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An Investigation of Multi-modal Skill Coordination Contributing to Social Communication in Autism Spectrum Disorder and First-Degree Relatives
An Investigation of Multi-modal Skill Coordination Contributing to Social Communication in Autism Spectrum Disorder and First-Degree Relatives
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151355
- ISBN
- 9798382761312
- DDC
- 157
- 저자명
- Xing, Jiayin.
- 서명/저자
- An Investigation of Multi-modal Skill Coordination Contributing to Social Communication in Autism Spectrum Disorder and First-Degree Relatives
- 발행사항
- [Sl] : Northwestern University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 138 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
- 주기사항
- Advisor: Losh, Molly.
- 학위논문주기
- Thesis (Ph.D.)--Northwestern University, 2024.
- 초록/해제
- 요약Background: Human social communication is an integrated multi-modal system where different behaviors, such as gaze and speech, coordinate with each other in a socially informative manner to facilitate successful communication. In individuals with autism spectrum disorder (ASD), however, differences in coordinating social communitive modalities have been found across developmental stages and appear to impact social and language development, suggesting the coordination of basic social communicative skills as potential contributors to broader social communication difficulties in ASD. Further, subtler but parallel social communicative differences have also been found in first-degree relatives of ASD, implicating these skills as influenced by genetic liability to ASD. The current study examines social communicative coordination in ASD and their parents, in association with higher level communicative abilities (i.e., narrative and conversational pragmatic language skills), to understand the underlying mechanisms of their social communicative differences. Specifically, the coordination between gaze and speech and among different prosodic acoustic features during narration were examined in studies 1 and 2, respectively. Their underlying factor structure and associations with broader ASD-related social communicative differences were examined in study 3.Methods: Participants included 90 autistic individuals and 49 controls, and 160 parents of individuals with ASD (ASD parents), and 79 parent controls (maximum sample sizes). Participants narrated a wordless picture book presented on an eye-tracker recording gaze, with simultaneous narrative speech recorded by an external microphone. Detailed coding of fixation focus, speech content, and acoustic properties was conducted, and computational time series analyses were applied to understand gaze-speech and prosodic coordination across diagnostic groups. The factor structure underlying social communicative coordination across these domains (i.e., gaze focus, speech content, speech prosody) was also investigated, and examined in association with higher-level social communicative abilities (i.e., narrative quality and conversational pragmatic language skills).Results: Differences in ASD compared to controls were found in gaze-speech coordination (i.e., the extent to which gaze informs speech semantically and leads speech temporally), and in prosodic coordination (i.e., the variability in durations of prosodic coordination). Similar differences were also found in prosodic coordination in parents of individuals with ASD compared to parent controls. Exploratory factor analysis revealed similar factor structures for ASD and controls, and parent groups, and extracted factors of gaze-speech coordination, the stability of prosodic coordination, and the complexity of prosodic coordination. Structural Equational analyses further revealed that the reduced gaze-speech coordination predicted a greater likelihood of ASD diagnosis, as well as reduced conversational pragmatic language skills in all groups. Also, the reduced complexity of prosodic coordination predicted both ASD diagnosis and ASD parent group status.Conclusions: The current study provided a broader systematic perspective of social communicative differences in ASD, to understand the coordination among different communicative modalities, beyond the differences in individual domains. The differences in temporal and content gaze-speech coordination, and complexity of prosodic coordination in ASD may contribute to less effective processing of narrative elements and structure, and modulation of prosodic acoustic features, respectively. Additionally, parallel differences in the complexity of prosodic coordination in both ASD and parent groups indicated it as a competence potentially reflecting the genetic liability of ASD. Further, the associations between gaze-speech coordination and social communicative skills suggest that the coordination of basic lower-level skills may serve as mechanistic contributors to higher-level social communicative differences in ASD, which could provide insights into clinical practices targeting factors underlying ASD-related pragmatic language differences.
- 일반주제명
- Clinical psychology
- 일반주제명
- Developmental psychology
- 일반주제명
- Disability studies
- 기타저자
- Northwestern University Communication Sciences and Disorders
- 기본자료저록
- Dissertations Abstracts International. 85-11B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211151355
■006m o d
■007cr#unu||||||||
■020 ▼a9798382761312
■035 ▼a(MiAaPQ)AAI31243720
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a157
■1001 ▼aXing, Jiayin.▼0(orcid)0000-0001-5016-2698
■24513▼aAn Investigation of Multi-modal Skill Coordination Contributing to Social Communication in Autism Spectrum Disorder and First-Degree Relatives
■260 ▼a[Sl]▼bNorthwestern University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a138 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: B.
■500 ▼aAdvisor: Losh, Molly.
■5021 ▼aThesis (Ph.D.)--Northwestern University, 2024.
■520 ▼aBackground: Human social communication is an integrated multi-modal system where different behaviors, such as gaze and speech, coordinate with each other in a socially informative manner to facilitate successful communication. In individuals with autism spectrum disorder (ASD), however, differences in coordinating social communitive modalities have been found across developmental stages and appear to impact social and language development, suggesting the coordination of basic social communicative skills as potential contributors to broader social communication difficulties in ASD. Further, subtler but parallel social communicative differences have also been found in first-degree relatives of ASD, implicating these skills as influenced by genetic liability to ASD. The current study examines social communicative coordination in ASD and their parents, in association with higher level communicative abilities (i.e., narrative and conversational pragmatic language skills), to understand the underlying mechanisms of their social communicative differences. Specifically, the coordination between gaze and speech and among different prosodic acoustic features during narration were examined in studies 1 and 2, respectively. Their underlying factor structure and associations with broader ASD-related social communicative differences were examined in study 3.Methods: Participants included 90 autistic individuals and 49 controls, and 160 parents of individuals with ASD (ASD parents), and 79 parent controls (maximum sample sizes). Participants narrated a wordless picture book presented on an eye-tracker recording gaze, with simultaneous narrative speech recorded by an external microphone. Detailed coding of fixation focus, speech content, and acoustic properties was conducted, and computational time series analyses were applied to understand gaze-speech and prosodic coordination across diagnostic groups. The factor structure underlying social communicative coordination across these domains (i.e., gaze focus, speech content, speech prosody) was also investigated, and examined in association with higher-level social communicative abilities (i.e., narrative quality and conversational pragmatic language skills).Results: Differences in ASD compared to controls were found in gaze-speech coordination (i.e., the extent to which gaze informs speech semantically and leads speech temporally), and in prosodic coordination (i.e., the variability in durations of prosodic coordination). Similar differences were also found in prosodic coordination in parents of individuals with ASD compared to parent controls. Exploratory factor analysis revealed similar factor structures for ASD and controls, and parent groups, and extracted factors of gaze-speech coordination, the stability of prosodic coordination, and the complexity of prosodic coordination. Structural Equational analyses further revealed that the reduced gaze-speech coordination predicted a greater likelihood of ASD diagnosis, as well as reduced conversational pragmatic language skills in all groups. Also, the reduced complexity of prosodic coordination predicted both ASD diagnosis and ASD parent group status.Conclusions: The current study provided a broader systematic perspective of social communicative differences in ASD, to understand the coordination among different communicative modalities, beyond the differences in individual domains. The differences in temporal and content gaze-speech coordination, and complexity of prosodic coordination in ASD may contribute to less effective processing of narrative elements and structure, and modulation of prosodic acoustic features, respectively. Additionally, parallel differences in the complexity of prosodic coordination in both ASD and parent groups indicated it as a competence potentially reflecting the genetic liability of ASD. Further, the associations between gaze-speech coordination and social communicative skills suggest that the coordination of basic lower-level skills may serve as mechanistic contributors to higher-level social communicative differences in ASD, which could provide insights into clinical practices targeting factors underlying ASD-related pragmatic language differences.
■590 ▼aSchool code: 0163.
■650 4▼aClinical psychology
■650 4▼aDevelopmental psychology
■650 4▼aDisability studies
■653 ▼aAutism spectrum disorder
■653 ▼aFirst-degree relatives
■653 ▼aGaze-speech coordination
■653 ▼aPragmatic language
■653 ▼aProsodic coordination
■690 ▼a0622
■690 ▼a0620
■690 ▼a0201
■71020▼aNorthwestern University▼bCommunication Sciences and Disorders.
■7730 ▼tDissertations Abstracts International▼g85-11B.
■790 ▼a0163
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161433▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
