Assessment of the communicative and coordination skills of children with Autism Spectrum Disorders and typically developing children using social signal processing

Delaherche, Emilie; Chétouani, Mohamed; Bigouret, Fabienne; Xavier, Jean; Plaza, Monique; Cohen, David

doi:10.1016/j.rasd.2013.02.003

Cited by 25 publications

(24 citation statements)

References 32 publications

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“…The other half (n = 32) concerned mother-child interactions more globally: 20 of these studies included specific questions about synchrony in their methodology and 12 studies provided data detailing the extent to which child and caregiver were synchronized on specific behaviors in the results section. The characteristics of synchrony have been described in several previous works ( [54] , [55] ; see introduction section); we found several definitions of for synchrony which did not always use the same words and which seemed to vary mainly with respect to the theoretical framework of the authors (e.g., cognitive psychology, developmental psychology, psychoanalysis, interaction and engineering). Our reading of the literature indicated that synchrony includes the following components: (1) A dyad : an interactive unit/system; (2) Mutuality : the partners are mutually regulated; (3) Reciprocity : the partners show reciprocity, adaptation, flexibility, and conformity to each other; (4) Rhythmicity : the partners maintain balance in the system; (5) Harmonious interaction : mother and infant frequently share or experience similar behavioral states and affect; and (6) Maintained engagement : the partners experience prolonged social engagement characterized by mutual attention and turn-taking.…”

Section: Resultsmentioning

confidence: 83%

Why Synchrony Matters during Mother-Child Interactions: A Systematic Review

et al. 2014

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BackgroundAssessment of mother-child interactions is a core issue of early child development and psychopathology. This paper focuses on the concept of “synchrony” and examines (1) how synchrony in mother-child interaction is defined and operationalized; (2) the contribution that the concept of synchrony has brought to understanding the nature of mother-child interactions.MethodBetween 1977 and 2013, we searched several databases using the following key-words: « synchrony » « interaction » and « mother-child ». We focused on studies examining parent-child interactions among children aged 2 months to 5 years. From the 63 relevant studies, we extracted study description variables (authors, year, design, number of subjects, age); assessment conditions and modalities; and main findings.ResultsThe most common terms referring to synchrony were mutuality, reciprocity, rhythmicity, harmonious interaction, turn-taking and shared affect; all terms were used to characterize the mother-child dyad. As a consequence, we propose defining synchrony as a dynamic and reciprocal adaptation of the temporal structure of behaviors and shared affect between interactive partners. Three main types of assessment methods for studying synchrony emerged: (1) global interaction scales with dyadic items; (2) specific synchrony scales; and (3) micro-coded time-series analyses. It appears that synchrony should be regarded as a social signal per se as it has been shown to be valid in both normal and pathological populations. Better mother-child synchrony is associated with familiarity (vs. unknown partner), a healthy mother (vs. pathological mother), typical development (vs. psychopathological development), and a more positive child outcomes.DiscussionSynchrony is a key feature of mother-infant interactions. Adopting an objective approach in studying synchrony is not a simple task given available assessment tools and due to its temporality and multimodal expression. We propose an integrative approach combining clinical observation and engineering techniques to improve the quality of synchrony analysis.

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Section: Resultsmentioning

confidence: 83%

Why Synchrony Matters during Mother-Child Interactions: A Systematic Review

et al. 2014

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“…The idea is simple: the less feedback you have from the partner (or the more this feedback is ambiguous), the more time the task will take. In humans, the study of synchronization skills has fundamental applications in the early diagnosis of social disorders as autism (Delaherche et al, 2013). Regarding synchrony and temporization, Yamazaki et al (2008) analyzed human–human interaction to highlight some transition relevant places (TRPs) corresponding to the moments when a speaker's turn is about to end.…”

Section: Discussionmentioning

confidence: 99%

Robot initiative in a team learning task increases the rhythm of interaction but not the perceived engagement

et al. 2014

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We hypothesize that the initiative of a robot during a collaborative task with a human can influence the pace of interaction, the human response to attention cues, and the perceived engagement. We propose an object learning experiment where the human interacts in a natural way with the humanoid iCub. Through a two-phases scenario, the human teaches the robot about the properties of some objects. We compare the effect of the initiator of the task in the teaching phase (human or robot) on the rhythm of the interaction in the verification phase. We measure the reaction time of the human gaze when responding to attention utterances of the robot. Our experiments show that when the robot is the initiator of the learning task, the pace of interaction is higher and the reaction to attention cues faster. Subjective evaluations suggest that the initiating role of the robot, however, does not affect the perceived engagement. Moreover, subjective and third-person evaluations of the interaction task suggest that the attentive mechanism we implemented in the humanoid robot iCub is able to arouse engagement and make the robot's behavior readable.

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“…The role of synchrony during child development is not well known, but seems to provide the children a secure base from which they can explore their environment, regulate their a↵ective states, and develop language and cognitive skills (Delaherche et al, 2012). In addition, synchrony appears to be a key metric in human communication dynamics and interaction (Vinciarelli et al, 2009) that can be employed to assess children (Delaherche et al, 2013;Segalin et al, 2013) or either detect early signs of disorders (Saint-Georges et al, 2011).…”

Section: Interpersonal Synchronymentioning

confidence: 99%

“…This framework not only allows to propose automatic assessment but also makes it possible to identify micro-behaviors di cult to perceive by psychologists. In addition, computational models can explicitly take into account interaction during processing and modeling as in (Delaherche et al, 2013) for coordination assessment. In this particular case, it has been found a paradigm shift e↵ect: it was possible…”

Section: Conclusion and Main Challengesmentioning

confidence: 99%

Social Signal Processing and Socially Assistive Robotics in Developmental Disorders

Chétouani

Boucenna

Chaby

et al. 2017

Social Signal Processing

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ecently, there have been considerable advances in n innovative information communication technolthe education of people with autism. This review aims: (1) to provide an overview of the recent ICT sed in the treatment of autism and (2) to focus on elopment of imitation and joint attention in the ldren with autism as well as robotics. There have of recent ICT applications in autism, which include teractive environments implemented in computers nput devices, virtual environments, avatars and s as well as telerehabilitation. Despite exciting esults, the use of ICT remains limited. Many of the have limited capabilities and performance in actual nditions. Clinically, most ICT proposals have not beyond proof of concept studies. Robotics systems, interactive devices for children with autism, have assess the child's response to robot behaviors; to s that are promoted in the child; to model, teach a skill; and to provide feedback on performance vironments (e.g., therapeutic sessions). Based on nce for both early development and for building robots that have human-like abilities, imitation, and interactive engagement are key issues in the of assistive robotics for autism and should be the er research.

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Assessment of the communicative and coordination skills of children with Autism Spectrum Disorders and typically developing children using social signal processing

Cited by 25 publications

References 32 publications

Why Synchrony Matters during Mother-Child Interactions: A Systematic Review

Why Synchrony Matters during Mother-Child Interactions: A Systematic Review

Robot initiative in a team learning task increases the rhythm of interaction but not the perceived engagement

Social Signal Processing and Socially Assistive Robotics in Developmental Disorders

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