Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: Products from this study will include published manuscripts and presentations on findings related to social attention in children with autism. The knowledge gained from this project is expected to lay the groundwork for developing classroom-based virtual reality, social-attention intervention methods aimed at improving education and social outcomes for school-aged students with autism.
Book
Mundy, P.C. (2016). Autism and Joint Attention: Development, Neuroscience, and Clinical Fundamentals. New York: Guilford Press.
Book chapter
Henderson, H., and Mundy, P. (2013). The Integration of Self and Other in the Development of Self-Regulation: Typical and Atypical Processes. In K. Barrett, N. Fox, G. Morgan, D. Fidler, and L. Daunhauer (Eds.), Handbook of Self-Regulatory Processes in Development: New Directions and International Perspectives (pp. 113-134). New York: Taylor and Francis.
Mundy, P. (2013). A Neural Networks, Information Processing Model of Joint Attention and Social-Cognitive Development. In P. Zelazo (Ed.), The Oxford Handbook of Developmental Psychology: Vol. 2-Self and Other (pp. 217-241). New York: Oxford University Press.
Mundy, P. (2013). Neural Connectivity, Joint Attention, and the Social-Cognitive Deficits of Autism. In M. Legerstee, D. Haley, and M. Bornstein (Eds.), The Developing Infant Mind: Origins of the Social Brain (pp. 324-352). New York: Guilford.
Book chapter, edition specified
Van Hecke, A., Oswald, T., and Mundy, P. (2016). Joint Attention and the Social Phenotype of Autism Spectrum Disorder: A Perspective From Developmental Psychopathology. In D. Cicchetti (Ed.), Developmental Psychopathology, Vol. 3 (3rd ed., pp. 116-144). Hoboken, NJ: John Wiley and Sons, Inc. doi:10.1002/9781119125556.devpsy304
Journal article, monograph, or newsletter
Burrows, C., Usher, L., Schwartz, C., Mundy, P., and Henderson, H. (2016). Supporting the Spectrum Hypothesis: Self-Reported Temperament in Children and Adolescents With High Functioning Autism. Journal of Autism and Related Disorder, 46(4): 1184-1195. doi:10.1007/s10803-015-2653-9
Henderson, H.A., Ono, K.E., McMahon, C., Schwartz, C.B., Usher, L., and Mundy, P.C. (2015). The Costs and Benefits of Self-Monitoring for Higher Functioning Children and Adolescents With Autism. Journal of Autism and Developmental Disorders, 45(2): 548-559. doi:10.1007/s10803-013-1968-7
Jarrold, W., Mundy, P., Gwaltney, M., Bailenson, J., Hatt, N., McIntyre, N., Kim, K., Solomon, M., Novotny, S., and Swain, L. (2013). Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism. Autism Research, 6(5): 393-410. doi:10.1002/aur.1302
Kim, K., and Mundy, P. (2012). Joint Attention, Social-Cognition, and Recognition Memory in Adults. Frontiers in Human Neuroscience, 6: 1-11. doi:10.3389/fnhum.2012.00172 Full text
Kim, K., Rosenthal, M.Z., Gwaltney, M., Jarrold, W., Hatt, N., McIntyre, N., Swain, L., Solomon, M., and Mundy, P. (2016). A Virtual Joy Stick Study of Emotional Responses and Social Motivation in Children With Autism Spectrum Disorders. Journal of Autism and Related Disabilities, 45(12): 3891-3899.
McIntyre, M., Solari, E., Gonzales, J. Solomon, M., Swain-Lerro, L., Novotny, S., Oswald, T., Mundy, P. (in press). The Scope and Nature of Reading Comprehension Impairments in Higher Functioning School-Aged Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders.
McIntyre, N., Solari, E., Grimm, R., Swain-Leroy, L., Gonzalez, J. & Mundy, P. (2017). A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and their Relation to Autism Symptom Severity. Journal of Autism and Developmental Disorders, 47 (4), 1086-1101.
McMahon, C., Henderson, H., Newell, L., Jamie, M., and Mundy, P. (2016). Metacognitive Awareness of Facial Affect in Higher-Functioning Children and Adolescents With Autism Spectrum Disorder. Journal of Autism and Related Disorders, 46 (3): 882-898. doi:10.1007/s10803-015-2630-3
Mundy, P., Kim, K., McIntyre, N., Lerro, L., & Jarrold, W. (2016). Brief Report: Joint Attention and Information Processing in Children with Higher Functioning Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 1-6.
Mundy, P., Novotny, S., Swain-Lerro, L., McIntyre, N., Zajic, M., & Oswald, T. (2017). Joint-Attention and the Social Phenotype of School-Aged Children with ASD. Journal of Autism and Developmental Disorders, 47, 1423-1435.
Sheeren, A., Hans, K., Mundy, P., Mous, L., Sander, B. (2013). Empathetic Responsiveness of Children and Adolescents With High-Functioning Autism Spectrum Disorder. Autism Research, 6: 362-371.
Siller, M., Morgan, L., Turner-Brown, L., Baggett, K.M., Baranek, G. T., Brian, J., Bryson, S.E., Carter, A.S., Crais, E.R., Estes, A., Kasari, C., Landa, R.J., Lord, C., Messinger, D.S., Mundy, P., Odom, S.L., Reznick, J.S., Roberts, W., Rogers, S.J., Schertz, H.H., Smith, I.M., Stone, W.L., Watson, L.R., Wetherby, A.M., Yoder, P.J., and Zwaigenbaum, L. (2013). Designing Studies to Evaluate Parent-Mediated Interventions for Toddlers With Autism Spectrum Disorder. Journal of Early Intervention Research, 35(4): 355-377. doi:10.1177/1053815114542507
Solari, E., McIntyre, N., Grim, R., Swain-Lerro, L., Zajic, M., & Mundy, P. (in press). The relation between text reading, fluency, and reading comprehension for students with Autism Spectrum Disorders. esearch in Autism Spectrum Disorders.
Zajic, M., McIntyre, N., Swain-Lerro, L., Oswald, T., & Mundy, P. (2016). Written Communication Expression in Higher-Functioning, School-Age Children with Autism Spectrum Disorders. Autism.
Supplemental information
This project will apply new virtual reality technology to create visual and auditory settings that emulate complex social environments such as classrooms. Using such technology, researchers will examine the following questions: (1) Will students with autism display significant impairments in the development of social attention skills, and will individual differences in social attention be associated with measures of cognitive processes involved in learning, academic achievement (reading comprehension, written and oral expression, and mathematics), and social outcomes? (2) Will impairment in social attention make a unique contribution to processes that may inhibit learning, academic success, and social success in students with autism? (3) Will the presence of symptoms of attention deficit hyperactivity disorder (ADHD), which is often co-morbid with autism, mediate or moderate the impact of social attention on learning and development in students with autism? (4) Will social attention be malleable, with practice in social attention tasks leading to improved performance on those tasks for students with autism?
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.