S65. High Temporal Resolution Event-Related Functional Spectroscopy Reveals Grossly Abnormal Neurotransmitter Responses in Pontine Reticular Nuclei in Autism Spectrum Disorder

2018 ◽  
Vol 83 (9) ◽  
pp. S372
Author(s):  
Brendon Nacewicz ◽  
Olivia Surgent ◽  
Brittany Travers
2020 ◽  
Author(s):  
Ayako Yaguchi ◽  
Takeshi Atsumi ◽  
Reiko Fukatsu ◽  
Masakazu Ide

AbstractBackgroundResearchers have been focused on perceptual characteristics of autism spectrum disorder (ASD) in terms of sensory hyperreactivity. Previously, we demonstrated that temporal resolution, which is the accuracy in differentiating the order of two successive vibrotactile stimuli, is associated with the severity of sensory hyperreactivity (Ide et al. 2019). Herein, we examined whether an increase in the perceptual intensity of a tactile stimulus, despite its short duration, is derived from high temporal resolution and a high frequency of sensory temporal summation.MethodSixteen participants with ASD and fifteen typically developing (TD) participants performed two psychophysical experimental tasks, and we evaluated the detectable duration of vibrotactile stimuli with the same amplitude and temporal resolution. Sensory hyperreactivity was estimated using a self-reported questionnaire.ResultsThere was no relationship between temporal resolution and the duration of detectable stimuli in either group. However, the ASD group showed more severe sensory hyperreactivity in daily life than the TD group did, and ASD participants with severe sensory hyperreactivity tended to have high temporal resolution but not high sensitivity for detectable duration.ConclusionContrary to our hypothesis, there might be different processing between temporal resolution and sensitivity for stimulus detection. Sensory reactivity in daily life would not be based on sensitivity for stimulus detection measured in an experimental task, and we suggest that atypical temporal processing would affect sensory reactivity in ASD. Keywords (within 6 keywords): Temporal resolution, Temporal summation, Autism spectrum disorder, Hyperreactivity, Gap detection


PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0253094
Author(s):  
Md. Nurul Ahad Tawhid ◽  
Siuly Siuly ◽  
Hua Wang ◽  
Frank Whittaker ◽  
Kate Wang ◽  
...  

Autism spectrum disorder (ASD) is a developmental disability characterized by persistent impairments in social interaction, speech and nonverbal communication, and restricted or repetitive behaviors. Currently Electroencephalography (EEG) is the most popular tool to inspect the existence of neurological disorders like autism biomarkers due to its low setup cost, high temporal resolution and wide availability. Generally, EEG recordings produce vast amount of data with dynamic behavior, which are visually analyzed by professional clinician to detect autism. It is laborious, expensive, subjective, error prone and has reliability issue. Therefor this study intends to develop an efficient diagnostic framework based on time-frequency spectrogram images of EEG signals to automatically identify ASD. In the proposed system, primarily, the raw EEG signals are pre-processed using re-referencing, filtering and normalization. Then, Short-Time Fourier Transform is used to transform the pre-processed signals into two-dimensional spectrogram images. Afterward those images are evaluated by machine learning (ML) and deep learning (DL) models, separately. In the ML process, textural features are extracted, and significant features are selected using principal component analysis, and feed them to six different ML classifiers for classification. In the DL process, three different convolutional neural network models are tested. The proposed DL based model achieves higher accuracy (99.15%) compared to the ML based model (95.25%) on an ASD EEG dataset and also outperforms existing methods. The findings of this study suggest that the DL based structure could discover important biomarkers for efficient and automatic diagnosis of ASD from EEG and may assist to develop computer-aided diagnosis system.


Author(s):  
Sayaka Kawakami ◽  
Shota Uono ◽  
Sadao Otsuka ◽  
Sayaka Yoshimura ◽  
Shuo Zhao ◽  
...  

2018 ◽  
Vol 49 (1) ◽  
pp. 44-53 ◽  
Author(s):  
Masakazu Ide ◽  
Ayako Yaguchi ◽  
Misako Sano ◽  
Reiko Fukatsu ◽  
Makoto Wada

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.


2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.


2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Allison Gladfelter ◽  
Cassidy VanZuiden

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.


2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.


2020 ◽  
Vol 5 (1) ◽  
pp. 314-325
Author(s):  
Kimberly F. Frazier ◽  
Jessica Collier ◽  
Rachel Glade

Background The aim of this study was to determine the clinical efficacy of combining self-management strategies and a social thinking approach to address the social performance and executive function of an adolescent female with autism spectrum disorder. Method This research examined the effects of a social knowledge training program, “Think Social,” as well as strategies to improve higher order cognitive abilities. Results and Conclusion Although quantitative improvement was not found, several qualitative gains in behavior were noted for the participants of this study, suggesting a benefit from using structured environmental cues of self-management strategies, as well as improved social understanding through social cognitive training.


Sign in / Sign up

Export Citation Format

Share Document