Do Parents Recognize Autistic Deviant Behavior Long before Diagnosis? Taking into Account Interaction Using Computational Methods

BACKGROUND: To assess whether taking into account interaction synchrony would help to better differentiate autism (AD) from intellectual disability (ID) and typical development (TD) in family home movies of infants aged less than 18 months, we used computational methods. METHODOLOGY AND PRINCIPAL FINDINGS: First, we analyzed interactive sequences extracted from home movies of children with AD (N = 15), ID (N = 12), or TD (N = 15) through the Infant and Caregiver Behavior Scale (ICBS). Second, discrete behaviors between baby (BB) and Care Giver (CG) co-occurring in less than 3 seconds were selected as single interactive patterns (or dyadic events) for analysis of the two directions of interaction (CG→BB and BB→CG) by group and semester. To do so, we used a Markov assumption, a Generalized Linear Mixed Model, and non negative matrix factorization. Compared to TD children, BBs with AD exhibit a growing deviant development of interactive patterns whereas those with ID rather show an initial delay of development. Parents of AD and ID do not differ very much from parents of TD when responding to their child. However, when initiating interaction, parents use more touching and regulation up behaviors as early as the first semester. CONCLUSION: When studying interactive patterns, deviant autistic behaviors appear before 18 months. Parents seem to feel the lack of interactive initiative and responsiveness of their babies and try to increasingly supply soliciting behaviors. Thus we stress that credence should be given to parents' intuition as they recognize, long before diagnosis, the pathological process through the interactive pattern with their child

Do Parentese Prosody and Fathers' Involvement in Interacting Facilitate Social Interaction in Infants Who Later Develop Autism?

<div><p>Background</p><p>Whether development of autism impacts the interactive process between an infant and his/her parents remains an unexplored issue.</p><p>Methodology and Principal Findings</p><p>Using computational analysis taking into account synchronic behaviors and emotional prosody (parentese), we assessed the course of infants' responses to parents' type of speech in home movies from typically developing (TD) infants and infants who will subsequently develop autism aged less than 18 months. Our findings indicate: that parentese was significantly associated with infant responses to parental vocalizations involving orientation towards other people and with infant receptive behaviours; that parents of infants developing autism displayed more intense solicitations that were rich in parentese; that fathers of infants developing autism spoke to their infants more than fathers of TD infants; and that fathers' vocalizations were significantly associated with intersubjective responses and active behaviours in infants who subsequently developed autism.</p><p>Conclusion</p><p>The parents of infants who will later develop autism change their interactive pattern of behaviour by both increasing parentese and father's involvement in interacting with infants; both are significantly associated with infant's social responses. We stress the possible therapeutic implications of these findings and its implication for Dean Falk's theory regarding pre-linguistic evolution in early hominins.</p></div

Abnormalitas Dalam Novel Halo, Aku Dalam Novel Karya Nuril Basri: Kajian Psikologi Sastra

Karya sastra lahir sebagai produk masyarakat. Anggapan ini dilatarbelakangi oleh adanya peran pengarang sebagai anggota masyarakat yang telah banyak menciptakan aneka ragam karya. Karya sastra (Noor, 2007:11) merupakan suatu karya imajinatif yang bersifat fiktif (rekaan). Ada campur tangan pengarang dalam mengolah bahan (inspirasi) meskipun sumber inspirasi tersebut berasal dari Kenyataan (realitas) hidup. Berdasarkan asumsi tersebut, artinya, karya sastra yang sampai kepada masyarakat sudah bukan lagi murni realitas ataupun imajinasi, melainkan bentuk lain yang dihasilkan dari percampuran keduanya

Infant's and caregiver's behaviors and meta-behaviors from the infant caregiver behavior scale (ICSB).

<p>Infant's and caregiver's behaviors and meta-behaviors from the infant caregiver behavior scale (ICSB).</p

Developmental view of main interactive behaviors for infants with intellectual disability (ID).

<p>Top: Care-Givers towards Babies/Down: Babies towards Care-Givers. S = Semester; See <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0022393#pone-0022393-t001" target="_blank">Table 1</a> for a brief description of cited infant's or care-giver's behaviors and meta-behaviors. In brackets: % of this behavior inside the whole interactions of the group in the semester. The arrow indicates behaviors that significantly grow () or decrease () compared with the previous semester (*p<0.05; **p<0.01; ***p<0.001). The red color indicates a significant difference when compared with TD: behavior in red color means that it differs in a group comparison (inside a given semester); arrow in red color means that the progression over time differs from that of the TD children (meaning the arrow has not the same direction). Significant p values of group comparisons are given in the text.</p

Developmental view of meta-behaviors for typical infants.

<p>Top: Care-Givers towards Babies/Down: Babies towards Care-Givers. S =  Semester; See <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0022393#pone-0022393-t001" target="_blank">Table 1</a> for a brief description of cited infant's or care-giver's behaviors and meta-behaviors. In brackets: % of this behavior inside the whole interactions of the group in the semester. The arrow indicates behaviors that significantly grow () or decrease () compared with the previous semester (*p<0.05; **p<0.01; ***p<0.001).</p

Developmental similarity between intellectual disability (ID) and typical development (TD) (red line) and between autism disorder (AD) and typical development (blue line) using Normalized Mutual Information (NMI) after non negative matrix factorization (S = semester).

<p>Developmental similarity between intellectual disability (ID) and typical development (TD) (red line) and between autism disorder (AD) and typical development (blue line) using Normalized Mutual Information (NMI) after non negative matrix factorization (S = semester).</p

Developmental view of main interactive behaviors for infants with autism.

<p>Top: Care-Givers towards Babies/Down: Babies towards Care-Givers. S =  Semester; See <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0022393#pone-0022393-t001" target="_blank">Table 1</a> for a brief description of cited infant's or care-giver's behaviors and meta-behaviors. In brackets: % of this behavior inside the whole interactions of the group in the semester. The arrow indicates behaviors that significantly grow () or decrease () compared with the previous semester (*p<0.05; **p<0.01; ***p<0.001). The red color indicates a significant difference when compared with TD: behavior in red color means that it differs in a group comparison (inside a given semester); arrow in red color means that the progression over time differs from that of the TD children (meaning the arrow has not the same direction). Significant p values are given in the text.</p

Analysis of parent-infant interaction: general principals.

<p>{CG→BB} ensemble of interactive patterns from caregiver (CG) to baby (BB); {BB→CG} ensemble of interactive patterns from baby (BB) to caregiver (CG); GLMM = Generalized Linear Mixed Model.</p