Autism Lab at Simon Fraser University

Autism Lab at Simon Fraser University At the Autism and Developmental Disorders Lab (ADDL) at Simon Fraser University, we are interested in the social development of individuals with Autism Spectrum Disorder (ASD). The goal of our research is to understand more about social development in autism, and to inform treatment and intervention. Mission Statement from the ADDL Director, Dr. Grace Iarocci I am a professor of Developmental and Clinical Psychology in the department of psychology at SFU. I work closely with the government and community agencies in BC to provide research information on Autism Spectrum Disorders (ASD). At the ADDL, we investigate the social processes that are involved in the development of social competence in individuals with and without ASD. We have engaged in a variety of research that spans more basic issues such as attention and perception, to cognition and interest development in the individual. However, we realize that ASD has effects beyond the individual and we have begun to examine family and societal issues. We are committed to learning more about individuals with ASD across the lifespan, as well as how ASD impacts relations with others and society at large. We thank the Social Sciences and Humanities research Council (SSHRC), the National Sciences and Engineering Research Council (NSERC) the Michael Smith Foundation for Health Research (MSFHR), the Canadian Institutes for Health and Research (CIHR), and the Laurel Foundation for supporting our work. Thank You! Table of Contents pg. 2. Research Results pg. 5. Current Projects pg. 7.. ADDL News pg. 10... Past Events pg. 12... Upcoming Events We would like to thank all the parents, children, adolescents, and adults who have participated in research at the ADDL lab! Our research would not be possible without your participation. We appreciate your contribution to autism research, and invite you to participate in our upcoming studies! Learn more about us at: http://autismlab.psyc.sfu.ca

By Emily Gardiner and Grace Iarocci Quality of Life in Families of Children with Autism Spectrum Disorder The overall goal of this research was to gain a better understanding of what contributes to Quality of Life among families of children with ASD. We examined what places strain on families, such as high levels of child behavior problems, as well as how the family can be protected from adversity through open and positive communication. We also asked families to share their experiences with the British Columbia model of ASD service delivery, and how this impacted their Family Quality of Life. A paper about families experiences navigating ASD services will be published in the Journal of Policy and Practice in Intellectual Disabilities in early 2018, which we will share online. These findings were presented at the International Meeting for Autism Research in May 2017. By Emily Gardiner and Grace Iarocci Everyday Executive Function Predicts Adaptive and Internalizing Behavior among children with and without ASD We examined whether parents ratings of their children s flexibility and ability to monitor their behavior predicted adaptive skills (e.g., ability to complete day-to-day personal tasks, communicate, and socialize) and symptoms of anxiety and depression in children with and without autism spectrum disorder. For both groups, children s abilities to manage and monitor their behavior were strongly related to adaptive skills. Children s flexibility and ability to inhibit inappropriate behavior and control their emotions was associated with depression symptoms for both groups. This research suggests that interventions that target one set of abilities, such as flexibility, may also help with mental health and day-to-day skills. This research has been published in Autism Research, and can be found online: http://onlinelibrary.wiley.com/doi/10.1002/aur.1877/pdf By Emily Gardiner, Grace Iarocci, and Marlene Moretti Thinking about Adolescents with Intellectual Disability and Mental Health Concerns Adolescents with intellectual disability are at significant risk for developing mental health and behavior problems. Youth who experience dual diagnosis face great challenges, and require interventions that will promote their quality of life. In this research, we reviewed treatment approaches that focus on attachment and trauma and suggest a new approach that incorporates both established and innovative approaches to care. This research has been published in the Journal of Mental Health Research in Intellectual Disabilities, and can be found online: http://www.adolescenthealth.ca/wp-content/uploads/2017/12/gardiner-e.- Iarocci-G.-Moretti-M.-M.-2017-Integrative-Care-for-Adolescents-With-Dual- Diagnosis-Considering-Trauma-and-Attachment-Within-an-Innovative- Mode.pdf 2

Update: By Grace Iarocci, Sarah Hutchison, and Gillian O Toole Second Language Exposure, Functional Communication, and Executive Function in Children with and without Autism Spectrum Disorder This paper submitted to the Journal of Autism and Developmental Disorders has now been published! It is available online: https://link.springer.com/article/10.1007/s10803-017-3103-7 Parents and professionals are concerned that second language exposure may delay communication in children with ASD. In this study, 174 youth (ages 6-16 years) with and without ASD exposed to a second language, were compared on executive function (EF) and functional communication (FC) with their peers without exposure. There were no significant differences between groups on age, IQ, and socioeconomic status. Parents reported on language exposure and rated EF and FC skills in their children. The findings indicated that second language exposure in children with ASD was not associated with delay in cognitive and functional communication skills; rather, fewer of these children had FC and EF ratings that fell within the clinically significant range. Evaluation of the Autism Mentorship Initiative (AMI) for Undergraduates with Autism By Dominic Trevisan, Suzanne Leach, Grace Iarocci, and Elina Birmingham In collaboration with SFU s Centre for Students with Disabilities, Drs. Iarocci and Birmingham initiated the Autism Mentorship Initiative (AMI) in 2013 to help support the unique needs of undergraduates with ASD (mentees) with upper-level undergraduate or graduate students (mentors) to help them navigate the academic, social, and emotional challenges of university life. Unique to this mentorship program is a longitudinal research study that integrates data from standardized questionnaires, surveys, academic transcripts, and qualitative interviews to explore the challenges mentees experience in university, and whether AMI is effective in promoting university success as measured by college adjustment, retention, and GPA. Over several years of data collection, this study has found strong personal, academic, and professional benefits for both mentors and mentees in the program. An abstract of this work will be presented at the 2018 International Society for Autism Research (INSAR) meeting and a manuscript is in preparation for publication. 3

By Mandeep Gurm and Grace Iarocci Parent Ratings of Emotion Regulation in Children with and without ASD differ based on level of Psychosocial Functioning A child s emotion regulation is associated with their psychosocial functioning (e.g., McDowell et al., 2002). Parent ratings indicate that children with Autism Spectrum Disorder (ASD) have more challenges with emotion regulation than their typically developing (TD) peers. Difficulties regulating emotions may explain the high cooccurrence with mental health concerns in individuals with ASD as compared with their IQ matched TD peers (e.g., Samson et al., 2015). However, emotion regulation has not been studied in groups of children matched on mental health concerns. Data from eighty-five children who participated in our Social Science Camps was included in this study (43 with ASD). Children with ASD were reported by their parents to have more challenges with both emotion regulation and mental health compared to children without ASD. However, additional analyses revealed that when comparing children with and without ASD, where both groups had high levels of mental health challenges, there were no reported differences in child emotion regulation. Consistent with previous research our results confirm that children with ASD have more challenges with emotion regulation than their non-asd peers. However, when children with ASD are compared to children without ASD who also have similarly high levels of mental health symptoms, there are no significant differences in emotion regulation between groups. This suggests that there may be important similarities in children with and without ASD with mental heath challenges. By comparing children with and without ASD with similar mental health symptoms we may be able to learn more about what is common about emotion regulation across groups and also what is unique in children with ASD. An abstract of this work will be presented at the 2018 International Society for Autism Research (INSAR) meeting. 4

Are you interested in learning about research in our lab? Visit our lab to participate in research! Come and experience how research is conducted and learn about the work that is done in a social science research lab! Please contact addl@sfu.ca if you would like to learn more about our lab, or if you would like to participate! Investigating the Relationship between Speech and Social Development Who are we looking for? Children and youth WITH and WITHOUT a diagnosis of ASD, between the ages of 2 and 14, and their parents. What do we want to know? As children develop, speech becomes a child s dominant form of social communication, as it allows them to communicate complex ideas and emotions. Social aspects of speech, such as changes in vocal pitch, must be carefully controlled in order to express the intended emotion, level of excitement, and the intentions of the speaker (i.e. the same statement can convey happiness or anger depending on the pitch it is spoken in). Even if a child speaks very clearly and fluently, their social communication may be impaired if they have trouble controlling the pitch of their voice. As both the vocal control of pitch and social skills are developing around the same time, it is important to understand how these two processes may influence one another. About the Study: During this study session, we will ask children to play a game that involves producing vowel sounds (e.g. an aaaaa sound) into a microphone while listening to themselves through headphones. These vowel sounds will allow the child to progress through in interactive game. During some of the vowel sounds we will change the pitch of the sound the child is hearing through their headphones (we will raise or lower the pitch), in order to see how this influences the child s ongoing vowel production. Parents will be asked to fill out questionnaires about their child while the child is participating in the game. 5

Special Interests in Trains Who are we looking for? Parents and children between the ages of 6 and 14 years WITH or WITHOUT a diagnosis of ASD. We are looking for children who have an interest in trains and those who do not. What do we want to know? We are interested in how special interests and hobbies develop in children with and without autism. This research will help us to understand how these special interests and hobbies may influence other aspects of learning and development (i.e. learning about social information and social development). About the Study: During the study, children and adolescents will perform a series of computer tasks. Parents will also be asked to take part in a short interview where they will be asked to answer questions about any special interests or hobbies their child may have. Validation of the Multidimensional Social Competence Scale Who are we looking for? Adults (19+), and caregivers and teachers of youth ages 8-18 years old, WITH or WITHOUT a diagnosis of ASD. What do we want to know? The overall goal of the study is to validate our own Multidimensional Social Competence Scale (MSCS) to determine the reliability of the MSCS in a sample of parents and educators, and to examine the relations between ratings on the MSCS and indicators of social competence (e.g., friendships and peer acceptance). The proposed research will focus on the measurement of social competence and its potential application to a multitude of research and educational goals in the areas of promotion of prosocial behavior, prevention of bullying and social conflict, and intervention to address social disabilities. About the Study: The study involves the completion of two questionnaires (the MSCS and demographics), which will take approximately 30-60 minutes to complete. Participation may be online or in person at the ADDL, located at the SFU Burnaby campus. 6

The ADDL Welcomes New Students and Colleagues! Dr. Nichole Scheerer Post-Doctoral Fellow Dr. Scheerer is a postdoctoral fellow at SFU. She received her PhD in Cognitive Neuroscience from Wilfrid Laurier University. Her research interests include how the brain uses sensory information (e.g. auditory and visual information) during development. More specifically, how differences in the perception of, or attention to, different forms of sensory information may influence development. Dr. Scheerer currently teaches Emotion and Motivation at SFU. Vanessa Fong Ph.D. Student r Vanessa Fong received her BSc from the University of Toronto and completed her MSc at the University of London. She is currently a PhD student in the experimental developmental program at SFU. Her research interests include ASD and other neurodevelopmental disorders, executive functioning, quality of life, and evaluating interventions. Madelaine Ressel Master sr Student Madelaine is a first year Master s student in the Clinical Psychology program at SFU. She completed her undergraduate training at the University of Ottawa. She has been interested in autism since childhood as she has brothers with ASD. She has also worked as a respite care provider and in social skills programming for adolescents with autism. Her clinical interests include working with children and adolescents with neurodevelopmental disabilities as well as histories of trauma, and their families. 7

Vivienne Mount Master s Student Vivienne is in the first year of her MA at SFU. She graduated from the University of Guelph in 2016 with a BA (Hons) in Psychology. Her undergraduate thesis examined emotion socialization and learned helplessness in children. She was a volunteer research assistant in the Child Self-Regulation Lab at Ryerson University where she contributed to the Integra Mindfulness Martial Arts study and the Healthy Mothers, Healthy Families study. She is excited to have joined the ADDL lab at SFU, where she intends to study Autism Spectrum Disorder and the family dynamic. Ariel Cheung Honour srstudent Ariel has volunteered with the ADDL for over two years, and has been actively involved with our annual SFU Social Science Camp. Ariel is currently completing her BA (Hons) in psychology with Dr. Iarocci. Her research interests include students knowledge of Autism Spectrum Disorder, their university adjustment, social competence, well-being, inclusiveness, and stigma. Brittni Thompson Brittni has recently graduated with a BA (Hons) degree in psychology at SFU! She is currently studying for her Master s of School Psychology at the University of British Columbia. Hilary Aime Hilary Aime successfully defended her Master s thesis! The thesis, titled Social Learning and Social Motivation: Examining Parent-Child Interactions, was successfully defended in December 2017! 8

New Publications We had another very productive year in 2017! The following are publications in 2017 or are currently awaiting publication. Books: Iarocci, G., Burack, J., Bowler, D., Abbeduto, L. (accepted). Understanding Intellectual and Developmental Disorders, Sage Publications, UK. Articles: Birmingham, E., Johnston, K., & Iarocci, G. (2017). Spontaneous gaze selection and following during naturalistic social interactions in school-aged children and adolescents with Autism Spectrum Disorder. Canadian Journal of Experimental Psychology, 71, 243-257. Gardiner, E., & Iarocci, G. (2017). Everyday executive function predicts adaptive and internalizing behavior among children with and without autism spectrum disorder. Autism Research. Advanced online publication. doi: 10.1002/aur.1877 Gardiner, E., & Iarocci, G. (in press). Family quality of life and satisfaction with the participantdirected model of ASD funding in British Columbia, Canada. Journal of Policy and Practice in Intellectual Disability. Gardiner, E., Iarocci, G., & Moretti, M. (2017). Integrative care for adolescents with dual diagnosis: Considering trauma and attachment within an innovative model for clinical practice. Journal of Mental Health Research in Intellectual Disabilities, 4, 321-344. doi: 10.1080/19315864.2017.1337835 Iarocci, G., Hutchison, S.M., & O Toole, G. (2017). Second language exposure, functional communication, and executive function in children with and without autism spectrum disorder (ASD). Journal of Autism and Developmental Disorder, 47, 1818-1829. Johnston, K., & Iarocci, G. (2017). Are generalized anxiety and depression symptoms associated with social competence in children with and without autism spectrum disorder? Journal of Autism and Developmental Disorders, 47, 3778-3788. doi: 10.1007/s10803-017-3103-7 Patten, J.W., Iarocci, G., Bojin, N. (2017). A pilot study of children s physical activity levels during imagination-based mobile games. Journal of Child Health Care, 21, 292-300. doi: 10.1177/1367493517708477 9

Spring Break Experience In March 2018, the ADDL hosted its first Spring Break Experience. Children ages 3 to 12 participated in fun craft activities, games, and exciting video game research tasks. This is the first year that we have hosted this event, and look forward to hosting similar events in the future! Thank you to all of the participants who made our first Spring Break Experience a success! We extend another thank you to our lab staff and Dr. Nichole Scheerer for putting together this fantastic event! 6th Annual SFU Social Science Camp In July of 2017, the ADDL hosted its 6th Annual Social Science Camp, taking place on the Burnaby Mountain campus of SFU. The camp for children without ASD took place on July 15th, and the camp for children with ASD occurred on July 22nd. The camp saw a record number of attendees, and involved new collaborators from various departments at SFU. In total, we had over seventy campers attend, who all went home with a cool SFU Social Science Camp T-shirt and different art and crafts they had made! Our theme was Finding Dory, and our activities focused on celebrating diversity. Campers had the chance to create various Finding Dory crafts and artwork while watching clips of the movie. Feedback from parents and children was very positive, and we look to hosting the 7th annual camp! SFU Social Science Camp Parent Workshops The ADDL hosted two workshops for caregivers on the two camp days, focusing on identifying and managing stress and anxiety in children, and engaging in fun and safe play. We welcomed two guest presenters to work with parents on each camp day. Dr. Lise Olsen presented on Active and Safe Play; Dr. Olsen is a Registered Nurse and Associate Professor at UBC Okanagan. This workshop was facilitated by Crystal Shannon, B.A., a certified Infant Massage Instructor and Child Passenger Safety Educator. The ADDL also welcomed Clinical Psychology Doctoral Student, Krista Johnston, M.A., who presented on Recognizing and Managing Anxiety in children with ASD. Krista has worked with individuals with ASD and their families for 16 years, and is currently completing her internship at BC Children s Hospital. In total, four workshops were presented over the two camp days, attended by over 40 caregivers! Everyone was actively involved in discussions on various topics, provided positive feedback about the workshops they had attended, and were appreciative for the opportunities to connect with each other on these topics. The ADDL looks forward to hosting more workshops in 2018! 10

ADDL attended the 2017 Vancouver Train Expo Members of the ADDL attended the 35 th annual Vancouver Train Expo in November 2017. This was the first year that the ADDL has attended this event, and the organizers, staff, and patrons welcomed us with open arms! Led by Dr. Scheerer, several members of the ADDL provided information about the lab, described the research that is conducted, and invite participation in our Special Interests in Trains study (see page 6 for more details). Overall, the event was very engaging, with many captivating exhibits and friendly people. The ADDL looks forward to attending the 36 th Annual Vancouver Train Expo in 2018. We express our gratitude towards everyone at the Vancouver Train Expo, and our team of Dr. Scheerer, Troy Boucher, Rilla MacDonald, and Lisa Miele! If your child has a special interest in trains, please see page 6 of the newsletter for an exciting research experience with our lab! SFU Psychology Research Lab Fair On November 14 2017, the ADDL showcased our volunteer opportunities and exhibited a short presentation on our 6 th Annual SFU Social Science Camp. The lab fair was organized by the SFU Psychology Department, and students were provided the chance to learn about the volunteer and research opportunities available to them from various research labs at SFU. The ADDL provided students with information about the Autism Mentorship Initiative, which is a program at SFU that helps new undergraduate students with Autism Spectrum Disorder (ASD) with the transition into university, while providing academic and social support by a network of mentors. Thank you to Troy Boucher, Rilla MacDonald, Hannah Visser, and Mandeep Gurm for their assistance with this event! Visit from Terry Fox Secondary School In December 2017, the ADDL hosted over 50 students from Terry Fox Secondary in Port Coquitlam. The visiting high school students participated in research activities, and were provided a tour of the SFU campus. The students attended a presentation on Autism Spectrum Disorder (ASD), hosted by Dr. Iarocci, Dr. Scheerer, and several spectacular research assistants. The visiting students were able to learn about social behavior and communication skills, and engage in discussion with ADDL members about ASD and social communication. Thanks to Dr. Iarroci, Dr. Scheerer, Spencer Angus, Nicole Kauppi, Madelaine Ressel, Ariel Cheung, and Dominic Trevisan for the informative presentation! We also greatly appreciate the data collection efforts and leadership roles of Mandeep Gurm, Troy Boucher, Vivienne Mount, Jaeda Stanhope, Rilla Macdonald, Hannah Visser, and Kari Gustafson! 11

7 th Annual SFU Social Science Camp in July 2018 This is a FREE, fun, and educational day camp for children and youth ages 7-12 with or without Autism Spectrum Disorder (ASD). All campers will receive a cool SFU Social Science Camp T-Shirt, and will participate in various activities such as crafts and interactive games! The camp will take place on July 14 th for children without ASD and on July 21 st for children with ASD. This year s parent s workshop discusses mental health and obesity related risk factors in Autism Spectrum Disorders, hosted by Dr. Sarah Hutchison, Department of Pediatrics at UBC. This workshop is sponsored by the BC Children s Hospital Research Institute. The goal is to discuss mental health and obesity related risk factors among families of individuals with ASD. Our panel will include researchers and clinician experts on ASD, mental health, obesity prevention/ physical activity, as well as family members to a child with ASD to provide their perspectives. Panelists include Dr. Grace Iarocci, Dr. Tim Oberlander, Professor in the Department of Pediatrics at UBC, and Dr. Louise Mâsse, professor of School Population and Public Health at UBC. Registration will open at the beginning of May 2018! The finalization of camp details and registration dates are in progress. We will send out an email when registration becomes available, and any new updates will be posted on our website and Facebook page! Additional events will be posted on our website and Facebook as they develop! We hope you have enjoyed reading our annual newsletter! We would love to hear from you if you have any questions, comments, or suggestions! Likewise, please contact us if you are interested in participating in research, would like more information about upcoming events or research opportunities, or if you or someone you know would like to be added to our mailing list. Where to Find Us: Website: http://autismlab.psyc.sfu.ca Facebook: https://www.facebook.com/sfuaddl/ Contact: Email: addl@sfu.ca Phone: (778) 782-6746