ORCID Profile
0000-0003-1779-5252
Current Organisation
La Trobe University
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Publisher: Springer Science and Business Media LLC
Date: 09-09-2021
DOI: 10.1007/S10803-021-05256-6
Abstract: This study uses factor mixture modelling of the Short Sensory Profile (SSP) at two time points to describe subgroups of young autistic and typically-developing children. This approach allows separate SSP subscales to influence overall SSP performance differentially across subgroups. Three subgroups were described, one including almost all typically-developing participants plus many autistic participants. SSP performance of a second, largely-autistic subgroup was predominantly shaped by a subscale indexing behaviours of low energy/weakness. Finally, the third subgroup, again largely autistic, contained participants with low (or more “atypical”) SSP scores across most subscales. In this subgroup, autistic participants exhibited large P1 litudes to loud sounds. Autistic participants in subgroups with more atypical SSP scores had higher anxiety and more sleep disturbances.
Publisher: Mary Ann Liebert Inc
Date: 28-09-2022
Publisher: American Academy of Pediatrics (AAP)
Date: 04-2022
Publisher: Springer Science and Business Media LLC
Date: 15-06-2020
DOI: 10.1186/S13229-020-00352-3
Abstract: Autistic in iduals exhibit atypical patterns of sensory processing that are known to be related to quality of life, but which are also highly heterogeneous. Previous investigations of this heterogeneity have ordinarily used questionnaires and have rarely investigated sensory processing in typical development (TD) alongside autism spectrum development (ASD). The present study used hierarchical clustering in a large s le to identify subgroups of young autistic and typically developing children based on the normalized global field power (GFP) of their event-related potentials (ERPs) to auditory stimuli of four different loudness intensities (50, 60, 70, 80 dB SPL): that is, based on an index of the relative strengths of their neural responses across these loudness conditions. Four clusters of participants were defined. Normalized GFP responses to sounds of different intensities differed strongly across clusters. There was considerable overlap in cluster assignments of autistic and typically developing participants, but autistic participants were more likely to display a pattern of relatively linear increases in response strength accompanied by a disproportionately strong response to 70 dB stimuli. Autistic participants displaying this pattern trended towards obtaining higher scores on assessments of cognitive abilities. There was also a trend for typically developing participants to disproportionately fall into a cluster characterized by disproportionately/nonlinearly strong 60 dB responses. Greater auditory distractibility was reported among autistic participants in a cluster characterized by disproportionately strong responses to the loudest (80 dB) sounds, and furthermore, relatively strong responses to loud sounds were correlated with auditory distractibility. This appears to provide evidence of coinciding behavioral and neural sensory atypicalities. Replication may be needed to verify exploratory results. This analysis does not address variability related to classical ERP latencies and topographies. The sensory questionnaire employed was not specifically designed for use in autism. Hearing acuity was not measured. Variability in sensory responses unrelated to loudness is not addressed, leaving room for additional research. Taken together, these data demonstrate the broader benefits of using electrophysiology to explore in idual differences. They illuminate different neural response patterns and suggest relationships between sensory neural responses and sensory behaviors, cognitive abilities, and autism diagnostic status.
Publisher: Springer Science and Business Media LLC
Date: 25-11-2022
DOI: 10.1007/S10803-022-05797-4
Abstract: Elevated “neural noise” has been advanced as an explanation of autism and autistic sensory experiences. However, functional neuroimaging measures of neural noise may be vulnerable to contamination by recording noise. This study explored variability of electrophysiological responses to tones of different intensities in 127 autistic and 79 typically-developing children aged 2–5 years old. A rigorous data processing pipeline, including advanced visualizations of different signal sources that were maximally independent across different time lags, was used to identify and eliminate putative recording noise. Inter-trial variability was measured using median absolute deviations (MADs) of EEG litudes across trials and inter-trial phase coherence (ITPC). ITPC was elevated in autism in the 50 and 60 dB intensity conditions, suggesting diminished (rather than elevated) neural noise in autism, although reduced ITPC to soft 50 dB sounds was associated with increased loudness discomfort. Autistic and non-autistic participants did not differ in MADs, and indeed, the vast majority of the statistical tests examined in this study yielded no significant effects. These results appear inconsistent with the neural noise account.
Publisher: Springer New York
Date: 2017
Publisher: SAGE Publications
Date: 02-06-2022
DOI: 10.1177/13623613221097207
Abstract: Autistic students experience strengths and challenges that can impact their full inclusion in higher education, including stigma. A participatory team of autistic and non-autistic scholars developed an autism and universal design (UD) training. This participatory approach centered the voices of autistic collaborators in training design and evaluation. Ninety-eight educators from 53 institutions across five countries completed assessments before training (pre-tests), 89 completed post-tests (after training), and 82 completed maintenance assessments (a month after post-test). Pre-test autism stigma was heightened among males, educators with less autism knowledge, and those who reported heightened social dominance orientation. Autism knowledge, autism stigma, and attitudes toward UD improved with training. Improvements remained apparent a month after post-test but were somewhat attenuated for knowledge and stigma. To the best of our knowledge, this is the first evidence of maintenance of benefits of an autism training over time. Participants’ main reason for enrolling in the study was to gain a better understanding about neuro ersity. Feedback indicates that this goal was reached by most with the added benefit of gaining understanding about UD. Results suggest that interest in one type of ersity (e.g. autism) can motivate faculty to learn UD-aligned teaching strategies that benefit erse students more generally. Autistic university students have many strengths. They also go through difficulties that professors may not understand. Professors may not understand what college life is like for autistic students. They might judge autistic students. A team of autistic and non-autistic researchers made a training to help professors understand autistic students better. This training also gave professors ideas to help them teach all of their students. Ninety-eight professors did an online survey before the autism training. They shared how they felt about autism and teaching. Before our training, professors who knew more about autism appreciated autism more. Professors who thought people should be equal and women also appreciated autism more. Then, 89 of the professors did our training and another survey after the training. This helped us see what they learned from the training. They did one more survey a month later. This helped us see what they remembered. Our training helped professors understand and value autism. It also helped them understand how they can teach all students better. The professors remembered a lot of what we taught them. This study shows that a training that autistic people helped make can help professors understand their autistic students better.
Publisher: Wiley
Date: 09-09-2023
DOI: 10.1002/AUR.3022
Publisher: Wiley
Date: 09-09-2023
DOI: 10.1002/AUR.3027
Publisher: S. Karger AG
Date: 2022
DOI: 10.1159/000523723
Abstract: This paper presents the concepts of “neuro ersity” and the “neuro ersity approaches” towards disability and discusses how confusion regarding the meaning of these concepts exacerbates debate and conflict surrounding the neuro ersity approaches. For ex le, some claim the neuro ersity approaches focus solely on society and deny contributions of in idual characteristics to disability (a controversial stance), whereas this paper joins other literature in acknowledging the contributions of both in idual and society to disability. This paper also addresses other controversies related to neuro ersity, such as uncertainty regarding the scope of the approaches – to whom do they apply? – and their implications for diagnostic categories. Finally, it provides recommendations for developmental researchers who wish to carry out neuro ersity-aligned research: scholars are urged to study both in idual neuro ergent people and the contexts around them to consider both strengths and weaknesses to recognize their own biases and to listen to and learn from neuro ergent people.
Publisher: S. Karger AG
Date: 2022
DOI: 10.1159/000526416
Abstract: Many children on the autism spectrum are capable of learning large amounts of material in specific areas – yet, they often show learning delays across multiple domains. Additionally, they typically show the ability and motivation to learn from practice and from the outcomes of their own actions, while having difficulties learning from novel situations and from others’ actions and communications. We propose that these and other phenomena reflect, in part, an atypical balance between cognitive assimilation and accommodation processes during early childhood. Adopting a constructivist perspective that connects Piaget’s heuristics with experimental and clinical research in autism, we examine empirical supports as well as implications of this notion for autism research, advocacy, and intervention.
Publisher: Springer Science and Business Media LLC
Date: 24-11-2022
DOI: 10.1007/S10803-022-05808-4
Abstract: The social validity of autism behavioral intervention has been questioned. Naturalistic Developmental Behavioral Interventions (NDBIs) attempt to address some concerns, but it is unclear whether autistic people consider NDBIs socially valid. Social validity of an NDBI, Pivotal Response Treatment (PRT), was investigated through autistic adults commenting on videos of autistic children receiving PRT. Qualitative coding of responses generated three themes: respect for in iduals assessment of intervention implementation and socioemotional considerations. Although video brevity limits the scope of the present study’s conclusions, participants highlighted PRT components that appeared socially valid (e.g., reinforcing attempts, following the child’s lead) and aspects appearing invalid (e.g., overemphasis on spoken language). Therefore, adjustments appear necessary for PRT to be fully acceptable to the autistic community.
Publisher: Elsevier BV
Date: 09-2023
Publisher: Frontiers Media SA
Date: 14-10-2021
DOI: 10.3389/FPSYG.2021.719827
Abstract: Supports for the growing number of autistic university students often focus on helping them succeed in university. However, even educated autistic people experience discrimination and other challenges which can make it very difficult for them to obtain meaningful jobs. Little remains known about how universities can better support their autistic students and alumni in overcoming barriers to meaningful employment. In this participatory study, a team of autistic and non-autistic researchers asked autistic ( n = 92) and non-autistic ( n = 774) university students about their career aspirations, strengths they believe will help them succeed in their “dream jobs,” and obstacles they expect to encounter. Autistic participants’ top goal in attending college was to improve their career prospects. However, relatively few autistic students reported learning career-specific skills at university. Autistic students were more likely to seek an academic job and less likely to seek a career in healthcare than non-autistic students. Autistic students highlighted writing skills and detail orientation as strengths that could help them succeed in their dream jobs more often than non-autistic students. However, they were also more likely to expect discrimination, social, and psychological difficulties to stand in the way of their dream jobs. These findings suggest that universities should prioritize experiential learning opportunities to help autistic (and non-autistic) students develop employment-related skills while providing mental health supports. Universities should demonstrate their commitment to supporting erse learners by seeking out and hiring autistic professionals and by teaching their own staff and employers how to appreciate and support autistic colleagues.
Publisher: SAGE Publications
Date: 07-2021
Publisher: Springer Science and Business Media LLC
Date: 13-10-2021
DOI: 10.1007/S10803-021-05316-X
Abstract: Proponents of autism intervention and those of the neuro ersity movement often appear at odds, the former advocating for intensive treatments and the latter arguing that autism must be accepted as a form of ersity. The history of behavioral intervention has understandably outraged many in the Autistic community, though many still value supports focused on quality of life. This commentary argues that Naturalistic Developmental Behavioral Interventions (NDBIs) hold promise for bridging the gap between early intervention and the neuro ersity movement. However, we recognize NDBIs have much room to grow and suggest multiple strategies for improvement. We believe these updates are not only feasible for clinicians and researchers to implement but will ultimately lead to improved quality of life for Autistic in iduals.
Publisher: Elsevier BV
Date: 10-2022
DOI: 10.1016/J.NEUROPSYCHOLOGIA.2022.108340
Abstract: Most prior studies of multisensory integration (MSI) in autism have measured MSI in only a single combination of modalities - typically audiovisual integration. The present study used onset reaction times (RTs) and 125-channel electroencephalography (EEG) to examine different forms of bimodal and trimodal MSI based on combinations of auditory (noise burst), somatosensory (finger tap), and visual (flash) stimuli presented in a spatially-aligned manner using a custom desktop apparatus. A total of 36 autistic and 19 non-autistic adolescents between the ages of 11-14 participated. Significant RT multisensory facilitation relative to summed unisensory RT was observed in both groups, as were significant differences between summed unisensory and multisensory ERPs. Although the present study's statistical approach was not intended to test effect latencies, these interactions may have begun as early as ∼45 ms, constituting "early" (<100 ms) MSI. RT and ERP measurements of MSI appeared independent of one another. Groups did not significantly differ in multisensory RT facilitation, but we found exploratory evidence of group differences in the magnitude of audiovisual interactions in ERPs. Future research should make greater efforts to explore MSI in under-represented populations, especially autistic people with intellectual disabilities and nonspeaking/minimally-verbal autistic people.
Publisher: Frontiers Media SA
Date: 17-01-2022
DOI: 10.3389/FNINS.2021.786220
Abstract: One of the most universally accepted facts about autism is that it is heterogenous. In iduals diagnosed with autism spectrum disorder have a wide range of behavioral presentations and a variety of co-occurring medical and mental health conditions. The identification of more homogenous subgroups is likely to lead to a better understanding of etiologies as well as more targeted interventions and treatments. In 2006, we initiated the UC Davis MIND Institute Autism Phenome Project (APP) with the overarching goal of identifying clinically meaningful subtypes of autism. This ongoing longitudinal multidisciplinary study now includes over 400 children and involves comprehensive medical, behavioral, and neuroimaging assessments from early childhood through adolescence (2–19 years of age). We have employed several strategies to identify sub-populations within autistic in iduals: subgrouping by neural, biological, behavioral or clinical characteristics as well as by developmental trajectories. In this Mini Review, we summarize findings to date from the APP cohort and describe progress made toward identifying meaningful subgroups of autism.
Publisher: Frontiers Media SA
Date: 31-07-2023
DOI: 10.3389/FEDUC.2023.1179548
Abstract: Autistic people face systemic barriers to fair employment. Informal learning may promote the self-determination transition-age autistic youth need to overcome and/or transform these barriers. This report focuses on the iterative process of developing video game design workshops guided by feedback from autistic students about instructional strategies they found engaging. This study is part of a three-year-long NSF-funded program of research that seeks to empower autistic youth to move toward successful careers by teaching educators how to more effectively guide them. In the Summer of 2021, educators at an award-winning NYC-based, not-for-profit, education program, Tech Kids Unlimited (TKU) collaborated with researchers, including autistic students, to iteratively develop and assess two online game design workshops for transition-age autistic youth. Participants selected which workshop they were available for (Workshop 1: n = 18 M age = 16.72 years Workshop 2: n = 16 M age = 16.56 years). Students in Workshop 2 had more varied support needs and were less motivated to learn video game design than students in Workshop 1. Students completed assessments before and after each workshop and rated their interest in specific workshop activities after each activity. Guided by data from Workshop 1, we revised instructional strategies before conducting Workshop 2. We found little evidence for our hypothesis that attentional style would impact educational engagement. However, video game design self-efficacy and self-determination were often positively associated with engagement. Two industry speakers, one of whom was autistic, were among the highest-rated activities. As hypothesized, video game design self-efficacy and self-determination (and unexpectedly) spatial planning improved from pre- to post-test following Workshop 1. Despite our efforts to use what we learned in Workshop 1 to improve in Workshop 2, Workshop 2 did not lead to significant improvements in outcomes. However, students highlighted instructional strategies as a strength of Workshop 2 more often than they had for Workshop 1. Educators highlighted the importance of group “temperature checks,” in idualized check-ins, social–emotional support for students and educators, and fostering a positive atmosphere. Findings suggest that interactive multimodal activities, stimulating discussions, and opportunities to engage with neuro ergent industry professionals may engage and empower erse autistic youth.
Publisher: Elsevier BV
Date: 06-2021
Publisher: Mary Ann Liebert Inc
Date: 09-2021
Publisher: Springer Science and Business Media LLC
Date: 22-07-2021
Publisher: SAGE Publications
Date: 11-04-2022
DOI: 10.1177/13623613221086700
Abstract: Many autistic people do not learn they are autistic until adulthood. Parents may wait to tell a child they are autistic until they feel the child is “ready.” In this study, a participatory team of autistic and non-autistic researchers examined whether learning one is autistic at a younger age is associated with heightened well-being and Autism-Specific Quality of Life among autistic university students. Autistic students ( n = 78) completed an online survey. They shared when and how they learned they were autistic, how they felt about autism when first learning they are autistic and now, and when they would tell autistic children about their autism. Learning one is autistic earlier was associated with heightened quality of life and well-being in adulthood. However, learning one is autistic at an older age was associated with more positive emotions about autism when first learning one is autistic. Participants expressed both positive and negative emotions about autism and highlighted contextual factors to consider when telling a child about autism. Findings suggest that telling a child that they are autistic at a younger age empowers them by providing access to support and a foundation for self-understanding that helps them thrive in adulthood. People learn they are autistic at different ages. We wanted to know if telling kids they are autistic earlier helps them feel better about their lives when they grow up. We are a team of autistic and non-autistic students and professors. Seventy-eight autistic university students did our online survey. They shared how they found out they were autistic and how they felt about being autistic. They also shared how they feel about their lives now. Around the same number of students learned they were autistic from doctors and parents. Students who learned they were autistic when they were younger felt happier about their lives than people who learned they were autistic when they were older. Students who learned they were autistic when they were older felt happier about being autistic when they first found out than people who did not have to wait as long. Our study shows that it is probably best to tell people they are autistic as soon as possible. The students who did our study did not think it was a good idea to wait until children are adults to tell them they are autistic. They said that parents should tell their children they are autistic in ways that help them understand and feel good about who they are.
Publisher: Emerald Publishing Limited
Date: 09-11-2020
Publisher: Elsevier BV
Date: 04-2019
DOI: 10.1016/J.VISRES.2018.02.013
Abstract: In the present study, we investigated face processing in in iduals with self-reported Autism Spectrum Disorder (ASD, n = 16) and typically developing control participants (n = 16) using behavioural and electrophysiological measures. As a measure of their face memory, we administered the Cambridge Face Memory Test to participants in the ASD group. The results showed that the scores of the ASD participants were reliably below the age- and gender-matched norms of neurotypical in iduals. To measure brain responses to faces, we used the fast periodic visual stimulation method, presenting photographs of a same-identity face (i.e., base face) at a constant frequency of 6 Hz (F) interleaved with different-identity faces (i.e., the oddball faces) presented at 1.2 Hz. The 6 Hz presentation of the base face and 1.2 Hz presentation of the oddball face elicited periodic brain responses corresponding to face detection and face in iduation processes, respectively. Participants viewed four blocks of upright faces and four blocks of inverted faces. The results showed an enhanced EEG response to upright base faces at 6 Hz frequency and its harmonics compared to inverted faces, and the response was most focal over medial occipital channels. An enhanced response was found to upright oddball faces at 1.2 Hz and its harmonics compared to the inverted faces, and the response was centred over occipito-temporal channels in the right hemisphere. Critically, no differences or interactions were found between the ASD and typically developing groups in the responses to either the 6 Hz base faces or the 1.2 oddball faces. These results suggest that in in iduals with ASD, the earlier stage of face perception, as measured by the fast periodic visual stimulation paradigm, can be dissociated from the later memory stage of face processing, as assessed by the Cambridge Face Memory Test.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 04-01-2022
Publisher: Elsevier BV
Date: 10-2020
Publisher: American Academy of Pediatrics (AAP)
Date: 04-2022
No related grants have been discovered for Patrick Dwyer.