic Support for Word Learning in Clinical Populations: A Systematic Review

Grace T Clark  ¹ , Christina Reuterskiöld  ¹

Affiliations

• PMID: 34029128
• DOI: 10.1044/2021_LSHSS-20-00123

Abstract

Purpose A systematic review was performed to determine the extent to which orthographic facilitation, a strategy to improve word learning, has been demonstrated in the literature for children and adolescents from clinical categories such as developmental language disorders (DLD), autism spectrum disorders (ASD), Down syndrome, dyslexia, hearing impairment, intellectual disability, and cerebral palsy. Method Five databases were searched for all studies published through December 2019. Eligible studies included participants from a clinical population (DLD, ASD, dyslexia, cerebral palsy, Down syndrome, hearing impairment, etc.) and compared word learning with and without orthography. Selected studies were extracted for pertinent information. In addition, assessment of the methodological rigor was performed for each study. Results The review yielded five studies that targeted word learning with orthographic facilitation for children from various clinical populations including DLD, verbal children with autism, Down syndrome, and dyslexia. All studied populations showed a benefit for word learning in picture naming posttests when words were trained in the presence of orthography. Conclusions For the studied populations, training words in the presence of orthography will improve word learning accuracy and retention. The review highlights the need for more research in this area across other clinical populations. Supplemental Material https://doi.org/10.23641/asha.14632791.

Déploiement de l'attention auditive chez les jeunes adultes avec un diagnostic de "trouble du spectre de l'autisme"

Aperçu: G.M.

La difficulté à écouter dans des environnements bruyants est une plainte fréquente des personnes avec un diagnostic de "trouble du spectre de l'autisme" (dTSA). Cependant, les mécanismes sous-jacents à ces défis de traitement auditif sont inconnus. 

Cette étude préliminaire a examiné le déploiement de l'attention auditive chez les adultes avec un dTSA. Les participants ont été invités à maintenir ou à changer l'attention entre deux flux vocaux simultanés dans trois conditions: emplacement (co-localisé contre ± 30 ° de séparation), voix (même voix contre contraste homme-femme) et les deux signaux ensemble. 

Les résultats ont montré que les personnes avec un dTSA peuvent diriger l'attention de manière sélective en utilisant l'emplacement ou les indices vocaux, mais la performance était meilleure lorsque les deux signaux étaient présents. En comparaison avec les adultes neurotypiques, la performance globale était moins précise dans toutes les conditions. 

Ces résultats justifient une enquête plus approfondie sur les différences de déploiement de l'attention auditive chez les personnes avec un TSA.

. 2021 May 19.  doi: 10.1007/s10803-021-05076-8. 

Auditory Attention Deployment in Young Adults with Autism Spectrum Disorder

Katherine A Emmons  ¹ , Adrian Kc Lee  ^{2   3} , Annette Estes  ^{1   2} , Stephen Dager  ⁴ , Eric Larson  ³ , Daniel R McCloy  ³ , Tanya St John  ¹ , Bonnie K Lau  ^{5   6}

Affiliations

• PMID: 34013478
• DOI: 10.1007/s10803-021-05076-8

Abstract

Difficulty listening in noisy environments is a common complaint of individuals with autism spectrum disorder (ASD). However, the mechanisms underlying such auditory processing challenges are unknown. This preliminary study investigated auditory attention deployment in adults with ASD. Participants were instructed to maintain or switch attention between two simultaneous speech streams in three conditions: location (co-located versus ± 30° separation), voice (same voice versus male-female contrast), and both cues together. Results showed that individuals with ASD can selectively direct attention using location or voice cues, but performance was best when both cues were present. In comparison to neurotypical adults, overall performance was less accurate across all conditions. These findings warrant further investigation into auditory attention deployment differences in individuals with ASD.

Keywords: Auditory attention; Auditory processing; Autism spectrum disorder; Selective attention; Speech perception.

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Caractéristiques cliniques et individuelles associées au stress maternel chez les jeunes adolescents avec un diagnostic de "trouble du spectre de l'autisme"

Aperçu: G.M.

Les parents de personnes avec un diagnostic de "trouble du spectre de l'autismeé vivent à la fois des événements stressants négatifs et positifs. Plusieurs caractéristiques cliniques et sociodémographiques des enfants autistes ont été associées au stress parental dans leur famille. Cependant, peu d'études se sont concentrées sur les adolescents et le rôle de la déficience cognitive a rarement été abordé.
L'objectif principal de la présente recherche est d'explorer les associations entre les symptômes de l'autisme, les troubles cognitifs, les problèmes émotionnels et comportementaux, les caractéristiques sociodémographiques et le stress maternel chez un échantillon de jeunes adolescents avec un diagnostic de "trouble du spectre de l'autisme" avec et sans troubles cognitifs.
La déficience cognitive et les problèmes émotionnels et comportementaux sont associés au stress maternel, tandis que les symptômes de l'autisme semblent jouer un rôle mineur.
L'éducation et la profession de la mère ne sont associées au stress maternel que dans le groupe ayant une déficience cognitive, tandis que l'âge maternel est associé au stress dans le groupe d'adolescentes sans déficience cognitive. 

Les implications liées à l'âge pour l'intervention et les orientations futures de la recherche sont discutées.

. 2021 May 20.  doi: 10.1002/aur.2539. 

Clinical and individual features associated with maternal stress in young adolescents with autism spectrum disorder

Francesco Scibelli  ¹ , Elisa Fucà  ¹ , Silvia Guerrera  ¹ , Elisabetta Lupi  ¹ , Paolo Alfieri  ¹ , Giovanni Valeri  ¹ , Stefano Vicari  ^{1   2}

Affiliations

• PMID: 34013607
• DOI: 10.1002/aur.2539

Abstract

Parents of people with autism spectrum disorder experience both negative stressful and positive events. Several clinical and socio-demographic features of children on the autism spectrum have been associated with parenting stress in their families. However, there have been few studies that focus on adolescents and the role of cognitive impairment has rarely been addressed. The main aim of the present research is to explore associations between autism symptoms, cognitive impairment, emotional and behavioral problems, socio-demographic features, and maternal stress in a sample of young adolescents with Autism Spectrum Disorder with and without cognitive impairment. Cognitive impairment and emotional and behavioral problems are associated with maternal stress, while autism symptoms seem to play a minor role. Maternal education and occupation are only associated with maternal stress in the group with cognitive impairment, while maternal age is stress-associated in the group of adolescents without cognitive impairment. Age-related implications for intervention and future research directions are discussed. LAY SUMMARY: Parents of individuals on the autism spectrum are exposed to both negative stressful and enriching experiences during their parenthood. While the influence of several child characteristics and socio-demographic features on parental stress during childhood has been widely explored in past studies, studies on teenagers are limited. The aim of the present research is to explore the influence of several characteristics on maternal stress levels in families with teenagers on the autism spectrum. We found that cognitive impairment and emotional and behavioral problems are associated with maternal stress, while autism symptoms seem to play a minor role. Socio-demographic features are not associated with maternal stress. Broadly speaking, the subjective perception of parental distress in both groups is less related to teenagers' characteristics then the perception of having a difficult interaction with the teenagers. We divided our participants into two groups (one group with cognitive impairment and the other group without). We found that mothers of teenagers with cognitive impairment are generally more stressed compared to the other group. Furthermore, we confirm that emotional and behavioral problems seem to play a major role in maternal stress (especially in the group without cognitive impairment), while autism symptoms seem to play a minor role. Furthermore, we found that maternal education/occupation and maternal age are associated with maternal stress in the group with and the group without cognitive impairment respectively. This research highlights the association between several variables and stress in mothers of adolescents on the spectrum. Results are discussed in the framework of previous findings highlighting the lack of adequate care and support services for families, especially for those of adolescents on the spectrum with cognitive impairment.

Keywords: adolescence; autism symptoms; cognitive; emotional and behavioral problems; maternal stress; parent mediated therapy; socio-demographic features.

© 2021 International Society for Autism Research and Wiley Periodicals LLC.

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