Before social cognition there is joint processing of information about the attention of self and others. This joint attention requires the integrated activation of a distributed cortical network involving the anterior and posterior attention systems. In infancy, practice with the integrated activation of this distributed attention network is a major contributor to the development of social cognition. Thus, the functional neuroanatomies of social cognition and the anterior-posterior attention systems have much in common. These propositions have implications for understanding joint attention, social cognition, and autism.

The P1 and N170 components, two event-related potentials sensitive to face processing, were examined in response to faces and vehicles for children with autism and typical development. P1 amplitude decreased, P1 latency decreased, and N170 amplitude became more negative with age. Children with typical development had larger P1 amplitudes for inverted faces than upright faces, but children with autism did not show this pattern. Children with autism had longer N170 latencies than children with typical development. Smaller P1 amplitudes and more negative N170 amplitudes for upright faces were associated with better social skills for children with typical development.

Despite the fact that faces are typically seen in the context of dynamic events, there is little research on infants' perception of moving faces. L. E. Bahrick, L. J. Gogate, and I. Ruiz (2002) demonstrated that 5-month-old infants discriminate and remember repetitive actions but not the faces of the women performing the actions. The present research tested an attentional salience explanation for these findings: that dynamic faces are discriminable to infants, but more salient actions compete for attention. Results demonstrated that 5-month-old infants discriminated faces in the context of actions when they had longer familiarization time (Experiment 1) and following habituation to a single person performing 3 different activities (Experiment 2). Further, 7-month-old infants who have had more experience with social events also discriminated faces in the context of actions. Overall, however, discrimination of actions was more robust and occurred earlier in processing time than discrimination of dynamic faces. These findings support an attentional salience hypothesis and indicate that faces are not special in the context of actions in early infancy.

Children with Autism Spectrum Disorders (ASDs) are impaired in visually disengaging attention in both social and non-social contexts, impairments that may, in subtler form, also affect the infant siblings of children with an ASD (ASD-sibs). We investigated patterns of visual attention (gazing) in six-month-old ASD-sibs (n = 17) and the siblings of typically developing children (COMP-sibs; n =17) during the Face-to-Face/Still-Face Protocol (FFSF), in which parents are sequentially responsive, nonresponsive, and responsive to their infants. Throughout the protocol, ASD-sibs shifted their gaze to and from their parents' faces less frequently than did COMP-sibs. The mean durations of ASD-sibs' gazes away from their parents' faces were longer than those of COMPsibs. ASD-sibs and COMP-sibs did not differ in the mean durations of gazes at their parents' faces. In sum, ASD-sibs showed no deficits in visual interest to their parents' faces, but greater interest than COMP-sibs in non-face stimuli.

Although prior studies have demonstrated reduced resting state EEG coherence in adults with autism spectrum disorder (ASD), no studies have explored the nature of EEG coherence during joint attention. We examined the EEG coherence of the joint attention network in adolescents with and without ASD during congruent and incongruent joint attention perception and an eyes-open resting condition. Across conditions, adolescents with ASD showed reduced right hemisphere temporal–central alpha coherence compared to typically developing adolescents. Greater right temporal–central alpha coherence during joint attention was positively associated with social cognitive performance in typical development but not in ASD. These results suggest that, in addition to a resting state, EEG coherence during joint attention perception is reduced in ASD.

Higher-functioning participants with and without autism spectrum disorder (ASD) viewed a series of face stimuli, made decisions regarding the affect of each face, and indicated their confidence in each decision. Confidence significantly predicted accuracy across all participants, but this relation was stronger for participants with typical development than participants with ASD. In the hierarchical linear modeling analysis, there were no differences in face processing accuracy between participants with and without ASD, but participants with ASD were more confident in their decisions. These results suggest that individuals with ASD have metacognitive impairments and are overconfident in face processing. Additionally, greater metacognitive awareness was predictive of better face processing accuracy, suggesting that metacognition may be a pivotal skill to teach in interventions.

This study examined the impact of implementing Second Step, a violence prevention program, using a comprehensive, city-wide approach. The evaluation included 741 3rd-5th graders in six schools. Student surveys, behavioral observations, and discipline referrals were used to assess aggressive-antisocial and prosocial behaviors. We found significant improvements in positive approach-coping, caring-cooperative behavior, suppression of aggression, and consideration of others, but no changes in aggressive-antisocial behaviors. Behavioral observations and disciplinary referrals showed no significant changes. The program was implemented with high fidelity and engaged a wide range of participants from the community.

Autism is a pervasive developmental disorder with onset before the age of three years. Recent studies suggest that its prevalence in the United States is as high as 1 out of every 150 children (Centers for Disease Control and Prevention, 2007), and there is concern that the incidence of autism is rising worldwide (Chakrabarti & Fombonne, 2005). There has been a tremendous amount of research on autism, especially in recent years. However, the theories which attempt to explain autism have failed to address how autism might develop before the diagnosis occurs (i.e., the development of autism during infancy). In addition, there is little theoretical explanation of the development of the diagnostic symptoms of autism. Despite the lack of scientific insight into the early development of autism, there is a growing body of evidence that symptoms of autism are present before the first birthday. The intervention literature has suggested that early intervention is most effective at altering the course of the disorder. Thus, there is a pressing need to diagnosis autism before age two. Research findings from our lab indicate a number of cognitive deficits in individuals with autism that are developing during infancy for typically developing individuals (e.g., gender categorization of faces). We, along with several other labs across the country, are beginning to investigate