scholarly journals Abnormal Brain Network Connectivity in Children With Autism Spectrum Disorder

2021 ◽  
Vol 168 ◽  
pp. S226
Author(s):  
Shu Zhang ◽  
Fali Li ◽  
Lin Jiang ◽  
Yueheng Peng ◽  
Dezhong Yao ◽  
...  
2017 ◽  
Author(s):  
Michal Ramot ◽  
Sara Kimmich ◽  
Javier Gonzalez-Castillo ◽  
Vinai Roopchansingh ◽  
Haroon Popal ◽  
...  

ABSTRACTThe existence of abnormal connectivity patterns between resting state networks in neuropsychiatric disorders, including Autism Spectrum Disorder (ASD), has been well established. Traditional treatment methods in ASD are limited, and do not address the aberrant network structure. Using real-time fMRI neurofeedback, we directly trained 3 brain nodes in participants with ASD, in which the aberrant connectivity has been shown to correlate with symptom severity. 17 ASD participants and 10 control participants were scanned over multiple sessions (123 sessions in total). Desired network connectivity patterns were reinforced in real-time, without participants’ awareness of the training taking place. This training regimen produced large, significant long-term changes in correlations at the network level, and whole brain analysis revealed that the greatest changes were focused on the areas being trained. These changes were not found in the control group. Moreover, changes in ASD resting state connectivity following the training were correlated to changes in behavior, suggesting that neurofeedback can be used to directly alter complex, clinically relevant network connectivity patterns.Significance StatementMany disorders are characterized by underlying abnormalities in network connectivity. These abnormalities are difficult to address with explicit training procedures (which are unlikely to target the specific abnormalities). Covert neurofeedback however, can directly target these networks, positively reinforcing the desired connections. We have developed a method for reinforcing correlations in real-time, and show that such training is effective, inducing significant, long-lasting changes in connectivity between aberrant networks in Autism Spectrum Disorder. This provides a potential mechanism for modulating aberrant correlation structures in other clinical groups as well.


2020 ◽  

Researchers in San Diego, USA, have studied the relationship between brain network connectivity and emerging autism spectrum disorder (ASD) symptoms in toddlers aged 17-45 months with (n=24) or without (n=23) ASD.


2015 ◽  
Vol 56 (3) ◽  
pp. 705 ◽  
Author(s):  
Uk-Su Choi ◽  
Sun-Young Kim ◽  
Hyeon Jeong Sim ◽  
Seo-Young Lee ◽  
Sung-Yeon Park ◽  
...  

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Ke Zeng ◽  
Jiannan Kang ◽  
Gaoxiang Ouyang ◽  
Jingqing Li ◽  
Junxia Han ◽  
...  

2020 ◽  
Vol 28 ◽  
pp. 102396
Author(s):  
Lauren Kupis ◽  
Celia Romero ◽  
Bryce Dirks ◽  
Stephanie Hoang ◽  
Meaghan V. Parladé ◽  
...  

2013 ◽  
Vol 30 ◽  
pp. 61-65 ◽  
Author(s):  
Christine Wu Nordahl ◽  
Daniel Braunschweig ◽  
Ana-Maria Iosif ◽  
Aaron Lee ◽  
Sally Rogers ◽  
...  

2015 ◽  
Vol 9 (2) ◽  
pp. 249-261 ◽  
Author(s):  
Elizabeth W. Pang ◽  
Tatiana Valica ◽  
Matt J. MacDonald ◽  
Margot J. Taylor ◽  
Jessica Brian ◽  
...  

2015 ◽  
Vol 12 (1) ◽  
pp. 37 ◽  
Author(s):  
Sun-Young Kim ◽  
Uk-Su Choi ◽  
Sung-Yeon Park ◽  
Se-Hong Oh ◽  
Hyo-Woon Yoon ◽  
...  

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.


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