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Paynter J, O'Leary K, Westerveld M. Pre-school Skills and School-Age Reading Comprehension in Children on the Autism Spectrum: A Preliminary Investigation. J Autism Dev Disord 2024; 54:1834-1848. [PMID: 36932272 PMCID: PMC11136769 DOI: 10.1007/s10803-023-05949-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/24/2023] [Indexed: 03/19/2023]
Abstract
We explored reading comprehension development in children on the spectrum from pre-school to the first (YOS1) and third year of schooling (YOS3). Children were first assessed on meaning-related skills in pre-school. Forty-one children completed follow-up assessments of reading comprehension, reading accuracy, and listening comprehension in YOS1. Nineteen returned for assessments of reading accuracy, reading comprehension, and listening comprehension in YOS3. Children showed poorer reading comprehension than reading accuracy at both timepoints. Reading comprehension, reading accuracy, and listening comprehension were significantly concurrently correlated. Pre-school receptive vocabulary was a significant predictor of YOS3 reading comprehension. Results from this preliminary investigation highlight the potential for early identification of children on the spectrum at risk for reading comprehension difficulties.
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Affiliation(s)
- Jessica Paynter
- Griffith Institute for Educational Research, Griffith University, Brisbane, Australia.
| | - Kate O'Leary
- School of Health Sciences and Social Work, Griffith University, Gold Coast, Australia
| | - Marleen Westerveld
- Griffith Institute for Educational Research, Griffith University, Brisbane, Australia
- School of Health Sciences and Social Work, Griffith University, Gold Coast, Australia
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Ouyang Y, Feng J, Wang T, Xue Y, Mohamed ZA, Jia F. Comparison of the efficacy of parent-mediated NDBIs on developmental skills in children with ASD and fidelity in parents: a systematic review and network meta-analysis. BMC Pediatr 2024; 24:270. [PMID: 38664754 PMCID: PMC11044316 DOI: 10.1186/s12887-024-04752-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/16/2023] [Accepted: 04/10/2024] [Indexed: 04/29/2024] Open
Abstract
BACKGROUND Recently, studies on behavioral interventions for autism have gained popularity. Naturalistic Developmental Behavior Interventions (NDBIs) are among the most effective, evidence-based, and widely used behavior interventions for autism. However, no research has been conducted on which of the several NDBI methods is most effective for parents and children with autism spectrum disorders. Therefore, we conducted a network meta-analysis to compare the specific effects of each type of parental-mediated NDBI on children's developmental skills and parent fidelity. METHODS PubMed, Embase, Cochrane Library, Medline, Web of Science, China National Knowledge Infrastructure (CNKI), CINAHL, and Wanfang databases were searched from inception to August 30, 2023. A total of 32 randomized controlled trial studies that examined the efficacy of different NDBIs were included. RESULTS Parents of children with ASD who received Pivotal Response Treatment (PRT) reported significant improvements in their children's social skills (SUCRA, 74.1%), language skills (SUCRA, 88.3%), and parenting fidelity (SUCRA, 99.5%). Moreover, parents who received Early Start Denver Model (ESDM) reported significant improvements in their children's language (SMD = 0.41, 95% CI: 0.04, 0.79) and motor skills (SMD = 0.44, 95% CI: 0.09, 0.79). In terms of the efficacy of improving parent fidelity, the results showed that the Improving Parents as Communication Teachers (ImPACT) intervention significantly improved parent fidelity when compared with the treatment-as-usual group (TAU) (SMD = 0.90, 95% CI: 0.39, 1.42) and the parental education intervention (PEI) (SMD = 1.10, 95% CI:0.28, 1.91).There was a difference in parent fidelity among parents who received PRT(SMD = 3.53, 95% CI: 2.26, 4.79) or ESDM(SMD = 1.42, 95% CI: 0.76, 2.09) training compared with PEI. CONCLUSION In conclusion, this study revealed that parents can achieve high fidelity with the ImPACT intervention, and it can serve as an early first step for children newly diagnosed with ASD. It also showed that parent-mediated ESDM is effective in improving language and motor skills for children with ASD and can be used as part of the second stage of parent training. Parent-mediated PRT can also be used as a third stage of parent training with sufficient training intensity to further improve language, social, and motor skills.
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Affiliation(s)
- Yuling Ouyang
- Department of Developmental and Behavioral Pediatrics, the First Hospital of Jilin University, Changchun, 130021, China
- School of Nursing, Jilin University, Changchun, 130021, China
| | - Junyan Feng
- Department of Developmental and Behavioral Pediatrics, the First Hospital of Jilin University, Changchun, 130021, China
| | - Tiantian Wang
- Department of Developmental and Behavioral Pediatrics, the First Hospital of Jilin University, Changchun, 130021, China
| | - Yang Xue
- Department of Developmental and Behavioral Pediatrics, the First Hospital of Jilin University, Changchun, 130021, China
| | - Zakaria Ahmed Mohamed
- Department of Developmental and Behavioral Pediatrics, the First Hospital of Jilin University, Changchun, 130021, China
| | - Feiyong Jia
- Department of Developmental and Behavioral Pediatrics, the First Hospital of Jilin University, Changchun, 130021, China.
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Xiong H, Liu X, Yang F, Yang T, Chen J, Chen J, Li T. Developmental Language Differences in Children with Autism Spectrum Disorders and Possible Sex Difference. J Autism Dev Disord 2024; 54:841-851. [PMID: 36538127 DOI: 10.1007/s10803-022-05806-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/25/2022] [Indexed: 12/24/2022]
Abstract
Developmental difference is a common characteristic of autism spectrum disorder (ASD) with unclear sex differences. The current study included 610 children with ASD, aged between 2 and 7 years, with completed language profiles. We used a nonparametric item response theory model called Mokken scale analysis to examine the order of acquisition of developmental language milestones in children with ASD. Our results demonstrated the developmental language differences in the expressive and receptive language dimensions in children with ASD compared with typical developmental sequences. Furthermore, The acquisition of gestures and pragmatics was more impaired in the female subgroup than in the male subgroup. The identified developmental language sequence could help provide a more comprehensive ASD developmental profile.
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Affiliation(s)
- Haiyi Xiong
- Children's Nutrition Research Center, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Childhood Nutrition and Health, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, No.136 Zhongshan Er Road, Yuzhong District, Chongqing, 400014, People's Republic of China
| | - Xiao Liu
- Children's Nutrition Research Center, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Childhood Nutrition and Health, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, No.136 Zhongshan Er Road, Yuzhong District, Chongqing, 400014, People's Republic of China
| | - Feng Yang
- Department of Language Disorders, Shenzhen Second People's Hospital, Shenzhen, China
| | - Ting Yang
- Children's Nutrition Research Center, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Childhood Nutrition and Health, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, No.136 Zhongshan Er Road, Yuzhong District, Chongqing, 400014, People's Republic of China
| | - Jinjin Chen
- Department of Child Healthcare, Shanghai Children's Hospital, Shanghai Jiao Tong University, Shanghai, China
| | - Jie Chen
- Children's Nutrition Research Center, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Childhood Nutrition and Health, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, No.136 Zhongshan Er Road, Yuzhong District, Chongqing, 400014, People's Republic of China.
| | - Tingyu Li
- Children's Nutrition Research Center, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Childhood Nutrition and Health, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, No.136 Zhongshan Er Road, Yuzhong District, Chongqing, 400014, People's Republic of China.
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Hisaizumi M, Tantam D. Enhanced sensitivity to pitch perception and its possible relation to language acquisition in autism. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2024; 9:23969415241248618. [PMID: 38817731 PMCID: PMC11138189 DOI: 10.1177/23969415241248618] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/01/2024]
Abstract
Background and aims Fascinations for or aversions to particular sounds are a familiar feature of autism, as is an ability to reproduce another person's utterances, precisely copying the other person's prosody as well as their words. Such observations seem to indicate not only that autistic people can pay close attention to what they hear, but also that they have the ability to perceive the finer details of auditory stimuli. This is consistent with the previously reported consensus that absolute pitch is more common in autistic individuals than in neurotypicals. We take this to suggest that autistic people have perception that allows them to pay attention to fine details. It is important to establish whether or not this is so as autism is often presented as a deficit rather than a difference. We therefore undertook a narrative literature review of studies of auditory perception, in autistic and nonautistic individuals, focussing on any differences in processing linguistic and nonlinguistic sounds. Main contributions We find persuasive evidence that nonlinguistic auditory perception in autistic children differs from that of nonautistic children. This is supported by the additional finding of a higher prevalence of absolute pitch and enhanced pitch discriminating abilities in autistic children compared to neurotypical children. Such abilities appear to stem from atypical perception, which is biased toward local-level information necessary for processing pitch and other prosodic features. Enhanced pitch discriminating abilities tend to be found in autistic individuals with a history of language delay, suggesting possible reciprocity. Research on various aspects of language development in autism also supports the hypothesis that atypical pitch perception may be accountable for observed differences in language development in autism. Conclusions The results of our review of previously published studies are consistent with the hypothesis that auditory perception, and particularly pitch perception, in autism are different from the norm but not always impaired. Detail-oriented pitch perception may be an advantage given the right environment. We speculate that unusually heightened sensitivity to pitch differences may be at the cost of the normal development of the perception of the sounds that contribute most to early language development. Implications The acquisition of speech and language may be a process that normally involves an enhanced perception of speech sounds at the expense of the processing of nonlinguistic sounds, but autistic children may not give speech sounds this same priority.
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Affiliation(s)
| | - Digby Tantam
- Middlesex University, Existential Academy, London, UK
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Zhao W, Li Q, Zhang X, Song X, Zhu S, Shou X, Meng F, Xu X, Zhang R, Kendrick KM. Language Skill Differences Further Distinguish Social Sub-types in Children with Autism. J Autism Dev Disord 2024; 54:143-154. [PMID: 36282403 DOI: 10.1007/s10803-022-05759-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/12/2022] [Indexed: 11/25/2022]
Abstract
This study investigated heterogeneity in language skills of children with autism and their relationship with different autistic social subtypes. Data from 90 autistic and 30 typically developing children were analyzed. Results showed that autistic social subtypes varied in language skill problems (aloof > passive > active-but-odd). There was a negative association between aloof dimension scores and language performance but positive for the active-but-odd dimension and no association in the passive one. Moreover, aloof dimension score was the main contributor to language performance. A receiver operating characteristic analysis suggested language vocabulary as an additional component in differentiating autistic social subtypes. These findings demonstrate that variations in language skills in autistic children provide additional information for discriminating their social subtype.
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Affiliation(s)
- Weihua Zhao
- MOE Key Laboratory for NeuroInformation of Ministry of Education, Center for Information in Medicine, The Clinical Hospital of Chengdu Brain Science Institute, University of Electronic Science and Technology of China, 611731, Chengdu, China
| | - Qin Li
- Chengdu University of Traditional Chinese Medicine, 611137, Chengdu, China
| | - Xiaolu Zhang
- MOE Key Laboratory for NeuroInformation of Ministry of Education, Center for Information in Medicine, The Clinical Hospital of Chengdu Brain Science Institute, University of Electronic Science and Technology of China, 611731, Chengdu, China
| | - Xinwei Song
- MOE Key Laboratory for NeuroInformation of Ministry of Education, Center for Information in Medicine, The Clinical Hospital of Chengdu Brain Science Institute, University of Electronic Science and Technology of China, 611731, Chengdu, China
| | - Siyu Zhu
- MOE Key Laboratory for NeuroInformation of Ministry of Education, Center for Information in Medicine, The Clinical Hospital of Chengdu Brain Science Institute, University of Electronic Science and Technology of China, 611731, Chengdu, China
| | - Xiaojing Shou
- Neuroscience Research Institute, Key Laboratory for Neuroscience, Key Laboratory for Neuroscience, Department of Neurobiology, School of Basic Medical Sciences, Ministry of Education of China, National Committee of Health and Family Planning of China, Peking University, 100191, Beijing, China
| | - Fanchao Meng
- Neuroscience Research Institute, Key Laboratory for Neuroscience, Key Laboratory for Neuroscience, Department of Neurobiology, School of Basic Medical Sciences, Ministry of Education of China, National Committee of Health and Family Planning of China, Peking University, 100191, Beijing, China
| | - Xinjie Xu
- Neuroscience Research Institute, Key Laboratory for Neuroscience, Key Laboratory for Neuroscience, Department of Neurobiology, School of Basic Medical Sciences, Ministry of Education of China, National Committee of Health and Family Planning of China, Peking University, 100191, Beijing, China
| | - Rong Zhang
- Neuroscience Research Institute, Key Laboratory for Neuroscience, Key Laboratory for Neuroscience, Department of Neurobiology, School of Basic Medical Sciences, Ministry of Education of China, National Committee of Health and Family Planning of China, Peking University, 100191, Beijing, China.
| | - Keith M Kendrick
- MOE Key Laboratory for NeuroInformation of Ministry of Education, Center for Information in Medicine, The Clinical Hospital of Chengdu Brain Science Institute, University of Electronic Science and Technology of China, 611731, Chengdu, China.
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Maes P, Weyland M, Kissine M. Describing (pre)linguistic oral productions in 3- to 5-year-old autistic children: A cluster analysis. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2022; 27:967-982. [PMID: 36071687 DOI: 10.1177/13623613221122663] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
LAY ABSTRACT For most autistic children, spoken language emergence and development happen after the age of 3. Once they start developing and using spoken language, some eventually manage to reach typical levels of language abilities, while others remain minimally speaking into adulthood. It is therefore difficult to consider young autistic preschoolers as a homogeneous group in terms of spoken language levels. In our study, we breakdown a representative and inclusive group of children on the spectrum aged from 3 to 5 into five subgroups that correspond to different linguistic profiles. To do so, we qualitatively described children's (pre)verbal productions elicited during interactions with a parent and with an experimenter. We then used a type of statistical analysis called cluster analysis to group together the children that had a similar expressive (pre)linguistic behavior. Using this analysis, we were able to delineate five linguistic profiles with qualitatively different patterns of vocal production. Two of these profiles are composed of speaking children; the three others are composed of non- or minimally speaking children. Our findings show that traditional binary division of speaking versus nonspeaking autistic children is not precise enough to describe the heterogeneity of early spoken language in young autistic children. They also support the use of qualitative descriptions of vocal productions and speech to accurately document children's level of language, which could, in turn, help design very finely tailored language intervention specific to each child.
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Tomaszewski B, Klinger LG, Pugliese CE. Self-Determination in Autistic Transition-Aged Youth without Intellectual Disability. J Autism Dev Disord 2022; 52:4067-4078. [PMID: 34536165 PMCID: PMC8930783 DOI: 10.1007/s10803-021-05280-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/06/2021] [Indexed: 11/30/2022]
Abstract
Self-determination refers to an individual's capacity and opportunities to act as a causal agent in their own lives to make choices, decisions, and set goals. The current study examined self- and parent-reports of the AIR Self-Determination Scale in transition-aged autistic youth (Based on stakeholder preferences, we use identity-first(autistic) or neutral language (on the autism spectrum) (Bottema-Beutel in JAMA 3:18-29, 2020)). Autistic youth completed depression and executive function measures, and parents rated their child's social-communication and executive function difficulties. Despite differences between youth and parent reports, both youth and their parents reported lower self-determination skills (capacity) than opportunities to practice self-determined behaviors. Both depression and executive function skills were related to self-determination capacity, highlighting potential intervention targets for transition-aged youth to facilitate increased self-determination and potentially improved adult outcomes.
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Affiliation(s)
- Brianne Tomaszewski
- TEACCH Autism Program, Department of Psychiatry, University of North Carolina at Chapel Hill, CB#7180, Chapel Hill, NC, 27599-7180, USA.
| | - Laura G Klinger
- TEACCH Autism Program, Department of Psychiatry, University of North Carolina at Chapel Hill, CB#7180, Chapel Hill, NC, 27599-7180, USA
| | - Cara E Pugliese
- Center for Autism Spectrum Disorders, Division of Pediatric Neuropsychology, Children's Research Institute, Children's National Hospital, Washington, USA
- Department of Psychiatry, Behavioral Sciences & Pediatrics, The George Washington University School of Medicine, 15245 Shady Grove Rd., Suite 350, Rockville, MD, 20850, USA
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Menn KH, Ward EK, Braukmann R, van den Boomen C, Buitelaar J, Hunnius S, Snijders TM. Neural Tracking in Infancy Predicts Language Development in Children With and Without Family History of Autism. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2022; 3:495-514. [PMID: 37216063 PMCID: PMC10158647 DOI: 10.1162/nol_a_00074] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Accepted: 05/16/2022] [Indexed: 05/24/2023]
Abstract
During speech processing, neural activity in non-autistic adults and infants tracks the speech envelope. Recent research in adults indicates that this neural tracking relates to linguistic knowledge and may be reduced in autism. Such reduced tracking, if present already in infancy, could impede language development. In the current study, we focused on children with a family history of autism, who often show a delay in first language acquisition. We investigated whether differences in tracking of sung nursery rhymes during infancy relate to language development and autism symptoms in childhood. We assessed speech-brain coherence at either 10 or 14 months of age in a total of 22 infants with high likelihood of autism due to family history and 19 infants without family history of autism. We analyzed the relationship between speech-brain coherence in these infants and their vocabulary at 24 months as well as autism symptoms at 36 months. Our results showed significant speech-brain coherence in the 10- and 14-month-old infants. We found no evidence for a relationship between speech-brain coherence and later autism symptoms. Importantly, speech-brain coherence in the stressed syllable rate (1-3 Hz) predicted later vocabulary. Follow-up analyses showed evidence for a relationship between tracking and vocabulary only in 10-month-olds but not in 14-month-olds and indicated possible differences between the likelihood groups. Thus, early tracking of sung nursery rhymes is related to language development in childhood.
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Affiliation(s)
- Katharina H. Menn
- Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
- Research Group Language Cycles, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
- International Max Planck Research School on Neuroscience of Communication: Function, Structure, and Plasticity, Leipzig, Germany
| | - Emma K. Ward
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | - Ricarda Braukmann
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | - Carlijn van den Boomen
- Department of Experimental Psychology, Helmholtz Institute, Utrecht University, Utrecht, The Netherlands
| | - Jan Buitelaar
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
- Department of Cognitive Neuroscience, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Sabine Hunnius
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | - Tineke M. Snijders
- Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
- Cognitive Neuropsychology Department, Tilburg University
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Biller MF, Yeager KA. Lexical Acquisition and Phonological Development in Minimally Verbal Children With Autism Spectrum Disorders. Lang Speech Hear Serv Sch 2022; 53:1074-1087. [PMID: 35947820 DOI: 10.1044/2022_lshss-21-00184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE This study examines two components of lexical acquisition and phonological development that occur during the first 50-word stage of language development in neurotypical (NT) children. One component is how children learn words based on their existing speech sound inventories (i.e., in-phonology and out-of-phonology word learning). The other component is the relationship between the children's number of words and the number of phonemes in their speech sound inventories. The goal of this study is to determine if the same two components occur in children with autism spectrum disorders (ASDs) who are older than their NT peers but are in the same stage of lexical development. METHOD This study involved 20 minimally verbal children with ASDs, ages 28-72 months, who produced five to 50 spoken words. The children's spoken words were obtained from the MacArthur-Bates Communicative Development Inventories. The speech sound inventories were obtained from the utterances produced during assessment/play sessions with the children. The children's spoken words from the Communicative Development Inventories (CDI) were categorized as either in-phonology or out-of-phonology based on whether the words began with a phoneme in the child's existing speech sound inventory. Additionally, the children's number of spoken words on the CDI was compared to the number of phonemes in their speech sound inventories. RESULTS The children in this study produced in-phonology words more often than out-of-phonology words (z = -3.922; p < .001). Moreover, there was a moderate positive correlation between the children's number of spoken words and the number of phonemes in their speech sound inventories (r = .534, p = .019). CONCLUSIONS The relationship between lexical acquisition and phonological development appears to exist for the children in this study, who are in the first 50-word stage of development. Clinical implications for increasing the expressive language of children with ASDs were discussed.
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Affiliation(s)
- Maysoon F Biller
- Department of Communication Sciences and Disorders, University of Central Arkansas, Conway
| | - Kayleigh A Yeager
- Department of Communication Sciences and Disorders, University of Central Arkansas, Conway
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Dale BA, Finch WH, Shellabarger KAR, Davis A. Comparison of Verbal Performance of Children with Autism Spectrum Disorder on the WISC-V. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2022. [DOI: 10.1177/07342829221106592] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Children with autism spectrum disorder (ASD) display variable verbal cognitive profiles despite a historical requirement for a language delay in autistic disorder. This study compared the Verbal Comprehension Index (VCI) to the newly created ancillary index score, the Verbal Expanded Crystallized Index (VECI) of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) in a group of children with ASD. Using the ASD sample from the standardization data of the WISC-V, results indicated the VCI and VECI were significantly different for the ASD group but not for the matched controls. Follow up analysis of the ASD group revealed the VCI and VECI were significantly different for those with language impairment but not for those without language impairment. Psychologists should consider administering all verbal subtests of the WISC-V to children with ASD given the VECI may better capture the language impairment seen in this population.
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Affiliation(s)
- Brittany A. Dale
- Department of Special Education, Ball State University, Muncie, IN, USA
| | - W. Holmes Finch
- Department of Educational Psychology, Ball State University, Muncie, IN, USA
| | | | - Andrew Davis
- Department of Educational Psychology, Ball State University, Muncie, IN, USA
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Miniscalco C, Carlsson E. A longitudinal case study of six children with autism and specified language and non-verbal profiles. CLINICAL LINGUISTICS & PHONETICS 2022; 36:398-416. [PMID: 33554685 DOI: 10.1080/02699206.2021.1874536] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2020] [Accepted: 01/06/2021] [Indexed: 06/12/2023]
Abstract
Language skills as well as general cognitive skills show a considerable variation in children with autism spectrum disorder (ASD). In previous studies, at least three profiles based on these skills have been suggested; autism with language and non-verbal cognitive skills within the average/normal range (ALN), autism with language disorder (ALD) without concurrent non-verbal cognitive disability, and autism with language disorder and cognitive disability, i.e. autism with a more general delay (AGD). The aim of the present longitudinal case study is to illustrate these three groups more thoroughly by presenting the developmental trajectories of children belonging to each profile. Six children were chosen based on their language and cognitive profiles from the first age 3-year assessment. They came from a larger group of children with ASD identified by autism screening at child health-care centres at age 2.5 years. These six children represent one boy and one girl from each of the three subgroups ALN, ALD and AGD, and were assessed a second time at age 5 and a third time at age 8 years, regarding expressive and receptive language skills, autistic severity and non-verbal cognitive skills. Although preliminary, our results indicate a rather stable developmental trajectory from age 3 to 8 years characterising children with autism based on language and non-verbal cognitive functioning. Thus, in order to help intervention planning and increase predictions of outcome, it seems important to specify both linguistic and cognitive level already at the first assessment in children with ASD.
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Affiliation(s)
- Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
- Child Neuropsychiatry, Queen Silvia Children's Hospital, Gothenburg, Sweden
| | - Emilia Carlsson
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
- Speech and Language Pathology Unit, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
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Matsui T, Uchida M, Fujino H, Tojo Y, Hakarino K. Perception of native and non-native phonemic contrasts in children with autistic spectrum disorder: effects of speaker variability. CLINICAL LINGUISTICS & PHONETICS 2022; 36:417-435. [PMID: 34460348 DOI: 10.1080/02699206.2021.1947385] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Revised: 06/07/2021] [Accepted: 06/17/2021] [Indexed: 06/13/2023]
Abstract
The current study investigated speech perception in children with ASD by directly comparing discrimination accuracy of phonemic contrasts in the native and non-native languages. The effect of speaker variability on phoneme perception was also examined. We also explored the relation between language impairment and accuracy in phoneme discrimination in children with ASD. Significant differences in performance were found between the ASD and TD groups on discrimination of the native phonemic contrasts. By contrast, no difference was found between the two groups on discrimination of the non-native phonemic contrasts. Further subgroup analysis revealed that the ALN group (ASD without language delay or impairment) showed significantly higher discrimination accuracy for the native syllable contrasts than the non-native counterpart. No significant difference was found in the discrimination accuracy between the native and non-native phonemic contrasts in the ALD group (ASD with language delay or impairment). The effect of speaker viability on phoneme discrimination was observed in the TD group but not in the ASD subgroups. Nonverbal reasoning ability was highly related to discrimination accuracy of both the native and non-native phonemic contrasts in children with ASD. The results of the present study suggest that speech perception in children with ASD is not as attuned to their native language as in their TD peers. Our findings also indicate that language delay or impairment is related to difficulty in perception of native phonemes in children with ASD.
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Affiliation(s)
- Tomoko Matsui
- Center for Research in International Education, Tokyo Gakugei University, Tokyo, Japan
| | - Mariko Uchida
- Center for Research in International Education, Tokyo Gakugei University, Tokyo, Japan
| | - Hiroshi Fujino
- Graduate School for Teacher Education, Tokyo Gakugei University, Tokyo, Japan
| | - Yoshikuni Tojo
- College of Education, Ibaraki University, Ibaraki, Japan
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13
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Raeisy H, Bayati P, Noorbakhsh F, Hakim Shooshtari M, Eftekhar Ardebili M, Shekarabi M, Mojtabavi N. C1q/TNF-related protein-1: Potential biomarker for early diagnosis of autism spectrum disorder. Int J Immunopathol Pharmacol 2022; 36:3946320221079471. [PMID: 35202556 PMCID: PMC8883289 DOI: 10.1177/03946320221079471] [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] [Indexed: 11/16/2022] Open
Abstract
INTRODUCTION Autism spectrum disorders (ASDs) are neurodevelopmental diseases characterized by communication inabilities, social interaction impairment, repetitive behavior, as well as learning problems. Although the exact mechanism underlying this disease is still obscure, researchers believe that several factors play a significant role in its development and pathogenesis. Some authors have reported an association between adipokines family and autism. C1q/TNF-related protein-1 (CTRP1) is a member of the adipokines family, and we hypothesized that this adipokine might have an influential role in the pathogenesis of ASDs. Since there is no specific marker for screening the disease, we evaluated CTRP1 as a potential marker for achieving this purpose. METHODS Blood samples were collected from 82 (41 ASDs boys, 41 healthy boys as controls) children aged 5-7 years old. CTRP1 gene expression and CTRP1 serum level were measured by quantitative realtime-PCR and enzyme-linked immunosorbent assay methods, respectively. RESULTS It was found that CTRP1 is significantly elevated in autistic children in comparison to healthy controls, both at the gene expression level, as well as at the serum level; demonstrating a good diagnostic value with a good range of sensitivity and specificity for detecting ASDs. CONCLUSION CTRP1 expression is elevated in ASDs boys aged 5-7 years old, suggesting a role for this adipokine in ASDs pathophysiology. Also, receiver operating characteristic curve analyses revealed that this adipokine could be utilized as a diagnostic biomarker for differentiating ASDs patients from healthy individuals along with other recently proposed biomarkers.
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Affiliation(s)
- Hamed Raeisy
- 440827Department of Immunology, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.,440827Immunology Research Center, Institute of Immunology and Infectious Diseases, Iran University of Medical Sciences, Tehran, Iran
| | - Paria Bayati
- 440827Department of Immunology, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.,440827Immunology Research Center, Institute of Immunology and Infectious Diseases, Iran University of Medical Sciences, Tehran, Iran
| | - Farshid Noorbakhsh
- 48504Department of Immunology, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Mitra Hakim Shooshtari
- 216057Department of Psychiatry, School of Behavioral Sciences and Mental Health, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Mehrdad Eftekhar Ardebili
- 440827Mental Health Research Center, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Mehdi Shekarabi
- 440827Immunology Research Center, Institute of Immunology and Infectious Diseases, Iran University of Medical Sciences, Tehran, Iran
| | - Nazanin Mojtabavi
- 440827Department of Immunology, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.,440827Immunology Research Center, Institute of Immunology and Infectious Diseases, Iran University of Medical Sciences, Tehran, Iran
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14
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del Hoyo Soriano L, Bullard L, Thurman AJ, Alvarez CH, Abbeduto L. Providing a parent-administered outcome measure in a bilingual family of a father and a mother of two adolescents with ASD: brief report. Dev Neurorehabil 2022; 25:140-144. [PMID: 34170787 PMCID: PMC8709875 DOI: 10.1080/17518423.2021.1942281] [Citation(s) in RCA: 2] [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] [Received: 10/19/2020] [Revised: 06/01/2021] [Accepted: 06/09/2021] [Indexed: 10/21/2022]
Abstract
There is a need for psychometrically sound outcome measures for treatment studies that have a low burden for families and that are available in multiple languages. We have developed a language assessment in English and Spanish that parents can administer to their children at home via telehealth-delivered procedures. The current case study presents descriptive data on a single family of two parent-child dyads. Both the mother and father from a single family were trained in their primary language (Spanish) on how to administer the Expressive Language Sampling - Narration (ELS-N) in their secondary language (English) to their two English-speaking monolingual sons with ASD through telehealth-delivered procedures. Both parents learned to administer the procedures to a predetermined level of fidelity. Extension to a larger sample of bilingual families is needed for this home-based, parent-administered test; however, the present results suggest feasibility even when the language of training and administration differ.
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Affiliation(s)
- Laura del Hoyo Soriano
- MIND Institute & Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA
| | - Lauren Bullard
- MIND Institute & Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA
| | - Angela John Thurman
- MIND Institute & Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA
| | - Cesar Hoyos Alvarez
- MIND Institute & Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA
- Department of Spanish and Portuguese, University of California Davis, Davis, USA
| | - Leonard Abbeduto
- MIND Institute & Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA
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15
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Evidence from Characteristics and Comorbidities Suggesting That Asperger Syndrome Is a Subtype of Autism Spectrum Disorder. Genes (Basel) 2022; 13:genes13020274. [PMID: 35205319 PMCID: PMC8871744 DOI: 10.3390/genes13020274] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2022] [Revised: 01/24/2022] [Accepted: 01/26/2022] [Indexed: 12/04/2022] Open
Abstract
The current version of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-V) does not consider Asperger syndrome a diagnostic category. This study was undertaken to see if there is evidence that this diagnosis should be reinstated. An online survey was conducted to examine symptoms and behaviors associated with the current diagnostic criteria of autism spectrum disorders (ASD) (DSM-V), and those associated with Asperger syndrome based on the previous version (DSM-IV-TR). The study also examined other characteristics historically associated with autism, as well as impairments often reported in infancy/young childhood and medical comorbidities frequently associated with autism. The sample included 251 individuals who had received a diagnosis of Asperger syndrome and 1888 who were diagnosed with autism or ASD. Numerous similarities and differences were found between the two groups. The findings are discussed in relation to reestablishing Asperger syndrome as a valid diagnostic category as well as a subtype of ASD.
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16
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del Hoyo Soriano L, Bullard L, Hoyos Alvarez C, Thurman AJ, Abbeduto L. Using telehealth-delivered procedures to collect a parent-implemented expressive language sampling narrative task in monolingual and bilingual families with Autism Spectrum Disorder: A pilot study. FRONTIERS IN REHABILITATION SCIENCES 2021; 2:716550. [PMID: 35036992 PMCID: PMC8758070 DOI: 10.3389/fresc.2021.716550] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Accepted: 10/21/2021] [Indexed: 11/16/2022]
Abstract
Language impairments are frequent, severe, and of prognostic value in autism spectrum disorder (ASD). Unfortunately, the evaluation of the efficacy of treatments targeting the language skills of those with ASD continues to be hindered by a lack of psychometrically sound outcome measures. Expressive Language Sampling (ELS) procedures offer a promising alternative to norm-referenced standardized tests for assessing expressive language in treatment studies. Until now, however, research on the validity and utility of ELS as outcome measures has been limited to administrations by a trained professional in a clinic setting and to use with English-speaking families. These limitations are a barrier for many families accessing the benefits of participation in treatment studies. The current study examines the feasibility of teaching native English-speaking parents (NESP) and native Spanish-speaking parents (NSSP) how to administer the ELS narrative task (ELS-N) to their sons and daughters with ASD (between ages 6 and 21) at home through telehealth-delivered procedures. The parent training was provided in the primary language of the participating parent (i.e., 11 NSSP and 11 NESP) and administered by the parent to the youth in the language that the parent reported to use to communicate with the youth at home (i.e., 9 Spanish and 13 English). Families were able to choose between using their own technology or be provided with the technology needed for participation. Of the 19 parents who completed the training, 16 learned to administer the ELS-N procedures. In addition, strong test-retest reliability and no practice effects over the 4-week interval were observed for ELS-N derived youth outcome measures (i.e., talkativeness, vocabulary, syntax, dysfluency, and intelligibility) for both NSSP and NESP. Results from this pilot study suggest that the home-based parent-implemented ELS-N procedures can be learned and administered at acceptable levels of fidelity by parents, with good test-retest reliability and limited practice effects observed in terms of outcome measures for youth with ASD. Implications for treatment studies and future directions are discussed.
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Affiliation(s)
- Laura del Hoyo Soriano
- Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California, Davis, Sacramento, CA, United States
| | - Lauren Bullard
- Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California, Davis, Sacramento, CA, United States
| | - Cesar Hoyos Alvarez
- Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California, Davis, Sacramento, CA, United States
- Department of Spanish and Portuguese, University of California, Davis, Davis, CA, United States
| | - Angela John Thurman
- Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California, Davis, Sacramento, CA, United States
| | - Leonard Abbeduto
- Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California, Davis, Sacramento, CA, United States
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17
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Djerassi M, Ophir S, Atzil S. What Is Social about Autism? The Role of Allostasis-Driven Learning. Brain Sci 2021; 11:1269. [PMID: 34679334 PMCID: PMC8534207 DOI: 10.3390/brainsci11101269] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Revised: 09/16/2021] [Accepted: 09/17/2021] [Indexed: 12/27/2022] Open
Abstract
Scientific research on neuro-cognitive mechanisms of autism often focuses on circuits that support social functioning. However, autism is a heterogeneous developmental variation in multiple domains, including social communication, but also language, cognition, and sensory-motor control. This suggests that the underlying mechanisms of autism share a domain-general foundation that impacts all of these processes. In this Perspective Review, we propose that autism is not a social deficit that results from an atypical "social brain". Instead, typical social development relies on learning. In social animals, infants depend on their caregivers for survival, which makes social information vitally salient. The infant must learn to socially interact in order to survive and develop, and the most prominent learning in early life is crafted by social interactions. Therefore, the most prominent outcome of a learning variation is atypical social development. To support the hypothesis that autism results from a variation in learning, we first review evidence from neuroscience and developmental science, demonstrating that typical social development depends on two domain-general processes that determine learning: (a) motivation, guided by allostatic regulation of the internal milieu; and (b) multi-modal associations, determined by the statistical regularities of the external milieu. These two processes are basic ingredients of typical development because they determine allostasis-driven learning of the social environment. We then review evidence showing that allostasis and learning are affected among individuals with autism, both neurally and behaviorally. We conclude by proposing a novel domain-general framework that emphasizes allostasis-driven learning as a key process underlying autism. Guided by allostasis, humans learn to become social, therefore, the atypical social profile seen in autism can reflect a domain-general variation in allostasis-driven learning. This domain-general view raises novel research questions in both basic and clinical research and points to targets for clinical intervention that can lower the age of diagnosis and improve the well-being of individuals with autism.
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Affiliation(s)
| | | | - Shir Atzil
- Department of Psychology, Hebrew University of Jerusalem, Jerusalem 9190501, Israel; (M.D.); (S.O.)
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18
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The Impact of Birth Order on Language Development in Autistic Children from Simplex Families. J Autism Dev Disord 2021; 52:3861-3876. [PMID: 34498150 DOI: 10.1007/s10803-021-05274-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/03/2021] [Indexed: 10/20/2022]
Abstract
The current study investigated the impact of birth order on vocabulary and social language development in 1338 first-born and 1049 s-born autistic youth (M age = 9.03 years, SD = 3.57; 86.4% male) from the Simons Simplex Collection. Frequentist and Bayesian analyses revealed mixed findings in language development. There were no differences in vocabulary or social language between first-born and second-born children. However, birth order and income together predicted expressive vocabulary and inappropriate speech such that birth order had a greater impact on language in lower-income families. This is the first study to investigate the impact of birth order on language outcomes in autistic youth and has implications for early intervention in lower-resourced communities.
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19
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Sturrock A, Adams C, Freed J. A Subtle Profile With a Significant Impact: Language and Communication Difficulties for Autistic Females Without Intellectual Disability. Front Psychol 2021; 12:621742. [PMID: 34434133 PMCID: PMC8380773 DOI: 10.3389/fpsyg.2021.621742] [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: 10/26/2020] [Accepted: 07/19/2021] [Indexed: 11/21/2022] Open
Abstract
The presentation of autism in females is poorly understood, which is thought to contribute to missed or later- age diagnosis, especially for those without intellectual disability. Dedicated research into social and behavioral differences has indicated a specific female phenotype of autism. However, less has been done to explore language and communication profiles, despite known sex/gender differences in typically developing populations. This article provides a synthesis of recent work from this small but emerging field. It focuses on a series of four preliminary and explorative studies conducted by the authors and embeds this within the wider literature. Findings suggest a specific profile of language and communication strengths and weaknesses for autistic females without intellectual disability (compared to autistic males and typically developing females). Furthermore, despite the relatively subtle presentation of difficulties (compared to autistic males), the impact on functionality, social inter-relations and emotional well-being, appears to be equitable and significant. The discussion highlights the need for further empirical research and proposes areas for investigation. Implications for clinical practice include the need for better recognition, testing and provision of interventions dedicated to the language and communication difficulties for autistic females. This has relevance for diagnostic, mental health and speech and language therapy services.
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Affiliation(s)
- Alexandra Sturrock
- Department of Human Communication Hearing and Development, The University of Manchester, Manchester, United Kingdom
| | - Catherine Adams
- Department of Human Communication Hearing and Development, The University of Manchester, Manchester, United Kingdom
| | - Jenny Freed
- Department of Human Communication Hearing and Development, The University of Manchester, Manchester, United Kingdom
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20
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Floris DL, Wolfers T, Zabihi M, Holz NE, Zwiers MP, Charman T, Tillmann J, Ecker C, Dell'Acqua F, Banaschewski T, Moessnang C, Baron-Cohen S, Holt R, Durston S, Loth E, Murphy DGM, Marquand A, Buitelaar JK, Beckmann CF. Atypical Brain Asymmetry in Autism-A Candidate for Clinically Meaningful Stratification. BIOLOGICAL PSYCHIATRY. COGNITIVE NEUROSCIENCE AND NEUROIMAGING 2021; 6:802-812. [PMID: 33097470 DOI: 10.1016/j.bpsc.2020.08.008] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Revised: 08/18/2020] [Accepted: 08/18/2020] [Indexed: 12/15/2022]
Abstract
BACKGROUND Autism spectrum disorder ("autism") is a highly heterogeneous neurodevelopmental condition with few effective treatments for core and associated features. To make progress we need to both identify and validate neural markers that help to parse heterogeneity to tailor therapies to specific neurobiological profiles. Atypical hemispheric lateralization is a stable feature across studies in autism, but its potential as a neural stratification marker has not been widely examined. METHODS In order to dissect heterogeneity in lateralization in autism, we used the large EU-AIMS (European Autism Interventions-A Multicentre Study for Developing New Medications) Longitudinal European Autism Project dataset comprising 352 individuals with autism and 233 neurotypical control subjects as well as a replication dataset from ABIDE (Autism Brain Imaging Data Exchange) (513 individuals with autism, 691 neurotypical subjects) using a promising approach that moves beyond mean group comparisons. We derived gray matter voxelwise laterality values for each subject and modeled individual deviations from the normative pattern of brain laterality across age using normative modeling. RESULTS Individuals with autism had highly individualized patterns of both extreme right- and leftward deviations, particularly in language, motor, and visuospatial regions, associated with symptom severity. Language delay explained most variance in extreme rightward patterns, whereas core autism symptom severity explained most variance in extreme leftward patterns. Follow-up analyses showed that a stepwise pattern emerged, with individuals with autism with language delay showing more pronounced rightward deviations than individuals with autism without language delay. CONCLUSIONS Our analyses corroborate the need for novel (dimensional) approaches to delineate the heterogeneous neuroanatomy in autism and indicate that atypical lateralization may constitute a neurophenotype for clinically meaningful stratification in autism.
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Affiliation(s)
- Dorothea L Floris
- Donders Institute for Brain, Cognition, and Behavior, Radboud University Nijmegen, Nijmegen, The Netherlands; Department for Cognitive Neuroscience, Radboud University Medical Center Nijmegen, Nijmegen, The Netherlands.
| | - Thomas Wolfers
- Donders Institute for Brain, Cognition, and Behavior, Radboud University Nijmegen, Nijmegen, The Netherlands; Department of Psychology, University of Oslo, Norway; Norwegian Center for Mental Disorders Research (NORMENT), Division of Mental Health and Addiction, University of Oslo Hospital and Oslo University Hospital, Oslo, Norway
| | - Mariam Zabihi
- Donders Institute for Brain, Cognition, and Behavior, Radboud University Nijmegen, Nijmegen, The Netherlands; Department for Cognitive Neuroscience, Radboud University Medical Center Nijmegen, Nijmegen, The Netherlands
| | - Nathalie E Holz
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, Mannheim, Germany
| | - Marcel P Zwiers
- Donders Institute for Brain, Cognition, and Behavior, Radboud University Nijmegen, Nijmegen, The Netherlands
| | - Tony Charman
- Department of Psychology, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom
| | - Julian Tillmann
- Department of Psychology, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom; Department of Applied Psychology: Health, Development, Enhancement, and Intervention, University of Vienna, Vienna, Austria
| | - Christine Ecker
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Frankfurt am Main, Goethe University, Frankfurt, Germany; Department of Psychology, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom
| | - Flavio Dell'Acqua
- Sackler Institute for Translational Neurodevelopment, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom; Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom
| | - Tobias Banaschewski
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, Mannheim, Germany
| | - Carolin Moessnang
- Department of Psychiatry and Psychotherapy, Central Institute of Mental Health, University of Heidelberg, Mannheim, Germany
| | - Simon Baron-Cohen
- Autism Research Centre, Department of Psychiatry, University of Cambridge, Cambridge, United Kingdom
| | - Rosemary Holt
- Autism Research Centre, Department of Psychiatry, University of Cambridge, Cambridge, United Kingdom
| | - Sarah Durston
- Department of Psychiatry, Brain Center Rudolf Magnus, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Eva Loth
- Sackler Institute for Translational Neurodevelopment, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom; Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom
| | - Declan G M Murphy
- Sackler Institute for Translational Neurodevelopment, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom; Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom
| | - Andre Marquand
- Donders Institute for Brain, Cognition, and Behavior, Radboud University Nijmegen, Nijmegen, The Netherlands; Department for Cognitive Neuroscience, Radboud University Medical Center Nijmegen, Nijmegen, The Netherlands; Department of Neuroimaging, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom
| | - Jan K Buitelaar
- Donders Institute for Brain, Cognition, and Behavior, Radboud University Nijmegen, Nijmegen, The Netherlands; Department for Cognitive Neuroscience, Radboud University Medical Center Nijmegen, Nijmegen, The Netherlands; Karakter Child and Adolescent Psychiatry University Centre, Nijmegen, The Netherlands
| | - Christian F Beckmann
- Donders Institute for Brain, Cognition, and Behavior, Radboud University Nijmegen, Nijmegen, The Netherlands; Department for Cognitive Neuroscience, Radboud University Medical Center Nijmegen, Nijmegen, The Netherlands; Centre for Functional MRI of the Brain, University of Oxford, Oxford, United Kingdom
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21
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Gender Differences in Misdiagnosis and Delayed Diagnosis among Adults with Autism Spectrum Disorder with No Language or Intellectual Disability. Brain Sci 2021; 11:brainsci11070912. [PMID: 34356146 PMCID: PMC8306851 DOI: 10.3390/brainsci11070912] [Citation(s) in RCA: 32] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2021] [Revised: 06/30/2021] [Accepted: 07/05/2021] [Indexed: 12/28/2022] Open
Abstract
Autism Spectrum Disorder (ASD) is often unrecognized, especially in mild forms and in women. Studies evaluating features associated with missed/misdiagnosis in men and women with ASD are warranted. 61 subjects (22 females, 39 males, age 28.5 ± 10.8 years) with ASD with no language/intellectual deficit were enrolled in the service for the treatment of psychiatric comorbidities in adults with ASD of the ASST Fatebenefratelli-Sacco in Milan (Italy). A detailed clinical history was gathered, and two self-report questionnaires (Autism Spectrum Quotient-AQ and Adult Autism Subthreshold Spectrum-AdAS Spectrum) were administered. 75.4% received their ASD diagnosis average eight years later than the first evaluation by mental health services. Compared to males, females showed a significantly greater delay in referral to mental health services and a significantly higher age at diagnosis of ASD. Among men, diagnostic delay inversely correlated with scores on the AdAS Spectrum total, Verbal communication, Empathy and Inflexibility and adherence to routine domains. Among women, diagnostic delay positively correlated with the Attention to detail score while the age at diagnosis of ASD positively correlated with the AdAS Spectrum Verbal communication and Restricted interests and rumination domain scores. Females were less likely to be correctly diagnosed and more likely to be misdiagnosed at first evaluation than men. Females reported significantly higher scores than men in the Hyper/Hyporeactivity to sensory input domain only among subjects who were misdiagnosed. Our findings provide gender-specific information about ASD patients seeking help for comorbid conditions and might be a primary ground for future research.
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22
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A white paper on a neurodevelopmental framework for drug discovery in autism and other neurodevelopmental disorders. Eur Neuropsychopharmacol 2021; 48:49-88. [PMID: 33781629 DOI: 10.1016/j.euroneuro.2021.02.020] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Revised: 02/08/2021] [Accepted: 02/15/2021] [Indexed: 12/20/2022]
Abstract
In the last decade there has been a revolution in terms of genetic findings in neurodevelopmental disorders (NDDs), with many discoveries critical for understanding their aetiology and pathophysiology. Clinical trials in single-gene disorders such as fragile X syndrome highlight the challenges of investigating new drug targets in NDDs. Incorporating a developmental perspective into the process of drug development for NDDs could help to overcome some of the current difficulties in identifying and testing new treatments. This paper provides a summary of the proceedings of the 'New Frontiers Meeting' on neurodevelopmental disorders organised by the European College of Neuropsychopharmacology in conjunction with the Innovative Medicines Initiative-sponsored AIMS-2-TRIALS consortium. It brought together experts in developmental genetics, autism, NDDs, and clinical trials from academia and industry, regulators, patient and family associations, and other stakeholders. The meeting sought to provide a platform for focused communication on scientific insights, challenges, and methodologies that might be applicable to the development of CNS treatments from a neurodevelopmental perspective. Multidisciplinary translational consortia to develop basic and clinical research in parallel could be pivotal to advance knowledge in the field. Although implementation of clinical trials for NDDs in paediatric populations is widely acknowledged as essential, safety concerns should guide each aspect of their design. Industry and academia should join forces to improve knowledge of the biology of brain development, identify the optimal timing of interventions, and translate these findings into new drugs, allowing for the needs of users and families, with support from regulatory agencies.
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23
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Wu YT, Tsao CH, Huang HC, Yang TA, Li YJ. Relationship Between Motor Skills and Language Abilities in Children With Autism Spectrum Disorder. Phys Ther 2021; 101:6124061. [PMID: 33522583 DOI: 10.1093/ptj/pzab033] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/04/2020] [Revised: 10/08/2020] [Accepted: 12/31/2020] [Indexed: 11/14/2022]
Abstract
OBJECTIVES Few studies have examined the relationship between language abilities and specific motor skills in toddlers with autism spectrum disorder (ASD). The aim of this study was to compare the relationship of receptive language (RL) and expressive language (EL) abilities with motor functioning in toddlers with ASD aged 24 to 36 months and their peers with typical development (TD). Furthermore, the study compared multidimensional motor functioning in toddlers with ASD with delayed RL and EL development and toddlers with ASD and typical RL and EL development. The predictive powers of the motor skills were examined for the group with delayed RL and EL development. METHODS The language abilities of 38 toddlers with ASD and 38 age-matched toddlers with TD were evaluated using the Receptive and Expressive Language Subscales of the Mullen Scale of Early Learning, and their motor skills were assessed using the Peabody Developmental Motor Scales, Second Edition. RESULTS Significant correlations between language ability and motor functioning were observed in the ASD and TD groups. The ASD group with delayed RL and EL development had lower scores for multidimensional motor functioning than the ASD group with typical RL and EL development and the TD group. Moreover, the risks of delayed EL and RL development could be predicted by the lower motor scores in toddlers with ASD. CONCLUSIONS The positive correlation between language abilities and motor functioning in toddlers with ASD indicated potential connections between the early onsets of motor and speech-language impairments in these toddlers. IMPACT The results may have implications for the development of motor-based interventions targeting language development in young children with ASD.
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Affiliation(s)
- Yen-Tzu Wu
- School and Graduate Institute of Physical Therapy, College of Medicine, National Taiwan University, Taipei, Taiwan.,Department of Physical Medicine and Rehabilitation, National Taiwan University Hospital, Taipei, Taiwan
| | - Chih-Hsuan Tsao
- Department of Foreign Languages and Literatures, National Taiwan University, Taipei, Taiwan.,Department of Psychology, National Taiwan University, Taipei, Taiwan
| | - Hsiao-Ching Huang
- Department of Psychology, National Taiwan University, Taipei, Taiwan
| | - Tian-Ai Yang
- Department of Guidance and Counseling, National Changhua University of Education, Chunghua, Taiwan
| | - Yao-Jen Li
- Insititute of Epidemiology and Prevention Medicine, National Taiwan University, Taipei, Taiwan
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24
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Wang Q, Li HY, Li YD, Lv YT, Ma HB, Xiang AF, Jia XZ, Liu DQ. Resting-state abnormalities in functional connectivity of the default mode network in autism spectrum disorder: a meta-analysis. Brain Imaging Behav 2021; 15:2583-2592. [PMID: 33683528 DOI: 10.1007/s11682-021-00460-5] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Revised: 01/12/2021] [Accepted: 01/28/2021] [Indexed: 11/30/2022]
Abstract
Increasing evidence has shown that the resting state brain connectivity of default mode network (DMN) which are important for social cognition are disrupted in autism spectrum disorder (ASD). However, previous neuroimaging studies did not present consistent results. Therefore, we performed a meta-analysis of resting-state functional connectivity (rsFC) studies of DMN in the individuals with ASD and healthy controls (HCs) to provide a new perspective for investigating the pathophysiology of ASD. We carried out a search using the terms: ("ASD" OR "Autism") AND ("resting state" OR "rest") AND ("DMN" OR "default mode network") in PubMed, Web of Science and Embase to identify the researches published before January 2020. Ten resting state datasets including 203 patients and 208 HCs were included. Anisotropic Effect Size version of Signed Differential Mapping (AES-SDM) method was applied to identify group differences. In comparison with the HCs, the patients with ASD showed increased connectivity in cerebellum, right middle temporal gyrus, superior occipital gyrus, right supramarginal gyrus, supplementary motor area and putamen. Decreased connectivity was discovered in some nodes of DMN, such as medial prefrontal cortex, precuneus and angular gyrus. These results may help us to further clarify the neurobiological mechanisms in patients with ASD.
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Affiliation(s)
- Qing Wang
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, Dalian, China
- Key Laboratory of Brain and Cognitive Neuroscience, Dalian, Liaoning Province, China
| | - Hua-Yun Li
- College of Teacher Education, Zhejiang Normal University, Jinhua, China
- Laboratory of Intelligent Education Technology and Application, Hangzhou, Zhejiang Province, China
| | - Yun-Da Li
- School of Information and Electronics Technology, Jiamusi University, Jiamusi, China
| | - Ya-Ting Lv
- Institute of Psychological Sciences, Hangzhou Normal University, Hangzhou, China
- Zhejiang Key Laboratory for Research in Assessment of Cognitive Impairments, Hangzhou, China
| | - Hui-Bin Ma
- School of Information and Electronics Technology, Jiamusi University, Jiamusi, China
| | - An-Feng Xiang
- Tongji University School of Medicine, Shanghai, China
| | - Xi-Ze Jia
- Institute of Psychological Sciences, Hangzhou Normal University, Hangzhou, China.
- Zhejiang Key Laboratory for Research in Assessment of Cognitive Impairments, Hangzhou, China.
| | - Dong-Qiang Liu
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, Dalian, China.
- Key Laboratory of Brain and Cognitive Neuroscience, Dalian, Liaoning Province, China.
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25
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You Y, Correas A, Jao Keehn RJ, Wagner LC, Rosen BQ, Beaton LE, Gao Y, Brocklehurst WT, Fishman I, Müller RA, Marinkovic K. MEG Theta during Lexico-Semantic and Executive Processing Is Altered in High-Functioning Adolescents with Autism. Cereb Cortex 2021; 31:1116-1130. [PMID: 33073290 DOI: 10.1093/cercor/bhaa279] [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] [Received: 02/26/2020] [Revised: 08/28/2020] [Accepted: 08/30/2020] [Indexed: 02/06/2023] Open
Abstract
Neuroimaging studies have revealed atypical activation during language and executive tasks in individuals with autism spectrum disorders (ASD). However, the spatiotemporal stages of processing associated with these dysfunctions remain poorly understood. Using an anatomically constrained magnetoencephalography approach, we examined event-related theta oscillations during a double-duty lexical decision task that combined demands on lexico-semantic processing and executive functions. Relative to typically developing peers, high-functioning adolescents with ASD had lower performance accuracy on trials engaging selective semantic retrieval and cognitive control. They showed an early overall theta increase in the left fusiform cortex followed by greater activity in the left-lateralized temporal (starting at ~250 ms) and frontal cortical areas (after ~450 ms) known to contribute to language processing. During response preparation and execution, the ASD group exhibited elevated theta in the anterior cingulate cortex, indicative of greater engagement of cognitive control. Simultaneously increased activity in the ipsilateral motor cortex may reflect a less lateralized and suboptimally organized motor circuitry. Spanning early sensory-specific and late response selection stages, the higher event-related theta responsivity in ASD may indicate compensatory recruitment to offset inefficient lexico-semantic retrieval under cognitively demanding conditions. Together, these findings provide further support for atypical language and executive functions in high-functioning ASD.
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Affiliation(s)
- Yuqi You
- Department of Psychology, San Diego State University, San Diego, CA 92182, USA
| | - Angeles Correas
- Department of Psychology, San Diego State University, San Diego, CA 92182, USA
| | - R Joanne Jao Keehn
- Department of Psychology, San Diego State University, San Diego, CA 92182, USA
| | - Laura C Wagner
- Department of Psychology, San Diego State University, San Diego, CA 92182, USA
| | - Burke Q Rosen
- Department of Neurosciences, University of California San Diego, San Diego, CA 92093, USA
| | - Lauren E Beaton
- Department of Psychology, San Diego State University, San Diego, CA 92182, USA
| | - Yangfeifei Gao
- Department of Psychology, San Diego State University, San Diego, CA 92182, USA.,Joint Doctoral Program in Clinical Psychology, San Diego State University and University of California San Diego, San Diego, CA 92120, USA
| | | | - Inna Fishman
- Department of Psychology, San Diego State University, San Diego, CA 92182, USA.,Joint Doctoral Program in Clinical Psychology, San Diego State University and University of California San Diego, San Diego, CA 92120, USA
| | - Ralph-Axel Müller
- Department of Psychology, San Diego State University, San Diego, CA 92182, USA.,Joint Doctoral Program in Clinical Psychology, San Diego State University and University of California San Diego, San Diego, CA 92120, USA
| | - Ksenija Marinkovic
- Department of Psychology, San Diego State University, San Diego, CA 92182, USA.,Joint Doctoral Program in Clinical Psychology, San Diego State University and University of California San Diego, San Diego, CA 92120, USA.,Department of Radiology, University of California San Diego, San Diego, CA 92093, USA
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26
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Nuñez-Gomez P, Alvarez-Ruiz A, Ortega-Mohedano F, Alvarez-Flores EP. Neuromarketing Highlights in How Asperger Syndrome Youth Perceive Advertising. Front Psychol 2020; 11:2103. [PMID: 33117205 PMCID: PMC7575727 DOI: 10.3389/fpsyg.2020.02103] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2020] [Accepted: 07/28/2020] [Indexed: 12/27/2022] Open
Abstract
This study examines how advertising material and brands related to organizational communication are perceived by people with Asperger syndrome, a form of autism. The main objective of the study was to understand whether the perception of advertising differs between individuals with AS and a neurotypical population. Neuromarketing techniques were used to examine two key variables, attention and emotion, which were also measured by physiological and biometric variables. The results were compared with those of a control group from a neurotypical population; i.e., participants who had not been diagnosed with any type of developmental disorder. Commercial advertisements were the preferred material used in this research although social-themed advertisements were also included, some produced by commercial companies and others by institutional advertisers (NGOs and foundations). Qualitative techniques were also used to explain the observed phenomena. Data revealed significant differences between the two groups in their perception of advertising and organizational communication with respect to attention and emotion variables.
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Affiliation(s)
- Patricia Nuñez-Gomez
- Department of Applied Communication Studies, Faculty of Media and Communication Science, Universidad Complutense de Madrid, Madrid, Spain
| | - Anton Alvarez-Ruiz
- Department of Applied Communication Studies, Faculty of Media and Communication Science, Universidad Complutense de Madrid, Madrid, Spain
| | - Felix Ortega-Mohedano
- Department of Sociology and Communication, University of Salamanca, Salamanca, Spain
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27
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Sturrock A, Yau N, Freed J, Adams C. Speaking the Same Language? A Preliminary Investigation, Comparing the Language and Communication Skills of Females and Males with High-Functioning Autism. J Autism Dev Disord 2020; 50:1639-1656. [PMID: 30830491 PMCID: PMC7211208 DOI: 10.1007/s10803-019-03920-6] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
Understanding the nature of language and communication disorders in High-Functioning Autism Spectrum Disorder (HFASD) populations may provide insight into why females are more likely than males to go undiagnosed. Language and communication skills were compared between 13 females and 13 males (aged 8.11–11.06) with HFASD. Gender-normative data was also ascertained from 26 typically developing children (TD) matched for age and gender. All children had typical range PIQ, slight variation here was controlled for in analysis. Results show females outperforming males in pragmatic and semantic tasks and in certain language-of-emotion tasks. TDs outperformed HFASDs in above-sentence level tasks, but not in basic vocabulary or sentence level tasks. This study highlights specific strengths/weaknesses in language and communication for female HFASD, which could aid more accurate identification of the female autistic phenotype. It indicates the need for larger follow up studies in this area.
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Affiliation(s)
- Alexandra Sturrock
- School of Health Sciences, The University of Manchester, Manchester, UK. .,Department of Human Communication, Development and Hearing, The University of Manchester, Ellen Wilkinson Building, Manchester, M13 9PL, UK.
| | - Natalie Yau
- School of Health Sciences, The University of Manchester, Manchester, UK
| | - Jenny Freed
- School of Health Sciences, The University of Manchester, Manchester, UK
| | - Catherine Adams
- School of Health Sciences, The University of Manchester, Manchester, UK
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28
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Ahtam B, Braeutigam S, Bailey A. Semantic Processing in Autism Spectrum Disorders Is Associated With the Timing of Language Acquisition: A Magnetoencephalographic Study. Front Hum Neurosci 2020; 14:267. [PMID: 32754020 PMCID: PMC7366733 DOI: 10.3389/fnhum.2020.00267] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2019] [Accepted: 06/15/2020] [Indexed: 12/23/2022] Open
Abstract
Individuals with autism show difficulties in using sentence context to identify the correct meaning of ambiguous words, such as homonyms. In this study, the brain basis of sentence context effects on word understanding during reading was examined in autism spectrum disorder (ASD) and typical development (TD) using magnetoencephalography. The correlates of a history of developmental language delay in ASD were also investigated. Event related field responses at early (150 ms after the onset of a final word) and N400 latencies are reported for three different types of sentence final words: dominant homonyms, subordinate homonyms, and unambiguous words. Clear evidence for semantic access was found at both early and conventional N400 latencies in both TD participants and individuals with ASD with no history of language delay. By contrast, modulation of evoked activity related to semantic access was weak and not significant at early latencies in individuals with ASD with a history of language delay. The reduced sensitivity to semantic context in individuals with ASD and language delay was accompanied by strong right hemisphere lateralization at early and N400 latencies; such strong activity was not observed in TD individuals and individuals with ASD without a history of language delay at either latency. These results provide new evidence and support for differential neural mechanisms underlying semantic processing in ASD, and indicate that delayed language acquisition in ASD is associated with different lateralization and processing of language.
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Affiliation(s)
- Banu Ahtam
- Fetal-Neonatal Neuroimaging and Developmental Science Center, Department of Pediatrics, Division of Newborn Medicine, Boston Children's Hospital and Harvard Medical School, Boston, MA, United States
| | - Sven Braeutigam
- Oxford Centre for Human Brain Activity, Wellcome Centre for Integrative Neuroimaging, Department of Psychiatry, University of Oxford, Oxford, United Kingdom
| | - Anthony Bailey
- Department of Psychiatry, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada
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29
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Gladfelter A, Barron KL. How Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Language Learn to Produce Global and Local Semantic Features. Brain Sci 2020; 10:brainsci10040231. [PMID: 32290453 PMCID: PMC7226439 DOI: 10.3390/brainsci10040231] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Revised: 04/09/2020] [Accepted: 04/09/2020] [Indexed: 11/16/2022] Open
Abstract
A local processing bias, often considered a cognitive style unique to autism spectrum disorder (ASD), may influence the types of semantic features acquired by children with ASD and could contribute to weaknesses in word learning. Children with developmental language disorder (DLD) also struggle to learn semantic aspects of words, but this cognitive style has not been ascribed to children with DLD. The purpose of this study was to explore whether global–local processing differences influence the type of semantic features children with ASD, DLD, and their neurotypical peers learn to produce when learning new words. Novel word definitions produced by 36 school-aged children (12 with ASD, 12 with DLD, and 12 with typical language) who participated in an extended word-learning paradigm were used to extract newly learned semantic features. These semantic features were then coded for global and local attributes and analyzed to detect whether there were differences between groups. Results indicated that the children with ASD and DLD produced more global, rather than local, semantic features in their definitions than the children with typical language. An over-reliance on global, rather than local, features in children with ASD and DLD may reflect deficits in depth of word knowledge.
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30
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Comparing cross-situational word learning, retention, and generalisation in children with autism and typical development. Cognition 2020; 200:104265. [PMID: 32259659 DOI: 10.1016/j.cognition.2020.104265] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2019] [Revised: 03/05/2020] [Accepted: 03/06/2020] [Indexed: 01/20/2023]
Abstract
Word learning is complicated by referential ambiguity - there are often multiple potential targets for a newly-heard word. While typically developing (TD) children can accurately infer word meanings from cross-situational statistics, specific difficulties tracking word-object co-occurrences may contribute to language impairments in autism spectrum disorder (ASD). Here, we investigate cross-situational word learning as an integrated system including mapping, retention, and generalisation in both typical development and autism. In Study 1, children with ASD were as accurate at disambiguating the meanings of novel words from statistical correspondences as TD controls matched on receptive vocabulary. In Study 2, both populations spontaneously utilised social and non-social attentional cues to facilitate and accelerate their mapping of word-referent relationships. Across Studies 1 and 2, both groups retrieved and generalised word-referent representations with impressive and comparable accuracy. Although children with ASD performed very similarly to TD children on measures of learning accuracy, they were significantly slower to identify correct referents under both cued and non-cued learning conditions. These findings indicate that mechanisms supporting cross-situational word learning, and the relationships between them, are not qualitatively atypical in language-delayed children with ASD. However, the increased time required to generate correct responses suggests that these mechanisms may be less efficient, potentially impacting learning in natural environments where visual and auditory stimuli are presented rapidly. Our data support claims that word learning in the longer term is driven by the gradual accumulation of word-object associations over multiple learning instances and could potentially inform the development of interventions designed to scaffold word learning.
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31
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Peterson JL, Earl R, Fox EA, Ma R, Haidar G, Pepper M, Berliner L, Wallace A, Bernier R. Trauma and Autism Spectrum Disorder: Review, Proposed Treatment Adaptations and Future Directions. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2019; 12:529-547. [PMID: 31819782 PMCID: PMC6901292 DOI: 10.1007/s40653-019-00253-5] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Empirical investigations of trauma and post-traumatic stress disorder (PTSD) in individuals with autism spectrum disorder (ASD) are lacking despite indications of increased risk for exposure to potentially traumatic events in this population. Research on the treatment of traumatic stress psychopathology in ASD is even more limited and suggests a critical need for guidance in the area of ASD-specific treatment adaptations. The current paper provides preliminary recommendations for adapting current evidenced-based, trauma-specific interventions, specifically trauma-focused cognitive behavioral therapy (TF-CBT), for individuals with ASD based on well-established and evidence-based practices for working with this population. These adaptations highlight the need to incorporate treatment goals related to ASD core symptoms and associated characteristics during treatment targeting traumatic stress symptoms. Future directions are discussed, including the development of instruments measuring trauma reactions in ASD, empirical investigations of modified trauma interventions for children with ASD to evaluate effectiveness, and collaboration between professionals specializing in ASD and trauma/PTSD to advance research and facilitate effective care for this community.
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Affiliation(s)
- Jessica L Peterson
- Seattle Children's Autism Center, , 4909 25th Ave NE, Seattle, WA 98105, M/S CAC, PO Box 5371, Seattle, WA 98145-5005
| | - Rachel Earl
- University of Washington, Psychiatry and Behavioral Sciences / Seattle Children's Hospital
| | - Emily A Fox
- Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA / Seattle Children's Hospital, M/S CAC PO Box 5371, 508.851.0996
| | - Ruqian Ma
- University of Washington College of Education and Department of Psychiatry & Behavioral Sciences, CHDD Box 357920, Seattle, WA 98195
| | - Ghina Haidar
- University of Washington College of Education & Department of Psychiatry and Behavioral Sciences, CHDD Box 357920, Seattle, WA 98195
| | - Micah Pepper
- University of Washington Department of Psychiatry and Behavioral Sciences, CHDD Box 357920, Seattle, WA 98195
| | - Lucy Berliner
- University of Washington Medicine, Mailing Address: 325 Ninth Avenue, MS 359947 Seattle, WA 98104, 206 744-1600 (main line)
| | - Arianne Wallace
- University of Washington Department of Psychiatry and Behavioral Sciences, CHDD Box 357920, Seattle, WA 98195
| | - Raphael Bernier
- Department of Psychiatry & Behavioral Sciences, University of Washington, ,
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32
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Bochynska A, Vulchanova M, Vulchanov V, Landau B. Spatial language difficulties reflect the structure of intact spatial representation: Evidence from high-functioning autism. Cogn Psychol 2019; 116:101249. [PMID: 31743869 DOI: 10.1016/j.cogpsych.2019.101249] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2018] [Revised: 10/16/2019] [Accepted: 10/22/2019] [Indexed: 11/24/2022]
Abstract
Previous studies have shown that the basic properties of the visual representation of space are reflected in spatial language. This close relationship between linguistic and non-linguistic spatial systems has been observed both in typical development and in some developmental disorders. Here we provide novel evidence for structural parallels along with a degree of autonomy between these two systems among individuals with Autism Spectrum Disorder, a developmental disorder with uneven cognitive and linguistic profiles. In four experiments, we investigated language and memory for locations organized around an axis-based reference system. Crucially, we also recorded participants' eye movements during the tasks in order to provide new insights into the online processes underlying spatial thinking. Twenty-three intellectually high-functioning individuals with autism (HFA) and 23 typically developing controls (TD), all native speakers of Norwegian matched on chronological age and cognitive abilities, participated in the studies. The results revealed a well-preserved axial reference system in HFA and weakness in the representation of direction within the axis, which was especially evident in spatial language. Performance on the non-linguistic tasks did not differ between HFA and control participants, and we observed clear structural parallels between spatial language and spatial representation in both groups. However, there were some subtle differences in the use of spatial language in HFA compared to TD, suggesting that despite the structural parallels, some aspects of spatial language in HFA deviated from the typical pattern. These findings provide novel insights into the prominence of the axial reference systems in non-linguistic spatial representations and spatial language, as well as the possibility that the two systems are, to some degree, autonomous.
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Affiliation(s)
- Agata Bochynska
- Department of Language and Literature, Norwegian University of Science and Technology, NTNU Trondheim, Norway; Department of Psychology, New York University, New York, NY, USA.
| | - Mila Vulchanova
- Department of Language and Literature, Norwegian University of Science and Technology, NTNU Trondheim, Norway
| | - Valentin Vulchanov
- Department of Language and Literature, Norwegian University of Science and Technology, NTNU Trondheim, Norway
| | - Barbara Landau
- Department of Cognitive Science, Johns Hopkins University, Baltimore, MD, USA
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33
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Mazurek MO, Baker-Ericzén M, Kanne SM. Brief Report: Calculation and Convergent and Divergent Validity of a New ADOS-2 Expressive Language Score. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2019; 124:438-449. [PMID: 31512950 PMCID: PMC6800067 DOI: 10.1352/1944-7558-124.5.438] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
Despite the importance of expressive language for individuals with autism spectrum disorder (ASD), expressive language assessments are not consistently included in ASD research and many studies do not adequately describe participants' verbal abilities. A valid and efficient measure of expressive language would facilitate consistent reporting across ASD research studies and provide data for additional analyses. The current study developed a new Autism Diagnostic Observation Schedule (ADOS-2) expressive language score and examined convergent and divergent validity in a large, well-defined sample of children with ASD. This score was highly correlated with other measures of expressive language (including parent-report, direct assessment, and clinician ratings) and less strongly correlated with measures of receptive language and nonverbal cognitive ability, providing good evidence of convergent and divergent validity.
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Affiliation(s)
- Micah O Mazurek
- Micah O. Mazurek, Department of Human Services, University of Virginia; Mary Baker-Ericzén, Child and Adolescent Services Research Center, Rady Children's Hospital; and Stephen M. Kanne, Thompson Center for Autism and Neurodevelopmental Disorders, University of Missouri
| | - Mary Baker-Ericzén
- Micah O. Mazurek, Department of Human Services, University of Virginia; Mary Baker-Ericzén, Child and Adolescent Services Research Center, Rady Children's Hospital; and Stephen M. Kanne, Thompson Center for Autism and Neurodevelopmental Disorders, University of Missouri
| | - Stephen M Kanne
- Micah O. Mazurek, Department of Human Services, University of Virginia; Mary Baker-Ericzén, Child and Adolescent Services Research Center, Rady Children's Hospital; and Stephen M. Kanne, Thompson Center for Autism and Neurodevelopmental Disorders, University of Missouri
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34
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Gao Y, Linke A, Jao Keehn RJ, Punyamurthula S, Jahedi A, Gates K, Fishman I, Müller RA. The language network in autism: Atypical functional connectivity with default mode and visual regions. Autism Res 2019; 12:1344-1355. [PMID: 31317655 DOI: 10.1002/aur.2171] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2019] [Revised: 06/13/2019] [Accepted: 06/19/2019] [Indexed: 11/08/2022]
Abstract
Autism spectrum disorders (ASDs) are neurodevelopmental disorders associated with atypical brain connectivity. Although language abilities vary widely, they are impaired or atypical in most children with ASDs. Underlying brain mechanisms, however, are not fully understood. The present study examined intrinsic functional connectivity (iFC) of the extended language network in a cohort of 52 children and adolescents with ASDs (ages 8-18 years), using resting-state functional magnetic resonance imaging. We found that, in comparison to typically developing peers (n = 50), children with ASDs showed increased connectivity between some language regions. In addition, seed-to-whole brain analyses revealed increased connectivity of language regions with posterior cingulate cortex (PCC) and visual regions in the ASD group. Post hoc effective connectivity analyses revealed a mediation effect of PCC on the iFC between bilateral inferior frontal and visual regions in an ASD subgroup. This finding qualifies and expands on previous reports of recruitment of visual areas in language processing in ASDs. In addition, increased iFC between PCC and visual regions was linked to lower language scores in this ASD subgroup, suggesting that increased connectivity with visual cortices, mediated by default mode regions, may be detrimental to language abilities. Autism Res 2019, 12: 1344-1355. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We examined the functional connectivity between regions of the language network in children with autism spectrum disorders (ASDs) compared to typically developing peers. We found connectivity to be intact between core language in the ASD group, but also showed abnormally increased connectivity between regions of an extended language network. Additionally, connectivity was increased with regions associated with brain networks responsible for self-reflection and visual processing.
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Affiliation(s)
- Yangfeifei Gao
- Brain Development Imaging Laboratories, Department of Psychology, San Diego State University, San Diego, California.,San Diego State University, University of California, San Diego Joint Doctoral Program in Clinical Psychology, San Diego, California
| | - Annika Linke
- Brain Development Imaging Laboratories, Department of Psychology, San Diego State University, San Diego, California
| | - Ruth Joanne Jao Keehn
- Brain Development Imaging Laboratories, Department of Psychology, San Diego State University, San Diego, California
| | - Sanjana Punyamurthula
- Brain Development Imaging Laboratories, Department of Psychology, San Diego State University, San Diego, California
| | - Afrooz Jahedi
- Brain Development Imaging Laboratories, Department of Psychology, San Diego State University, San Diego, California.,Computational Science Research Center, San Diego State University, San Diego, California
| | - Kathleen Gates
- Department of Psychology, University of North Carolina, Chapel Hill, North Carolina
| | - Inna Fishman
- Brain Development Imaging Laboratories, Department of Psychology, San Diego State University, San Diego, California.,San Diego State University, University of California, San Diego Joint Doctoral Program in Clinical Psychology, San Diego, California
| | - Ralph-Axel Müller
- Brain Development Imaging Laboratories, Department of Psychology, San Diego State University, San Diego, California.,San Diego State University, University of California, San Diego Joint Doctoral Program in Clinical Psychology, San Diego, California
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35
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Tovar ÁE, Rodríguez-Granados A, Arias-Trejo N. Atypical shape bias and categorization in autism: Evidence from children and computational simulations. Dev Sci 2019; 23:e12885. [PMID: 31271684 DOI: 10.1111/desc.12885] [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: 10/30/2018] [Revised: 06/05/2019] [Accepted: 06/26/2019] [Indexed: 11/28/2022]
Abstract
The shape bias, a preference for mapping new word labels onto the shape rather than the color or texture of referents, has been postulated as a word-learning mechanism. Previous research has shown deficits in the shape bias in children with autism even though they acquire sizeable lexicons. While previous explanations have suggested the atypical use of color for label extension in individuals with autism, we hypothesize an atypical mapping of novel labels to novel objects, regardless of the physical properties of the objects. In Experiment 1, we demonstrate this phenomenon in some individuals with autism, but the novelty of objects only partially explains their lack of shape bias. In a second experiment, we present a computational model that provides a developmental account of the shape bias in typically developing children and in those with autism. This model is based on theories of neurological dysfunctions in autism, and it integrates theoretical and empirical findings in the literature of categorization, word learning, and the shape bias. The model replicates the pattern of results of our first experiment and shows how individuals with autism are more likely to categorize experimental objects together on the basis of their novelty. It also provides insights into possible mechanisms by which children with autism learn new words, and why their word referents may be idiosyncratic. Our model highlights a developmental approach to autism that emphasizes deficient representations of categories underlying an impaired shape bias.
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Affiliation(s)
- Ángel Eugenio Tovar
- Facultad de Psicología, Universidad Nacional Autónoma de México, México City, México
| | | | - Natalia Arias-Trejo
- Facultad de Psicología, Universidad Nacional Autónoma de México, México City, México
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36
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Alvares GA, Bebbington K, Cleary D, Evans K, Glasson EJ, Maybery MT, Pillar S, Uljarević M, Varcin K, Wray J, Whitehouse AJO. The misnomer of ‘high functioning autism’: Intelligence is an imprecise predictor of functional abilities at diagnosis. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2019; 24:221-232. [DOI: 10.1177/1362361319852831] [Citation(s) in RCA: 97] [Impact Index Per Article: 19.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
‘High functioning autism’ is a term often used for individuals with autism spectrum disorder without an intellectual disability. Over time, this term has become synonymous with expectations of greater functional skills and better long-term outcomes, despite contradictory clinical observations. This study investigated the relationship between adaptive behaviour, cognitive estimates (intelligence quotient) and age at diagnosis in autism spectrum disorder. Participants ( n = 2225, 1–18 years of age) were notified at diagnosis to a prospective register and grouped by presence ( n = 1041) or absence ( n = 1184) of intellectual disability. Functional abilities were reported using the Vineland Adaptive Behaviour Scales. Regression models suggested that intelligence quotient was a weak predictor of Vineland Adaptive Behaviour Scales after controlling for sex. Whereas the intellectual disability group’s adaptive behaviour estimates were close to reported intelligence quotients, Vineland Adaptive Behaviour Scales scores fell significantly below intelligence quotients for children without intellectual disability. The gap between intelligence quotient and Vineland Adaptive Behaviour Scales scores remained large with increasing age at diagnosis for all children. These data indicate that estimates from intelligence quotient alone are an imprecise proxy for functional abilities when diagnosing autism spectrum disorder, particularly for those without intellectual disability. We argue that ‘high functioning autism’ is an inaccurate clinical descriptor when based solely on intelligence quotient demarcations and this term should be abandoned in research and clinical practice.
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Affiliation(s)
- Gail A Alvares
- Telethon Kids Institute, The University of Western Australia, Australia
| | - Keely Bebbington
- Telethon Kids Institute, The University of Western Australia, Australia
| | - Dominique Cleary
- Telethon Kids Institute, The University of Western Australia, Australia
| | - Kiah Evans
- Telethon Kids Institute, The University of Western Australia, Australia
| | - Emma J Glasson
- Telethon Kids Institute, The University of Western Australia, Australia
| | - Murray T Maybery
- Telethon Kids Institute, The University of Western Australia, Australia
| | - Sarah Pillar
- Telethon Kids Institute, The University of Western Australia, Australia
| | | | - Kandice Varcin
- Telethon Kids Institute, The University of Western Australia, Australia
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37
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Sacrey LAR, Zwaigenbaum L, Bryson S, Brian J, Smith IM, Raza S, Roberts W, Szatmari P, Vaillancourt T, Roncadin C, Garon N. Developmental trajectories of adaptive behavior in autism spectrum disorder: a high-risk sibling cohort. J Child Psychol Psychiatry 2019; 60:697-706. [PMID: 30295313 DOI: 10.1111/jcpp.12985] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/21/2018] [Indexed: 11/28/2022]
Abstract
BACKGROUND Children with autism spectrum disorder (ASD) often experience impairments in adaptive behavior. METHODS Developmental trajectories of adaptive behavior in ASD were examined in children from high-risk (siblings of children diagnosed with ASD, n = 403) and low-risk (no family history of ASD, n = 163) families. Children were assessed prospectively at 12, 18, 24, and 36 months of age using the Vineland Adaptive Behavior Scales and underwent a blind independent diagnostic assessment for ASD at 36 months of age. RESULTS The semi-parametric group-based modeling approach using standard scores on the Adaptive Behavior Composite revealed three distinct developmental trajectories: (a) Group 1 (21.2% of sample) showed average performance at 12 months and a declining trajectory; (b) Group 2 (52.8% of the sample) showed average performance at 12 months with a slightly declining trajectory; and (c) Group 3 (26.0% of the sample) showed a higher level of adaptive behavior at 12 months and a stable trajectory. The Mullen Scales of Early Learning Early Learning Composite and the Autism Observation Scale for Infants total score at 6 and 12 months predicted trajectory membership. CONCLUSIONS The results emphasize heterogeneous development associated with ASD and the need for interventions tailored to individual presentations.
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Affiliation(s)
- Lori-Ann R Sacrey
- Department of Pediatrics, University of Alberta, Edmonton, AB, Canada.,Autism Research Centre, Glenrose Rehabilitation Hospital, Edmonton, AB, Canada
| | - Lonnie Zwaigenbaum
- Department of Pediatrics, University of Alberta, Edmonton, AB, Canada.,Autism Research Centre, Glenrose Rehabilitation Hospital, Edmonton, AB, Canada
| | - Susan Bryson
- Dalhousie University/IWK Health Centre, Halifax, NS, Canada
| | - Jessica Brian
- Bloorview Research Institute, Toronto, ON, Canada.,University of Toronto, Toronto, ON, Canada
| | - Isabel M Smith
- Dalhousie University/IWK Health Centre, Halifax, NS, Canada
| | - Sarah Raza
- Department of Pediatrics, University of Alberta, Edmonton, AB, Canada.,Autism Research Centre, Glenrose Rehabilitation Hospital, Edmonton, AB, Canada
| | | | - Peter Szatmari
- University of Toronto, Toronto, ON, Canada.,The Hospital for Sick Children, Toronto, ON, Canada.,Centre for Addiction and Mental Health, Toronto, ON, Canada
| | | | - Caroline Roncadin
- University of Toronto, Toronto, ON, Canada.,McMaster Children's Hospital/Hamilton Health Sciences, Hamilton, ON, Canada
| | - Nancy Garon
- Mount Allison University, Sackville, NB, Canada
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38
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Investigating the relationship between fast mapping, retention, and generalisation of words in children with autism spectrum disorder and typical development. Cognition 2019; 187:126-138. [DOI: 10.1016/j.cognition.2019.03.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2018] [Revised: 02/26/2019] [Accepted: 03/01/2019] [Indexed: 11/19/2022]
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40
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Chen J, Liang C, Wei Z, Cui Z, Kong X, Dong C, Lai Y, Peng Z, Wan G. Atypical longitudinal development of speech‐evoked auditory brainstem response in preschool children with autism spectrum disorders. Autism Res 2019; 12:1022-1031. [DOI: 10.1002/aur.2110] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2018] [Revised: 03/23/2019] [Accepted: 04/02/2019] [Indexed: 12/30/2022]
Affiliation(s)
- Jierong Chen
- Department of Child Psychiatry and Rehabilitation, Affiliated Shenzhen Maternity & Child Healthcare HospitalSouthern Medical University Shenzhen China
- Center for Studies of Psychological Application, School of PsychologySouth China Normal University Guangzhou China
| | - Chun Liang
- Department of Child Psychiatry and Rehabilitation, Affiliated Shenzhen Maternity & Child Healthcare HospitalSouthern Medical University Shenzhen China
| | - Zhen Wei
- Department of Child Psychiatry and Rehabilitation, Affiliated Shenzhen Maternity & Child Healthcare HospitalSouthern Medical University Shenzhen China
| | - Zitian Cui
- Department of Child Psychiatry and Rehabilitation, Affiliated Shenzhen Maternity & Child Healthcare HospitalSouthern Medical University Shenzhen China
- Center for Studies of Psychological Application, School of PsychologySouth China Normal University Guangzhou China
| | - Xuejun Kong
- Martinos Center, Massachusetts General HospitalHarvard Medical School Charlestown Massachusetts
| | - Cun‐jian Dong
- Martinos Center, Massachusetts General HospitalHarvard Medical School Charlestown Massachusetts
| | - Yuan Lai
- Center for Studies of Psychological Application, School of PsychologySouth China Normal University Guangzhou China
| | - Ziwen Peng
- Center for Studies of Psychological Application, School of PsychologySouth China Normal University Guangzhou China
- Department of Child PsychiatryShenzhen Kangning Hospital, Shenzhen University School of Medicine Shenzhen China
| | - Guobin Wan
- Department of Child Psychiatry and Rehabilitation, Affiliated Shenzhen Maternity & Child Healthcare HospitalSouthern Medical University Shenzhen China
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41
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Loth E, Evans DW. Converting tests of fundamental social, cognitive, and affective processes into clinically useful bio‐behavioral markers for neurodevelopmental conditions. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2019; 10:e1499. [DOI: 10.1002/wcs.1499] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2018] [Revised: 01/27/2019] [Accepted: 02/12/2019] [Indexed: 12/27/2022]
Affiliation(s)
- Eva Loth
- Forensic and Neurodevelopmental Sciences, Sackler Institute for Translational Neurodevelopment Institute of Psychiatry, Psychology and Neuroscience, King's College London London UK
| | - David W. Evans
- Department of Psychology Bucknell University Lewisburg Pennsylvania
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42
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Zhou P, Zhan L, Ma H. Predictive Language Processing in Preschool Children with Autism Spectrum Disorder: An Eye-Tracking Study. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2019; 48:431-452. [PMID: 30386979 DOI: 10.1007/s10936-018-9612-5] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Sentence comprehension relies on the abilities to rapidly integrate different types of linguistic and non-linguistic information. The present study investigated whether Mandarin-speaking preschool children with autism spectrum disorder (ASD) are able to use verb information predictively to anticipate the upcoming linguistic input during real-time sentence comprehension. 26 five-year-olds with ASD, 25 typically developing (TD) five-year-olds and 24 TD four-year-olds were tested using the visual world eye-tracking paradigm. The results showed that the 5-year-olds with ASD, like their TD peers, exhibited verb-based anticipatory eye movements during real-time sentence comprehension. No difference was observed between the ASD and TD groups in the time course of their eye gaze patterns, indicating that Mandarin-speaking preschool children with ASD are able to use verb information as effectively and rapidly as TD peers to predict the upcoming linguistic input.
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Affiliation(s)
- Peng Zhou
- Department of Foreign Languages and Literatures, Child Cognition Lab, Tsinghua University, Beijing, 100084, China.
| | - Likan Zhan
- Institute for Speech Pathology and the Brain Science, Beijing Language and Culture University, Beijing, 100083, China.
| | - Huimin Ma
- Department of Foreign Languages and Literatures, Child Cognition Lab, Tsinghua University, Beijing, 100084, China
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43
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de Giambattista C, Ventura P, Trerotoli P, Margari M, Palumbi R, Margari L. Subtyping the Autism Spectrum Disorder: Comparison of Children with High Functioning Autism and Asperger Syndrome. J Autism Dev Disord 2019; 49:138-150. [PMID: 30043350 PMCID: PMC6331497 DOI: 10.1007/s10803-018-3689-4] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
Since Hans Asperger's first description (Arch Psych Nervenkrankh 117:76-136, 1944), through Lorna Wing's translation and definition (Psychol Med 11:115-129, 1981), to its introduction in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM, 1994), Asperger Syndrome has always aroused huge interest and debate, until vanishing in the DSM fifth edition (2013). The debate regarded its diagnostic validity and its differentiation from high functioning autism (HFA). The present study aimed to examine whether AS differed from HFA in clinical profiles and to analyze the impact of DSM-5's innovation. Differences in cognitive, language, school functioning and comorbidities, were revealed when 80 AS and 70 HFA patients (3-18 years) were compared. Results suggested that an AS empirical distinction within autism spectrum disorder should be clinically useful.
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Affiliation(s)
- Concetta de Giambattista
- Child Neuropsychiatry Unit, Department of Basic Medical Sciences, Neuroscience and Sense Organs, Hospital Polyclinic of Bari, University of “Aldo Moro” Bari, Piazza Giulio Cesare 1, 70100 Bari, Italy
| | - Patrizia Ventura
- Child Neuropsychiatry Unit, Department of Basic Medical Sciences, Neuroscience and Sense Organs, Hospital Polyclinic of Bari, University of “Aldo Moro” Bari, Piazza Giulio Cesare 1, 70100 Bari, Italy
| | - Paolo Trerotoli
- Medical Statistic, Department of Biomedical Science and Human Oncology, University of “Aldo Moro” Bari, Bari, Italy
| | - Mariella Margari
- Child Neuropsychiatry Unit, Department of Basic Medical Sciences, Neuroscience and Sense Organs, Hospital Polyclinic of Bari, University of “Aldo Moro” Bari, Piazza Giulio Cesare 1, 70100 Bari, Italy
| | - Roberto Palumbi
- Child Neuropsychiatry Unit, Department of Basic Medical Sciences, Neuroscience and Sense Organs, Hospital Polyclinic of Bari, University of “Aldo Moro” Bari, Piazza Giulio Cesare 1, 70100 Bari, Italy
| | - Lucia Margari
- Child Neuropsychiatry Unit, Department of Basic Medical Sciences, Neuroscience and Sense Organs, Hospital Polyclinic of Bari, University of “Aldo Moro” Bari, Piazza Giulio Cesare 1, 70100 Bari, Italy
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44
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Principles for Successful Employment Integration of People with HF-ASD. AUTISM IN ADULTHOOD 2019. [DOI: 10.1007/978-3-030-28833-4_7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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45
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Lombardo MV, Pramparo T, Gazestani V, Warrier V, Bethlehem RAI, Carter Barnes C, Lopez L, Lewis NE, Eyler L, Pierce K, Courchesne E. Large-scale associations between the leukocyte transcriptome and BOLD responses to speech differ in autism early language outcome subtypes. Nat Neurosci 2018; 21:1680-1688. [PMID: 30482947 PMCID: PMC6445349 DOI: 10.1038/s41593-018-0281-3] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2018] [Accepted: 10/24/2018] [Indexed: 12/21/2022]
Abstract
Heterogeneity in early language development in autism spectrum disorders (ASD) is clinically important and may reflect neurobiologically distinct subtypes. Here we identify a large-scale association between multiple coordinated blood leukocyte gene co-expression modules and multivariate functional neuroimaging (fMRI) response to speech. Gene co-expression modules associated with multivariate fMRI response to speech are different for all pairwise comparisons between typically developing toddlers and toddlers with ASD and either poor versus good early language outcome. Associated co-expression modules are enriched in genes that are broadly expressed in the brain and many other tissues. These co-expression modules are also enriched for ASD, prenatal, human-specific and language-relevant genes. This work highlights distinctive neurobiology in ASD subtypes with different early language outcomes that is present well before such outcomes are known. Associations between neuroimaging measures and gene expression levels in blood leukocytes may offer a unique in-vivo window into identifying brain-relevant molecular mechanisms in ASD.
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Affiliation(s)
- Michael V Lombardo
- Department of Psychology, University of Cyprus, Nicosia, Cyprus. .,Autism Research Centre, Department of Psychiatry, University of Cambridge, Cambridge, UK.
| | - Tiziano Pramparo
- Department of Neuroscience, University of California, San Diego, La Jolla, CA, USA
| | - Vahid Gazestani
- Department of Pediatrics, University of California, San Diego, La Jolla, CA, USA
| | - Varun Warrier
- Autism Research Centre, Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Richard A I Bethlehem
- Autism Research Centre, Department of Psychiatry, University of Cambridge, Cambridge, UK
| | | | - Linda Lopez
- Department of Neuroscience, University of California, San Diego, La Jolla, CA, USA
| | - Nathan E Lewis
- Department of Pediatrics, University of California, San Diego, La Jolla, CA, USA.,Department of Bioengineering, University of California, San Diego, La Jolla, CA, USA.,Novo Nordisk Foundation Center for Biosustainability at the University of California, San Diego, La Jolla, CA, USA
| | - Lisa Eyler
- Department of Psychiatry, University of California, San Diego, La Jolla, CA, USA.,Veterans Affairs San Diego Healthcare System, San Diego, CA, USA
| | - Karen Pierce
- Department of Neuroscience, University of California, San Diego, La Jolla, CA, USA
| | - Eric Courchesne
- Department of Neuroscience, University of California, San Diego, La Jolla, CA, USA.
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46
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Zhou P, Ma W, Zhan L, Ma H. Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism. J Vis Exp 2018. [PMID: 30346396 DOI: 10.3791/58452] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022] Open
Abstract
Sentence comprehension relies on the ability to rapidly integrate different types of linguistic and non-linguistic information. However, there is currently a paucity of research exploring how preschool children with autism understand sentences using different types of cues. The mechanisms underlying sentence comprehension remains largely unclear. The present study presents a protocol to examine the sentence comprehension abilities of preschool children with autism. More specifically, a visual world paradigm of eye-tracking is used to explore the moment-to-moment sentence comprehension in the children. The paradigm has multiple advantages. First, it is sensitive to the time course of sentence comprehension and thus can provide rich information about how sentence comprehension unfolds over time. Second, it requires minimal task and communication demands, so it is ideal for testing children with autism. To further minimize the computational burden of children, the present study measures eye movements that arise as automatic responses to linguistic input rather than measuring eye movements that accompany conscious responses to spoken instructions.
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Affiliation(s)
- Peng Zhou
- Department of Foreign Languages and Literatures, Tsinghua University;
| | - Weiyi Ma
- School of Human Environmental Sciences, University of Arkansas
| | - Likan Zhan
- Institute for Speech Pathology and the Brain Science, Beijing Language and Culture University
| | - Huimin Ma
- Department of Electronic Engineering, Tsinghua University
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47
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Ko HY, Lee WH, Won EK, Ban JJ, Jung DE, Kim Y. The Reliability and Validity of the Korean Version of the Autism-Spectrum Quotient. Psychiatry Investig 2018; 15:783-789. [PMID: 29945427 PMCID: PMC6111222 DOI: 10.30773/pi.2018.02.18.1] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/16/2018] [Accepted: 02/18/2018] [Indexed: 02/02/2023] Open
Abstract
OBJECTIVE This study was conducted to investigate the reliability and validity of the Korean version of Autism-Spectrum Quotient (AQ). METHODS 20 participants with high-functioning autism (HFA) and 99 normal participants were recruited. All participants were completed the AQ and Empathy Quotient (EQ), and parents of the HFA group completed the parent-report AQ. For testing the reliability, we examined Cronbach's alpha, performed item analysis, and compared self versus parent report score of HFA participants. For testing the validity, we compared the difference of the score of AQ among HFA and control group using independent t-tests, and performed correlation analysis between AQ and EQ. The receiver operation characteristic curve analysis was performed to determine a cut-off. RESULTS The Korean version of the AQ exhibited adequate internal consistency, and in most items, the HFA group scored higher in comparison to the control group. It was demonstrated that AQ has good discriminant validity through the confirmation of the significant difference in the AQ score between two groups. The concurrent validity was established through the significant correlation between AQ and EQ in the HFA group. The best estimate cut-off score of AQ for screening was 23. CONCLUSION The Korean version of the AQ was determined as a reliable and valid instrument to assess HFA in Korean population.
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Affiliation(s)
- Ha-Young Ko
- Department of Clinical Psychology, National Center for Mental Health, Seoul, Republic of Korea
| | - Won-Hye Lee
- Department of Clinical Psychology, National Center for Mental Health, Seoul, Republic of Korea
| | - Eun-Kyung Won
- Department of Child and Adolescent Psychiatry, National Center for Mental Health, Seoul, Republic of Korea
| | - Ji Jeong Ban
- Department of Child and Adolescent Psychiatry, National Center for Mental Health, Seoul, Republic of Korea
| | - Da Eun Jung
- Department of Child and Adolescent Psychiatry, National Center for Mental Health, Seoul, Republic of Korea.,Suwondongbu Branch Office, Gyeonggi-Incheon Regional Headquarter, National Health Insurance Service, Seoul, Republic of Korea
| | - Yeni Kim
- Department of Child and Adolescent Psychiatry, National Center for Mental Health, Seoul, Republic of Korea
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48
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Wang X, Kery R, Xiong Q. Synaptopathology in autism spectrum disorders: Complex effects of synaptic genes on neural circuits. Prog Neuropsychopharmacol Biol Psychiatry 2018; 84:398-415. [PMID: 28986278 DOI: 10.1016/j.pnpbp.2017.09.026] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/25/2017] [Revised: 09/05/2017] [Accepted: 09/26/2017] [Indexed: 01/03/2023]
Affiliation(s)
- Xinxing Wang
- Department of Neurobiology & Behavior, Stony Brook University, Stony Brook, NY 11794, USA
| | - Rachel Kery
- Department of Neurobiology & Behavior, Stony Brook University, Stony Brook, NY 11794, USA; Medical Scientist Training Program (MSTP), Stony Brook University, Stony Brook, NY 11794, USA
| | - Qiaojie Xiong
- Department of Neurobiology & Behavior, Stony Brook University, Stony Brook, NY 11794, USA.
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49
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Murphy D, Glaser K, Hayward H, Eklund H, Cadman T, Findon J, Woodhouse E, Ashwood K, Beecham J, Bolton P, McEwen F, Wilson E, Ecker C, Wong I, Simonoff E, Russell A, McCarthy J, Chaplin E, Young S, Asherson P. Crossing the divide: a longitudinal study of effective treatments for people with autism and attention deficit hyperactivity disorder across the lifespan. PROGRAMME GRANTS FOR APPLIED RESEARCH 2018. [DOI: 10.3310/pgfar06020] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
BackgroundAutism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) frequently persist into adolescence and young adulthood. However, there are few clinical services that support those with these disorders through adulthood.ObjectiveOur aim was to determine if clinical services meet the needs of people with ASD and ADHD, who are ‘at transition’ from childhood to adulthood.DesignA longitudinal study of individuals with ASD and ADHD, the impact of services and treatments.MethodsOur research methods included (1) interviewing > 180 affected individuals (and their families) with a confirmed diagnosis of ASD and/or ADHD, (2) screening for ASD and ADHD in approximately 1600 patients and (3) surveying general practitioner prescribing to 5651 ASD individuals across the UK. In addition, we tested the effectiveness of (1) new ASD diagnostic interview measures in 169 twins, 145 familes and 150 non-twins, (2) a magnetic resonance imaging-based diagnostic aid in 40 ASD individuals, (3) psychological treatments in 46 ASD individuals and (4) the feasability of e-learning in 28 clinicians.SettingNHS clinical services and prisons.ParticipantsFocus – young people with ASD and ADHD as they ‘transition’ from childhood and adolescence into early adulthood.InterventionsTesting the utility of diagnostic measures and services, web-based learning interventions, pharmacological prescribing and cognitive–behavioural treatments.Main outcome measuresSymptom severity, service provision and met/unmet need.ResultsPeople with ASD and ADHD have very significant unmet needs as they transition through adolescence and young adulthood. A major contributor to this is the presence of associated mental health symptoms. However, these are mostly undiagnosed (and untreated) by clinical services. Furthermore, the largest determinant of service provision was age and not severity of symptoms. We provide new tools to help diagnose both the core disorders and their associated symptoms. We also provide proof of concept for the effectiveness of simple psychological interventions to treat obsessional symptoms, the potential to run treatment trials in prisons and training interventions.LimitationsOur findings only apply to clinical service settings.ConclusionsAs individuals ‘transition’ their contact with treatment and support services reduces significantly. Needs-led services are required, which can both identify individuals with the ‘core symptoms’ of ASD and ADHD and treat their residual symptoms and associated conditions.Future workTo test our new diagnostic measures and treatment approaches in larger controlled trials.Trial registrationCurrent Controlled Trials ISRCTN87114880.FundingThe National Institute for Health Research Programme Grants for Applied Research programme.
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Affiliation(s)
- Declan Murphy
- Sackler Institute for Translational Neurodevelopment and Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, King’s College London, London, UK
| | - Karen Glaser
- Institute of Gerontology, King’s College London, London, UK
| | - Hannah Hayward
- Sackler Institute for Translational Neurodevelopment and Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, King’s College London, London, UK
| | - Hanna Eklund
- Sackler Institute for Translational Neurodevelopment and Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, King’s College London, London, UK
| | - Tim Cadman
- Sackler Institute for Translational Neurodevelopment and Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, King’s College London, London, UK
| | - James Findon
- Sackler Institute for Translational Neurodevelopment and Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, King’s College London, London, UK
| | - Emma Woodhouse
- Medical Research Council Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King’s College London, London, UK
| | - Karen Ashwood
- Medical Research Council Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King’s College London, London, UK
| | | | - Patrick Bolton
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry, King’s College London, London, UK
| | - Fiona McEwen
- Medical Research Council Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King’s College London, London, UK
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry, King’s College London, London, UK
| | - Ellie Wilson
- Sackler Institute for Translational Neurodevelopment and Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, King’s College London, London, UK
| | - Christine Ecker
- Sackler Institute for Translational Neurodevelopment and Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, King’s College London, London, UK
| | - Ian Wong
- Department of Pharmacology and Pharmacy, University of Hong Kong, PokFuLam, Hong Kong
| | - Emily Simonoff
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry, King’s College London, London, UK
| | - Ailsa Russell
- Department of Psychology, University of Bath, Bath, UK
| | | | - Eddie Chaplin
- Sackler Institute for Translational Neurodevelopment and Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, King’s College London, London, UK
| | - Susan Young
- Sackler Institute for Translational Neurodevelopment and Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, King’s College London, London, UK
| | - Philip Asherson
- Medical Research Council Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King’s College London, London, UK
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50
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Moseley RL, Pulvermüller F. What can autism teach us about the role of sensorimotor systems in higher cognition? New clues from studies on language, action semantics, and abstract emotional concept processing. Cortex 2018; 100:149-190. [DOI: 10.1016/j.cortex.2017.11.019] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2017] [Revised: 05/17/2017] [Accepted: 11/21/2017] [Indexed: 01/08/2023]
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