A Possible Origin for the Social and Communicative Deficits of Autism

Trepagnier, Cheryl

doi:10.1177/108835769601100307

Cited by 23 publications

(9 citation statements)

References 74 publications

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“…Impairment in joint attention is considered a central feature of autism (Mundy, Sullivan, & Mastergeorge, ). It has been proposed that joint attention may be a key skill involved in social engagement and communication (e.g., Adamson et al, ; Paparella et al, ; Trepagnier, ). There are two types of joint attention: responding to bids for joint attention and initiating bids for joint attention (Meindl & Cannella‐Malone, ).…”

Section: Introductionmentioning

confidence: 99%

Using computer‐assisted instruction to increase the eye gaze of children with autism

Miller

Wyatt

Casey

et al. 2017

Behavioral Interventions

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Many children diagnosed with autism spectrum disorders have difficulty making appropriate eye contact and engaging in joint attention. The current study evaluated a computer-assisted instruction package (pairing visual stimuli with vocal stimuli) as a novel treatment to improve the eye gaze accuracy in 3 elementary school children with autism. The researchers measured the latency from a recorded verbal stimulus to the students making eye contact with pictures of familiar individuals displayed on a computer screen, and the duration for which eye gaze on the stimulus was main-tained. An automated infrared camera system for measuring eye gaze was utilized that eliminated the need for an instructor to make subjective judgments regarding participants' eye gaze. For all three participants, duration of eye contact increased, and latency to responding decreased following exposure to the computer-assisted instruction. The implications of these findings for the treatment of individuals with autism are discussed, along with suggestions for future research on the topic.

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Section: Introductionmentioning

confidence: 99%

Using computer‐assisted instruction to increase the eye gaze of children with autism

Miller

Wyatt

Casey

et al. 2017

Behavioral Interventions

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“…12 Processing of nonverbal communication is impaired and participation in naturally occurring social learning opportunities is severely restricted, beginning in early childhood. 13,14 Several theories of specific cognitive deficits underlying ASD social interaction impairment have stimulated research activity, including: impaired theory of mind, which posits a key role for delay in the development of the ability to attribute beliefs different from one's own to another person; 15,16 impairment in processing complex, non-visuo-spatial information; 17 and weak central coherence, manifested as over-attention to detail, to the detriment of appreciation of relations among components. 18 Neuroimaging has strongly implicated deficiencies in long-range connections within cortical regions.…”

Section: Introductionmentioning

confidence: 99%

Virtual Conversation Partner for Adults with Autism

Trepagnier

Olsen

Boteler

et al. 2011

Cyberpsychology, Behavior, and Social Networking

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Autistic Spectrum Disorder (ASD) is notable for severely impaired reciprocal social interaction skills relative to language and intellectual abilities, presenting a major barrier to social integration and vocational success. Evidence-based interventions to address these needs are lacking. We report on the development of a small, prototype conversation simulation to teach conversational skills to adolescents and adults with ASD and average to superior intellectual abilities. We also report on a test of the feasibility and acceptability of the simulation approach with a sample of the target population. The simulation engages the user in a virtual conversation with an on-screen partner whose reactions provide naturalistic feedback geared to the appropriateness of the learner's response choices. The prototype simulation, which provides for up to 12 potentially unique multi-turn conversations, was used over a period of 2 weeks by 16 adolescents and adults who then rated statements about the system on a linear scale of 1 (disagreement) to 5 (high agreement). The participants highly endorsed the majority of positive statements about the quality and credibility of the interaction and the virtual conversation partner. In contrast, agreement with positive statements about instructional features external to the conversation was moderate. Unexpectedly, most participants strongly agreed that using the simulation had been helpful to them. Further development and testing in the context of a controlled study with randomized assignment to control and experimental groups are needed to determine whether this approach is effective in improving realworld pragmatic language behavior of high-functioning adults with ASD.

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“…Trepagnier 83 has suggested that the early deficits in social gaze in children with autism may lead to a failure to attain proper face-processing abilities during a sensitive developmental period, which may result in later language and social deficits. 83 Over time, for children with autism who demonstrate behaviors of social withdrawal and evoke fewer or aberrant social responses from those around them, exposure to other faces in their environment may not be sustained at typical levels. Even if appropriate environmental input were present initially to stimulate the development of specialization for faces, it seems possible that this input would be altered by the behavior patterns characteristic of the autistic child.…”

Section: What Is the Role Of Experience In Accounting For The Deficitmentioning

confidence: 99%

Neural Bases and Development of Face Recognition in Autism

Marcus¹,

Nelson²

2001

CNS spectr.

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This paper critically examines the literature on face recognition in autism, including a discussion of the neural correlates of this ability. The authors begin by selectively reviewing the behavioral and cognitive neuroscience research on whether faces are represented by a “special” behavioral and neural system—one distinct from object processing. The authors then offer a neuroconstructivist model that attempts to account for the robust finding that certain regions in the inferior temporal cortex are recruited in the service of face recognition. This is followed by a review of the evidence supporting the view that face recognition is atypical in individuals with autism. This face-recognition deficit may indicate a continued risk for the further development of social impairments. The authors conclude by speculating on the role of experience in contributing to this atypical developmental pattern and its implications for normal development of face processing.

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A Possible Origin for the Social and Communicative Deficits of Autism

Cited by 23 publications

References 74 publications

Using computer‐assisted instruction to increase the eye gaze of children with autism

Using computer‐assisted instruction to increase the eye gaze of children with autism

Virtual Conversation Partner for Adults with Autism

Neural Bases and Development of Face Recognition in Autism

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