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"Joint attention"

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https://www.readbyqxmd.com/read/29765335/heart-rate-variability-during-a-joint-attention-task-in-toddlers-with-autism-spectrum-disorders
#1
Lucia Billeci, Alessandro Tonacci, Antonio Narzisi, Zaira Manigrasso, Maurizio Varanini, Francesca Fulceri, Caterina Lattarulo, Sara Calderoni, Filippo Muratori
Background: Autism Spectrum Disorders (ASD) are a heterogeneous group of neurodevelopmental disorders featuring early impairments in social domain, with autonomic nervous system (ANS) unbalance possibly representing a useful marker for such disturbances. Impairments in joint attention (JA) are one of the earliest markers of social deficits in ASD. In this study, we assessed the feasibility of using wearable technologies for characterizing the ANS response in ASD toddlers during the presentation of JA stimuli...
2018: Frontiers in Physiology
https://www.readbyqxmd.com/read/29725273/exploring-infant-gesture-and-joint-attention-as-related-constructs-and-as-predictors-of-later-language
#2
Virginia C Salo, Meredith L Rowe, Bethany Reeb-Sutherland
In infancy, use of gesture and the ability to engage in joint attention with others both predict later language development. Conceptually, gesture and joint attention abilities may reflect a similar underlying social communicative skill. However, these abilities are often studied separately. Despite the fact that gesture is often used in episodes of joint attention, little is known about the degree to which measures of gesture use and joint attention ability are associated with one another or how they similarly, or differentially, predict children's language abilities...
May 2018: Infancy: the Official Journal of the International Society on Infant Studies
https://www.readbyqxmd.com/read/29706101/a-systematic-review-of-predictors-moderators-and-mediators-of-augmentative-and-alternative-communication-aac-outcomes-for-children-with-autism-spectrum-disorder
#3
Stephanie B Sievers, David Trembath, Marleen Westerveld
Documented variability in augmentative and alternative communication (AAC) intervention outcomes makes it difficult for clinicians to select systems most likely to be effective for individual children with autism spectrum disorder (ASD). The aim of this study was to identify child-related factors associated with AAC intervention outcomes through a systematic review of the research literature. A search was conducted of peer-reviewed research articles in which AAC intervention outcomes and associated factors were reported for children with ASD...
April 28, 2018: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/29697040/origins-of-mother-child-reminiscing-style
#4
Elaine Reese, Elizabeth Meins, Charles Fernyhough, Luna Centifanti
Maternal elaborative reminiscing supports preschool children's autobiographical memory, self-concept, and emotion understanding. What are the factors contributing to mothers' elaborative style of reminiscing? In a longitudinal community sample (n = 170 at the final data point), this study explored the role of maternal depression (8-44 months), maternal sensitivity and maternal mind-mindedness (8 months), as well as child factors of joint attention (15 months), attachment security (15 months), and language (26 months) for mother-child reminiscing about a positive (happy) and a negative (scared) event at 44 months...
April 26, 2018: Development and Psychopathology
https://www.readbyqxmd.com/read/29676448/together-i-can-joint-attention-boosts-3-to-4-year-olds-performance-in-a-verbal-false-belief-test
#5
Elia Psouni, Andreas Falck, Leni Boström, Martin Persson, Lisa Sidén, Maria Wallin
Effects of joint attention were addressed on 3- to 4-year-olds' performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient...
April 20, 2018: Child Development
https://www.readbyqxmd.com/read/29671644/short-play-and-communication-evaluation-teachers-assessment-of-core-social-communication-and-play-skills-with-young-children-with-autism
#6
Stephanie Y Shire, Wendy Shih, Ya-Chih Chang, Connie Kasari
Children with autism spectrum disorder experience delays in the development of nonverbal social communication gestures to request and to share (joint attention) as well as play skills such that intervention is required. Although such tools exist in research settings, community stakeholders also require access to brief, simple, and reliable tools to assess students' skills and set appropriate intervention targets. This study includes a sequence of two trials to examine implementation outcomes including adoption, fidelity, and feasibility of The Short Play and Communication Evaluation by educational professionals who work with preschoolers and toddlers with autism spectrum disorder in low-resource community classrooms...
April 2018: Autism: the International Journal of Research and Practice
https://www.readbyqxmd.com/read/29651331/operationalizing-atypical-gaze-in-toddlers-with-autism-spectrum-disorders-a-cohesion-based-approach
#7
Quan Wang, Daniel J Campbell, Suzanne L Macari, Katarzyna Chawarska, Frederick Shic
Background: Multiple eye-tracking studies have highlighted the "atypical" nature of social attention in autism. However, it is unclear how "atypical" or "typical" should be quantified. Methods: We developed a method for identifying moments when members of a group looked at similar places (High-Cohesion Time Frames; HCTFs). We defined typicality as the proximity of gaze points to typically developing (TD) gaze points during TD HCTFs...
2018: Molecular Autism
https://www.readbyqxmd.com/read/29611405/vocalization-of-emotional-and-social-expressions-in-korean-speaking-toddlers-with-autism-spectrum-disorder-and-those-with-developmental-delay
#8
Kyung Sook Lee, Yee Jin Shin, Hee Jeong Yoo, Gui Jong Lee, Jeong Ryu, Oweol Son, Sook Whan Cho
PURPOSE: This study aimed to examine the development of socializing and emotional expressions through vocalizations and joint attention (JA) behaviors in Korean-speaking children with autism spectrum disorder (ASD), compared to those with developmental delay (DD). MATERIALS AND METHODS: Video samples were collected from 28 toddlers with ASD and 18 age-matched toddlers with DD, and vocalizations were each coded in detail for the purpose of this retrospective research...
May 2018: Yonsei Medical Journal
https://www.readbyqxmd.com/read/29558769/enhancing-the-reading-development-of-learners-with-autism-spectrum-disorder
#9
Kelly Whalon
Foundational to autism spectrum disorder (ASD) are difficulties developing joint attention, social reciprocity, and language/communication. These challenges place children with ASD at risk for future reading failure. Research suggests that many school-aged children with ASD will learn the decoding skills necessary to effectively read text, but will struggle with comprehension. Yet, the reading profiles of learners with ASD also show great heterogeneity, with some also unable to effectively decode new words...
April 2018: Seminars in Speech and Language
https://www.readbyqxmd.com/read/29555857/role-of-the-5-ht-2a-receptor-in-self-and-other-initiated-social-interaction-in-lsd-induced-states-a-pharmacological-fmri-study
#10
Katrin H Preller, Leonhard Schilbach, Thomas Pokorny, Jan Flemming, Erich Seifritz, Franz X Vollenweider
Distortions of self-experience are critical symptoms of psychiatric disorders and have detrimental effects on social interactions. In light of the immense need for improved and targeted interventions for social impairments, it is important to better understand the neurochemical substrates of social interaction abilities. We therefore investigated the pharmacological and neural correlates of self- and other-initiated social interaction. In a double-blind, randomized, counterbalanced, cross-over study 24 healthy human participants (18 males and 6 females) received either 1) placebo+placebo 2) placebo+lysergic acid diethylamide (LSD) (100 μg p...
March 19, 2018: Journal of Neuroscience: the Official Journal of the Society for Neuroscience
https://www.readbyqxmd.com/read/29535666/the-social-gaze-space-a-taxonomy-for-gaze-based-communication-in-triadic-interactions
#11
Mathis Jording, Arne Hartz, Gary Bente, Martin Schulte-Rüther, Kai Vogeley
Humans substantially rely on non-verbal cues in their communication and interaction with others. The eyes represent a "simultaneous input-output device": While we observe others and obtain information about their mental states (including feelings, thoughts, and intentions-to-act), our gaze simultaneously provides information about our own attention and inner experiences. This substantiates its pivotal role for the coordination of communication. The communicative and coordinative capacities - and their phylogenetic and ontogenetic impacts - become fully apparent in triadic interactions constituted in its simplest form by two persons and an object...
2018: Frontiers in Psychology
https://www.readbyqxmd.com/read/29527625/reduced-alternating-gaze-during-social-interaction-in-infancy-is-associated-with-elevated-symptoms-of-autism-in-toddlerhood
#12
Emilia Thorup, Pär Nyström, Gustaf Gredebäck, Sven Bölte, Terje Falck-Ytter
In typical development, infants often alternate their gaze between their interaction partners and interesting stimuli, increasing the probability of joint attention toward surrounding objects and creating opportunities for communication and learning. Children with Autism Spectrum Disorder (ASD) have been found to engage less in behaviors that can initiate joint attention compared to typically developing children, but the role of such atypicalities in the development of ASD during infancy is not fully understood...
March 12, 2018: Journal of Abnormal Child Psychology
https://www.readbyqxmd.com/read/29505608/evidence-of-embodied-social-competence-during-conversation-in-high-functioning-children-with-autism-spectrum-disorder
#13
Veronica Romero, Paula Fitzpatrick, Stephanie Roulier, Amie Duncan, Michael J Richardson, R C Schmidt
Even high functioning children with Autism Spectrum Disorder (ASD) exhibit impairments that affect their ability to carry out and maintain effective social interactions in multiple contexts. One aspect of subtle nonverbal communication that might play a role in this impairment is the whole-body motor coordination that naturally arises between people during conversation. The current study aimed to measure the time-dependent, coordinated whole-body movements between children with ASD and a clinician during a conversational exchange using tools of nonlinear dynamics...
2018: PloS One
https://www.readbyqxmd.com/read/29472949/the-relationship-between-motor-imitation-and-early-social-communication-skills-in-children-with-autism
#14
Hooshang Dadgar, Javad Alaghband Rad, Zahra Soleymani, Anahita Khorammi, Joe McCleery, Saman Maroufizadeh
Objective: Development of early social skills in children is a complex process. To understand this process, it is important to assess how strengths or weaknesses in other developmental domains may be affected by these skills. The present study aimed at investigating the association of motor skills and imitation ability with early social communication skills in children with autism spectrum disorder (ASD). Method: In this study, 20 children with ASD aged 3 to 5 years (M = 4.05, SD = 0.55) participated. All children were diagnosed as ASD based on the DSM-V criteria by an independent child psychiatrist...
October 2017: Iranian Journal of Psychiatry
https://www.readbyqxmd.com/read/29467703/the-effect-of-eye-contact-is-contingent-on-visual-awareness
#15
Shan Xu, Shen Zhang, Haiyan Geng
The present study explored how eye contact at different levels of visual awareness influences gaze-induced joint attention. We adopted a spatial-cueing paradigm, in which an averted gaze was used as an uninformative central cue for a joint-attention task. Prior to the onset of the averted-gaze cue, either supraliminal (Experiment 1) or subliminal (Experiment 2) eye contact was presented. The results revealed a larger subsequent gaze-cueing effect following supraliminal eye contact compared to a no-contact condition...
2018: Frontiers in Psychology
https://www.readbyqxmd.com/read/29462746/developmental-changes-in-infants-and-mothers-pathways-to-achieving-joint-attention-episodes
#16
Margaret Loy, Elise Frank Masur, Janet Olson
Combining the joint attention approaches of Mundy and colleagues' (2007) experimental coding of infants' specific initiating and responding acts and of Bakeman and Adamson's (1986) descriptions of both infants' and mothers' behaviors during joint engagement, this study examined 29 infants' and mothers' initiatives and responses leading to success in achieving joint attention (JA) episodes during naturalistic interactions when infants were 13 and 17 months old. Analyses revealed developmental changes in initiative frequencies and in the origins of JA episodes...
February 2018: Infant Behavior & Development
https://www.readbyqxmd.com/read/29441027/pragmatically-framed-cross-situational-noun-learning-using-computational-reinforcement-models
#17
Shamima Najnin, Bonny Banerjee
Cross-situational learning and social pragmatic theories are prominent mechanisms for learning word meanings (i.e., word-object pairs). In this paper, the role of reinforcement is investigated for early word-learning by an artificial agent. When exposed to a group of speakers, the agent comes to understand an initial set of vocabulary items belonging to the language used by the group. Both cross-situational learning and social pragmatic theory are taken into account. As social cues, joint attention and prosodic cues in caregiver's speech are considered...
2018: Frontiers in Psychology
https://www.readbyqxmd.com/read/29340284/optical-imaging-during-toddlerhood-brain-responses-during-naturalistic-social-interactions
#18
Yoko Hakuno, Laura Pirazzoli, Anna Blasi, Mark H Johnson, Sarah Lloyd-Fox
Despite the importance of our ability to interact and communicate with others, the early development of the social brain network remains poorly understood. We examined brain activity in 12- to 14-month-old infants while they were interacting live with an adult in two different naturalistic social scenarios (i.e., reading a picture book versus singing nursery rhymes with gestures), as compared to baseline (i.e., showing infants a toy without eye contact or speech). We used functional near-infrared spectroscopy (fNIRS) recorded over the right temporal lobe of infants to assess the role of the superior temporal sulcus-temporoparietal junction (STS-TPJ) region during naturalistic social interactions...
January 2018: Neurophotonics
https://www.readbyqxmd.com/read/29329955/longitudinal-predictors-of-early-language-in-infants-with-down-syndrome-a-preliminary-study
#19
Emily Mason-Apps, Vesna Stojanovik, Carmel Houston-Price, Sue Buckley
PURPOSE: Children with Down syndrome (DS) typically have marked delays in language development relative to their general cognitive development, with particular difficulties in expressive compared to receptive language. Although early social communication skills, including gestures and joint attention, have been shown to be related to later language outcomes in DS, knowledge is limited as to whether these factors exclusively predict outcomes, or whether other factors (e.g. perceptual and non-verbal skills) are involved...
January 9, 2018: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/29313178/brief-report-caregiver-strategy-implementation-advancing-spoken-communication-in-children-who-are-minimally-verbal
#20
Stephanie Y Shire, Wendy Shih, Connie Kasari
Research has demonstrated that caregivers' use of intervention strategies can support their children's social engagement and communication. However, it is not clear to what degree caregivers must master the strategies to effectively support gains in social communication, specifically, core challenges such as joint attention language (comments). Twenty-two minimally verbal school-age children with autism received a social communication intervention with caregiver coaching. Through 10 min caregiver-child play interactions at eight time points, significant increase were found in children's spontaneous language...
April 2018: Journal of Autism and Developmental Disorders
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