Changes in behavioural synchrony during dog-assisted therapy for children with autism spectrum disorder and children with Down syndrome.

BACKGROUND: Dog-assisted therapy (DAT) is hypothesized to help children with autism spectrum disorder (ASD) and Down syndrome (DS). METHODS: The present authors compared synchronous movement patterns of these children (n = 10) and their therapy dogs during the first and last session of a DAT programme, and their post-therapy changes in emotional and behavioural problems. RESULTS: The present authors found a significant increase in synchrony between child and therapy dog over time. Exploratory analyses suggest more synchrony between children with ASD and their therapy dogs, compared to the children with DS. CONCLUSIONS: This study is the first to test the synchrony hypothesis, shedding light upon a mechanism that may underlie the effect of DAT and how this may be different for children with ASD and DS.

Differences in game reading between selected and non-selected youth soccer players.

Applying an established theory of cognitive development-Skill Theory-the current study compares the game-reading skills of youth players selected for a soccer school of a professional soccer club (n = 49) and their non-selected peers (n = 38). Participants described the actions taking place in videos of soccer game plays, and their verbalisations were coded using Skill Theory. Compared to the non-selected players, the selected players generally demonstrated higher levels of complexity in their game-reading, and structured the information of game elements-primarily the player, teammate and field-at higher complexity levels. These results demonstrate how Skill Theory can be used to assess, and distinguish game-reading of youth players with different expertise, a skill important for soccer, but also for other sports.

Do Foster Parents and Care Workers Recognize the Needs of Youth in Family Foster Care with a History of Sexual Abuse?

Children in family foster care have the right to participate in decisions regarding their life, however, adults often advocate on behalf of children. This Q methodological study explored whether shared perspectives among foster parents and care workers resemble shared perspectives of youth regarding the psychosocial needs experienced by youth with a history of sexual abuse. Participants sorted a set of statement cards according to what they thought was most important for youth. By-person factor analyses examined how the Q sorts of foster parents and care workers related to those of youth. The results showed that foster parents mostly recognized the group of youth who value an instrumental relationship with their carers, while care workers mostly recognized the group of youth who value support of both foster and birth parents with regard to their preparation for independent living. The two youth groups characterized by ambivalence and autonomy were barely recognized. Results are discussed in light of the expected roles of foster parents and care workers, and youth's contact with birth parents. Lastly, this study highlights the importance of youth participation, because youth offer unique and varying perspectives about their needs.

Group Changes in Cortisol and Heart Rate Variability of Children with Down Syndrome and Children with Autism Spectrum Disorder during Dog-Assisted Therapy.

Dog-assisted therapy is hypothesized to lower stress in children with autism spectrum disorder (ASD) and children with Down syndrome (DS), which may be visible on a physiological level. In this study, we measured heart rate variability (HRV) and salivary cortisol of 20 children with DS or ASD at the beginning and end of six weekly sessions of dog-assisted therapy. We found a decrease of cortisol levels during single sessions, but no overall effect after six sessions (six weeks). The effect of dog-assisted therapy on the increase of HRV could not be confirmed. This study is one of the first to use physiological measurements to test the effects of DAT.

On the bright side: Young people's most positive memories of family foster care.

This study explored what contributes to successful family foster care from the perspective of young people by asking them about their most positive memory of family foster care. Forty-four Dutch adolescents and young adults (aged 16-28) participated in this study and shared their most positive memory in a short interview. Their answers were qualitatively analyzed using reflexive thematic analysis, supplemented with an analysis of the structure of their memories. The thematic analysis resulted in the themes Belongingness, Receiving support, Normal family life, It is better than before, and Seeing yourself grow. The structural analysis showed that young people both shared memories related to specific events, as well as memories that portrayed how they felt for a prolonged period of time. In addition, young people were inclined to share negative memories alongside the positive memories. These results highlight that, in order to build a sense of belonging, it is important that of foster parents create a normal family environment for foster children and provide continuous support. Moreover, the negative memories shared by participants are discussed in light of a bias resulting from earlier traumatic experiences.

Easier Said Than Done? Task Difficulty's Influence on Temporal Alignment, Semantic Similarity, and Complexity Matching Between Gestures and Speech.

Gestures and speech are clearly synchronized in many ways. However, previous studies have shown that the semantic similarity between gestures and speech breaks down as people approach transitions in understanding. Explanations for these gesture-speech mismatches, which focus on gestures and speech expressing different cognitive strategies, have been criticized for disregarding gestures' and speech's integration and synchronization. In the current study, we applied three different perspectives to investigate gesture-speech synchronization in an easy and a difficult task: temporal alignment, semantic similarity, and complexity matching. Participants engaged in a simple cognitive task and were assigned to either an easy or a difficult condition. We automatically measured pointing gestures, and we coded participant's speech, to determine the temporal alignment and semantic similarity between gestures and speech. Multifractal detrended fluctuation analysis was used to determine the extent of complexity matching between gestures and speech. We found that task difficulty indeed influenced gesture-speech synchronization in all three domains. We thereby extended the phenomenon of gesture-speech mismatches to difficult tasks in general. Furthermore, we investigated how temporal alignment, semantic similarity, and complexity matching were related in each condition, and how they predicted participants' task performance. Our study illustrates how combining multiple perspectives, originating from different research areas (i.e., coordination dynamics, complexity science, cognitive psychology), provides novel understanding about cognitive concepts in general and about gesture-speech synchronization and task difficulty in particular.

Movers and shakers of cognition: Hand movements, speech, task properties, and variability.

Children move their hands to explore, learn and communicate about hands-on tasks. Their hand movements seem to be "learning" ahead of speech. Children shape their hand movements in accordance with spatial and temporal task properties, such as when they feel an object or simulate its movements. Their speech does not directly correspond to these spatial and temporal task properties, however. We aimed to understand whether and how hand movements' are leading cognitive development due to their ability to correspond to spatiotemporal task properties, while speech is unable to do so. We explored whether hand movements' and speech's variability changed with a change in spatiotemporal task properties, using two variability measures: Diversity indicates adaptation, while Complexity indicates flexibility to adapt. In two experiments, we asked children (4-7 years) to predict and explain about balance scale problems, whereby we either manipulated the length of the balance scale or the mass of the weights after half of the trials. In three out of four conditions, we found a change in Complexity for both hand movements and speech between first and second half of the task. In one of these conditions, we found a relation between the differences in Complexity and Diversity of hand movements and speech. Changes in spatiotemporal task properties thus often influenced both hand movements' and speech's flexibility, but there seem to be differences in how they did so. We provided many directions for future research, to further unravel the relations between hand movements, speech, task properties, variability, and cognitive development.

Evaluating Animal-Assisted Interventions: An Empirical Illustration of Differences between Outcome Measures.

Multiple authors have called for strong empirical evaluations to strengthen the foundation of Animal-Assisted Interventions. Carefully choosing the outcome measures of these studies is important, as choosing the wrong outcomes may lead to a failure to detect effects. The current study therefore compares and contrasts the use of several outcome measures, to assess the effect of an equine-assisted intervention for a child with Autism Spectrum Disorder: (1) a semi-structured interview with both parents, specifically designed for children with cognitive disabilities, (2) a general screening instrument filled out by both parents separately, which can be used to assess children's psycho-social problems, and (3) systematic observations of social and communication skills during the equine-assisted sessions. All instruments indicated an improvement in the participant's social and communication skills. We found differences between the interview and questionnaires with regard to parents' perception of aggression regulation and interacting with peers. Differences with regard to parental reports and observations were found for play development and anxiety. The observations provided a detailed view of the child's development during the intervention, which yielded an interesting hypothesis in terms of the current dose-response discussion in AAI for children with Autism Spectrum Disorder.

Verbal Interactional Synchronization between Therapist and Children with Autism Spectrum Disorder during Dolphin Assisted Therapy: Five Case Studies.

Synchronizing behaviors in interactions, such as during turn-taking, are often impaired in children with Autism Spectrum Disorder. Therapies that focus on turn-taking generally lead to increased social skills, less interruptions, and silent pauses, however a positive non-demanding environment is therefore thought to be beneficial. Such an environment can be achieved by incorporating animals into therapy. Our study was guided by the following research questions: (1) How can we characterize the interaction between child and therapist during dolphin-assisted therapy, with regard to synchrony in verbalizations (turn-taking) and (2) does synchrony change over the course of six sessions of therapy? To answer these questions, we performed a cross-recurrence quantification analysis on behavioral data of five children, to give a detailed view of the interaction between therapist and child in the context of dolphin-assisted therapy. We were able to detect synchrony (i.e., adequate turn-taking) in all dyads, although not all children improved equally. The differences might be explained by a delayed reaction time of some children, and their level of language development.

The Link between Microdevelopment and Long-Term Learning Trajectories in Science Learning.

Long-term learning trajectories evolve through microdevelopmental sequences (i.e., short-term processes of change during learning tasks) and depend on variability during and across learning tasks. The aim of this study is to examine the coupling between short-term teacher-student dynamics and students' long-term learning trajectories, thereby providing empirical support for the link between the short- and long-term time scale in cognitive development. For 31 students (ages 3-5 years) from regular and special education, five teacher-student interactions during science tasks were filmed and coded in real time with regard to the student's level of understanding and the teacher's support throughout the task. A hierarchical cluster analysis resulted in four different learning trajectories over the course of 1.5 years, labeled as a high-scoring, mid-scoring, fluctuating, and low-scoring group of students. When connecting these trajectories to microdevelopmental data, the interactions of the high-scoring students were characterized by more moment-to-moment variations in the teacher's support and student's level of understanding, while the low-scoring group had the least variability compared to the other groups. Students with emotional and behavioral disabilities were represented across all learning trajectories, despite frequent accounts in the literature on their significant academic delays.

The Needs of Foster Children and How to Satisfy Them: A Systematic Review of the Literature.

Family foster care deeply influences the needs of children and how these are satisfied. To increase our knowledge of foster children's needs and how these are conceptualized, this paper presents a systematic literature review. Sixty-four empirical articles from six databases were reviewed and categorized (inter-rater agreement K = .78) into four categories: medical, belongingness, psychological and self-actualization needs. The results give a complete overview of needs that are specific to foster children, and what can be implemented to satisfy these needs. This study shows psychological needs are studied more often compared to the other categories, which specially relates to much attention for mental health problems. Furthermore, most articles focus on how to satisfy the needs of foster children and provide no definition or concrete conceptualization of needs. Strikingly, many articles focus on children's problems instead of their needs, and some even use these terms interchangeably. This review illustrates that future research should employ a proper conceptualization of needs, which could also initiate a shift in thinking about needs instead of problems.

Psychosocial Needs of Children in Foster Care and the Impact of Sexual Abuse.

Children in family foster care, especially those who have experienced sexual abuse, require a safe and nurturing environment in which their psychosocial needs are met. However, there is limited knowledge on how youth prioritize various needs and what impact previous experiences have on these needs. In this study, we asked youth (formerly) in family foster care to indicate their psychosocial needs, and analyzed if youth with a history of sexual abuse have different needs. A Q methodological study was conducted with 44 youth (age 16-28). Fifteen of them reported sexual abuse during their childhood. Using by-person factor analyses, respondents who share similar subjective views were grouped together. Qualitative interpretations of the factors show differences and similarities between and within the two groups, related to help from others, being independent, processing the past, and working toward the future. Although the needs of youth with and without experiences of sexual abuse seem mostly similar, one group of sexually abused youth specifically indicated not wanting an emotional connection to foster parents, but instead a strictly instrumental, professional relationship. This study captured the diverse perspectives of youth themselves, revealing that children in foster care differ with regard to what they consider as (most) important safety, belonging, self-esteem and self-actualization needs.

Asymmetric Dynamic Attunement of Speech and Gestures in the Construction of Children's Understanding.

As children learn they use their speech to express words and their hands to gesture. This study investigates the interplay between real-time gestures and speech as children construct cognitive understanding during a hands-on science task. 12 children (M = 6, F = 6) from Kindergarten (n = 5) and first grade (n = 7) participated in this study. Each verbal utterance and gesture during the task were coded, on a complexity scale derived from dynamic skill theory. To explore the interplay between speech and gestures, we applied a cross recurrence quantification analysis (CRQA) to the two coupled time series of the skill levels of verbalizations and gestures. The analysis focused on (1) the temporal relation between gestures and speech, (2) the relative strength and direction of the interaction between gestures and speech, (3) the relative strength and direction between gestures and speech for different levels of understanding, and (4) relations between CRQA measures and other child characteristics. The results show that older and younger children differ in the (temporal) asymmetry in the gestures-speech interaction. For younger children, the balance leans more toward gestures leading speech in time, while the balance leans more toward speech leading gestures for older children. Secondly, at the group level, speech attracts gestures in a more dynamically stable fashion than vice versa, and this asymmetry in gestures and speech extends to lower and higher understanding levels. Yet, for older children, the mutual coupling between gestures and speech is more dynamically stable regarding the higher understanding levels. Gestures and speech are more synchronized in time as children are older. A higher score on schools' language tests is related to speech attracting gestures more rigidly and more asymmetry between gestures and speech, only for the less difficult understanding levels. A higher score on math or past science tasks is related to less asymmetry between gestures and speech. The picture that emerges from our analyses suggests that the relation between gestures, speech and cognition is more complex than previously thought. We suggest that temporal differences and asymmetry in influence between gestures and speech arise from simultaneous coordination of synergies.