Predicting Social Competence in Autistic and Non-Autistic Children: Effects of Prosody and the Amount of Speech Input.

Purpose: Autistic individuals often face challenges perceiving and expressing emotions, potentially stemming from differences in speech prosody. Here we explore how autism diagnoses between groups, and measures of social competence within groups may be related to, first, children's speech characteristics (both prosodic features and amount of spontaneous speech), and second, to these two factors in mothers' speech to their children.

Methods: Autistic (n = 21) and non-autistic (n = 18) children, aged 7-12 years, participated in a Lego-building task with their mothers, while conversational speech was recorded.

Negative first impression judgements of autistic children by non-autistic adults.

Introduction: Although autism inclusion and acceptance has increased in recent years, autistic people continue to face stigmatization, exclusion, and victimization. Based on brief 10-second videos, non-autistic adults rate autistic adults less favourably than they rate non-autistic adults in terms of traits and behavioural intentions. In the current study, we extended this paradigm to investigate the first impressions of autistic and non-autistic children by non-autistic adult raters and examined the relationship between the rater's own characteristics and bias against autistic children.

Examining the Relations Between Social Competence, Autistic Traits, Anxiety and Depression in Autistic and Non-Autistic Children.

The current study examined whether social competence and autistic traits are related to anxiety and depression in autistic and non-autistic children. Parents of 340 children aged 6 to 12 years old, including 186 autistic and 154 non-autistic children completed the Autism Spectrum Quotient (AQ) to assess their child's autistic traits, the Multidimensional Social Competence Scale (MSCS) to assess their child's social competence, and the Behaviour Assessment Scale for Children 2 (BASC-2) to assess their child's internalizing symptoms of depression and anxiety, and children were administered the Wechsler Abbreviated Scale of Intelligence, Second Edition (WASI-II) to assess their intellectual abilities. Hierarchical multiple regression analyses were conducted to investigate the relations between social competence, autistic traits, anxiety, and depression.

Effects of an Educational Presentation About Autism on High School Students' Perceptions of Autistic Adults.

Background: Social communication difficulties are a clinical characteristic of autism, but social interactions are reciprocal in nature and autistic individuals' social abilities may not be the only factor influencing their social success. Nonautistic individuals' social perceptions and behavior also contribute to autistic individuals' social difficulties. Previous research has identified that nonautistic individuals' perception of autistic individuals is influenced by autism knowledge and the quantity and quality of exposure to autistic people.

Transdiagnostic Patterns of Sensory Processing in Autism and ADHD.

Sensory processing abilities are highly variable within and across people diagnosed with autism and attention-deficit/hyperactivity disorder (ADHD). This study examined the transdiagnostic nature of sensory processing abilities, and their association with features of autism and ADHD, in a large sample of autistic people (n = 495) and people with ADHD (n = 461). Five similar data-driven sensory phenotypes characterized sensory processing abilities, and showed similar patterns of association with features of autism and ADHD, across both diagnostic groups.

Brief Report: Alexithymia Trait Severity, Not Autistic Trait Severity, Relates to Caregiver Reactions to Autistic Children's Negative Emotions.

Alexithymia impacts an individual's ability to recognize and understand emotions and frequently co-occurs with autism. This study investigated the relationship between children's alexithymia, autistic traits, and caregiver reactions to their child's negative emotions. Caregivers of 54 autistic and 51 non-autistic children between the ages of 7 and 12 years rated their child's alexithymia and autistic trait severity and their reactions to their child's negative emotions.

Exploring sensory phenotypes in autism spectrum disorder.

Background: Atypical reactions to the sensory environment are often reported in autistic individuals, with a high degree of variability across the sensory modalities. These sensory differences have been shown to promote challenging behaviours and distress in autistic individuals and are predictive of other functions including motor, social, and cognitive abilities. Preliminary research suggests that specific sensory differences may cluster together within individuals creating discrete sensory phenotypes.

Family Experiences of Decreased Sound Tolerance in ASD.

Decreased sound tolerance (DST) is the most common sensory difficulty experienced by autistic individuals. Parents of 88 autistic children and young adults between the ages of 3 and 30 described coping strategies and physical and emotional responses used to deal with distressing sounds, and their impact on daily activities. Loud, sudden, and high-pitched sounds were most commonly endorsed as distressing, most often causing autistic children and young adults to cover their ears or yell, while producing stress, irritation, fear, and anxiety.

Attention capture by trains and faces in children with and without autism spectrum disorder.

This study examined involuntary capture of attention, overt attention, and stimulus valence and arousal ratings, all factors that can contribute to potential attentional biases to face and train objects in children with and without autism spectrum disorder (ASD). In the visual domain, faces are particularly captivating, and are thought to have a 'special status' in the attentional system. Research suggests that similar attentional biases may exist for other objects of expertise (e.

Alexithymia is related to poor social competence in autistic and nonautistic children.

Alexithymia is characterized by difficulties identifying and describing one's own emotions and the emotions of others. These challenges with understanding emotions in people with alexithymia may give rise to difficulties with social interactions. Given that alexithymia frequently co-occurs with autism spectrum disorder (ASD), and that both populations have difficulties with social interactions, it is of interest to determine whether alexithymia can help to parse some of the heterogeneity in social competence in autistic and nonautistic individuals.

The Association Between Self-Reported Camouflaging of Autistic Traits and Social Competence in Nonautistic Young Adults.

Background: Autistic individuals often experience difficulties in social settings. Although autistic individuals may not intuitively know the "typical" way to behave in social settings, many autistic individuals have a desire to fit in so they develop techniques to "camouflage" their autistic traits. Although camouflaging may help individuals to navigate social environments, camouflaging has also been shown to produce negative psychological outcomes.

Exploring the Relationship between Prosodic Control and Social Competence in Children with and without Autism Spectrum Disorder.

Autism spectrum disorder (ASD) is a developmental disorder characterized by persistent deficits in social communication and interaction. Speech is an important form of social communication. Prosody (e.

Affective Prosody Perception and the Relation to Social Competence in Autistic and Typically Developing Children.

Individuals diagnosed with autism spectrum disorder (ASD) have difficulty perceiving and expressing emotions. Since prosodic changes in speech (i.e.

Sensorimotor control of vocal production in early childhood.

Children maintain fluent speech despite dramatic changes to their articulators during development. Auditory feedback aids in the acquisition and maintenance of the sensorimotor mechanisms that underlie vocal motor control. MacDonald, Johnson, Forsythe, Plante, and Munhall (2012) reported that toddlers' speech motor control systems may "suppress" the influence of auditory feedback, since exposure to altered auditory feedback regarding their formant frequencies did not lead to modifications of their speech.

Systematic review of factors that may influence the outcomes and generalizability of parent-mediated interventions for young children with autism spectrum disorder.

Parent mediated interventions have the potential to positively influence the interactions and developmental outcomes of children with autism spectrum disorder (ASD). However, a range of factors relating to children, parents and caregivers, and study design may impact on outcomes and thus the generalizability of these interventions to the broader community. The objective of this review was to examine factors that may influence the feasibility, appropriateness, effectiveness, and generalizability of parent mediated interventions for children with ASD.

The Role of Auditory Feedback at Vocalization Onset and Mid-Utterance.

Auditory feedback plays an important role in monitoring and correcting for errors during speech production. Previous research suggests that at vocalization onset, auditory feedback is compared to a sensory prediction generated by the motor system to ensure the desired fundamental frequency (F0) is produced. After vocalization onset, auditory feedback is compared to the most recently perceived F0 in order to stabilize the vocalization.

Detecting our own vocal errors: An event-related study of the thresholds for perceiving and compensating for vocal pitch errors.

Previous studies suggest that a perception-action dissociation exists for the cortical processing of vocal pitch, because speakers compensate for small vocal errors without awareness. In this event-related potential (ERP) study, participants vocalized while hearing their productions either altered or unaltered in pitch, and reported whether their auditory feedback was altered. Pitch alterations as small as 10 cents resulted in compensatory vocal responses, while participants reported hearing perturbations that were 15 cents and larger.

Attentional demands modulate sensorimotor learning induced by persistent exposure to changes in auditory feedback.

Hearing one's own voice is important for regulating ongoing speech and for mapping speech sounds onto articulator movements. However, it is currently unknown whether attention mediates changes in the relationship between motor commands and their acoustic output, which are necessary as growth and aging inevitably cause changes to the vocal tract. In this study, participants produced vocalizations while they heard their vocal pitch persistently shifted downward one semitone in both single- and dual-task conditions.

Attentional demands influence vocal compensations to pitch errors heard in auditory feedback.

Auditory feedback is required to maintain fluent speech. At present, it is unclear how attention modulates auditory feedback processing during ongoing speech. In this event-related potential (ERP) study, participants vocalized/a/, while they heard their vocal pitch suddenly shifted downward a ½ semitone in both single and dual-task conditions.

The predictability of frequency-altered auditory feedback changes the weighting of feedback and feedforward input for speech motor control.

Speech production requires the combined effort of a feedback control system driven by sensory feedback, and a feedforward control system driven by internal models. However, the factors that dictate the relative weighting of these feedback and feedforward control systems are unclear. In this event-related potential (ERP) study, participants produced vocalisations while being exposed to blocks of frequency-altered feedback (FAF) perturbations that were either predictable in magnitude (consistently either 50 or 100 cents) or unpredictable in magnitude (50- and 100-cent perturbations varying randomly within each vocalisation).

The developmental trajectory of vocal and event-related potential responses to frequency-altered auditory feedback.

Speech motor control develops gradually as the acoustics of speech are mapped onto the positions and movements of the articulators. In this event-related potential (ERP) study, children and adults aged 4-30 years produced vocalizations while exposed to frequency-altered feedback. Vocal pitch variability and the latency of vocal responses were found to differ as a function of age.