Handwriting is a complex skill to acquire and it requires years of training to be mastered. Children presenting dysgraphia exhibit difficulties automatizing their handwriting. This can bring anxiety and can negatively impact education. 280 children were recruited in schools and specialized clinics to perform the Concise Evaluation Scale for Children's Handwriting (BHK) on digital tablets. Within this dataset, we identified children with dysgraphia. Twelve digital features describing handwriting through different aspects (static, kinematic, pressure and tilt) were extracted and used to create linear models to investigate handwriting acquisition throughout education. K-means clustering was performed to define a new classification of dysgraphia. Linear models show that three features only (two kinematic and one static) showed a significant association to predict change of handwriting quality in control children. Most kinematic and statics features interacted with age. Results suggest that children with dysgraphia do not simply differ from ones without dysgraphia by quantitative differences on the BHK scale but present a different development in terms of static, kinematic, pressure and tilt features. The K-means clustering yielded 3 clusters (Ci). Children in C1 presented mild dysgraphia usually not detected in schools whereas children in C2 and C3 exhibited severe dysgraphia. Notably, C2 contained individuals displaying abnormalities in term of kinematics and pressure whilst C3 regrouped children showing mainly tilt problems. The current results open new opportunities for automatic detection of children with dysgraphia in classroom. We also believe that the training of pressure and tilt may open new therapeutic opportunities through serious games.

A new model of radicalization has appeared in Western countries since the 2010s. However, few empirical data are available to interpret the profiles of European young people who have embraced radical Islamism. Mixing qualitative/quantitative approaches, the present study is the first to explore their motives for radicalization, as well as how characteristics at baseline predicted their status at follow-up (FU). In 2014-2015, 150 individuals (mean age: 19.82 years; 101 (67.3%) females; 100 (67%) Muslim converts) were followed-up prospectively by the Centre de Prévention contre les Dérives Sectaires liées à l'Islam (CPDSI) until September 2016. Using a multiple correspondence analysis, we found that eight motivational dimensions (interest in violence; feelings of depression, responsibility, uncertainty or loneliness; experience of abuse; issues with sexuality; and poor insight) combining in eight statistical factors drove individuals towards radicalization. At FU, 95(63%) were no longer radicalized, 21(14%) were disengaged, 19(13%) were still radicalized, and 15(10%) had reached the Islamic State. Univariate and multivariate analyses found some protective factors defining individuals with developmental vulnerabilities that can be encountered in many psychopathologies. In addition, multivariate models showed that worse status at FU was predicted by being married, having married parents, having attempted to radicalize other relatives, and having a close friend or relative imprisoned before radicalization. We conclude that multidimensional efforts to de-radicalize young people are efficient, although a worse prognosis is associated with neighborhood/proximal phenomena. Prevention should target these local/proximal contexts to further prevent radicalization.

Introduction: Radicalization is a major issue in Western societies. Supposedly, there is no predefined pathway leading to radicalization. However, youth appears to be at risk for radicalization. The aim of this study was to compare the social and psychological profiles of radicalized minors and radicalized adults. Methods: This cross-sectional study is based on the first large prospective sample of young French individuals (N = 150) who aimed to join the Islamic State (IS) between 2014 and 2016. This sample included 70 adolescents (mean age 15.82 years old, SD 1.14) and 80 young adults (mean age 23.32 years, SD 4.99). We compared the two groups on their sociodemographic and psychological characteristics. Results: Radicalized minors and radicalized adults have different profiles and follow different paths in the radicalization process. Among the group of minors, there are significantly more female subjects (81.4% versus 55.0%, adj. p = 0.007) and more self-harm history before radicalization (44.3% versus 16.2%, p <0.001). In addition, there are significantly less attempts to radicalize the entourage (24.3% versus 50.0%, adj. p = 0.007), and a tendency to show less cases of radicalization among the entourage (32.9% versus 52.5%, adj. p = 0.075) and less radicalization through physical encounter (45.7% versus 65%, adj. p = 0.082). Discussion: Overall, radicalized minors appear to be more psychologically vulnerable individuals than radicalized adults. These differences highlight the importance of tailored interventions in order to prevent radicalization among vulnerable adolescents.

Since 2010 and the founding of the Islamic State, the radicalisation phenomenon in Europe has involved more adolescents and converts to Islam than in previous Islamist terrorist group movements (e.g., Al-Qaeda). In most cases, these adolescents are “homegrown terrorists,” a challenging difference, as they are in confrontation with their home and societal environment. As a new and emerging phenomenon, radicalisation leads to many questions. Are empathic capacities altered? Are they presenting psychiatric pathologies or suicidal tendencies that explain why they put themselves in serious dangers? Are they just young delinquents who simply met a radical ideology? In January 2018, by special Justice Department authorisation, we contacted all minors (N = 31) convicted in France for “criminal association to commit terrorism.” We assessed several sociodemographic, clinical and psychological variables, including empathy and suicidality, in half of them (N = 15) and compared them with 101 teenagers convicted for non-terrorist delinquency who were placed in Closed Educational Centres (CEC). The results show that adolescents engaged in radicalisation and terrorism do not have a significant prevalence of psychiatric disorders, suicidal tendencies or lack of empathy. It also appears that they have different psychological profiles than delinquent adolescents. “Radicalised” adolescents show better intellectual skills, insight capacities and coping strategies. In addition, the manifestation of their difficulties is less externalised than adolescents from the CEC, having committed very few delinquent acts.

The production of facial expressions (FEs) is an important skill that allows children to share and adapt emotions with their relatives and peers during social interactions. These skills are impaired in children with Autism Spectrum Disorder. However, the way in which typical children develop and master their production of FEs has still not been clearly assessed. This study aimed to explore factors that could influence the production of FEs in childhood such as age, gender, emotion subtype (sadness, anger, joy, and neutral), elicitation task (on request, imitation), area of recruitment (French Riviera and Parisian) and emotion multimodality. A total of one hundred fifty-seven children aged 6–11 years were enrolled in Nice and Paris, France. We asked them to produce FEs in two different tasks: imitation with an avatar model and production on request without a model. Results from a multivariate analysis revealed that: (1) children performed better with age. (2) Positive emotions were easier to produce than negative emotions. (3) Children produced better FE on request (as opposed to imitation); and (4) Riviera children performed better than Parisian children suggesting regional influences on emotion production. We conclude that facial emotion production is a complex developmental process influenced by several factors that needs to be acknowledged in future research.

Background Children with autism spectrum disorder (ASD) and intellectual disability (ID) are an understudied population whose school inclusion is challenging. Methods We assessed the effects of “Developmental and Sequenced one-to-one Educational Intervention” (DS1-EI), a ten-hour-per-week adapted instruction programme for five- to nine-year-old children with ASD and ID treated in outpatient health care institutions. A single-blind multisite randomized controlled trial was conducted to compare DS1-EI given for three years with treatment as usual (TAU)(trial registration numbers: ANSM130282B-31 (April 16, 2013) and ACTRN12616000592448). The primary outcome was the change in the psycho-educational profile (PEP). Secondary variables included the Childhood Autism Rating Scale (CARS), Autism Diagnostic Interview-Revised (ADI-R), Vineland Adaptive Behaviour Scale-II (VABS-II), Children's Global Assessment Scale (CGAS) and annual assessment of educational achievement. Statistical analyses used linear mixed models. Findings Seventy-two participants with severe ASD and ID were recruited. Intention-to-treat and per-protocol analyses showed no significant group*time interaction for the PEP, CARS, ADI-R, VABS-II and CGAS but a significant effect for educational achievement with a better improvement in the DS1-EI group. At the 36-month time point, more DS1-EI children were included in mainstream classrooms. Additional analyses using multivariate models taking into account moderating variables at the baseline (e.g., Developmental Quotient) confirmed that DS1-EI had a significant effect on educational outcomes. Interpretation DS1-EI did not improve communication or social skills in children with ASD and ID compared with TAU. However, DS1-EI enhanced school skills in four domains (language, mathematics, inter modality, and school autonomy) favouring inclusion in mainstream classrooms more than TAU. Providing such adapted instruction is feasible and should be encouraged. Funding CNSA; Fondation Bettencourt-Schueller; Fondation EDF

Background: Computer vision combined with human annotation could offer a novel method for exploring facial expression (FE) dynamics in children with autism spectrum disorder (ASD). Methods:We recruited 157 children with typical development (TD) and 36 children with ASD in Paris and Nice to perform two experimental tasks to produce FEs with emotional valence. FEs were explored by judging ratings and by random forest (RF) classifiers. To do so, we located a set of 49 facial landmarks in the task videos, we generated a set of geometric and appearance features and we used RF classifiers to explore how children with ASD differed from TD children when producing FEs.Results: Using multivariate models including other factors known to predict FEs (age, gender, intellectual quotient, emotion subtype, cultural background), ratings from expert raters showed that children with ASD had more difficulty producing FEs than TD children. In addition, when we explored how RF classifiers performed, we found that classification tasks, except for those for sadness, were highly accurate and that RF classifiers needed more facial landmarks to achieve the best classification for children with ASD. Confusion matrices showed that when RF classifiers were tested in children with ASD, anger was often confounded with happiness.Limitations: The sample size of the group of children with ASD was lower than that of the group of TD children. By using several control calculations, we tried to compensate for this limitation.Conclusion: Children with ASD have more difficulty producing socially meaningful FEs. The computer vision methods we used to explore FE dynamics also highlight that the production of FEs in children with ASD carries more ambiguity.

No abstract