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Beckerson M, Paisley C, Murdaugh D, Holm H, Lemelman A, Spencer A, O'Kelley S, Kana R. Reading comprehension improvement in autism. Front Psychiatry 2024; 15:1292018. [PMID: 38563029 PMCID: PMC10982812 DOI: 10.3389/fpsyt.2024.1292018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/10/2023] [Accepted: 02/26/2024] [Indexed: 04/04/2024] Open
Abstract
Introduction A subset of autistic children excel at word decoding but have difficulty with reading comprehension (i.e., the discrepant poor comprehender reading profile). Prior research suggests the Visualizing and Verbalizing (V/V) for language comprehension and thinking intervention helps improve reading comprehension in autistic children with this reading profile. Previous studies have demonstrated the role of vocabulary, memory, and social functioning in reading comprehension; however, predictors and moderators of reading comprehension within this specific profile of autistic readers have not been thoroughly explored. Methods In this study, we examined the effectiveness of the V/V intervention by comparing reading comprehension scores between groups and across time. Participants included a sample of autistic children (AUT-EXP; n=22) and a waitlist control group of autistic children (AUT-WLC; n=17) with reading comprehension difficulties, as well as a sample of non-autistic children (Non-AUT; n=26) (all age 8-13 years). AUT-EXP and AUT-WLC groups completed a battery of cognitive assessments during pre and post tests. We also analyzed whether cognitive assessment scores predicted reading comprehension, and examined the moderating effects of group (AUT-EXP vs. AUT-WLC) on these relationships. Results The AUT-EXP group significantly improved in their pre to post reading comprehension scores (t(21)=4.19, p<.001, d=.89), whereas the AUT-WLC group did not. Verbal memory significantly predicted reading comprehension, though group did not moderate relationships between cognitive test performance and reading comprehension. Discussion Results suggest that the V/V intervention may help improve reading comprehension for autistic children with the discrepant poor comprehender reading profile. Additionally, strategies for improving verbal memory may indirectly enhance reading comprehension in autistic children with this reading profile.
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Affiliation(s)
- Meagan Beckerson
- Department of Psychology, College of Arts and Sciences, University of Alabama at Birmingham, Birmingham, AL, United States
| | - Courtney Paisley
- Department of Developmental Pediatrics, Children's Hospital Colorado, Aurora, CO, United States
| | - Donna Murdaugh
- Department of Pediatrics, University of Alabama Birmingham (UAB), Birmingham, AL, United States
| | - Haley Holm
- Department of Neuropsychology, Children's Healthcare of Atlanta, Atlanta, GA, United States
| | - Amy Lemelman
- Department of Psychiatry, Weill Cornell Medicine, Cornell University, New York, NY, United States
| | - Alyssa Spencer
- Department of Psychology, University of Alabama, Tuscaloosa, AL, United States
| | - Sarah O'Kelley
- Department of Psychology, College of Arts and Sciences, University of Alabama at Birmingham, Birmingham, AL, United States
| | - Rajesh Kana
- Department of Psychology, College of Arts and Sciences, University of Alabama at Birmingham, Birmingham, AL, United States
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Zhan L, Gao Y, Huang L, Zhang H, Huang G, Wang Y, Sun J, Xie Z, Li M, Jia X, Cheng L, Yu Y. Brain functional connectivity alterations of Wernicke's area in individuals with autism spectrum conditions in multi-frequency bands: A mega-analysis. Heliyon 2024; 10:e26198. [PMID: 38404781 PMCID: PMC10884452 DOI: 10.1016/j.heliyon.2024.e26198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2023] [Revised: 02/05/2024] [Accepted: 02/08/2024] [Indexed: 02/27/2024] Open
Abstract
Characterized by severe deficits in communication, most individuals with autism spectrum conditions (ASC) experience significant language dysfunctions, thereby impacting their overall quality of life. Wernicke's area, a classical and traditional brain region associated with language processing, plays a substantial role in the manifestation of language impairments. The current study carried out a mega-analysis to attain a comprehensive understanding of the neural mechanisms underpinning ASC, particularly in the context of language processing. The study employed the Autism Brain Image Data Exchange (ABIDE) dataset, which encompasses data from 443 typically developing (TD) individuals and 362 individuals with ASC. The objective was to detect abnormal functional connectivity (FC) between Wernicke's area and other language-related functional regions, and identify frequency-specific altered FC using Wernicke's area as the seed region in ASC. The findings revealed that increased FC in individuals with ASC has frequency-specific characteristics. Further, in the conventional frequency band (0.01-0.08 Hz), individuals with ASC exhibited increased FC between Wernicke's area and the right thalamus compared with TD individuals. In the slow-5 frequency band (0.01-0.027 Hz), increased FC values were observed in the left cerebellum Crus II and the right lenticular nucleus, pallidum. These results provide novel insights into the potential neural mechanisms underlying communication deficits in ASC from the perspective of language impairments.
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Affiliation(s)
- Linlin Zhan
- School of Western Studies, Heilongjiang University, Harbin, China
| | - Yanyan Gao
- College of Teacher Education, Zhejiang Normal University, Jinhua, China
| | - Lina Huang
- Department of Radiology, Changshu No. 2 People's Hospital, The Affiliated Changshu Hospital of Xuzhou Medical University, Changshu, Jiangsu, China
| | - Hongqiang Zhang
- Department of Radiology, Changshu No. 2 People's Hospital, The Affiliated Changshu Hospital of Xuzhou Medical University, Changshu, Jiangsu, China
| | - Guofeng Huang
- School of Information and Electronics Technology, Jiamusi University, Jiamusi, China
| | - Yadan Wang
- School of Information and Electronics Technology, Jiamusi University, Jiamusi, China
| | - Jiawei Sun
- School of Information and Electronics Technology, Jiamusi University, Jiamusi, China
| | - Zhou Xie
- School of Information and Electronics Technology, Jiamusi University, Jiamusi, China
| | - Mengting Li
- College of Teacher Education, Zhejiang Normal University, Jinhua, China
| | - Xize Jia
- College of Teacher Education, Zhejiang Normal University, Jinhua, China
| | - Lulu Cheng
- School of Foreign Studies, China University of Petroleum (East China), Qingdao, China
- Shanghai Center for Research in English Language Education, Shanghai International Studies University, Shanghai, China
| | - Yang Yu
- Psychiatry Department, The Second Affiliated Hospital Zhejiang University School of Medicine, Zhejiang, Hangzhou, China
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Ostrolenk A, Courchesne V, Mottron L. A longitudinal study on language acquisition in monozygotic twins concordant for autism and hyperlexia. Brain Cogn 2023; 173:106099. [PMID: 37839243 DOI: 10.1016/j.bandc.2023.106099] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2023] [Revised: 10/06/2023] [Accepted: 10/09/2023] [Indexed: 10/17/2023]
Abstract
BACKGROUND Hyperlexia, a strong orientation towards written materials, along with a discrepancy between the precocious acquisition of decoding skills and weaker comprehension abilities, characterizes up to 20% of autistic children. Sometimes perceived as an obstacle to oral language acquisition, hyperlexia may alternatively be the first step in a non-social pathway of language acquisition in autism. METHOD We describe two monozygotic twin brothers, both autistic and hyperlexic, from the ages of 4 to 8 years old. Following an in-depth diagnostic assessment, we investigated cross-sectionally and longitudinally their verbal and non-verbal cognitive abilities, language, reading and writing skills, interests, and strengths. RESULTS The twins' features, including their high non-verbal level of intelligence, their special interests, and their skills in various domains, were highly similar. Their language consisted exclusively of letters and numbers until their fourth year. After that, their vocabulary broadened until they developed full sentences, and their perception-related interests expanded and merged over time to serve the development of other skills. CONCLUSION Our results show that hyperlexic skills can be harnessed to favor oral language development. Given the strong concordance between the twins' cognitive and behavioral phenotypes, we discuss the environmental and genetic influence that could explain their abilities.
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Affiliation(s)
- Alexia Ostrolenk
- Département de Psychiatrie et d'Addictologie, Université de Montréal, H3T 1J4 Québec, Canada; Montreal Autism Research Group, CIUSSS du Nord-de-l'île-de-Montréal, 7070 boulevard Perras, Montreal, QC H1E 1A4, Canada
| | - Valérie Courchesne
- Montreal Autism Research Group, CIUSSS du Nord-de-l'île-de-Montréal, 7070 boulevard Perras, Montreal, QC H1E 1A4, Canada; Centre for Addiction and Mental Health (CAMH), 80 Workman Way, Toronto, ON M6J 1H4, Canada
| | - Laurent Mottron
- Département de Psychiatrie et d'Addictologie, Université de Montréal, H3T 1J4 Québec, Canada; Montreal Autism Research Group, CIUSSS du Nord-de-l'île-de-Montréal, 7070 boulevard Perras, Montreal, QC H1E 1A4, Canada.
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Coburn KL, Kurtz MR, Rivera D, Kana RK. Behavioral and neurobiological evidence for the effects of reading interventions on autistic children: A systematic review. Neurosci Biobehav Rev 2022; 139:104748. [PMID: 35728668 DOI: 10.1016/j.neubiorev.2022.104748] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Revised: 05/11/2022] [Accepted: 06/15/2022] [Indexed: 10/18/2022]
Abstract
This study systematically reviewed the literature on reading interventions for autistic children. Peer-reviewed articles that reported behavioral and/or neurobiological effects of reading intervention were identified in five online databases. After screening, 15 studies met the inclusion criteria for this review. These studies focus on interventions targeted towards improving specific reading skills: comprehension, vocabulary, fluency, and phonological awareness. Studied interventions included interactive and shared reading, visualization strategies, vocabulary and main idea instruction, video modeling, and interventions supported by tablet-based technology. Overall, the studies identified in this review reported improvements to each of the targeted reading skills and changes to neural activation and connectivity. In addition, changes at the brain level were associated with improvements in reading. Specifically, frontal, temporal, and occipital regions associated with visual and language processing showed increased activation and functional connectivity following intervention. This review provides important insights into the landscape of reading intervention studies in autism and into the neurobiological underpinnings of reading skills and how interventions affect those processes.
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Affiliation(s)
- Kelly L Coburn
- Department of Psychology, Center for Innovative Research in Autism, The University of Alabama, 348 Gordon Palmer Hall, Tuscaloosa, AL 35487, USA
| | - McKayla R Kurtz
- Department of Psychology, Center for Innovative Research in Autism, The University of Alabama, 348 Gordon Palmer Hall, Tuscaloosa, AL 35487, USA
| | - Daphne Rivera
- Department of Psychology, Center for Innovative Research in Autism, The University of Alabama, 348 Gordon Palmer Hall, Tuscaloosa, AL 35487, USA
| | - Rajesh K Kana
- Department of Psychology, Center for Innovative Research in Autism, The University of Alabama, 348 Gordon Palmer Hall, Tuscaloosa, AL 35487, USA.
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Xu S, Li M, Yang C, Fang X, Ye M, Wu Y, Yang B, Huang W, Li P, Ma X, Fu S, Yin Y, Tian J, Gan Y, Jiang G. Abnormal Degree Centrality in Children with Low-Function Autism Spectrum Disorders: A Sleeping-State Functional Magnetic Resonance Imaging Study. Neuropsychiatr Dis Treat 2022; 18:1363-1374. [PMID: 35818374 PMCID: PMC9270980 DOI: 10.2147/ndt.s367104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/19/2022] [Accepted: 06/23/2022] [Indexed: 12/04/2022] Open
Abstract
PURPOSE This study used the graph-theory approach, degree centrality (DC) to analyze whole-brain functional networks at the voxel level in children with ASD, and investigated whether DC changes were correlated with any clinical variables in ASD children. METHODS The current study included 86 children with ASD and 54 matched healthy subjects Aged 2-5.5 years. Next, chloral hydrate induced sleeping-state functional magnetic resonance imaging (ss-fMRI) datasets were acquired from these ASD and healthy subjects. For a given voxel, the DC was calculated by calculating the number of functional connections with significantly positive correlations at the individual level. Group differences were tested using two-sample t-tests (p < 0.01, AlphaSim corrected). Finally, relationships between abnormal DCs and clinical variables were investigated via Pearson's correlation analysis. RESULTS Children with ASD exhibited low DC values in the right middle frontal gyrus (MFG) (p < 0.01, AlphaSim corrected). Furthermore, significantly negative correlations were established between the decreased average DC values within the right MFG in ASD children and the total ABC scores, as well as with two ABC subscales measuring highly relevant impairments in ASD (ie, stereotypes and object-use behaviors and difficulties in language). CONCLUSION Taken together, the results of our ss-fMRI study suggest that abnormal DC may represent an important contribution to elucidation of the neuropathophysiological mechanisms of preschoolers with ASD.
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Affiliation(s)
- Shoujun Xu
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, People's Republic of China
| | - Meng Li
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, People's Republic of China
| | - Chunlan Yang
- Department of Hematology and Oncology, Shenzhen Children's Hospital, Shenzhen, People's Republic of China
| | - Xiangling Fang
- Department of Department of Children Healthcare, Shenzhen Children's Hospital, Shenzhen, People's Republic of China
| | - Miaoting Ye
- Department of Department of Children Healthcare, Shenzhen Children's Hospital, Shenzhen, People's Republic of China
| | - Yunfan Wu
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, People's Republic of China
| | - Binrang Yang
- Department of Department of Children Healthcare, Shenzhen Children's Hospital, Shenzhen, People's Republic of China
| | - Wenxian Huang
- Department of Department of Children Healthcare, Shenzhen Children's Hospital, Shenzhen, People's Republic of China
| | - Peng Li
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, People's Republic of China
| | - Xiaofen Ma
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, People's Republic of China
| | - Shishun Fu
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, People's Republic of China
| | - Yi Yin
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, People's Republic of China
| | - Junzhang Tian
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, People's Republic of China
| | - Yungen Gan
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, People's Republic of China
| | - Guihua Jiang
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, People's Republic of China
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Jones M, Falkmer M, Milbourn B, Tan T, Bölte S, Girdler S. Identifying the Essential Components of Strength-based Technology Clubs for Adolescents with Autism Spectrum Disorder. Dev Neurorehabil 2021; 24:323-336. [PMID: 33684320 DOI: 10.1080/17518423.2021.1886192] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Background: Strength-based technology clubs for adolescents with autism spectrum disorder (ASD) have become increasingly popular; however, they remain poorly described in the literature. Before the impact and benefit of strength-based technology clubs can be measured, consistency in their design and delivery must be established. This study aimed to identify the essential components of strength-based technology clubs by exploring context, mechanisms, and outcomes of existing strength-based technology clubs.Method: Twenty-three adolescents with ASD (mean age 12.96 years, SD = 1.86, range = 10-18 years), 25 parents (mean age 46.08 years, SD = 8.27, range = 33-69 years), and 20 facilitators (mean age 27.93 years, SD = 6.55, range = 20-46 years) were purposively sampled from three established strength-based technology clubs. Data were obtained via ethnographic methods, including participant observations, interviews, and focus groups. Data analysis was underpinned by a realist evaluation, which provided the context-mechanism-outcome framework.Results: Data analysis revealed that strength-based technology clubs had four context themes (personal factors of adolescents, personal factors of facilitators, personal factors of parents, institution), three mechanism themes (activity design, strengths and abilities, environment), and three outcome themes (skill building, connection with others, emotion).Conclusion: The results highlighted the importance of understanding the personal context of adolescents, providing an individualized approach, leveraging individual interests, and modifying the environment to suit the individual. The findings contributed to defining a strength-based approach within ASD, and have demonstrated that positive outcomes can be achieved by focusing on strengths rather than deficits. Future ASD services can use the results as a framework for applying a strength-based approach. The efficacy of newly designed strength-based programs can then be tested.
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Affiliation(s)
- Matthew Jones
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin Autism Research Group, Curtin University, Perth, Australia
| | - Marita Falkmer
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin Autism Research Group, Curtin University, Perth, Australia.,School of Education and Communication, Swedish Institute for Disability Research, Jönköping University, Gjuterigatan, Sweden
| | - Ben Milbourn
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin Autism Research Group, Curtin University, Perth, Australia
| | - Tele Tan
- School of Mechanical Engineering, Faculty of Science and Engineering, Curtin University, Perth, Australia
| | - Sven Bölte
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin Autism Research Group, Curtin University, Perth, Australia.,Centre of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research; Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Stockholm, Sweden.,Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm, Sweden
| | - Sonya Girdler
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin Autism Research Group, Curtin University, Perth, Australia.,Centre of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research; Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Stockholm, Sweden.,Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm, Sweden
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DeMayo MM, Pokorski I, Song YJC, Thapa R, Patel S, Ambarchi Z, Soligo D, Sadeli I, Thomas EE, Hickie IB, Guastella AJ. The Feasibility of Magnetic Resonance Imaging in a Non-Selective Comprehensive Clinical Trial in Pediatric Autism Spectrum Disorder. J Autism Dev Disord 2021; 52:1211-1222. [PMID: 33903957 DOI: 10.1007/s10803-021-05028-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/14/2021] [Indexed: 12/16/2022]
Abstract
There is an increasing interest in using magnetic resonance imaging (MRI) as a tool for precision medicine in autism spectrum disorder (ASD). This study investigated the feasibility of MRI scanning in a large comprehensive, inclusive and test heavy clinical trial for children (aged 3-12 years) with ASD, without functioning constraints for participation. Of the 71 participants enrolled who consented to the MRI, 24 participants (38%) successfully completed an MRI scan at baseline along with other assessments. This scanning followed a familiarization procedure at two preceding visits. At post-treatment, 21 participants successfully completed the MRI scan. This study highlights the challenge of completing MRI assessments in ASD populations when conducted as one of a number of tests in a clinical trial.
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Affiliation(s)
- Marilena M DeMayo
- Faculty of Medicine and Health, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Autism Clinic for Translational Research, University of Sydney, 100 Mallett Street, Camperdown, NSW, 2050, Australia
| | - Izabella Pokorski
- Faculty of Medicine and Health, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Autism Clinic for Translational Research, University of Sydney, 100 Mallett Street, Camperdown, NSW, 2050, Australia
| | - Yun J C Song
- Faculty of Medicine and Health, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Autism Clinic for Translational Research, University of Sydney, 100 Mallett Street, Camperdown, NSW, 2050, Australia
| | - Rinku Thapa
- Faculty of Medicine and Health, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Autism Clinic for Translational Research, University of Sydney, 100 Mallett Street, Camperdown, NSW, 2050, Australia
| | - Shrujna Patel
- Faculty of Medicine and Health, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Autism Clinic for Translational Research, University of Sydney, 100 Mallett Street, Camperdown, NSW, 2050, Australia
| | - Zahava Ambarchi
- Faculty of Medicine and Health, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Autism Clinic for Translational Research, University of Sydney, 100 Mallett Street, Camperdown, NSW, 2050, Australia
| | | | - Indra Sadeli
- Faculty of Medicine and Health, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Autism Clinic for Translational Research, University of Sydney, 100 Mallett Street, Camperdown, NSW, 2050, Australia
| | - Emma E Thomas
- Faculty of Medicine and Health, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Autism Clinic for Translational Research, University of Sydney, 100 Mallett Street, Camperdown, NSW, 2050, Australia
| | - Ian B Hickie
- Faculty of Medicine and Health, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Autism Clinic for Translational Research, University of Sydney, 100 Mallett Street, Camperdown, NSW, 2050, Australia.,Faculty of Medicine and Health, Brain and Mind Centre, Central Clinical School, University of Sydney, 100 Mallett Street, Camperdown, NSW, 2050, Australia
| | - Adam J Guastella
- Faculty of Medicine and Health, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Autism Clinic for Translational Research, University of Sydney, 100 Mallett Street, Camperdown, NSW, 2050, Australia.
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Lan Z, Xu S, Wu Y, Xia L, Hua K, Li M, Liu M, Yin Y, Li C, Huang S, Feng Y, Jiang G, Wang T. Alterations of Regional Homogeneity in Preschool Boys With Autism Spectrum Disorders. Front Neurosci 2021; 15:644543. [PMID: 33828452 PMCID: PMC8019812 DOI: 10.3389/fnins.2021.644543] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2021] [Accepted: 02/22/2021] [Indexed: 12/27/2022] Open
Abstract
Objectives The study was aimed at investigating the alterations of local spontaneous brain activity in preschool boys with autism spectrum disorders (ASD). Methods Based on regional homogeneity (ReHo), the acquired resting state functional magnetic resonance imaging (fMRI) data sets, which included 86 boys with ASD and 54 typically developing (TD) boys, were used to detect regional brain activity. Pearson correlation analysis was used to study the relationship between abnormal ReHo value and the Childhood Autism Rating Scale (CARS), Autism Behavior Checklist (ABC), developmental quotient, and age. Results In the ASD group, we found increased ReHo in the right calcarine as well as decreased ReHo in the opercular part of the left inferior frontal gyrus, the left middle temporal gyrus, the left angular gyrus, and the right medial orbital frontal cortex (p < 0.05, false discovery rate correction). We did not find a correlation between the results of brain regions and the CARS, ABC, and age. Conclusions Our study found spontaneous activity changes in multiple brain regions, especially the visual and language-related areas of ASD, that may help to further understand the clinical characteristics of boys with ASD.
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Affiliation(s)
- Zhihong Lan
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, China
| | - Shoujun Xu
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, China
| | - Yunfan Wu
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, China
| | - Likun Xia
- Department of Magnetic Resonance Imaging, People's Hospital of Yuxi City, Yuxi, China
| | - Kelei Hua
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, China
| | - Meng Li
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, China
| | - Mengchen Liu
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, China
| | - Yi Yin
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, China
| | - Chunlong Li
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, China
| | - Shumei Huang
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, China
| | - Ying Feng
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, China
| | - Guihua Jiang
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, China
| | - Tianyue Wang
- Department of Medical Imaging, Guangdong Second Provincial General Hospital, Guangzhou, China
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9
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Tymofiyeva O, Gaschler R. Training-Induced Neural Plasticity in Youth: A Systematic Review of Structural and Functional MRI Studies. Front Hum Neurosci 2021; 14:497245. [PMID: 33536885 PMCID: PMC7848153 DOI: 10.3389/fnhum.2020.497245] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2020] [Accepted: 12/01/2020] [Indexed: 01/17/2023] Open
Abstract
Experience-dependent neural plasticity is high in the developing brain, presenting a unique window of opportunity for training. To optimize existing training programs and develop new interventions, it is important to understand what processes take place in the developing brain during training. Here, we systematically review MRI-based evidence of training-induced neural plasticity in children and adolescents. A total of 71 articles were included in the review. Significant changes in brain activation, structure, microstructure, and structural and functional connectivity were reported with different types of trainings in the majority (87%) of the studies. Significant correlation of performance improvement with neural changes was reported in 51% of the studies. Yet, only 48% of the studies had a control condition. Overall, the review supports the hypothesized neural changes with training while at the same time charting empirical and methodological desiderata for future research.
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Affiliation(s)
- Olga Tymofiyeva
- Department of Radiology & Biomedical Imaging, University of California, San Francisco, CA, United States
- Department of Psychology, University of Hagen, Hagen, Germany
| | - Robert Gaschler
- Department of Psychology, University of Hagen, Hagen, Germany
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10
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Advantage in Character Recognition Among Chinese Preschool Children with Autism Spectrum Disorder. J Autism Dev Disord 2020; 49:4929-4940. [PMID: 31493156 DOI: 10.1007/s10803-019-04202-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
This study examined Chinese character recognition and its cognitive and linguistic correlates in preschool children with autism spectrum disorder (ASD). Forty-seven children with ASD and 51 IQ-matched typically developing (TD) children were tested on Chinese character recognition, rapid automatized naming, inhibitory control, digit span, IQ, vocabulary, phonological awareness, morphological awareness, and listening comprehension. Chinese children with ASD showed strong character recognition skills. Unlike TD children's character recognition, which was correlated with all the measured cognitive and linguistic skills, character recognition of children with ASD was only significantly correlated with rapid automatized naming, inhibitory control, and phonological awareness. Our findings suggest that phonological awareness and rapid automatized naming may serve as important predictors for possible advantage in emergent literacy acquisition in Chinese children with ASD.
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Izadi-Najafabadi S, Rinat S, Zwicker JG. Rehabilitation-induced brain changes detected through magnetic resonance imaging in children with neurodevelopmental disorders: A systematic review. Int J Dev Neurosci 2018; 73:66-82. [PMID: 30550748 DOI: 10.1016/j.ijdevneu.2018.12.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2018] [Revised: 11/19/2018] [Accepted: 12/07/2018] [Indexed: 01/08/2023] Open
Abstract
AIM The aim of this study was to systematically review evidence about rehabilitation-induced neuroplasticity measured by magnetic resonance imaging (MRI) in children with neurodevelopmental disorders. METHOD The following databases were searched: MEDLINE, EMBASE, CINAHL, and PsycINFO. Two independent reviewers screened articles according to inclusion criteria: (1) peer-review study published in a scientific journal; (2) studies that evaluated a rehabilitation-based intervention; (3) participants aged less than 19 years with a neurodevelopmental disorder; and (4) studies that used at least one MRI modality as an outcome measure. Twenty-seven studies met the criteria for the review and their quality was assessed by two independent reviewers using the Effective Public Health Practice Project Quality Assessment Tool. RESULTS Based on an assessment of bias and overall quality, 11% of the papers were rated as strong; 30% moderate; and 59% weak. Outcomes were categorized into structural connectivity, functional connectivity, cortical activation, and structural volume. Cortical activation and structural connectivity were the most commonly reported measures. Most studies were able to identify brain changes in children with neurodevelopmental disorders after therapy. INTERPRETATIONS Rehabilitation is shown to induce MRI-detectable neuroplastic changes in children with neurodevelopmental disorders. Structural connectivity might need greater intensity and/or duration of intervention to induce change.
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Affiliation(s)
- Sara Izadi-Najafabadi
- Department of Occupational Science & Occupational Therapy, University of British Columbia, Vancouver, Canada; BC Children's Hospital Research Institute, Vancouver, Canada
| | - Shie Rinat
- Department of Occupational Science & Occupational Therapy, University of British Columbia, Vancouver, Canada; BC Children's Hospital Research Institute, Vancouver, Canada
| | - Jill G Zwicker
- Department of Occupational Science & Occupational Therapy, University of British Columbia, Vancouver, Canada; BC Children's Hospital Research Institute, Vancouver, Canada; Department of Pediatrics, University of British Columbia, Vancouver, Canada; Sunny Hill Health Centre for Children, Vancouver, Canada.
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12
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Coderre EL, Cohn N, Slipher SK, Chernenok M, Ledoux K, Gordon B. Visual and linguistic narrative comprehension in autism spectrum disorders: Neural evidence for modality-independent impairments. BRAIN AND LANGUAGE 2018; 186:44-59. [PMID: 30216902 DOI: 10.1016/j.bandl.2018.09.001] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2017] [Revised: 06/15/2018] [Accepted: 09/02/2018] [Indexed: 06/08/2023]
Abstract
Individuals with autism spectrum disorders (ASD) have notable language difficulties, including with understanding narratives. However, most narrative comprehension studies have used written or spoken narratives, making it unclear whether narrative difficulties stem from language impairments or more global impairments in the kinds of general cognitive processes (such as understanding meaning and structural sequencing) that are involved in narrative comprehension. Using event-related potentials (ERPs), we directly compared semantic comprehension of linguistic narratives (short sentences) and visual narratives (comic panels) in adults with ASD and typically-developing (TD) adults. Compared to the TD group, the ASD group showed reduced N400 effects for both linguistic and visual narratives, suggesting comprehension impairments for both types of narratives and thereby implicating a more domain-general impairment. Based on these results, we propose that individuals with ASD use a more bottom-up style of processing during narrative comprehension.
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Affiliation(s)
- Emily L Coderre
- Department of Communication Sciences and Disorders, University of Vermont, Burlington, VT, United States; Cognitive Neurology/Neuropsychology, Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, United States.
| | - Neil Cohn
- Tilburg Center for Cognition and Communication (TiCC), Tilburg University, Tilburg, The Netherlands
| | - Sally K Slipher
- Cognitive Neurology/Neuropsychology, Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, United States; Department of Health Professions, Montana State University, Bozeman, MT, United States
| | - Mariya Chernenok
- Cognitive Neurology/Neuropsychology, Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, United States; Department of Human Ecology, University of California at Davis, Davis, CA, United States
| | - Kerry Ledoux
- Cognitive Neurology/Neuropsychology, Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, United States
| | - Barry Gordon
- Cognitive Neurology/Neuropsychology, Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, United States; Department of Cognitive Science, The Johns Hopkins University, Baltimore, MD, United States
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13
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Bednarz HM, Kana RK. Advances, challenges, and promises in pediatric neuroimaging of neurodevelopmental disorders. Neurosci Biobehav Rev 2018; 90:50-69. [PMID: 29608989 DOI: 10.1016/j.neubiorev.2018.03.025] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2017] [Revised: 02/26/2018] [Accepted: 03/22/2018] [Indexed: 10/17/2022]
Abstract
Recent years have witnessed the proliferation of neuroimaging studies of neurodevelopmental disorders (NDDs), particularly of children with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and Tourette's syndrome (TS). Neuroimaging offers immense potential in understanding the biology of these disorders, and how it relates to clinical symptoms. Neuroimaging techniques, in the long run, may help identify neurobiological markers to assist clinical diagnosis and treatment. However, methodological challenges have affected the progress of clinical neuroimaging. This paper reviews the methodological challenges involved in imaging children with NDDs. Specific topics include correcting for head motion, normalization using pediatric brain templates, accounting for psychotropic medication use, delineating complex developmental trajectories, and overcoming smaller sample sizes. The potential of neuroimaging-based biomarkers and the utility of implementing neuroimaging in a clinical setting are also discussed. Data-sharing approaches, technological advances, and an increase in the number of longitudinal, prospective studies are recommended as future directions. Significant advances have been made already, and future decades will continue to see innovative progress in neuroimaging research endeavors of NDDs.
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Affiliation(s)
- Haley M Bednarz
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Rajesh K Kana
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA.
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14
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Maximo JO, Murdaugh DL, O'Kelley S, Kana RK. Changes in intrinsic local connectivity after reading intervention in children with autism. BRAIN AND LANGUAGE 2017; 175:11-17. [PMID: 28869842 DOI: 10.1016/j.bandl.2017.08.008] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2017] [Revised: 07/30/2017] [Accepted: 08/27/2017] [Indexed: 06/07/2023]
Abstract
Most of the existing behavioral and cognitive intervention programs in autism spectrum disorders (ASD) have not been tested at the neurobiological level, thus falling short of finding quantifiable neurobiological changes underlying behavioral improvement. The current study takes a translational neuroimaging approach to test the impact of a structured visual imagery-based reading intervention on improving reading comprehension and assessing its underlying local neural circuitry. Behavioral and resting state functional MRI (rs-fMRI) data were collected from children with ASD who were randomly assigned to an Experimental group (ASD-EXP; n=14) and a Wait-list control group (ASD-WLC; n=14). Participants went through an established reading intervention training program (Visualizing and Verbalizing for language comprehension and thinking or V/V; 4-h per day, 10-weeks, 200h of face-to-face instruction). Local functional connectivity was examined using a connection density approach from graph theory focusing on brain areas considered part of the Reading Network. The main results are as follows: (I) the ASD-EXP group showed significant improvement, compared to the ASD-WLC group, in their reading comprehension ability evidenced from change in comprehension scores; (II) the ASD-EXP group showed increased local brain connectivity in Reading Network regions compared to the ASD-WLC group post-intervention; (III) intervention-related changes in local brain connectivity were observed in the ASD-EXP from pre to post-intervention; and (IV) improvement in language comprehension significantly predicted changes in local connectivity. The findings of this study provide novel insights into brain plasticity in children with developmental disorders using targeted intervention programs.
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Affiliation(s)
- Jose O Maximo
- University of Alabama at Birmingham, Birmingham, AL, USA
| | - Donna L Murdaugh
- University of Alabama at Birmingham, Birmingham, AL, USA; Children's Healthcare of Atlanta, Atlanta, GA, USA
| | - Sarah O'Kelley
- University of Alabama at Birmingham, Birmingham, AL, USA
| | - Rajesh K Kana
- University of Alabama at Birmingham, Birmingham, AL, USA.
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15
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Murdaugh DL, Maximo JO, Cordes CE, O'Kelley SE, Kana RK. From word reading to multisentence comprehension: Improvements in brain activity in children with autism after reading intervention. NEUROIMAGE-CLINICAL 2017; 16:303-312. [PMID: 28856093 PMCID: PMC5565787 DOI: 10.1016/j.nicl.2017.08.012] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/05/2016] [Revised: 06/13/2017] [Accepted: 08/12/2017] [Indexed: 12/22/2022]
Abstract
Background Children with ASD show a unique reading profile characterized by decoding abilities equivalent to verbal abilities, but with lower comprehension skills. Neuroimaging studies have found recruitment of regions primarily associated with visual processing (e.g., fusiform gyrus and medial parietal cortex), but reduced activation in frontal and temporal regions, when reading in adults with ASD. The purpose of this study was to assess neural changes associated with an intense reading intervention program in children with ASD using three fMRI tasks of reading. Methods 25 children with ASD were randomly assigned to a treatment (ASD-EXP) or waitlist group (ASD-WLC). Children participated in a reading intervention program (4-hour sessions per day, 5 days a week for 10 weeks). We utilized three tasks: word, sentence, and multisentence processing, each with differential demands of reading comprehension. fMRI data were acquired at each of two scanning sessions 10-weeks apart. Results Across tasks, post-intervention results revealed that the ASD-EXP group showed greater activation in bilateral precentral gyrus and the postcentral gyrus, visual processing regions (e.g., occipital cortex, fusiform gyrus), and frontal regions. In the word task, left thalamus and the right angular gyrus (AG) activation was unique to the ASD-EXP group post-intervention. Sentence tasks showed differential activation of core language areas (e.g., IFG, IPL) post-intervention. Conclusions Our results provide evidence for differential recruitment of brain regions based on task demands in children with ASD, and support the potential of targeted interventions to alter brain activation in response to positive gains in treatment. Children with ASD have a different reading profile from other reading disorders that needs to be specifically targeted in interventions.
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Key Words
- ADI, Autism Diagnostic Interview-Revised
- ADOS, Autism Diagnostic Observation Schedule
- ASD, autism spectrum disorder
- ASD-EXP, children with ASD in the treatment group
- ASD-WLC, children with ASD in the waitlist control group
- Children with ASD
- GORT-4, Gray Oral Reading Test – Fourth Edition
- Intervention
- LFFG, left fusiform gyrus
- LIFG, left inferior frontal gyrus
- LIOG, left inferior occipital gyrus
- LMFG, left middle frontal gyrus
- LPCG, left precentral gyrus
- LSMA, left supplementary motor area
- LSPL, left superior parietal lobule
- LSTG, left superior temporal gyrus
- LTHAL, left thalamus
- Reading comprehension
- SORT-R, Slosson Oral Reading Test - Revised
- V/V, Visualizing and Verbalizing
- WASI, Wechsler Abbreviated Scale of Intelligence
- fMRI
- fMRI, functional magnetic resonance imaging
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Affiliation(s)
- Donna L. Murdaugh
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA
- Children's Healthcare of Atlanta, Atlanta, GA, USA
| | - Jose O. Maximo
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Claire E. Cordes
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Sarah E. O'Kelley
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Rajesh K. Kana
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA
- Corresponding author at: Department of Psychology, University of Alabama, Birmingham, CIRC 235G, 1719 6th Ave South, Birmingham, AL 35294-0021, USA.
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16
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Ostrolenk A, Forgeot d’Arc B, Jelenic P, Samson F, Mottron L. Hyperlexia: Systematic review, neurocognitive modelling, and outcome. Neurosci Biobehav Rev 2017; 79:134-149. [DOI: 10.1016/j.neubiorev.2017.04.029] [Citation(s) in RCA: 44] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2016] [Revised: 04/04/2017] [Accepted: 04/30/2017] [Indexed: 01/01/2023]
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17
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Bednarz HM, Maximo JO, Murdaugh DL, O'Kelley S, Kana RK. "Decoding versus comprehension": Brain responses underlying reading comprehension in children with autism. BRAIN AND LANGUAGE 2017; 169:39-47. [PMID: 28242518 DOI: 10.1016/j.bandl.2017.01.002] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2016] [Revised: 01/11/2017] [Accepted: 01/12/2017] [Indexed: 06/06/2023]
Abstract
Despite intact decoding ability, deficits in reading comprehension are relatively common in children with autism spectrum disorders (ASD). However, few neuroimaging studies have tested the neural bases of this specific profile of reading deficit in ASD. This fMRI study examined activation and synchronization of the brain's reading network in children with ASD with specific reading comprehension deficits during a word similarities task. Thirteen typically developing children and 18 children with ASD performed the task in the MRI scanner. No statistically significant group differences in functional activation were observed; however, children with ASD showed decreased functional connectivity between the left inferior frontal gyrus (LIFG) and the left inferior occipital gyrus (LIOG). In addition, reading comprehension ability significantly positively predicted functional connectivity between the LIFG and left thalamus (LTHAL) among all subjects. The results of this study provide evidence for altered recruitment of reading-related neural resources in ASD children and suggest specific weaknesses in top-down modulation of semantic processing.
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Affiliation(s)
- Haley M Bednarz
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Jose O Maximo
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Donna L Murdaugh
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Sarah O'Kelley
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Rajesh K Kana
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA.
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Calderoni S, Billeci L, Narzisi A, Brambilla P, Retico A, Muratori F. Rehabilitative Interventions and Brain Plasticity in Autism Spectrum Disorders: Focus on MRI-Based Studies. Front Neurosci 2016; 10:139. [PMID: 27065795 PMCID: PMC4814657 DOI: 10.3389/fnins.2016.00139] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2015] [Accepted: 03/18/2016] [Indexed: 12/20/2022] Open
Abstract
Clinical and research evidence supports the efficacy of rehabilitative intervention for improving targeted skills or global outcomes in individuals with autism spectrum disorder (ASD). However, putative mechanisms of structural and functional brain changes are poorly understood. This review aims to investigate the research literature on the neural circuit modifications after non-pharmacological intervention. For this purpose, longitudinal studies that used magnetic resonance imaging (MRI)-based techniques at the start and at the end of the trial to evaluate the neural effects of rehabilitative treatment in subjects with ASD were identified. The six included studies involved a limited number of patients in the active group (from 2 to 16), and differed by acquisition method (task-related and resting-state functional MRI) as well as by functional MRI tasks. Overall, the results produced by the selected investigations demonstrated brain plasticity during the treatment interval that results in an activation/functional connectivity more similar to those of subjects with typical development (TD). Repeated MRI evaluation may represent a promising tool for the detection of neural changes in response to treatment in patients with ASD. However, large-scale randomized controlled trials after standardized rehabilitative intervention are required before translating these preliminary results into clinical use.
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Affiliation(s)
| | - Lucia Billeci
- Department of Clinical and Experimental Medicine, University of Pisa Pisa, Italy
| | | | - Paolo Brambilla
- Department of Neurosciences and Mental Health, Fondazione IRCCS Ca' Granda Ospedale Maggiore Policlinico, University of MilanMilan, Italy; Department of Psychiatry and Behavioral Sciences, University of Texas Health Science Center at HoustonHouston, TX, USA
| | | | - Filippo Muratori
- IRCCS Stella Maris FoundationPisa, Italy; Department of Clinical and Experimental Medicine, University of PisaPisa, Italy
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Herringshaw AJ, Ammons CJ, DeRamus TP, Kana RK. Hemispheric differences in language processing in autism spectrum disorders: A meta-analysis of neuroimaging studies. Autism Res 2016; 9:1046-1057. [DOI: 10.1002/aur.1599] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2015] [Revised: 12/03/2015] [Accepted: 12/06/2015] [Indexed: 01/01/2023]
Affiliation(s)
- Abbey J. Herringshaw
- Department of Psychology; University of Alabama at Birmingham; Birmingham Alabama
| | - Carla J. Ammons
- Department of Psychology; University of Alabama at Birmingham; Birmingham Alabama
| | - Thomas P. DeRamus
- Department of Psychology; University of Alabama at Birmingham; Birmingham Alabama
| | - Rajesh K. Kana
- Department of Psychology; University of Alabama at Birmingham; Birmingham Alabama
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