Eye Gaze During Face Processing in Children and Adolescents With 22q11.2 Deletion Syndrome

Glaser, Bronwyn; Debbané, Martin; Ottet, Marie-Christine; Vuilleumier, Patrik; Zesiger, Pascal; Antonarakis, Stylianos E.; Eliez, Stéphan

doi:10.1016/j.jaac.2010.04.004

Cited by 27 publications

(55 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…51 For example, similar to what has been reported in ASD, 52 children and adolescents with 22q11.2DS spend less fixation time on the eyes and more time fixating on the mouth during emotion processing tasks. 53 However, previous research has suggested that several differences may exist between those with 22q11.2DS and 22q11.2DS + ASD, as well as between those with 22q11.2DS and idiopathic ASD. Children with 22q11.2DS + ASD have less joint attention with others, lower levels of make believe play, and higher levels of restricted and repetitive behaviors than those with 22q11.2DS alone.…”

Section: Psychiatric Phenotypementioning

confidence: 97%

Behavioral and Psychiatric Phenotypes in 22q11.2 Deletion Syndrome

Tang

Antshel

Fremont

et al. 2015

Journal of Developmental &Amp; Behavioral Pediatrics

View full text Add to dashboard Cite

22q11.2DS is a chromosomal microdeletion that affects approximately 40–50 genes, and impacts various organs and systems throughout the body. Detection is typically achieved by fluorescence in-situ hybridization following diagnosis of one of the major features of the deletion or via chromosomal microarray or non-invasive prenatal testing. The physical phenotype can include congenital heart defects, palatal and pharyngeal anomalies, hypocalcemia/hypoparathyroidism, skeletal abnormalities, and cranial/brain anomalies, although prevalence rates of all of these features are variable. Cognitive function is impaired to some degree in most individuals, with prevalence rates of greater than 90% for motor/speech delays and learning disabilities. Attention, executive function, working memory, visual spatial abilities, motor skills, and social cognition/social skills are affected. The deletion is also associated with an increased risk for behavioral disorders and psychiatric illness. The early onset of psychiatric symptoms common to 22q11.2DS disrupts the development and quality of life of individuals with the syndrome, and is also a potential risk factor for later development of a psychotic disorder. This review discusses prevalence, phenotypic features, and management of psychiatric disorders commonly diagnosed in children and adolescents with 22q11.2DS, including autism spectrum disorders, attention deficit/hyperactivity disorder, anxiety disorders, mood disorders, and schizophrenia/psychotic disorders. Guidelines for the clinical assessment and management of psychiatric disorders in youth with this syndrome are provided, as are treatment guidelines for the use of psychiatric medications.

show abstract

Section: Psychiatric Phenotypementioning

confidence: 97%

Behavioral and Psychiatric Phenotypes in 22q11.2 Deletion Syndrome

Tang

Antshel

Fremont

et al. 2015

Journal of Developmental &Amp; Behavioral Pediatrics

View full text Add to dashboard Cite

show abstract

“…A case study of a patient with amygdalar damage illustrates this phenomenon by demonstrating that when she fixated on the eyes during an emotion-recognition task, her abilities increased to a normal level (Adolphs et al, 2005). If atypical visual scanning of faces, a frequent finding in individuals with neurodevelopmental disorders (Glaser et al, 2010;Hernandez et al, 2009;Mazzola et al, 2006), underlies impaired emotion recognition, then educational interventions need to include tasks that redirect attention to the eyes. Moreover, the significant impact of VAV on BFRT scores at Time 2 in the present study may indicate improved facial recognition, though future studies of VAV using eye-tracking technology will need to confirm this connection.…”

Section: Discussionmentioning

confidence: 99%

“…This is corroborated by evidence of perceptual and social deficits associated with impaired face processing in a variety of developmental disorders, including autism spectrum disorder, Williams syndrome, and 22q11.2 deletion syndrome (Annaz, KarmiloffSmith, Johnson, & Thomas, 2009;Baron-Cohen, Wheelwright, Hill, Raste, & Plumb, 2001;Behrmann et al, 2006;Deruelle, Rondan, Gepner, & Tardif, 2004;Glaser et al, 2010;Karmiloff-Smith et al, 2004;Lacroix, Guidetti, Roge, & Reilly, 2009;Wolf et al, 2008). Atypical scanning or exploration of faces, as measured by eye tracking, also is observed in various neurodevelopmental disorders (Campbell et al, 2010;Glaser et al, 2010;Hernandez et al, 2009;Mazzola et al, 2006), with affected individuals showing reduced exploration of the eye area and spending significantly less time looking at people's eyes. Accordingly, children with developmental disabilities often demonstrate deficits in their ability to recognize facial expressions (Bloom & Heath, 2010;McAlpine, Kendall, & Singh, 1991;Zaja & Rojahn, 2008).…”

Section: Introductionmentioning

confidence: 87%

“…The different emotion choices always derived from the same facial identity. Given poor eye exploration in children with neurodevelopmental disorders (Glaser et al, 2010;Klin, Jones, Schultz, Volkmar, & Cohen, 2002), this module encouraged participants to concentrate on the eye area to match the faces. In the Multiple Choice exercise, complete photographs of faces were presented centrally on a black background.…”

Section: Program Contentmentioning

confidence: 99%

“…Our goal was to pilot the program with an appropriate subject group to evaluate whether the games were appropriate for the age and cognitive level of the participants and whether the participants showed signs of improving the targeted skills. We chose to target three key cognitive areas-focusing on the eyes of a face, emotion recognition and understanding, and nonverbal working memory-for the following reasons: First, research on children with neurodevelopmental conditions causing mental retardation demonstrates that participants spend less time on the eye area of the face, affecting both facial recognition (Glaser et al, 2010) and emotion recognition (Campbell et al, 2010), and suggests that learning to spend time on the eyes may be key to recognizing emotions. Second, it has been proposed that learning the universal physiognomy of facial expressions of emotions (Ekman & Friesen, 1971), as well as being given examples of the mental states underlying the expressions (Golan, Baron-Cohen, & Golan, 2008), may help children with socioemotional impairments to better recognize and respond appropriately to emotions.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Candidate Socioemotional Remediation Program for Individuals with Intellectual Disability

Glaser

Lothe²,

Chabloz³

et al. 2012

American Journal on Intellectual and Developmental Disabilities

Self Cite

View full text Add to dashboard Cite

The authors developed a computerized program, Vis-à-Vis (VAV), to improve socioemotional functioning and working memory in children with developmental disabilities. The authors subsequently tested whether participants showed signs of improving the targeted skills. VAV is composed of three modules: Focus on the Eyes, Emotion Recognition and Understanding, and Working Memory. Ten children with idiopathic developmental delay completed four 20-min weekly sessions of VAV for 12 weeks with an adult. Participants were evaluated before (Time 0) and after (Time 1) training and 6 months after remediation (Time 2). Subjects improved on all three modules during training and on emotion recognition and nonverbal reasoning post-VAV. These gains were still present at Time 2. VAV is a promising new tool for working on socioemotional impairments in hard-to-treat pediatric populations.

show abstract

Facial emotion perception by intensity in children and adolescents with 22q11.2 deletion syndrome

Leleu

Saucourt

Rigard

et al. 2015

Eur Child Adolesc Psychiatry

View full text Add to dashboard Cite

Difficulties in the recognition of emotions in expressive faces have been reported in people with 22q11.2 deletion syndrome (22q11.2DS). However, while low-intensity expressive faces are frequent in everyday life, nothing is known about their ability to perceive facial emotions depending on the intensity of expression. Through a visual matching task, children and adolescents with 22q11.2DS as well as gender- and age-matched healthy participants were asked to categorise the emotion of a target face among six possible expressions. Static pictures of morphs between neutrality and expressions were used to parametrically manipulate the intensity of the target face. In comparison to healthy controls, results showed higher perception thresholds (i.e. a more intense expression is needed to perceive the emotion) and lower accuracy for the most expressive faces indicating reduced categorisation abilities in the 22q11.2DS group. The number of intrusions (i.e. each time an emotion is perceived as another one) and a more gradual perception performance indicated smooth boundaries between emotional categories. Correlational analyses with neuropsychological and clinical measures suggested that reduced visual skills may be associated with impaired categorisation of facial emotions. Overall, the present study indicates greater difficulties for children and adolescents with 22q11.2DS to perceive an emotion in low-intensity expressive faces. This disability is subtended by emotional categories that are not sharply organised. It also suggests that these difficulties may be associated with impaired visual cognition, a hallmark of the cognitive deficits observed in the syndrome. These data yield promising tracks for future experimental and clinical investigations.

show abstract

Eye Gaze During Face Processing in Children and Adolescents With 22q11.2 Deletion Syndrome

Cited by 27 publications

References 51 publications

Behavioral and Psychiatric Phenotypes in 22q11.2 Deletion Syndrome

Behavioral and Psychiatric Phenotypes in 22q11.2 Deletion Syndrome

Candidate Socioemotional Remediation Program for Individuals with Intellectual Disability

Facial emotion perception by intensity in children and adolescents with 22q11.2 deletion syndrome

Contact Info

Product

Resources

About