Using a haptic dynamic clamp to reduce arousal: preference, arousal, and coordination stability are related.

We have developed a haptic dynamic clamp dedicated to the regulation of arousal. It takes the form of a vibrating stress ball to be squeezed, called Viball, controlled by Righetti's nonlinear adaptive Hopf oscillator. Participants squeezed an adaptive Viball which adapts its frequency of vibration to the current frequency of human squeezing. The adaptive Viball was compared to three non-adaptive Viballs, parametrized to vibrate at a lower, equal, or higher frequency than the participants' preferred frequency. While squeezing the ball, participants looked at stressful or calming pictures and their electrodermal activity was recorded. Using the preference paradigm, we show that participants preferred to interact with the adaptive Viball rather than with the most slowly vibrating ball that most strongly reduced arousal. The stability of the human-ball coordination was the highest with the adaptive Viball. There was also a positive correlation between the stability of coordination and arousal. The data are discussed in light of the energy-based interpretation of coordination dynamics.

Haptic coordination: Squeezing a vibrating stress ball decreases anxiety and arousal.

We evaluated the effect of haptic coordination on anxiety and arousal. Participants looked at a stressful or calming image and then repeatedly squeezed a vibrating stress ball for 20 s. Using a pre-post paradigm with a control group, we showed that squeezing the vibrating ball reduced anxiety and arousal, as assessed by the State-Trait Anxiety Inventory and electrodermal activity, respectively. The stability of haptic coordination was manipulated by varying the detuning between the spontaneous squeezing frequency and the intrinsic frequency of ball vibration. Coordination stability affected arousal and stress affected stability. The data were discussed in the light of Kahneman's attentional resource-sharing model.

Collaborative Research Project: Developing and Testing a Robot-Assisted Intervention for Children With Autism.

The present work is a collaborative research aimed at testing the effectiveness of the robot-assisted intervention administered in real clinical settings by real educators. Social robots dedicated to assisting persons with autism spectrum disorder (ASD) are rarely used in clinics. In a collaborative effort to bridge the gap between innovation in research and clinical practice, a team of engineers, clinicians and researchers working in the field of psychology developed and tested a robot-assisted educational intervention for children with low-functioning ASD (N = 20) A total of 14 lessons targeting requesting and turn-taking were elaborated, based on the Pivotal Training Method and principles of Applied Analysis of Behavior. Results showed that sensory rewards provided by the robot elicited more positive reactions than verbal praises from humans. The robot was of greatest benefit to children with a low level of disability. The educators were quite enthusiastic about children's progress in learning basic psychosocial skills from interactions with the robot. The robot nonetheless failed to act as a social mediator, as more prosocial behaviors were observed in the control condition, where instead of interacting with the robot children played with a ball. We discuss how to program robots to the distinct needs of individuals with ASD, how to harness robots' likability in order to enhance social skill learning, and how to arrive at a consensus about the standards of excellence that need to be met in interdisciplinary co-creation research. Our intuition is that robotic assistance, obviously judged as to be positive by educators, may contribute to the dissemination of innovative evidence-based practice for individuals with ASD.

Age-dependent Relationship Between Socio-adaptability and Motor Coordination in High Functioning Children with Autism Spectrum Disorder.

Abnormal perceptual-motor coordination is hypothesized here to be involved in social deficits of autism spectrum disorder (ASD). To test this hypothesis, high functioning children with ASD and typical controls, similar in age as well as verbal and perceptive performance, performed perceptual-motor coordination tasks and several social competence tests. Spontaneous coordination, and intentionally required in-phase and anti-phase were examined. The oscillation kinematics, as well as the accuracy and stability of spontaneous coordination were similar in both groups. In intentional coordination, ASD children produced less accurate, less stable and less complex relative phases than the control group, and in-phase and anti-phase performances that were similar in accuracy, stability, and complexity. An age-dependent relationship between socio-adaptability and coordination skills suggested these skills develop together.

The French Version of the Modified-Checklist for Autism in Toddlers (M-CHAT): A Validation Study on a French Sample of 24 Month-Old Children.

Early ASD screening has the potential to reduce delays between initial parental concerns and diagnosis, and promote early intervention. The aim of this study was to validate the M-CHAT on a French population sample of 24 month-old children. This study included a low-risk sample of 1227 children. A total of 20 children screened positive on the M-CHAT. Twelve out of 20 of these children received a diagnosis of ASD at 36 months, yielding a PPV of 0.60. These results add to the evidence that the M-CHAT is a useful screening instrument and further demonstrates the importance of the follow-up interview in primary care settings. This study provides French practitioners with guidelines regarding the use of the M-CHAT at 24 months.

Intact perception but abnormal orientation towards face-like objects in young children with ASD.

There is ample behavioral evidence of diminished orientation towards faces as well as the presence of face perception impairments in autism spectrum disorder (ASD), but the underlying mechanisms of these deficits are still unclear. We used face-like object stimuli that have been shown to evoke pareidolia in typically developing (TD) individuals to test the effect of a global face-like configuration on orientation and perceptual processes in young children with ASD and age-matched TD controls. We show that TD children were more likely to look first towards upright face-like objects than children with ASD, showing that a global face-like configuration elicit a stronger orientation bias in TD children as compared to children with ASD. However, once they were looking at the stimuli, both groups spent more time exploring the upright face-like object, suggesting that they both perceived it as a face. Our results are in agreement with abnormal social orienting in ASD, possibly due to an abnormal tuning of the subcortical pathway, leading to poor orienting and attention towards faces. Our results also indicate that young children with ASD can perceive a generic face holistically, such as face-like objects, further demonstrating holistic processing of faces in ASD.

The Importance of Networking in Autism Gaze Analysis.

Visual scanning of faces in individuals with Autism Spectrum Disorder (ASD) has been intensively studied using eye-tracking technology. However, most of studies have relied on the same analytic approach based on the quantification of fixation time, which may have failed to reveal some important features of the scanning strategies employed by individuals with ASD. In the present study, we examined the scanning of faces in a group of 20 preschoolers with ASD and their typically developing (TD) peers, using both classical fixation time approach and a new developed approach based on transition matrices and network analysis. We found between group differences in the eye region in terms of fixation time, with increased right eye fixation time for the ASD group and increased left eye fixation time for the TD group. Our complementary network approach revealed that the left eye might play the role of an anchor in the scanning strategies of TD children but not in that of children with ASD. In ASD, fixation time on the different facial parts was almost exclusively dependent on exploratory activity. Our study highlights the importance of developing innovative measures that bear the potential of revealing new properties of the scanning strategies employed by individuals with ASD.

Both dog and human faces are explored abnormally by young children with autism spectrum disorders.

When looking at faces, typical individuals tend to have a right hemispheric bias manifested by a tendency to look first toward the left visual hemifield. Here, we tested for the presence of this bias in young children with autism spectrum disorders (ASD) for both human and dog faces. We show that children with ASD do not show a left visual hemifield (right hemispheric) bias for human faces. In addition, we show that this effect extends to faces of dogs, suggesting that the absence of bias is not specific to human faces, but applies to all faces with the first-order configuration, pointing to an anomaly at an early stage of visual analysis of faces. The lack of right hemispheric dominance for face processing may reflect a more general disorder of cerebral specialization of social functions in ASD.