Henri Mercier

Exploring the use of a mobile robot as an imitation agent with children with low-functioning autism

Abstract Unpredictability and complexity of social interactions are important challenges for a low functioning autistic child. The objective of this research is to study how a mobile robot can, by appearing more predictable, appealing and simple than a human being, facilitate reciprocal interaction such as imitative play. By conducting an exploratory study involving four children, we found that forms of shared conventions such as imitation of body movements and of familiar actions are higher with two children paired with a human mediator, compared to two children paired with a robot mediator. However, the two children paired with the robot mediator demonstrated increased shared attention (visual contact, physical proximity) and imitate facial expressions (smile) more than the children paired with the human mediator.

Cognitive and familial contributions to conduct disorder in children.

Although young children with conduct disorder (CD) are suspected of having verbal and executive function deficits, most studies that investigated this hypothesis did not control for attention deficit hyperactivity disorder (ADHD). Furthermore, relatively little is known about the interaction between cognitive deficits and familial factors in explaining the onset and persistence of CD in children. The participants in this study were 57 children with CD and 35 controls aged 7 to 12 years. At 1-year follow-up, 41 of the participants with CD were reassessed. Children with CD were found to be significantly impaired in four of five executive function measures after ADHD symptoms and socioeconomic status (SES) were controlled. Executive function test performance, number of ADHD symptoms, and familial characteristics (SES, parental punishment) together correctly classified 90% of the participants. Only the number of ADHD symptoms was found to significantly improve prediction of CD 1 year later beyond that afforded by number of CD symptoms a year earlier. Findings indicate that children with CD and ADHD symptoms are especially at risk for persistent antisocial behaviour. Results also highlight the importance of treatment programs that cover both cognitive and familial aspects associated with CD.

Neuropsychological characteristics of adolescents with conduct disorder: association with attention-deficit-hyperactivity and aggression.

The purpose of this study was to determine whether an association exists between neuropsychological deficits and conduct disorder (CD) with and without concurrent attention-deficit–hyperactivity disorder (ADHD). In addition, we explored the differential neuropsychological performance of aggressive and nonaggressive CD adolescents and the combined effect of this behavioral status and ADHD on performance. Fifty-nine adolescents (mean age of 15.4 years) who met the criteria for CD were compared with 29 controls comparable in age, gender, and socioeconomic status. A neuropsychological battery of current tests measuring executive functions and a battery of language tests were used in the study. Multivariate analyses showed that, compared with controls, CD adolescents had significantly lower verbal skills but did not differ on executive function measures. However, the lower verbal performance of CD adolescents is not explained by the existence of a CD subgroup with concomitant ADHD or aggressiveness. The study confirms with a sample of CD adolescents the association between verbal deficits and antisocial behavior when socioeconomic status is controlled. Our results also demonstrate that CD per se can be a sufficient condition for such deficits.

Social, Psychological, and Neuropsychological Correlates of Conduct Disorder in Children and Adolescents

An important number of studies have obtained associations between social and familial factors and antisocial behaviors. Some researchers have distinguished between adversity factors, such as life stresses, monoparentality and parent’s mental health, and proximal factors such as parental education practices and family interactions. Studies have demonstrated that these factors remain significant even when socioeconomic status (SES) is statistically controlled (Frick, 1994).