Journal of Autism and Developmental Disorders最新文献_第4页

A Scoping Review of the Use of Robotics Technologies for Supporting Social-Emotional Learning in Children with Autism. 机器人技术在自闭症儿童社交情绪学习中的应用综述。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-12-01 Epub Date: 2023-11-28 DOI: 10.1007/s10803-023-06193-2

Sarika Kewalramani, Kelly-Ann Allen, Erin Leif, Andrea Ng

{"title":"A Scoping Review of the Use of Robotics Technologies for Supporting Social-Emotional Learning in Children with Autism.","authors":"Sarika Kewalramani, Kelly-Ann Allen, Erin Leif, Andrea Ng","doi":"10.1007/s10803-023-06193-2","DOIUrl":"10.1007/s10803-023-06193-2","url":null,"abstract":"This scoping review synthesises the current research into robotics technologies for promoting social-emotional learning in children with autism spectrum disorder. It examines the types of robotics technologies employed, their applications, and the gaps in the existing literature. Our scoping review adhered to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) reporting guidelines. The systematic search of relevant databases allowed us to identify studies that use robotics technologies for fostering social, emotional, and cognitive skills in young children with autism. Our review has revealed that various robots, such as Nao, Kaspar, and Zeno, have been used to support the development of social and emotional skills through imitation games, turn-taking, joint attention, emotional recognition, and conversation. As most of these studies were conducted in clinical settings, there is a need for further research in classroom and community-based environments. Additionally, the literature calls for more high-quality longitudinal studies to assess the long-term effectiveness and sustainability of robot-assisted therapy and to assess adaptive and personalised interventions tailored to individual needs. More emphasis is recommended on professional development for educators, parents, and health professionals to incorporate robotics technologies as evidence-based interventions as a pathway for creating inclusive learning environments for children with autism.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138451557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pre-pandemic Executive Function Protects Against Pandemic Anxiety in Children with and Without Autism Spectrum Disorder. 大流行前的执行功能保护有和没有自闭症谱系障碍的儿童免受大流行焦虑。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-12-01 Epub Date: 2023-12-01 DOI: 10.1007/s10803-023-06175-4

Celia Romero, Lauren Kupis, Zachary T Goodman, Bryce Dirks, Adriana Baez, Amy L Beaumont, Sandra M Cardona, Meaghan V Parlade, Michael Alessandri, Jason S Nomi, Lynn K Perry, Lucina Q Uddin

引用次数: 0

A Comprehensive Investigation of Social Anxiety and Social Evaluative Stress in Autistic Children and Adolescents and Specific Learning Disorders. 自闭症儿童和青少年以及特殊学习障碍患者社交焦虑和社交评价压力的综合调查。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-02 DOI: 10.1007/s10803-024-06624-8

Rachele Lievore, Antonio Maffei, Paola Sessa, Irene C Mammarella

{"title":"A Comprehensive Investigation of Social Anxiety and Social Evaluative Stress in Autistic Children and Adolescents and Specific Learning Disorders.","authors":"Rachele Lievore, Antonio Maffei, Paola Sessa, Irene C Mammarella","doi":"10.1007/s10803-024-06624-8","DOIUrl":"https://doi.org/10.1007/s10803-024-06624-8","url":null,"abstract":"The aim was to investigate trait social anxiety and social evaluative stress in autistic children and adolescents and Specific Learning Disorders (SLD). This was done by evaluating behavioral, subjective, and autonomic responses to the Trier Social Stress Test (TSST). Study 1 included 280 children and adolescents: 60 autistic without intellectual disability (ID), 70 SLD, and 150 non-diagnosed (ND) peers. Study 2 involved 55 participants: 15 autistic without ID, 15 SLD, and 20 ND. The sample was predominantly male. In Study 1, behavioral (quality of public speech) and subjective (valence, arousal, perceived competence, and worries) aspects of social stress were examined. Study 2 expands upon the first study, as physiological responses to social stress were also measured. Trait social anxiety was investigated using both parents' and children's reports in the two studies. Parents of autistic participants and with SLD reported higher trait social anxiety in their children than the parents of ND. No differences emerged from the participants' self-reports, though those autistic and with SLD were assigned lower scores in the public speech quality than ND. Autistic children and adolescents reported lower arousal and higher perceived competence than ND, while those with SLD reported a lower perception of competence. Autistic participants had a decreased cardiac reactivity across the TSST when compared to SLD and ND. Our findings show unique patterns of responses within each group, confirming that the combined investigation of trait anxiety and social stress responses could be a valuable insight in research and clinical practice.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142564508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"It's Really Complicated": Engaging Key Stakeholders to Inform a Novel Parent-led Sexual Health Education Program for Autistic Youth. "这真的很复杂"：让主要利益相关者参与进来，为针对自闭症青少年的新颖家长主导型性健康教育计划提供信息。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-02 DOI: 10.1007/s10803-024-06620-y

Kelly T Cosgrove, Caitlin Middleton, Talia G Thompson, Brian Be, Lindsey DeVries

{"title":"\"It's Really Complicated\": Engaging Key Stakeholders to Inform a Novel Parent-led Sexual Health Education Program for Autistic Youth.","authors":"Kelly T Cosgrove, Caitlin Middleton, Talia G Thompson, Brian Be, Lindsey DeVries","doi":"10.1007/s10803-024-06620-y","DOIUrl":"https://doi.org/10.1007/s10803-024-06620-y","url":null,"abstract":"Autistic adolescents frequently encounter difficulties in managing changes associated with puberty, sexuality, and relationships, and parents may be a useful source of sexual and reproductive health education (SRE) for this population. Despite this, few evidence-based programs exist to support parents in this role. Thus, there is a need for the development of such programs, particularly those incorporating the lived experiences of key stakeholders. The present qualitative investigation aimed to determine the SRE needs of autistic youth and to inform a novel, parent-led SRE program. Data were collected through semi-structured interviews conducted with two rounds of focus groups with two stakeholder groups: parents of autistic children (N = 4) and adult autistic self-advocates (N = 4). Focus groups were recorded and transcribed verbatim. The research team conducted rapid qualitative analysis on all four transcripts, and major findings were summarized and triangulated across groups. Four overarching themes were identified: \"Empower parents as educators,\" \"Individualize supports and education,\" \"Consider cultural and intersecting identities,\" and \"Prioritize safety.\" Parents can serve a primary role in providing SRE to autistic youth and would likely benefit from participating in a tailored program that prioritizes safety and considers the influence of culture and other aspects of identity on content delivery. Future research on the implementation of such a program is needed.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142564507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Personality Profiles as a Source of Phenotypic Diversity in Autistic Children and Adolescents. 探索人格特征作为自闭症儿童和青少年表型多样性的来源。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-02 DOI: 10.1007/s10803-024-06625-7

Margo M J Dewitte, Petra Warreyn, Peter Prinzie, Sarah S W De Pauw

{"title":"Exploring Personality Profiles as a Source of Phenotypic Diversity in Autistic Children and Adolescents.","authors":"Margo M J Dewitte, Petra Warreyn, Peter Prinzie, Sarah S W De Pauw","doi":"10.1007/s10803-024-06625-7","DOIUrl":"https://doi.org/10.1007/s10803-024-06625-7","url":null,"abstract":"This study adopts a person-centered approach to evaluate personality diversity as a source of interpersonal variability in autistic children and adolescents, and how personality subgroup membership relates to variability in autistic characteristics, social-emotional presentations, and parenting outcomes. Latent Profile Analysis was used to analyze 569 parent reports on a child-based Five-Factor-Model personality measure (aged 6-18 years; Mage = 11.8 years, SD = 3.1; 70% boys). Four distinct personality profile groups were identified, showing varying levels in the low to average range of all five personality domains. All groups scored lowest on Extraversion and Emotional Stability. They differed the most in Imagination and the least in Emotional Stability. Group 1 (n = 72) exhibited the lowest mean-level scores on all five domains, whereas Group 4 (n = 90) had the highest domain scores. Group 2 (n = 307) and Group 3 (n = 100) showed more diverse patterns. Group membership was meaningfully associated with variation in characteristics of social interaction and communication, internalizing, externalizing, and attentional problems, psychosocial strengths, and positive parenting strategies. Only modest group differences were found in parenting stress. All groups had similar scores on repetitive and restrictive behaviors. These findings help to better understand and support natural subgroups within the autism phenotype by exploring shared personality attributes.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142564510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How 18-month-olds with Later Autism Look at Other Children Interacting: The Timing of Gaze Allocation. 18 个月大的后期自闭症儿童如何观察其他儿童的互动：目光分配的时机

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-01 Epub Date: 2023-08-29 DOI: 10.1007/s10803-023-06118-z

Charlotte Viktorsson, Sven Bölte, Terje Falck-Ytter

{"title":"How 18-month-olds with Later Autism Look at Other Children Interacting: The Timing of Gaze Allocation.","authors":"Charlotte Viktorsson, Sven Bölte, Terje Falck-Ytter","doi":"10.1007/s10803-023-06118-z","DOIUrl":"10.1007/s10803-023-06118-z","url":null,"abstract":"When observing other people during naturally paced and dynamic interactions, it is essential to look at specific locations at the right time to extract a maximum of socially informative content. In this study, we aimed to investigate the looking behavior of typically developing toddlers and toddlers later diagnosed with autism when observing other children interact. The sample consisted of 98 toddlers; 22 in a low-likelihood of autism group, 60 in an elevated likelihood of autism group who did not receive a subsequent diagnosis, and 16 in an elevated likelihood group who did receive an autism diagnosis. Participants performed an eye tracking task at 18 months of age and were assessed for diagnostic outcome at 36 months. The video stimuli consisted of two children interacting, where a boy reaches out for a toy and a girl refuses to give it to him. The low likelihood group showed an expected increase in ratio of looking at the girl's face after the boy requested the toy, as compared to before (t(21) = -3.337, p = .003). Toddlers with later autism showed a significantly lower ratio of looking at the girl's face during this time window, as compared to the other groups (F(2,91) = 3.698, p = .029). These findings provide new leads on how social gaze may be different in children with autism in everyday life (e.g., kindergarten), and highlight the need of studying the dynamics of gaze on short time scales.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11461677/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10114753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How are Autistic People Involved in the Design of Extended Reality Technologies? A Systematic Literature Review. 自闭症患者如何参与扩展现实技术的设计？系统性文献综述。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-01 Epub Date: 2023-09-16 DOI: 10.1007/s10803-023-06130-3

Nigel Newbutt, Noah Glaser, Marc Sonley Francois, Matthew Schmidt, Sue Cobb

{"title":"How are Autistic People Involved in the Design of Extended Reality Technologies? A Systematic Literature Review.","authors":"Nigel Newbutt, Noah Glaser, Marc Sonley Francois, Matthew Schmidt, Sue Cobb","doi":"10.1007/s10803-023-06130-3","DOIUrl":"10.1007/s10803-023-06130-3","url":null,"abstract":"The primary aim of this systematic review is to investigate the inclusion of autistic individuals in the design process of immersive technologies. This study follows the preferred reporting items for systematic reviews and meta-analyses standards for systematic literature reviews. To ensure the research questions and subsequent stages of the review incorporate pertinent parameters, the problem, interest, context framework has also been employed. Findings highlight that, while early proponents of immersive technology emphasized the importance of user involvement in design of new technology, immaturity of the technology often limited the implementation of direct user input to the design process. Nonetheless, analysis of the literature published between 2002-2022 identified 20 studies in which substantial influence of autistic individuals and stakeholders was found in the design process of immersive technologies. The roles of autistic individuals varied from active co-designers and co-creators to essential contributors in refining prototypes and providing critical feedback, ensuring the final products align with their needs and preferences. Results underscore the need to align research and design of immersive technologies more closely with the priorities and preferences of autistic individuals. Further is needed regarding actively involving autistic individuals in the design and implementation of immersive technology applications. On this basis, we maintain that more inclusive and effective deployment of immersive technologies is needed in order to ensure that resultant technologies are fit for purpose and address the actual needs of the autistic community.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11461589/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10635174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Participation and Experiences in Extracurricular Activities for Autistic and Neurotypical Children. 自闭症和神经症儿童课外活动的参与和体验。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-01 Epub Date: 2023-10-13 DOI: 10.1007/s10803-023-06142-z

Callyn Farrell, Virginia Slaughter, Tomomi McAuliffe, Aisling Mulvihill

引用次数: 0

Do Types of Information in an Animated Video Intervention Affect University Students' Autism Knowledge and Openness Towards Peers on the Autism Spectrum? 动画视频干预中的信息类型会影响大学生的自闭症知识水平和对自闭症谱系同龄人的开放程度吗？

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-01 Epub Date: 2023-08-29 DOI: 10.1007/s10803-023-06119-y

Yong-Hwee Nah, Raelene Shu-Xuan Lee, Annabel Shen-Hsing Chen

{"title":"Do Types of Information in an Animated Video Intervention Affect University Students' Autism Knowledge and Openness Towards Peers on the Autism Spectrum?","authors":"Yong-Hwee Nah, Raelene Shu-Xuan Lee, Annabel Shen-Hsing Chen","doi":"10.1007/s10803-023-06119-y","DOIUrl":"10.1007/s10803-023-06119-y","url":null,"abstract":"This pre-test post-test control group design sought to compare the effectiveness of delivering different types of information ([1] factual information vs. [2] factual information + descriptive and explanatory information vs. [3] factual information + descriptive, explanatory + directive information) in an animated video intervention in increasing university students' autism knowledge and openness toward peers on the autism spectrum. The sample consisted of 92 undergraduates (27 males, 65 females; age range = 18-36) from various universities in Singapore. Participants were randomly assigned to one of the three experimental conditions/videos, where they completed a measure of their autism knowledge and openness scale, before viewing a 5-minute long animated video containing different types of information about autism. After which, participants completed the measure of autism knowledge and openness scale again, followed by a measure of their empathy level. Results indicated that participants' autism knowledge improved following the viewing of the animated video. However, the three different videos containing different types of information did not differ in influencing participants' openness toward peers on the autism spectrum. Nevertheless, qualitative responses proposed that the video containing factual information, with descriptive, explanatory, and directive information was useful in helping participants to know how to interact with their peers on the autism spectrum. The findings of this study provide preliminary support for the most effective method to educate and raise awareness about autism, among the general student population in order to foster a supportive and inclusive environment.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10114756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using Nvivo to Analyze the Impact of Computer Simulation of Parent-Child Cooperative Art Activities on the Growth of Preschool Children. 使用 Nvivo 分析计算机模拟亲子合作美术活动对学龄前儿童成长的影响。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-01 Epub Date: 2023-09-15 DOI: 10.1007/s10803-023-06124-1

En Xie, Shaw-Chiang Wong, Ying Bai

引用次数: 0