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Mărcuș O, Rusu R, Mueller SC, Visu-Petra L. To be or not to be flexible: A hierarchical model of affective flexibility in typical development and internalizing problems. Acta Psychol (Amst) 2024; 246:104275. [PMID: 38703655 DOI: 10.1016/j.actpsy.2024.104275] [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: 05/14/2023] [Revised: 04/07/2024] [Accepted: 04/15/2024] [Indexed: 05/06/2024] Open
Abstract
Affective flexibility is defined as a complex executive function which enables individuals to successfully alternate between distinct emotional and non-emotional features of a given situation in order to attain a specific goal. A large body of research has focused exclusively on flexibility in a non-emotional context, although most of our interactions with our environment are emotionally satiated. Our main aim was to propose a hierarchical framework to describe this construct from a macro-level perspective to a more nuanced and micro-level perspective, including three different levels of affective flexibility: elementary, shifting, and generative. Next, we employed this hierarchical framework to examine the role played by affective flexibility in typical development and different forms of developmental psychopathology. Lastly, we discuss how this knowledge could inform future prevention and intervention programs aimed at reducing cognitive vulnerability to developmental psychopathology.
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Affiliation(s)
- Oana Mărcuș
- Human Behaviour and Development Research Lab, Department of Psychology, "Lucian Blaga" University of Sibiu, Sibiu, Romania; Research in Individual Differences and Legal Psychology (RIDDLE) Lab, Department of Psychology, Babeș-Bolyai University, Cluj-Napoca, Romania.
| | - Rebeca Rusu
- Research in Individual Differences and Legal Psychology (RIDDLE) Lab, Department of Psychology, Babeș-Bolyai University, Cluj-Napoca, Romania.
| | - Sven C Mueller
- Department of Experimental Clinical and Health Psychology, Ghent University, Belgium.
| | - Laura Visu-Petra
- Research in Individual Differences and Legal Psychology (RIDDLE) Lab, Department of Psychology, Babeș-Bolyai University, Cluj-Napoca, Romania; Department of Social & Human Research, Romanian Academy, Cluj-Napoca, Romania.
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2
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Rong Y. Comprehension of Spatial Demonstratives in Mandarin-speaking Children on the Autism Spectrum: The Roles of Theory of Mind and Executive Function. J Autism Dev Disord 2023:10.1007/s10803-023-06111-6. [PMID: 37642869 DOI: 10.1007/s10803-023-06111-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/12/2023] [Indexed: 08/31/2023]
Abstract
The present study aimed to examine whether Mandarin-speaking children on the autism spectrum showed differences in comprehending spatial demonstratives ("this" and "that", and "here" and "there"), as compared to typically developing (TD) children. Another aim of this study was to investigate the roles of theory of mind (ToM) and executive functions (EF) in the comprehension of spatial demonstratives. Twenty-seven autistic children (mean age 6.86) and 27 receptive-vocabulary-matched TD children (mean age 5.82) were recruited. Demonstrative comprehension was assessed based on participants' ability to place objects in certain locations according to experimenters' instructions which involved these demonstratives in three different conditions (same-, opposite-, and spectator-perspective conditions). Four false-belief tasks were administered to measure ToM, and the word-span task and the dimensional change card sort task were used to measure two subcomponents of EF - working memory and mental flexibility - respectively. Children on the autism spectrum were found to score below TD children in the comprehension of spatial demonstratives. In addition, the results showed that ToM and working memory were conducive to the correct interpretation of spatial demonstratives. The two cognitive abilities mutually influenced their respective roles in spatial demonstrative comprehension in the three different conditions. The findings suggest that the comprehension of spatial demonstratives comprehension is an area of need in Mandarin-speaking children on the autism spectrum, and it might be linked to their differences in cognitive abilities.
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Affiliation(s)
- Yicheng Rong
- Department of Chinese and Bilingual Studies, Hong Kong Polytechnic University, Hong Kong SAR, China.
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3
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Rosenblau G, Frolichs K, Korn CW. A neuro-computational social learning framework to facilitate transdiagnostic classification and treatment across psychiatric disorders. Neurosci Biobehav Rev 2023; 149:105181. [PMID: 37062494 PMCID: PMC10236440 DOI: 10.1016/j.neubiorev.2023.105181] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 03/14/2023] [Accepted: 04/13/2023] [Indexed: 04/18/2023]
Abstract
Social deficits are among the core and most striking psychiatric symptoms, present in most psychiatric disorders. Here, we introduce a novel social learning framework, which consists of neuro-computational models that combine reinforcement learning with various types of social knowledge structures. We outline how this social learning framework can help specify and quantify social psychopathology across disorders and provide an overview of the brain regions that may be involved in this type of social learning. We highlight how this framework can specify commonalities and differences in the social psychopathology of individuals with autism spectrum disorder (ASD), personality disorders (PD), and major depressive disorder (MDD) and improve treatments on an individual basis. We conjecture that individuals with psychiatric disorders rely on rigid social knowledge representations when learning about others, albeit the nature of their rigidity and the behavioral consequences can greatly differ. While non-clinical cohorts tend to efficiently adapt social knowledge representations to relevant environmental constraints, psychiatric cohorts may rigidly stick to their preconceived notions or overly coarse knowledge representations during learning.
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Affiliation(s)
- Gabriela Rosenblau
- Department of Psychological and Brain Sciences, George Washington University, Washington DC, USA; Autism and Neurodevelopmental Disorders Institute, George Washington University, Washington DC, USA.
| | - Koen Frolichs
- Section Social Neuroscience, Department of General Psychiatry, University of Heidelberg, Heidelberg, Germany; Institute for Systems Neuroscience, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Christoph W Korn
- Section Social Neuroscience, Department of General Psychiatry, University of Heidelberg, Heidelberg, Germany; Institute for Systems Neuroscience, University Medical Center Hamburg-Eppendorf, Hamburg, Germany.
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4
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Cerić F, Montemurro M, Muñoz-Nájar Pacheco A, Cortés C. Modulation of performance during executive function tasks by emotional salience of stimuli ( Modulación del desempeño en tareas de funciones ejecutivas por saliencia emocional de los estímulos). STUDIES IN PSYCHOLOGY 2023. [DOI: 10.1080/02109395.2022.2158587] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/22/2023] Open
Affiliation(s)
- Francisco Cerić
- Laboratorio de Neurociencia Afectiva, Facultad de Psicología, Universidad Del Desarrollo
| | - Manuel Montemurro
- Laboratorio de Neurociencia Afectiva, Facultad de Psicología, Universidad Del Desarrollo
| | | | - Cristian Cortés
- Laboratorio de Neurociencia Afectiva, Facultad de Psicología, Universidad Del Desarrollo
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5
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Tso RV, Chui CO, Hsiao JH. How does face mask in COVID-19 pandemic disrupt face learning and recognition in adults with autism spectrum disorder? Cogn Res Princ Implic 2022; 7:64. [PMID: 35867196 PMCID: PMC9306242 DOI: 10.1186/s41235-022-00407-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2021] [Accepted: 06/13/2022] [Indexed: 11/27/2022] Open
Abstract
Use of face masks is one of the measures adopted by the general community to stop the transmission of disease during this ongoing COVID-19 pandemic. This wide use of face masks has indeed been shown to disrupt day-to-day face recognition. People with autism spectrum disorder (ASD) often have predisposed impairment in face recognition and are expected to be more vulnerable to this disruption in face recognition. Here, we recruited typically developing adult participants and those with ASD, and we measured their non-verbal intelligence, autism spectrum quotient, empathy quotient, and recognition performances of faces with and without a face mask covering the lower halves of the face. When faces were initially learned unobstructed, we showed that participants had a general reduced face recognition performance for masked faces. In contrast, when masked faces were first learned, typically developing adults benefit with an overall advantage in recognizing both masked and unmasked faces; while adults with ASD recognized unmasked faces with a significantly more reduced level of performance than masked faces—this face recognition discrepancy is predicted by a higher level of autistic traits. This paper also discusses how autistic traits influence processing of faces with and without face masks.
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Odermatt SD, Möhring W, Grieder S, Grob A. Cognitive and Developmental Functions in Autistic and Non-Autistic Children and Adolescents: Evidence from the Intelligence and Development Scales-2. J Intell 2022; 10:jintelligence10040112. [PMID: 36412792 PMCID: PMC9680381 DOI: 10.3390/jintelligence10040112] [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: 10/10/2022] [Revised: 11/09/2022] [Accepted: 11/16/2022] [Indexed: 11/24/2022] Open
Abstract
Autistic individuals often show impairments in cognitive and developmental domains beyond the core symptoms of lower social communication skills and restricted repetitive behaviors. Consequently, the assessment of cognitive and developmental functions constitutes an essential part of the diagnostic evaluation. Yet, evidence on differential validity from intelligence and developmental tests, which are commonly used with autistic individuals, varies widely. In the current study, we investigated the cognitive (i.e., intelligence, executive functions) and developmental (i.e., psychomotor skills, social-emotional skills, basic skills, motivation and attitude, participation during testing) functions of autistic and non-autistic children and adolescents using the Intelligence and Development Scales-2 (IDS-2). We compared 43 autistic (Mage = 12.30 years) with 43 non-autistic (Mage = 12.51 years) participants who were matched for age, sex, and maternal education. Autistic participants showed significantly lower mean values in psychomotor skills, language skills, and the evaluation of participation during testing of the developmental functions compared to the control sample. Our findings highlight that autistic individuals show impairments particularly in motor and language skills using the IDS-2, which therefore merit consideration in autism treatment in addition to the core symptoms and the individuals' intellectual functioning. Moreover, our findings indicate that particularly motor skills might be rather neglected in autism diagnosis and may be worthy of receiving more attention. Nonsignificant group differences in social-emotional skills could have been due to compensatory effects of average cognitive abilities in our autistic sample.
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Affiliation(s)
- Salome D. Odermatt
- Department of Psychology, University of Basel, 4055 Basel, Switzerland
- Correspondence:
| | - Wenke Möhring
- Department of Psychology, University of Basel, 4055 Basel, Switzerland
- Department of Educational Psychology and Health Psychology, University of Education Schwäbisch Gmünd, 73525 Schwäbisch Gmünd, Germany
| | - Silvia Grieder
- Department of Psychology, University of Basel, 4055 Basel, Switzerland
| | - Alexander Grob
- Department of Psychology, University of Basel, 4055 Basel, Switzerland
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Talesh Jafadideh A, Mohammadzadeh Asl B. Rest-fMRI based comparison study between autism spectrum disorder and typically control using graph frequency bands. Comput Biol Med 2022; 146:105643. [DOI: 10.1016/j.compbiomed.2022.105643] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Revised: 04/17/2022] [Accepted: 05/14/2022] [Indexed: 01/01/2023]
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8
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Samson JL, Rochat L, Chanal J, Badoud D, Perroud N, Debbané M. The Effects of Cognitive-Affective Switching With Unpredictable Cues in Adults and Adolescents and Their Relation to "Cool" Executive Functioning and Emotion Regulation. Front Psychol 2022; 13:757213. [PMID: 35250707 PMCID: PMC8891378 DOI: 10.3389/fpsyg.2022.757213] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Accepted: 01/25/2022] [Indexed: 11/13/2022] Open
Abstract
The impact of emotion on executive functioning is gaining interest. It has led to the differentiation of "cool" Executive Functioning (EF) processes, such as cognitive flexibility, and "hot" EF processes, such as affective flexibility. But how does affective flexibility, the ability to switch between cognitive and affective information, vary as a function of age and sex? How does this construct relate to "cool" executive functioning and cognitive-emotion regulation processes? In this study, 266 participants, including 91 adolescents (M = 16.08, SD = 1.42 years old) and 175 adults (M = 25.69, SD = 2.17 years old), completed a cognitive-affective switching task with specific (as opposed to general) unpredictable switches, as well as measures of inhibition, attention, and cognitive-emotion coping strategies. We expected cognitive to affective switching to be more costly than affective to cognitive switching in females versus males, as well as higher switch costs in adolescents. Using linear mixed modelling, we analysed the effect of age, sex, and types of switching on reaction time. Results show that adolescents are slower switchers than adults, and demonstrate that females, although faster switchers than males, are slower when switching from cognitive to affective content than when they are switching from affective to cognitive content. Multiple regression analyses revealed age-specific associations between cognitive-affective switching and inhibition. These results converge with reported developmental and gender specificities in EF and emotion processing, respectively. Additionally, affective flexibility could relate to differences in vigilance and inhibition.
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Affiliation(s)
- Jessica L Samson
- Developmental Clinical Psychology Research Unit, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - Lucien Rochat
- Developmental Clinical Psychology Research Unit, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - Julien Chanal
- Developmental Clinical Psychology Research Unit, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - Deborah Badoud
- Developmental Clinical Psychology Research Unit, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - Nader Perroud
- Service of Psychiatric Specialties, Department of Mental Health and Psychiatry, University Hospitals of Geneva, Geneva, Switzerland.,Department of Psychiatry, University of Geneva, Geneva, Switzerland
| | - Martin Debbané
- Developmental Clinical Psychology Research Unit, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland.,Developmental Neuroimaging and Psychopathology Laboratory, Department of Psychiatry, University of Geneva School of Medicine, Geneva, Switzerland.,Research Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom
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9
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Lin CL, Shen CP, Lin CK. The Performance of Visual, Auditory, and Motor Cognitive Flexibility for Children with Autism Spectrum Disorder in Taiwan. Neuropsychiatr Dis Treat 2022; 18:2151-2158. [PMID: 36176922 PMCID: PMC9514257 DOI: 10.2147/ndt.s372519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 09/05/2022] [Indexed: 11/23/2022] Open
Abstract
PURPOSE Few studies have tested the cognitive flexibility, specifically auditory and motor flexibility of children with ASD. This study was conducted to understand the relationship between cognitive flexibility and visual, auditory, and motor development in young children with ASD and autistic behaviors. PARTICIPANTS AND METHODS A purposive sampling approach was used to screen nineteen four- to five-year-old ASD children. Tests included the Autism Behavior Checklist-Taiwan Version and Cognitive Flexibility Test, which included visual, auditory, and motor cognitive flexibility subtests. RESULTS At the pre-switch and post-switch of three subtests, there were considerable variations in the number of ASD passing. According to the findings, children aged five had more visual cognitive flexibility than children aged four, but the lack of significant differences for the other flexibilities. The negative correlation of the three cognitive flexibilities with autistic behaviors was -0.57~-0.64. CONCLUSION Children with ASD have significant difficulties in switching rule tasks characterized by visual, auditory, and motor cognitive flexibility. The results suggest that visual cognitive flexibility had an age effect. The negative correlation of the three cognitive flexibilities with autistic behaviors was moderate.
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Affiliation(s)
- Chien-Lin Lin
- Department of Physical Medicine and Rehabilitation, China Medical University Hospital, Taiwan and School of Chinese Medicine, College of Chinese Medicine, China Medical University, Taichung, Taiwan
| | - Ching-Ping Shen
- National Chung-Shan Institute of Science & Technology Shi-Yuan Polyclinic, Taipei, Taiwan
| | - Chin-Kai Lin
- Program of Early Intervention, Department of Early Childhood Education, National Taichung University of Education, Taichung, Taiwan
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10
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Lacroix A, Dutheil F, Logemann A, Cserjesi R, Peyrin C, Biro B, Gomot M, Mermillod M. Flexibility in autism during unpredictable shifts of socio-emotional stimuli: Investigation of group and sex differences. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 26:1681-1697. [PMID: 34957880 DOI: 10.1177/13623613211062776] [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] [Indexed: 11/16/2022]
Abstract
LAY ABSTRACT Flexibility difficulties in autism might be particularly common in complex situations, when shifts (i.e. the switch of attentional resources or strategy according to the situation) are unpredictable, implicit (i.e. not guided by explicit rules) and the stimuli are complex. We analyzed the data of 101 autistic and 145 non-autistic adults, without intellectual deficiency, on two flexibility tasks performed online. The first task involved unpredictable and non-explicit shifts of complex socio-emotional stimuli, whereas the second task involved predictable and explicit shifts of character stimuli. Considering the discrepancies between laboratory results and the real-life flexibility-related challenges faced by autistic individuals, we need to determine which factor could be of particular importance in flexibility difficulties. We point out that the switch cost (i.e. the difference between shift and non-shift condition) was larger for autistic than for non-autistic participants on the complex flexibility task with unpredictable and non-explicit shifts of socio-emotional stimuli, whereas this was not the case when shifts were predictable, explicit and involved less complex stimuli. We also highlight sex differences, suggesting that autistic females have better social skills than autistic males and that they also have a specific cognitive profile, which could contribute to social camouflaging. The findings of this work help us understand which factors could influence flexibility difficulties in autism and are important for designing future studies. They also add to the literature on sex differences in autism which underpin better social skills, executive function, and camouflaging in autistic females.
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Affiliation(s)
- Adeline Lacroix
- University of Grenoble Alpes, France.,University of Savoie Mont Blanc, France
| | | | | | | | - Carole Peyrin
- University of Grenoble Alpes, France.,University of Savoie Mont Blanc, France
| | - Brigi Biro
- Eötvös Loránd University (ELTE), Hungary
| | | | - Martial Mermillod
- University of Grenoble Alpes, France.,University of Savoie Mont Blanc, France
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Peristeri E, Vogelzang M, Tsimpli IM. Bilingualism Effects on the Cognitive Flexibility of Autistic Children: Evidence From Verbal Dual-Task Paradigms. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2021; 2:558-585. [PMID: 37214625 PMCID: PMC10198706 DOI: 10.1162/nol_a_00055] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/18/2021] [Accepted: 09/03/2021] [Indexed: 05/24/2023]
Abstract
The deficit in cognitive flexibility (i.e., the ability to adapt cognitive behavior to changing contexts) is one of the most prominent characteristics of autistic individuals. Inflexibility may manifest in restricted interests and increased susceptibility to the effects of misinformation either through inefficient inhibition of non-target information or deficient recall of correct information. Bilingualism has been shown to enhance executive functions in both typically developing children and autistic children; yet, the effect of bilingualism on cognitive flexibility in autism remains underexplored. In this study, we used verbal dual-tasks to compare cognitive flexibility across 50 monolingual autistic and 50 bilingual autistic children, and 50 monolingual and 50 bilingual typically developing children. The children were also administered language ability tests and a nonverbal global-local cognitive flexibility task, in order to investigate whether performance in the dual-tasks would be modulated by the children's language and executive function skills. The bilingual autistic children outperformed their monolingual autistic peers in the dual-tasks. The strength of the bilingualism effect, however, was modulated by the type of language processing that interfered with the target information in each dual-task, which suggests that the bilingual autistic children calibrated their processing resources and efficiently adapted them to the changing demands of the dual-task only to the extent that the task did not exceed their language abilities. Bilingual autistic children relied on their executive functions rather than on their language abilities while performing in the dual-tasks. The overall results show that bilingualism compensates for the reduced cognitive flexibility in autism.
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Affiliation(s)
- Eleni Peristeri
- Department of Neurology, University Hospital of Larissa, Faculty of Medicine, University of Thessaly, Larissa, Greece
| | - Margreet Vogelzang
- Faculty of Modern and Medieval Languages and Linguistics, University of Cambridge, Cambridge, UK
| | - Ianthi Maria Tsimpli
- Faculty of Modern and Medieval Languages and Linguistics, University of Cambridge, Cambridge, UK
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12
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Assessment and treatment of anxiety in children and adolescents with ASD: a systematic review. ADVANCES IN AUTISM 2021. [DOI: 10.1108/aia-03-2021-0016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this study was to investigate the quality of current studies that assess and treat anxiety symptoms in children with autism spectrum disorder (ASD). More specifically the study aimed to answer the following questions: What are the qualities of the current studies using cognitive behavioral therapies (CBTs) to treat anxiety symptoms in children with ASD? Did studies make necessary modifications and adaptations to CBTs according to the evidence-based strategies and implement these versions of CBTs with precise fidelity? Were the selected measurements appropriate for assessing the anxiety symptoms in children with ASD?
Design/methodology/approach
A systematic review protocol was developed from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Moher et al., 2009). A rubric was adapted based on the CEC (Council for Exceptional Children; Cook, 2014) group comparison studies standards and the Evaluative Method for Determining EBP in Autism (Reichow et al., 2007). The 3-point Likert Scale (Chard et al., 2009) was adapted to score each study based on the rubric.
Findings
CBT is a first-line treatment with significant mixed results. Current studies use adapted versions of existing CBTs for children with ASD without reporting empirical evidence to these adaptations and changes. Reporting of the implementation fidelity is still an issue in the treatment of anxiety. Anxiety measurements that were designed for typically developing children failure to detect unusual anxiety symptoms in children with ASD.
Research limitations/implications
The first limitation of this study was including a variety of studies across CBT programs and types of anxiety symptoms. Types of anxiety and CBT treatments may require separate analyses with specific indicators. Due to the limited studies, reviews could not be analyzed across types of CBT programs. The second limitation was the types of studies. Most of the studies were pilot studies. Pilot studies might use various instruments and CBTs components for making selections to produce the best effects and results. The final limitation was the lack of examination of the data analysis process.
Originality/value
These findings are important because due to the variety of changes or adaptation to CBTs, inappropriate implementations and failure to detect unusual anxiety symptoms of children with ASD may cause significant differences in treatment responses and outcomes. The study demonstrated that the majority of the studies used adapted versions of existing CBTs without reporting empirical evidence for these adaptations and changes. The findings have shown that reporting of the implementation fidelity is still an issue. Moreover, the majority of studies had used anxiety measurements that were designed for typically developing children, not for children with ASD.
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13
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McCracken JT, Anagnostou E, Arango C, Dawson G, Farchione T, Mantua V, McPartland J, Murphy D, Pandina G, Veenstra-VanderWeele J. Drug development for Autism Spectrum Disorder (ASD): Progress, challenges, and future directions. Eur Neuropsychopharmacol 2021; 48:3-31. [PMID: 34158222 PMCID: PMC10062405 DOI: 10.1016/j.euroneuro.2021.05.010] [Citation(s) in RCA: 24] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Revised: 05/13/2021] [Accepted: 05/18/2021] [Indexed: 12/11/2022]
Abstract
In 2017, facing lack of progress and failures encountered in targeted drug development for Autism Spectrum Disorder (ASD) and related neurodevelopmental disorders, the ISCTM with the ECNP created the ASD Working Group charged to identify barriers to progress and recommending research strategies for the field to gain traction. Working Group international academic, regulatory and industry representatives held multiple in-person meetings, teleconferences, and subgroup communications to gather a wide range of perspectives on lessons learned from extant studies, current challenges, and paths for fundamental advances in ASD therapeutics. This overview delineates the barriers identified, and outlines major goals for next generation biomedical intervention development in ASD. Current challenges for ASD research are many: heterogeneity, lack of validated biomarkers, need for improved endpoints, prioritizing molecular targets, comorbidities, and more. The Working Group emphasized cautious but unwavering optimism for therapeutic progress for ASD core features given advances in the basic neuroscience of ASD and related disorders. Leveraging genetic data, intermediate phenotypes, digital phenotyping, big database discovery, refined endpoints, and earlier intervention, the prospects for breakthrough treatments are substantial. Recommendations include new priorities for expanded research funding to overcome challenges in translational clinical ASD therapeutic research.
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Affiliation(s)
- James T McCracken
- Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine at UCLA, Los Angeles, CA 90024, United States.
| | | | - Celso Arango
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry and Mental Health, Hospital General Univesitario Gregorio Maranon, and School of Medicine, Universidad Complutense de Madrid, CIBERSAM, Madrid, Spain
| | - Geraldine Dawson
- Duke University Medical Center, Durham, North Carolina, United States
| | - Tiffany Farchione
- Food and Drug Administration, Silver Spring, Maryland, United States
| | - Valentina Mantua
- Food and Drug Administration, Silver Spring, Maryland, United States
| | | | - Declan Murphy
- Institute of Psychiatry, Psychology and Neuroscience, King's College De Crespigny Park, Denmark Hill, London SE5 8AF, United Kingdom
| | - Gahan Pandina
- Neuroscience Therapeutic Area, Janssen Research & Development, Pennington, New Jersey, United States
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14
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Kelly E, Escamilla CO, Tsai PT. Cerebellar Dysfunction in Autism Spectrum Disorders: Deriving Mechanistic Insights from an Internal Model Framework. Neuroscience 2021; 462:274-287. [PMID: 33253824 PMCID: PMC8076058 DOI: 10.1016/j.neuroscience.2020.11.012] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2020] [Revised: 09/28/2020] [Accepted: 11/07/2020] [Indexed: 02/06/2023]
Abstract
Autism spectrum disorders (ASD) are highly prevalent neurodevelopmental disorders; however, the neurobiological mechanisms underlying disordered behavior in ASD remain poorly understood. Notably, individuals with ASD have demonstrated difficulties generating implicitly derived behavioral predictions and adaptations. Although many brain regions are involved in these processes, the cerebellum contributes an outsized role to these behavioral functions. Consistent with this prominent role, cerebellar dysfunction has been increasingly implicated in ASD. In this review, we will utilize the foundational, theoretical contributions of the late neuroscientist Masao Ito to establish an internal model framework for the cerebellar contribution to ASD-relevant behavioral predictions and adaptations. Additionally, we will also explore and then apply his key experimental contributions towards an improved, mechanistic understanding of the contribution of cerebellar dysfunction to ASD.
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Affiliation(s)
- Elyza Kelly
- Department of Neurology, UT Southwestern Medical Center, Dallas, TX, USA
| | | | - Peter T Tsai
- Departments of Pediatrics and Psychiatry, UT Southwestern Medical Center, Dallas, TX, USA.
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15
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Iversen RK, Lewis C. Executive Function Skills Are Linked to Restricted and Repetitive Behaviors: Three Correlational Meta Analyses. Autism Res 2021; 14:1163-1185. [PMID: 33410263 DOI: 10.1002/aur.2468] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2020] [Revised: 11/25/2020] [Accepted: 12/13/2020] [Indexed: 12/28/2022]
Abstract
There is a consensus on the centrality of restricted and repetitive behaviors (RRBs) in the diagnosis of Autism Spectrum Disorder (ASD), yet the origins of these behaviors are still debated. We reconsider whether executive function (EF) accounts of RRBs should be revisited. EF deficits and high levels of RRBs are often pronounced in individuals with ASD and are also prevalent in young typically developing children. Despite this, the evidence is mixed, and there has been no systematic attempt to evaluate the relationship across studies and between task batteries. We examine recent evidence, and in three highly powered random-effects analyses (N = 2964), examine the strength of the association between RRB levels and performance on set shifting, inhibitory control, and parental-report based EF batteries. The analyses confirm significant associations between high levels of the behaviors and poor EF skills. Moreover, the associations remained stable across typical development and in individuals with ASD and across different types of EF measures. These meta-analyses consolidate recent evidence identifying that cognitive mechanisms correlate with high RRBs that are seen in individuals with ASD, as well as in typical development. We propose that the EF account may be critical for guiding future interventions in ASD research. LAY SUMMARY: Restricted and repetitive behaviors (RRBs) are diagnostic criteria for Autism yet also common in typical development, and if they persist over time some can have a negative impact on learning and social acceptance. The present meta-analyses found that high levels of RRBs related to poor performance on set-shifting and inhibitory control tasks, as well as high ratings on parental report scales. Future studies should create interventions that aim to improve these skills as they may help manage challenging RRBs.
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Affiliation(s)
- Rebecca Kvisler Iversen
- Fylde College, Department of Psychology, Faculty of Science and Technology, Lancaster University, Lancaster, UK
| | - Charlie Lewis
- Fylde College, Department of Psychology, Faculty of Science and Technology, Lancaster University, Lancaster, UK
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16
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Gómez-Pérez MM, Mata S, Serrano F, Calero MD. Wisconsin Card Sorting Test-Learning Potential: Usefulness for Assessing Children with Autism Spectrum Disorder. J Autism Dev Disord 2020; 50:4230-4242. [PMID: 32246383 DOI: 10.1007/s10803-020-04488-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
This study analyzes the Wisconsin Card Sorting Test-Learning Potential (WCST-LP) in children with Autism Spectrum Disorder (ASD) versus children with typical development (TD). Its main aim was to assess: the test's construct validity; the effect of IQ on its pretest and LP scores; and whether the WCST-LP held any relationship to cognitive/EF and social abilities. Participants were 105 children (43 with ASD/62 with TD). Results showed evidence of construct validity in an ASD population (improvements from pretest to posttest), that full IQ influenced pretest performance but did not affect LP, and that a relationship between LP and verbal and social abilities existed only in children with ASD. Conclusions indicate the appropriateness of the WCST-LP in ASD prognosis assessment.
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Affiliation(s)
- M Mar Gómez-Pérez
- Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad de Granada, Granada, Spain
| | - Sara Mata
- Centro de Investigación Mente, Cerebro y Comportamiento (CIMCYC), Granada, Spain.
- Departamento de Personalidad, Evaluación y Tratamiento Psicológico, Facultad de Psicología, Universidad de Granada, Campus Cartuja S/N, 18071, Granada, Spain.
| | - Francisca Serrano
- Centro de Investigación Mente, Cerebro y Comportamiento (CIMCYC), Granada, Spain
- Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad de Granada, Granada, Spain
| | - M Dolores Calero
- Centro de Investigación Mente, Cerebro y Comportamiento (CIMCYC), Granada, Spain
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Cortés-Rivera C, Cerić F. Affective modulation of cognitive flexibility: a behavioural and electrophysiological study ( Modulación afectiva de la flexibilidad cognitiva: un estudio conductual y electrofisiológico). STUDIES IN PSYCHOLOGY 2020. [DOI: 10.1080/02109395.2020.1794719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
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18
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Dandil Y, Smith K, Kinnaird E, Toloza C, Tchanturia K. Cognitive Remediation Interventions in Autism Spectrum Condition: A Systematic Review. Front Psychiatry 2020; 11:722. [PMID: 32793009 PMCID: PMC7393993 DOI: 10.3389/fpsyt.2020.00722] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/27/2020] [Accepted: 07/09/2020] [Indexed: 12/18/2022] Open
Abstract
BACKGROUND Autism spectrum condition (ASC) is a lifelong neurodevelopmental condition characterized by difficulties in social cognition and heterogeneity of executive function which are suggested to be underpinned by neurobiological, prenatal and genetic factors. Cognitive remediation (CR) interventions are frequently used to address cognitive characteristics and improve cognitive and general functioning. However, the evidence is limited for ASC. This systematic review is the first to provide a narrative synthesis of all studies of CR interventions and ASC. The review aimed to delineate the development of research in this area in both adolescents and adults, with implications for clinical practice and future research. METHOD The review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) statement. The literature was reviewed using the PubMed, PsycINFO, Web of Science, Scopus and Embase from inception to 1st April 2020. Out of 1,503 publications, a total of 13 papers were identified as being relevant for the review. RESULTS The 13 studies meeting the inclusion criteria were: four randomized control trials (RCTs); two non-randomized control trials, four case series, two feasibility studies and one case study. A narrative synthesis of the data suggested that CR interventions are potentially effective in improving social cognition and cognitive functioning in ASC. RCTs supported the efficacy of CR interventions in improving social cognition and executive functioning. Non-randomized control trials provided evidence for the effectiveness of social cognition remediation interventions in ASC. Case series and a case study have also supported the feasibility of CR interventions, including reflections on their adaptation for ASC populations and the positive feedback from participants. CONCLUSIONS CR interventions are potentially effective in improving social cognition and cognitive functioning in ASC. However, the generalizability of the included empirical studies was hampered by several methodological limitations. To further strengthen understandings of the effectiveness of CR interventions for ASC, future RCTs are needed with larger sample sizes in exploring the long-term effectiveness of CR interventions, using age-appropriate valid and reliable outcome measures. They should also consider the heterogeneity in neuropsychological functioning in ASC and the mediating and moderating mechanisms of the CR intervention for ASC.
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Affiliation(s)
- Yasemin Dandil
- Department of Psychological Medicine, Institute of Psychology, Psychiatry and Neuroscience, King’s College London, London, United Kingdom
| | - Katherine Smith
- Department of Psychological Medicine, Institute of Psychology, Psychiatry and Neuroscience, King’s College London, London, United Kingdom
| | - Emma Kinnaird
- Department of Psychological Medicine, Institute of Psychology, Psychiatry and Neuroscience, King’s College London, London, United Kingdom
| | - Cindy Toloza
- Department of Psychology, National Eating Disorder Service, South London and Maudsley NHS Foundation Trust, London, United Kingdom
| | - Kate Tchanturia
- Department of Psychological Medicine, Institute of Psychology, Psychiatry and Neuroscience, King’s College London, London, United Kingdom
- Department of Psychology, National Eating Disorder Service, South London and Maudsley NHS Foundation Trust, London, United Kingdom
- Department of Psychology, Illia State University, Tbilisi, Georgia
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19
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Correlations between facial emotion recognition and cognitive flexibility in autism spectrum disorder. ADVANCES IN AUTISM 2020. [DOI: 10.1108/aia-02-2019-0005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Purpose
Various studies have examined the role of executive functions in autism, but there is a lack of research in the current literature on cognitive flexibility in autism spectrum disorders (ASD). The purpose of this study is to investigate whether cognitive flexibility deficits could be related to facial emotion recognition deficits in ASD.
Design/methodology/approach
In total, 20 children with ASD and 20 typically developing children, matched for intelligence quotient and gender, were examined both in facial emotion recognition tasks and in cognitive flexibility tasks through the dimensional change card sorting task.
Findings
Despite cognitive flexibility not being a core deficit in ASD, impaired cognitive flexibility is evident in the present research. Results show that cognitive flexibility is related to facial emotion recognition and support the hypothesis of an executive specific deficit in children with autism.
Research limitations/implications
One of the limit is the use of just one cognitive test to measure cognitive flexibility and facial recognition. This could be important to be taken into account in the new research. By increasing the number of common variables assessing cognitive flexibility, this will allow for a better comparison between studies to characterize impairment in cognitive flexibility in ASD.
Practical implications
Investigating impairment in cognitive flexibility may help to plan training intervention based on the induction of flexibility.
Social implications
If the authors implement cognitive flexibility people with ASD can have also an effect on their social behavior and overcome the typical and repetitive behaviors that are the hallmark of ASD.
Originality/value
The originality is to relate cognitive flexibility deficits to facial emotion.
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20
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Working memory is a core executive function supporting dual-task locomotor performance across childhood and adolescence. J Exp Child Psychol 2020; 197:104869. [PMID: 32574754 DOI: 10.1016/j.jecp.2020.104869] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2019] [Revised: 04/09/2020] [Accepted: 04/10/2020] [Indexed: 01/23/2023]
Abstract
Most daily-life ambulatory tasks involve dual tasking, for example, talking while walking. In children, the evidence supporting the effects of age on dual tasking is confounded by the difficulty of the cognitive task and lack of adjustment to suit individual cognitive abilities. To address this issue, the current study examined the effects of age, cognitive load, and executive functioning on the degree of dual-task gait interference across childhood and adolescence. We tested 120 typically developing children aged 6-11 years, adolescents aged 12-16 years, and young adults aged 18-25 years. Participants were asked to walk while performing a visuospatial working memory task at two levels of cognitive load (easy and difficult) adjusted to suit each participant's cognitive ability. Spatiotemporal characteristics and intra-individual variability of gait were measured using a GAITRite electronic walkway. Irrespective of the cognitive load level, children aged 6 to 11 years showed greater dual-task gait interference for selective spatiotemporal gait characteristics; however, the younger children showed a trade-off pattern in gait variability whereby they prioritized gait stability at the expense of cognitive performance. Our results also showed that age and working memory capacity were significant predictors of dual-task interference for a range of complementary gait parameters in the combined sample. Importantly, working memory capacity was part of a moderating relationship between age and dual-task gait interference. These findings emphasize the importance of dual-task prioritization strategies in younger children and highlight the role of individual differences in working memory capacity in performance in dual-task gait situations.
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Casanova MF, Sokhadze EM, Casanova EL, Opris I, Abujadi C, Marcolin MA, Li X. Translational Neuroscience in Autism: From Neuropathology to Transcranial Magnetic Stimulation Therapies. Psychiatr Clin North Am 2020; 43:229-248. [PMID: 32439019 PMCID: PMC7245584 DOI: 10.1016/j.psc.2020.02.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
The presence of heterotopias, increased regional density of neurons at the gray-white matter junction, and focal cortical dysplasias all suggest an abnormality of neuronal migration in autism spectrum disorder (ASD). The abnormality is borne from a dissonance in timing between radial and tangentially migrating neuroblasts to the developing cortical plate. The uncoupling of excitatory and inhibitory cortical cells disturbs the coordinated interactions of neurons within local networks, thus providing abnormal patterns of brainwave activity in the gamma bandwidth. In ASD, gamma oscillation abnormalities and autonomic markers offer measures of therapeutic progress and help in the identification of subgroups.
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Affiliation(s)
- Manuel F Casanova
- Department of Pediatrics, Division of Developmental Behavioral Pediatrics, Greenville Health System, 200 Patewood Drive, Suite A200, Greenville, SC 29615, USA.
| | - Estate M Sokhadze
- University of South Carolina School of Medicine Greenville, 200 Patewood Drive, Greenville, SC 29615, USA
| | - Emily L Casanova
- University of South Carolina School of Medicine Greenville, 200 Patewood Drive, Greenville, SC 29615, USA. https://twitter.com/EmLyWill
| | - Ioan Opris
- University of Miami, Miller School of Medicine, Department Miami Project to Cure Paralysis, Miami, FL 33136, USA
| | - Caio Abujadi
- Department of Psychiatry, Faculty of Medicine, University of São Paulo, São Paulo, Brazil
| | - Marco Antonio Marcolin
- Department of Neurology, Faculty of Medicine, University of São Paulo, São Paulo, Brazil
| | - Xiaoli Li
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
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22
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Building functional connectivity neuromarkers of behavioral self-regulation across children with and without Autism Spectrum Disorder. Dev Cogn Neurosci 2019; 41:100747. [PMID: 31826838 PMCID: PMC6994646 DOI: 10.1016/j.dcn.2019.100747] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2019] [Revised: 11/25/2019] [Accepted: 12/03/2019] [Indexed: 01/10/2023] Open
Abstract
Behavioral self-regulation develops rapidly during childhood and struggles in this area can have lifelong negative outcomes. Challenges with self-regulation are common to several neurodevelopmental conditions, including Autism Spectrum Disorder (ASD). Little is known about the neural expression of behavioral regulation in children with and without neurodevelopmental conditions. We examined whole-brain brain functional correlations (FC) and behavioral regulation through connectome predictive modelling (CPM). CPM is a data-driven protocol for developing predictive models of brain–behavior relationships and assessing their potential as ‘neuromarkers’ using cross-validation. The data stems from the ABIDE II and comprises 276 children with and without ASD (8–13 years). We identified networks whose FC predicted individual differences in behavioral regulation. These network models predicted novel individuals’ inhibition and shifting from FC data in both a leave-one-out, and split halves, cross-validation. We observed commonalities and differences, with inhibition relying on more posterior networks, shifting relying on more anterior networks, and both involving regions of the DMN. Our findings substantially add to our knowledge on the neural expressions of inhibition and shifting across children with and without a neurodevelopmental condition. Given the numerous behavioral issues that can be quantified dimensionally, refinement of whole-brain neuromarker techniques may prove useful in the future.
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Cross-modal emotion recognition and autism-like traits in typically developing children. J Exp Child Psychol 2019; 191:104737. [PMID: 31783253 DOI: 10.1016/j.jecp.2019.104737] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2019] [Revised: 10/17/2019] [Accepted: 10/21/2019] [Indexed: 11/20/2022]
Abstract
The ability to explicitly recognize emotions develops gradually throughout childhood, and children usually have greater difficulty in recognizing emotions from the voice than from the face. However, little is known about how children integrate vocal and facial cues to recognize an emotion, particularly during mid to late childhood. Furthermore, children with an autism spectrum disorder often show a reduced ability to recognize emotions, especially when integrating emotion from multiple modalities. The current preliminary study explored the ability of typically developing children aged 7-9 years to match emotional tones of voice to facial expressions and whether this ability varies according to the level of autism-like traits. Overall, children were the least accurate when matching happy and fearful voices to faces, commonly pairing happy voices with angry faces and fearful voices with sad faces. However, the level of autism-like traits was not associated with matching accuracy. These results suggest that 7- to 9-year-old children have difficulty in integrating vocal and facial emotional expressions but that differences in cross-modal emotion matching in relation to the broader autism phenotype are not evident in this task for this age group with the current sample.
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24
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Ben-David BM, Ben-Itzchak E, Zukerman G, Yahav G, Icht M. The Perception of Emotions in Spoken Language in Undergraduates with High Functioning Autism Spectrum Disorder: A Preserved Social Skill. J Autism Dev Disord 2019; 50:741-756. [DOI: 10.1007/s10803-019-04297-2] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
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25
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Gadelkarim W, Shahper S, Reid J, Wikramanayake M, Kaur S, Kolli S, Osman S, Fineberg NA. Overlap of obsessive-compulsive personality disorder and autism spectrum disorder traits among OCD outpatients: an exploratory study. Int J Psychiatry Clin Pract 2019; 23:297-306. [PMID: 31375037 DOI: 10.1080/13651501.2019.1638939] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
Background: Whereas the phenomenology of obsessive-compulsive personality disorder (OCPD) shows similarities to that of obsessive compulsive and related disorders (OCRDs) as well as with autism spectrum disorder (ASD), the relationship between these disorders is poorly understood.Aims: Within a clinical sample, we aimed to investigate the distribution of OCD, OCPD and ASD symptoms and traits and their interrelationship, as well as to evaluate insight and treatment refractoriness.Methods: Consecutive adult OCD outpatients were assessed for OCPD traits (Compulsive Personality Assessment Scale (CPAS)), OCD symptoms (Yale-Brown Obsessive Compulsive Scale (Y-BOCS)), ASD traits (Autism Spectrum Quotient (AQ)), insight (Brown Assessment of Beliefs Scale (BABS)) and treatment resistance (clinical records). Those scoring highly on the AQ underwent a diagnostic interview for ASD.Results: Sixty-seven consenting individuals completed the CPAS, BABS and AQ, and 65 completed the Y-BOCS. Twenty-four patients (35.8%) were diagnosed with OCPD. Patients with OCPD were less likely to be employed (p=.04). They demonstrated elevated AQ scores (p=.004) and rates of ASD diagnosis (54.2%) (p <.001). OCPD traits (CPAS) showed a highly significant correlation with ASD traits (AQ) (p<.001), and no association with Y-BOCS, BABS or treatment resistance.Conclusions: In an OCD cohort limited by small size, OCPD associated strongly with unemployment and ASD, with implications for diagnosis, treatment and outcome.KEY POINTSClinicians should exercise a high level of vigilance for OCPD and ASD in patients presenting with obsessive compulsive symptoms.The presence of OCPD may indicate a likelihood of disabling ASD traits, including cognitive inflexibility, poor central coherence and poor social communication.These neuropsychological factors may require separate clinical intervention strategies.
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Affiliation(s)
- W Gadelkarim
- Rosanne House, Hertfordshire Partnership University NHS Foundation Trust, Welwyn Garden City, UK.,Derwent Centre, Essex Partnership University NHS Foundation Trust, Harlow, UK
| | - S Shahper
- Department of Life and Medical Science, University of Hertfordshire, Hatfield, UK
| | - J Reid
- Highly Specialised OCD/BDD Services, Hertfordshire Partnership University NHS Foundation Trust, Welwyn Garden City, UK
| | - M Wikramanayake
- Cavell Centre, Cambridgeshire and Peterborough NHS Foundation Trust, Peterborough, UK
| | - S Kaur
- Highly Specialised OCD/BDD Services, Hertfordshire Partnership University NHS Foundation Trust, Welwyn Garden City, UK
| | - S Kolli
- East London NHS Foundation Trust, Bedford, UK
| | - S Osman
- Northumberland, Tyne and Wear NHS Foundation Trust, Newcastle, UK
| | - N A Fineberg
- Highly Specialised OCD/BDD Services, Hertfordshire Partnership University NHS Foundation Trust, Welwyn Garden City, UK.,Postgraduate Medical School, University of Hertfordshire, Hatfield, UK.,University of Cambridge, School of Clinical Medicine, Cambridge, UK
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26
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Berger N, Richards A, Davelaar EJ. Delayed reconfiguration of a non-emotional task set through reactivation of an emotional task set in task switching: an ageing study. Cogn Emot 2019; 33:1370-1386. [PMID: 30654707 PMCID: PMC6816485 DOI: 10.1080/02699931.2019.1567462] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2017] [Revised: 12/20/2018] [Accepted: 12/21/2018] [Indexed: 11/17/2022]
Abstract
In our everyday life, we frequently switch between different tasks, a faculty that changes with age. However, it is still not understood how emotion impacts on age-related changes in task switching. Using faces with emotional and neutral expressions, Experiment 1 investigated younger (n = 29; 18-38 years old) and older adults' (n = 32; 61-80 years old) ability to switch between an emotional and a non-emotional task (i.e. responding to the face's expression vs. age). In Experiment 2, younger and older adults also viewed emotional and neutral faces, but switched between two non-emotional tasks (i.e. responding to the face's age vs. gender). Data from Experiment 1 demonstrated that switching from an emotional to a non-emotional task was slower when the expression of the new face was emotional rather than neutral. This impairment was observed in both age groups. In contrast, Experiment 2 revealed that neither younger nor older adults were affected by block-wise irrelevant emotion when switching between two non-emotional tasks. Overall, the findings suggest that task-irrelevant emotion can impair task switching through reactivation of the competing emotional task set. They also suggest that this effect and the ability to shield task-switching performance from block-wise irrelevant emotion are preserved in ageing.
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Affiliation(s)
- Natalie Berger
- Department of Psychological Sciences, Birkbeck, University of London, London, UK
| | - Anne Richards
- Department of Psychological Sciences, Birkbeck, University of London, London, UK
| | - Eddy J. Davelaar
- Department of Psychological Sciences, Birkbeck, University of London, London, UK
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27
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Latinus M, Cléry H, Andersson F, Bonnet-Brilhault F, Fonlupt P, Gomot M. Inflexibility in Autism Spectrum Disorder: Need for certainty and atypical emotion processing share the blame. Brain Cogn 2019; 136:103599. [PMID: 31536931 DOI: 10.1016/j.bandc.2019.103599] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2018] [Revised: 06/24/2019] [Indexed: 12/31/2022]
Abstract
Although ASD (Autism Spectrum Disorder) diagnosis requires the co-occurrence of socio-emotional deficits and inflexible behaviors, the interaction between these two domains remains unexplored. We used an emotional Wisconsin Card Sorting Test adapted to fMRI to explore this question. ASD and control participants matched a central card (a face) with one of four surrounding cards according to one of three rules: frame color, facial identity or expression. Feedback informed participants on whether to change or maintain the current sorting rule. For each rule, we modeled feedback onsets to change, switch (confirming the newly found rule) and maintenance events. "Bias error", which measures participants' willingness to switch, was larger in ASD participants for the emotional sorting rule. Brain activity to change events showed no group differences. In response to switch events significantly larger activity was observed for ASD participants in bilateral Inferior Parietal Sulci. Inflexibility in ASD appears characterized by the unwillingness to switch toward processing socio-emotional information, rather than a major disruption in cognitive flexibility. However, a larger activity to switch events in ASD highlights the need for a higher level of certainty before setting into a stable processing stage, which may be particularly detrimental in the highly changeable socio-emotional environment.
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Affiliation(s)
| | - Helen Cléry
- UMR1253, iBrain, Université de Tours, Inserm, Tours, France
| | | | - Frédérique Bonnet-Brilhault
- UMR1253, iBrain, Université de Tours, Inserm, Tours, France; Centre Universitaire de Pédopsychiatrie, CHRU de Tours, Tours, France
| | - Pierre Fonlupt
- INSERM U1028-CNRS UMR5292 'Brain Dynamics and Cognition', Centre de Recherche en Neurosciences de Lyon, Lyon, France
| | - Marie Gomot
- UMR1253, iBrain, Université de Tours, Inserm, Tours, France
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28
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Domínguez-Iturza N, Lo AC, Shah D, Armendáriz M, Vannelli A, Mercaldo V, Trusel M, Li KW, Gastaldo D, Santos AR, Callaerts-Vegh Z, D'Hooge R, Mameli M, Van der Linden A, Smit AB, Achsel T, Bagni C. The autism- and schizophrenia-associated protein CYFIP1 regulates bilateral brain connectivity and behaviour. Nat Commun 2019; 10:3454. [PMID: 31371726 PMCID: PMC6672001 DOI: 10.1038/s41467-019-11203-y] [Citation(s) in RCA: 54] [Impact Index Per Article: 10.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2018] [Accepted: 06/20/2019] [Indexed: 12/26/2022] Open
Abstract
Copy-number variants of the CYFIP1 gene in humans have been linked to autism spectrum disorders (ASD) and schizophrenia (SCZ), two neuropsychiatric disorders characterized by defects in brain connectivity. Here, we show that CYFIP1 plays an important role in brain functional connectivity and callosal functions. We find that Cyfip1-heterozygous mice have reduced functional connectivity and defects in white matter architecture, similar to phenotypes found in patients with ASD, SCZ and other neuropsychiatric disorders. Cyfip1-deficient mice also present decreased myelination in the callosal axons, altered presynaptic function, and impaired bilateral connectivity. Finally, Cyfip1 deficiency leads to abnormalities in motor coordination, sensorimotor gating and sensory perception, which are also known neuropsychiatric disorder-related symptoms. These results show that Cyfip1 haploinsufficiency compromises brain connectivity and function, which might explain its genetic association to neuropsychiatric disorders.
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Affiliation(s)
- Nuria Domínguez-Iturza
- Department of Fundamental Neurosciences, University of Lausanne, 1005, Lausanne, Switzerland
- Department of Human Genetics KU Leuven, VIB Center for Brain & Disease Research, 3000, Leuven, Belgium
| | - Adrian C Lo
- Department of Fundamental Neurosciences, University of Lausanne, 1005, Lausanne, Switzerland
| | - Disha Shah
- Department of Biomedical Sciences, Bio-Imaging Laboratory, University of Antwerp, 2610, Antwerp, Belgium
- Department of Neuroscience KU Leuven, VIB Center for Brain & Disease Research, 3000, Leuven, Belgium
| | - Marcelo Armendáriz
- Department of Neurosciences, Laboratory of Neuro- and Psychophysiology, KU Leuven, 3000, Leuven, Belgium
| | - Anna Vannelli
- Department of Fundamental Neurosciences, University of Lausanne, 1005, Lausanne, Switzerland
| | - Valentina Mercaldo
- Department of Fundamental Neurosciences, University of Lausanne, 1005, Lausanne, Switzerland
| | - Massimo Trusel
- Department of Fundamental Neurosciences, University of Lausanne, 1005, Lausanne, Switzerland
| | - Ka Wan Li
- Department of Molecular and Cellular Neurobiology, Center for Neurogenomics and Cognitive Research, VU University Amsterdam, 1081, Amsterdam, The Netherlands
| | - Denise Gastaldo
- Department of Fundamental Neurosciences, University of Lausanne, 1005, Lausanne, Switzerland
| | - Ana Rita Santos
- Department of Human Genetics KU Leuven, VIB Center for Brain & Disease Research, 3000, Leuven, Belgium
- VIB Discovery Sciences, Bioincubator, 3001, Heverlee, Belgium
| | - Zsuzsanna Callaerts-Vegh
- Faculty of Psychology and Educational Sciences, KU Leuven, Laboratory of Biological Psychology, 3000, Leuven, Belgium
| | - Rudi D'Hooge
- Faculty of Psychology and Educational Sciences, KU Leuven, Laboratory of Biological Psychology, 3000, Leuven, Belgium
| | - Manuel Mameli
- Department of Fundamental Neurosciences, University of Lausanne, 1005, Lausanne, Switzerland
| | - Annemie Van der Linden
- Department of Biomedical Sciences, Bio-Imaging Laboratory, University of Antwerp, 2610, Antwerp, Belgium
| | - August B Smit
- Department of Molecular and Cellular Neurobiology, Center for Neurogenomics and Cognitive Research, VU University Amsterdam, 1081, Amsterdam, The Netherlands
| | - Tilmann Achsel
- Department of Fundamental Neurosciences, University of Lausanne, 1005, Lausanne, Switzerland
- Department of Human Genetics KU Leuven, VIB Center for Brain & Disease Research, 3000, Leuven, Belgium
| | - Claudia Bagni
- Department of Fundamental Neurosciences, University of Lausanne, 1005, Lausanne, Switzerland.
- Department of Human Genetics KU Leuven, VIB Center for Brain & Disease Research, 3000, Leuven, Belgium.
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, 00133, Rome, Italy.
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Faja S, Nelson L. Variation in restricted and repetitive behaviors and interests relates to inhibitory control and shifting in children with autism spectrum disorder. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2019; 23:1262-1272. [PMID: 30394786 PMCID: PMC6499722 DOI: 10.1177/1362361318804192] [Citation(s) in RCA: 39] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Symptoms of restricted and repetitive behaviors and interests in autism are theoretically linked to executive functioning, which includes problem-solving abilities such as inhibition and cognitive flexibility. This study examined whether inhibition and flexibility are related to higher order restricted and repetitive behaviors and interests (e.g. circumscribed interests and ritualistic behavior) and sensorimotor behaviors (e.g. stereotyped and repetitive movements and sensory preoccupations) among 102 school-aged children with autism spectrum disorder who had cognitive abilities in the average or above average range. The ability to inhibit interfering information and shifting ability were related to higher order restricted and repetitive behaviors and interests, and each uniquely accounted for variance. This suggests that the ability to suppress interfering information as well as the ability to flexibly shift between patterns of responding is protective against higher order restricted and repetitive behaviors and interest symptoms in autism. In addition, the ability to proactively slow one's reaction time in order to respond more carefully was related to sensorimotor restricted and repetitive behaviors. These results support the importance of distinguishing between higher order and sensorimotor symptoms due to their distinct relationships to executive functioning abilities.
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Affiliation(s)
- Susan Faja
- Division of Developmental Medicine, Boston Children’s Hospital, 02215
- Harvard Medical School, 02215
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30
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Wolff N, Chmielewski WX, Beste C, Roessner V. Working memory load affects repetitive behaviour but not cognitive flexibility in adolescent autism spectrum disorder. World J Biol Psychiatry 2018; 19:509-520. [PMID: 28299954 DOI: 10.1080/15622975.2017.1296973] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
OBJECTIVES Autism spectrum disorder (ASD) is associated with repetitive and stereotyped behaviour, suggesting that cognitive flexibility may be deficient in ASD. A central, yet not examined aspect to understand possible deficits in flexible behaviour in ASD relates (i) to the role of working memory and (ii) to neurophysiological mechanisms underlying behavioural modulations. METHODS We analysed behavioural and neurophysiological (EEG) correlates of cognitive flexibility using a task-switching paradigm with and without working memory load in adolescents with ASD and typically developing controls (TD). RESULTS Adolescents with ASD versus TD show similar performance in task switching with no memory load, indicating that 'pure' cognitive flexibility is not in deficit in adolescent ASD. However performance during task repetition decreases with increasing memory load. Neurophysiological data reflect the pattern of behavioural effects, showing modulations in P2 and P3 event-related potentials. CONCLUSIONS Working memory demands affect repetitive behaviour while processes of cognitive flexibility are unaffected. Effects emerge due to deficits in preparatory attentional processes and deficits in task rule activation, organisation and implementation of task sets when repetitive behaviour is concerned. It may be speculated that the habitual response mode in ASD (i.e. repetitive behaviour) is particularly vulnerable to additional demands on executive control processes.
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Affiliation(s)
- Nicole Wolff
- a Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry , Faculty of Medicine of the TU Dresden , Dresden , Germany
| | - Witold X Chmielewski
- a Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry , Faculty of Medicine of the TU Dresden , Dresden , Germany
| | - Christian Beste
- a Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry , Faculty of Medicine of the TU Dresden , Dresden , Germany.,b Experimental Neurobiology , National Institute of Mental Health , Klecany , Czech Republic
| | - Veit Roessner
- a Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry , Faculty of Medicine of the TU Dresden , Dresden , Germany
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31
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Reed P. Behavioural flexibility of children with Autism Spectrum Disorder on a card-sorting task with varying task difficulty. Heliyon 2018; 4:e00842. [PMID: 30302414 PMCID: PMC6174547 DOI: 10.1016/j.heliyon.2018.e00842] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2018] [Revised: 06/14/2018] [Accepted: 10/02/2018] [Indexed: 11/20/2022] Open
Abstract
Inflexibility is taken to be a key characteristic of Autism Spectrum Disorder (ASD), although it is unclear which aspect of cognitive functioning is critical in this context. The current study investigated task-switching problems and inflexibility with a group of children with ASD, and a mental-aged matched control group. Participants (n = 50; mean age = 7 years) completed two card-sorting tasks, which involved learning to sort by either two or three possible dimensions, and then the sorting rule was switched although the number of dimensions required to sort the cards remained the same. Following the sorting rule change, the ASD group made more errors compared to controls. Errors were also related to task type (two or three dimensions), but this was not found to interact with ASD. If poor performance were solely dependent on executive function (working memory) problems in ASD, then a steeper decrease in performance with an increase in task difficulty for one group, compared to another group, would be expected. The current results suggest that task difficulty is an aspect of importance in set-shifting, but shifting is not differentially affected by this component.
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Affiliation(s)
- Phil Reed
- Department of Psychology, Swansea University, Singleton Park, Swansea, SA2 8PP, UK
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32
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Overweg J, Hartman CA, Hendriks P. Temporarily Out of Order: Temporal Perspective Taking in Language in Children With Autism Spectrum Disorder. Front Psychol 2018; 9:1663. [PMID: 30233475 PMCID: PMC6134024 DOI: 10.3389/fpsyg.2018.01663] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2018] [Accepted: 08/20/2018] [Indexed: 11/13/2022] Open
Abstract
Clinical reports suggest that children with autism spectrum disorder (ASD) struggle with time perception, but few studies have investigated this. This is the first study to examine these children's understanding of before and after. These temporal conjunctions have been argued to require additional cognitive effort when conjoining two events in a clause order that is incongruent with their order in time. Given the suggested time perception impairment and well-established cognitive deficits of children with ASD, we expected them to have difficulties interpreting temporal conjunctions, especially in an incongruent order. To investigate this, the interpretation of before and after in congruent and incongruent orders was examined in 48 children with ASD and 43 typically developing (TD) children (age 6-12). Additional tasks were administered to measure Theory of Mind (ToM), working memory (WM), cognitive inhibition, cognitive flexibility, IQ, and verbal ability. We found that children with ASD were less accurate in their interpretation of temporal conjunctions than their TD peers. Contrary to our expectations, they did not have particular difficulties in an incongruent order. Furthermore, older children showed better overall performance than younger children. The difference between children with ASD and TD children was explained by WM, ToM, IQ, and verbal ability, but not by cognitive inhibition and flexibility. These cognitive functions are more likely to be impaired in children with ASD than in TD children, which could account for their poorer performance. Thus, the cognitive factors found to affect the interpretation of temporal language in children with ASD are likely to apply in typical development as well. Sufficient WM capacity and verbal ability may help children to process complex sentences conjoined by a temporal conjunction. Additionally, ToM understanding was found to be related to children's interpretation of temporal conjunctions in an incongruent order, indicating that perspective taking is required when events are presented out of order. We conclude from this that perspective-taking abilities are needed for the interpretation of temporal conjunctions, either to shift one's own perspective as a hearer to another point in time, or to shift to the perspective of the speaker to consider the speaker's linguistic choices.
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Affiliation(s)
- Jessica Overweg
- Center for Language and Cognition Groningen (CLCG), University of Groningen, Groningen, Netherlands
| | - Catharina A Hartman
- Department of Psychiatry, University Medical Center Groningen, Groningen, Netherlands
| | - Petra Hendriks
- Center for Language and Cognition Groningen (CLCG), University of Groningen, Groningen, Netherlands
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33
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Task switching in autism: An EEG study on intentions and actions. Neuropsychologia 2018; 117:398-407. [DOI: 10.1016/j.neuropsychologia.2018.07.008] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2018] [Revised: 07/04/2018] [Accepted: 07/06/2018] [Indexed: 11/19/2022]
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34
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Jiujias M, Kelley E, Hall L. Restricted, Repetitive Behaviors in Autism Spectrum Disorder and Obsessive-Compulsive Disorder: A Comparative Review. Child Psychiatry Hum Dev 2017; 48:944-959. [PMID: 28281020 DOI: 10.1007/s10578-017-0717-0] [Citation(s) in RCA: 69] [Impact Index Per Article: 9.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
This review paper critically examines literature regarding restricted and repetitive behaviors (RRBs) in Autism Spectrum Disorder (ASD) and Obsessive-Compulsive Disorder (OCD). The similar behavioral profiles of these disorders presents the potential for confusion regarding diagnoses and intervention efforts. As such, this review highlights the similarities and differences between RRBs in ASD and OCD. The developmental trajectories of RRBs are presented, followed by an exploration of three constructs implicated in RRB manifestation: anxiety, executive functioning, and sensory phenomena. While RRBs tend to develop with some similarity in both disorders, the differing role of anxiety highlights important distinctions between ASD and OCD. We urge researchers and clinicians to think critically about the dimensions that affect RRB presentation. Future research should use this review as a starting point to further elucidate the differences between RRBs in these two populations.
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Affiliation(s)
- Marina Jiujias
- Psychology Department, Queen's University, Kingston, ON, K7L 3N6, Canada
| | - Elizabeth Kelley
- Psychology Department, Queen's University, Kingston, ON, K7L 3N6, Canada. .,Queen's University, Humphrey Hall Room 351, 62 Arch Street, Kingston, ON, K7L 3N6, Canada.
| | - Layla Hall
- Psychology Department, Queen's University, Kingston, ON, K7L 3N6, Canada
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35
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Gillespie-Smith K, Ballantyne C, Branigan HP, Turk DJ, Cunningham SJ. The I in autism: Severity and social functioning in autism are related to self-processing. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2017; 36:127-141. [DOI: 10.1111/bjdp.12219] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2017] [Revised: 10/18/2017] [Indexed: 11/28/2022]
Affiliation(s)
- Karri Gillespie-Smith
- Division of Psychology; School of Media, Culture and Society; University of West of Scotland; Paisley UK
| | - Carrie Ballantyne
- Division of Psychology; School of Media, Culture and Society; University of West of Scotland; Paisley UK
| | | | - David J. Turk
- School of Experimental Psychology; Bristol University; UK
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36
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Wallisch A, Little LM, Dean E, Dunn W. Executive Function Measures for Children: A Scoping Review of Ecological Validity. OTJR-OCCUPATION PARTICIPATION AND HEALTH 2017; 38:6-14. [PMID: 28891377 DOI: 10.1177/1539449217727118] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Children use executive function (EF) skills within everyday occupations; however, EF poses a difficult and complex construct to measure. Currently, many measures of EF lack applicability to daily life, or ecological validity. The aim of this scoping review was to examine two aspects of ecological validity across measures, assessments, and tasks of EF in children. A scoping review of 355 peer-reviewed articles published between 1996 and 2016 was performed. Searching revealed 43 articles addressing the ecological validity of EF measures for children and 40 measures addressing ecological validity. An increasing number of articles address ecological validity of EF measures. Future research should address the interplay between context and EF performance. In addition, research should begin recognizing the importance of parental involvement in assessments, as well as ways to capture the EF strengths of children.
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Affiliation(s)
- Anna Wallisch
- University of Kansas Medical Center, USA
- Juniper Gardens Children’s Project, USA
| | | | - Evan Dean
- University of Kansas Medical Center, USA
| | - Winnie Dunn
- University of Kansas Medical Center, USA
- University of Missouri, USA
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37
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de Vries M, Verdam MG, Prins PJ, Schmand BA, Geurts HM. Exploring possible predictors and moderators of an executive function training for children with an autism spectrum disorder. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2017; 22:440-449. [PMID: 28317384 DOI: 10.1177/1362361316682622] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
Previously, a total of 121 children with an autism spectrum disorder (ASD) performed an adaptive working memory (WM)-training, an adaptive flexibility-training, or a non-adaptive control (mock)-training. Despite overall improvement, there were minor differences between the adaptive and mock-training conditions. Moreover, dropout was relatively high (26%). In the current study we explored potential predicting and moderating factors to clarify these findings. The effects of intelligence, autism traits, WM, flexibility, reward sensitivity and Theory of Mind on dropout, improvement during training, and improvement in everyday executive functioning (EF), ASD-like behavior, and Quality of Life (QoL) were studied. None of the predictors influenced dropout or training improvement. However, 1) more pre-training autism traits related to less improvement in EF and QoL, and 2) higher reward sensitivity was related to more improvement in QoL and ASD-like behavior. These findings suggest that these EF-training procedures may be beneficial for children with fewer autism traits and higher reward sensitivity. However, the exploratory nature of the analyses warrant further research before applying the findings clinically.
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Affiliation(s)
- Marieke de Vries
- 1 University of Amsterdam, The Netherlands.,2 Research Priority Area Yield, The Netherlands.,3 Dutch Autism and ADHD Research Center, The Netherlands
| | - Mathilde Ge Verdam
- 1 University of Amsterdam, The Netherlands.,2 Research Priority Area Yield, The Netherlands.,4 Academic Medical Center, The Netherlands
| | | | - Ben A Schmand
- 1 University of Amsterdam, The Netherlands.,4 Academic Medical Center, The Netherlands
| | - Hilde M Geurts
- 1 University of Amsterdam, The Netherlands.,2 Research Priority Area Yield, The Netherlands.,3 Dutch Autism and ADHD Research Center, The Netherlands.,5 Dr. Leo Kannerhuis, The Netherlands
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38
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Matsumoto K, Sugiyama T, Saito C, Kato S, Kuriyama K, Kanemoto K, Nakamura A. Behavioral Study on Emotional Voice Perception in Children with Autism Spectrum Disorder. JOURNAL OF PEDIATRIC NEUROPSYCHOLOGY 2016. [DOI: 10.1007/s40817-016-0021-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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39
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Temporal integration of multisensory stimuli in autism spectrum disorder: a predictive coding perspective. J Neural Transm (Vienna) 2016; 123:917-23. [DOI: 10.1007/s00702-016-1587-5] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2015] [Accepted: 06/12/2016] [Indexed: 01/01/2023]
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40
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Influence of Autism Traits and Executive Functioning on Quality of Life in Children with an Autism Spectrum Disorder. J Autism Dev Disord 2016; 45:2734-43. [PMID: 25835211 PMCID: PMC4553152 DOI: 10.1007/s10803-015-2438-1] [Citation(s) in RCA: 98] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
Abstract
Children with Autism Spectrum Disorders (ASDs) often experience a low Quality of Life (QoL). We studied if IQ, early language development, current autism traits, and daily Executive Functions (EFs) are related to QoL in children (aged 8–12 years) with ASD (N = 120) and typically developing (TD) children (N = 76). Children with ASD showed a lower QoL than TD children. This lower QoL was related to higher levels of autism traits and EF deficits. Moreover, specific autism traits and EFs were related to specific QoL subdomains. The low QoL and the aggravating effects of autism traits and EF deficits indicate a potential to identify and target such factors in treatment to improve QoL.
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41
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Aboulafia-Brakha T, Manuel AL, Ptak R. Prefrontal transcranial direct current stimulation facilitates affective flexibility. Neuropsychologia 2016; 86:13-8. [PMID: 27039163 DOI: 10.1016/j.neuropsychologia.2016.03.030] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2015] [Revised: 01/26/2016] [Accepted: 03/23/2016] [Indexed: 01/15/2023]
Abstract
Performance on paradigms involving switching between emotional and non-emotional task-sets (affective flexibility) predicts emotion regulation abilities and is impaired in patients with different emotional disorders. A better understanding of how neurostimulation techniques such as transcranial direct current stimulation (tDCS) influence affective switching may provide support for the improvement of rehabilitation programs. In the current study healthy volunteers received anodal tDCS over the right dorsolateral prefrontal cortex (DLPFC), the left DLPFC or sham stimulation while performing an affective-switching task. Participants had to repeat or switch between facial judgments of emotional expressions (emotional task-set) or gender (non-emotional task-set). Right tDCS resulted in faster responses in the gender task only when it followed a judgment of emotion. These effects were not observed following left tDCS. Further, switching away from emotion was easier for the right compared to left tDCS group (reduced switch costs for gender), while switching away from gender toward emotion was easier for the left compared to the right group (reduced switch-costs for emotion). In sum, tDCS over the DLPFC may modulate affective flexibility and right stimulation may be particularly helpful to facilitate disengagement from emotional task-sets. The usefulness of tDCS-trained affective switching may be further investigated on larger therapeutic protocols targeting emotional disorders.
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Affiliation(s)
- Tatiana Aboulafia-Brakha
- Division of Neurorehabilitation, Department of Clinical Neurosciences, Geneva University Hospitals, Switzerland; Laboratory of Cognitive Neurorehabilitation, Department of Clinical Neurosciences, Medical School, University of Geneva, Geneva, Switzerland; Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland.
| | - Aurelie L Manuel
- Laboratory of Cognitive Neurorehabilitation, Department of Clinical Neurosciences, Medical School, University of Geneva, Geneva, Switzerland
| | - Radek Ptak
- Division of Neurorehabilitation, Department of Clinical Neurosciences, Geneva University Hospitals, Switzerland; Laboratory of Cognitive Neurorehabilitation, Department of Clinical Neurosciences, Medical School, University of Geneva, Geneva, Switzerland; Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
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42
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Izadi-Najafabadi S, Mirzakhani-Araghi N, Miri-Lavasani N, Nejati V, Pashazadeh-Azari Z. Implicit and explicit motor learning: Application to children with Autism Spectrum Disorder (ASD). RESEARCH IN DEVELOPMENTAL DISABILITIES 2015; 47:284-296. [PMID: 26458260 DOI: 10.1016/j.ridd.2015.09.020] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2014] [Revised: 09/21/2015] [Accepted: 09/22/2015] [Indexed: 06/05/2023]
Abstract
AIMS AND OBJECTIVES This study aims to determine whether children with Autism Spectrum Disorder (ASD) are capable of learning a motor skill both implicitly and explicitly. METHODS In the present study, 30 boys with ASD, aged 7-11 with IQ average of 81.2, were compared with 32 typical IQ- and age-matched boys on their performance on a serial reaction time task (SRTT). Children were grouped by ASD and typical children and by implicit and explicit learning groups for the SRTT. RESULTS Implicit motor learning occurred in both children with ASD (p=.02) and typical children (p=.01). There were no significant differences between groups (p=.39). However, explicit motor learning was only observed in typical children (p=.01) not children with ASD (p=.40). There was a significant difference between groups for explicit learning (p=.01). DISCUSSION The results of our study showed that implicit motor learning is not affected in children with ASD. Implications for implicit and explicit learning are applied to the CO-OP approach of motor learning with children with ASD.
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Affiliation(s)
- Sara Izadi-Najafabadi
- Biomechanics and Movement Science, Physical Therapy Department, Move to Learn Lab, University of Delaware, 540 South College Avenue, Newark, DE 19713, USA.
| | - Navid Mirzakhani-Araghi
- Occupational Therapy Department, Faculty of Rehabilitation, Shahid Beheshti University of Medical Science, Damavand Street, Emam Hosein Square, Tehran, Iran.
| | - Negar Miri-Lavasani
- Deakin University, School of Health and Social Development, Faculty of Health, 1 Gheringhap Street, Geelong, Victoria, Australia.
| | - Vahid Nejati
- Psychology Department, Faculty of Psychology, Shahid Beheshti University, Daneshjoo Boulevard, Daneshjoo Square, Velenjak, Tehran, Iran.
| | - Zahra Pashazadeh-Azari
- Occupational Therapy Department, Faculty of Rehabilitation, Shahid Beheshti University of Medical Science, Damavand Street, Emam Hosein Square, Tehran, Iran.
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43
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de Vries M, Prins PJM, Schmand BA, Geurts HM. Working memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial. J Child Psychol Psychiatry 2015; 56:566-76. [PMID: 25256627 DOI: 10.1111/jcpp.12324] [Citation(s) in RCA: 80] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/11/2014] [Indexed: 11/28/2022]
Abstract
BACKGROUND People with autism spectrum disorders (ASDs) experience executive function (EF) deficits. There is an urgent need for effective interventions, but in spite of the increasing research focus on computerized cognitive training, this has not been studied in ASD. Hence, we investigated two EF training conditions in children with ASD. METHODS In a randomized controlled trial, children with ASD (n = 121, 8-12 years, IQ > 80) were randomly assigned to an adaptive working memory (WM) training, an adaptive cognitive flexibility-training, or a non-adaptive control training (mock-training). Braingame Brian, a computerized EF-training with game-elements, was used. Outcome measures (pretraining, post-training, and 6-week-follow-up) were near-transfer to trained EFs, far-transfer to other EFs (sustained attention and inhibition), and parent's ratings of daily life EFs, social behavior, attention deficit hyperactivity disorder (ADHD)-behavior, and quality of life. RESULTS Attrition-rate was 26%. Children in all conditions who completed the training improved in WM, cognitive flexibility, attention, and on parent's ratings, but not in inhibition. There were no significant differential intervention effects, although children in the WM condition showed a trend toward improvement on near-transfer WM and ADHD-behavior, and children in the cognitive flexibility condition showed a trend toward improvement on near-transfer flexibility. CONCLUSION Although children in the WM condition tended to improve more in WM and ADHD-behavior, the lack of differential improvement on most outcome measures, the absence of a clear effect of the adaptive training compared to the mock-training, and the high attrition rate suggest that the training in its present form is probably not suitable for children with ASD.
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Affiliation(s)
- Marieke de Vries
- Univeristy of Amsterdam, Amsterdam, the Netherlands; Dutch Autism and ADHD Research Center, Amsterdam, the Netherlands
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44
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Andersen PN, Skogli EW, Hovik KT, Egeland J, Øie M. Associations Among Symptoms of Autism, Symptoms of Depression and Executive Functions in Children with High-Functioning Autism: A 2 Year Follow-Up Study. J Autism Dev Disord 2015; 45:2497-507. [DOI: 10.1007/s10803-015-2415-8] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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45
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Yerys BE, Antezana L, Weinblatt R, Jankowski KF, Strang J, Vaidya CJ, Schultz RT, Gaillard WD, Kenworthy L. Neural Correlates of Set-Shifting in Children With Autism. Autism Res 2015; 8:386-97. [PMID: 25599972 DOI: 10.1002/aur.1454] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2014] [Revised: 10/18/2014] [Accepted: 11/25/2014] [Indexed: 11/11/2022]
Abstract
Autism spectrum disorder (ASD) is often associated with high levels of inflexible thinking and rigid behavior. The neural correlates of these behaviors have been investigated in adults and older adolescents, but not children. Prior studies utilized set-shifting tasks that engaged multiple levels of shifting, and depended on learning abstract rules and establishing a strong prepotent bias. These additional demands complicate simple interpretations of the results. We used functional magnetic resonance imaging (fMRI) to investigate the neural correlates of set-shifting in 20 children (ages 7-14) with ASD and 19 typically developing, matched, control children. Participants completed a set-shifting task that minimized nonshifting task demands through the use of concrete instructions that provide spatial mapping of stimuli-responses. The shift/stay sets were given an equal number of trials to limit the prepotent bias. Both groups showed an equivalent "switch cost," responding less accurately and slower to Switch stimuli than Stay stimuli, although the ASD group was less accurate overall. Both groups showed activation in prefrontal, striatal, parietal, and cerebellum regions known to govern effective set-shifts. Compared to controls, children with ASD demonstrated decreased activation of the right middle temporal gyrus across all trials, but increased activation in the mid-dorsal cingulate cortex/superior frontal gyrus, left middle frontal, and right inferior frontal gyri during the Switch vs. Stay contrast. The successful behavioral switching performance of children with ASD comes at the cost of requiring greater engagement of frontal regions, suggesting less efficiency at this lowest level of shifting.
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Affiliation(s)
- Benjamin E Yerys
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania.,Department of Psychiatry, University of Pennsylvania, Philadelphia, Pennsylvania.,Center for Autism Spectrum Disorders, Children's National Medical Center, Washington, DC.,Children's Research Institute, Children's National Medical Center, Washington, DC.,Department of Psychology, University of Oregon, Eugene, Oregon
| | - Ligia Antezana
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Rachel Weinblatt
- Center for Autism Spectrum Disorders, Children's National Medical Center, Washington, DC.,Children's Research Institute, Children's National Medical Center, Washington, DC
| | - Kathryn F Jankowski
- Center for Autism Spectrum Disorders, Children's National Medical Center, Washington, DC.,Children's Research Institute, Children's National Medical Center, Washington, DC.,Department of Psychology, University of Oregon, Eugene, Oregon.,Department of Psychiatry and Behavioral Sciences, School of Medicine and Health Sciences, George Washington University, Washington, DC
| | - John Strang
- Center for Autism Spectrum Disorders, Children's National Medical Center, Washington, DC.,Children's Research Institute, Children's National Medical Center, Washington, DC
| | - Chandan J Vaidya
- Children's Research Institute, Children's National Medical Center, Washington, DC.,Department of Psychology, Georgetown University, Washington, DC
| | - Robert T Schultz
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania.,Department of Psychiatry, University of Pennsylvania, Philadelphia, Pennsylvania.,Department of Pediatrics, University of Pennsylvania, Philadelphia, Pennsylvania
| | - William D Gaillard
- Children's Research Institute, Children's National Medical Center, Washington, DC.,Neurology, School of Medicine and Health Sciences, George Washington University, Washington, DC.,Pediatrics, School of Medicine and Health Sciences, George Washington University, Washington, DC
| | - Lauren Kenworthy
- Center for Autism Spectrum Disorders, Children's National Medical Center, Washington, DC.,Children's Research Institute, Children's National Medical Center, Washington, DC.,Department of Psychology, University of Oregon, Eugene, Oregon.,Department of Psychology, Georgetown University, Washington, DC.,Department of Pediatrics, University of Pennsylvania, Philadelphia, Pennsylvania.,Pediatrics, School of Medicine and Health Sciences, George Washington University, Washington, DC
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46
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Chmielewski WX, Beste C. Action control processes in autism spectrum disorder – Insights from a neurobiological and neuroanatomical perspective. Prog Neurobiol 2015; 124:49-83. [DOI: 10.1016/j.pneurobio.2014.11.002] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2014] [Revised: 11/03/2014] [Accepted: 11/06/2014] [Indexed: 12/22/2022]
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van den Bergh SFWM, Scheeren AM, Begeer S, Koot HM, Geurts HM. Age related differences of executive functioning problems in everyday life of children and adolescents in the autism spectrum. J Autism Dev Disord 2014; 44:1959-71. [PMID: 24562693 DOI: 10.1007/s10803-014-2071-4] [Citation(s) in RCA: 56] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Numerous studies investigated executive functioning (EF) problems in people with autism spectrum disorders (ASD) using laboratory EF tasks. As laboratory task performances often differ from real life observations, the current study focused on EF in everyday life of 118 children and adolescents with ASD (6-18 years). We investigated age-related and individual differences in EF problems as reported by parents on the Behavioral Rating Inventory Executive Functions (BRIEF: Gioia et al. in Behavior rating inventory of executive function. Psychological Assessment Resources, Odesse 2000), and examined the association with autism severity. Inhibition problems were mostly found in the youngest group (6- to 8-year-olds), whereas problems with planning where more evident for 12- to 14-year-olds as compared to 9- to 11-year-olds. In a subsample of participants meeting the ADOS ASD cut-off criteria the age related differences in planning were absent, while problems with cognitive flexibility were less apparent in 15- to 18-year-olds, compared to 9- to 11-, and 12- to 14-year olds. EF problems surpassing the clinical cutoff were only observed in 20% (planning) to 51% (cognitive flexibility) of the children and adolescents, and no relation was found with ASD symptom severity. This underlines the heterogeneous nature of ASD.
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Affiliation(s)
- Sanne F W M van den Bergh
- Autism Clinic, Research and Development, Dr. Leo Kannerhuis, Houtsniplaan 1, 6865 XZ, Doorwerth, The Netherlands,
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Leung RC, Zakzanis KK. Brief Report: Cognitive Flexibility in Autism Spectrum Disorders: A Quantitative Review. J Autism Dev Disord 2014; 44:2628-45. [DOI: 10.1007/s10803-014-2136-4] [Citation(s) in RCA: 61] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
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de Vries M, Geurts HM. Beyond individual differences: are working memory and inhibition informative specifiers within ASD? J Neural Transm (Vienna) 2014; 121:1183-98. [DOI: 10.1007/s00702-014-1225-z] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2013] [Accepted: 04/15/2014] [Indexed: 01/26/2023]
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Murphy JW, Foxe JJ, Peters JB, Molholm S. Susceptibility to distraction in autism spectrum disorder: probing the integrity of oscillatory alpha-band suppression mechanisms. Autism Res 2014; 7:442-58. [PMID: 24678054 DOI: 10.1002/aur.1374] [Citation(s) in RCA: 49] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2013] [Accepted: 03/03/2014] [Indexed: 11/11/2022]
Abstract
When attention is directed to one information stream over another, the brain can be configured in advance to selectively process the relevant stream and suppress potentially distracting inputs. One key mechanism of suppression is through the deployment of anticipatory alpha-band (~10 Hz) oscillatory activity, with greater alpha-band power observed in cortical regions that will ultimately process the distracting stream. Atypical attention has been implicated in autism spectrum disorder (ASD), including greater interference by distracting task-irrelevant inputs. Here we tested the integrity of these alpha-band mechanisms in ASD using an intersensory attention task. Electroencephalography (EEG) was recorded while participants were cued on a trial-by-trial basis to selectively deploy attention to the visual or auditory modality in anticipation of a target within the cued modality. Whereas typically developing (TD) children showed the predicted alpha-band modulation, with increased alpha-band power over parieto-occipital scalp when attention was deployed to the auditory compared with the visual modality, this differential pattern was entirely absent at the group level in the ASD cohort. Further, only the ASD group showed impaired performance due to the presence of task-irrelevant sensory information. These data suggest that impaired modulation of alpha-band activity plays a role in increased distraction from extraneous sensory inputs in ASD.
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Affiliation(s)
- Jeremy W Murphy
- The Sheryl and Daniel R. Tishman Cognitive Neurophysiology Laboratory, Children's Evaluation and Rehabilitation Center, Department of Pediatrics and Department of Neuroscience, Albert Einstein College of Medicine, Bronx, New York; Program in Cognitive Neuroscience, Departments of Psychology and Biology, City College of the City University of New York, New York, New York
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