scholarly journals Analysing brain networks in population neuroscience: a case for the Bayesian philosophy

2020 ◽  
Vol 375 (1796) ◽  
pp. 20190661 ◽  
Author(s):  
Danilo Bzdok ◽  
Dorothea L. Floris ◽  
Andre F. Marquand
Keyword(s):  
Biological Networks ◽  
Network Connectivity ◽  
Autism Spectrum ◽  
Single Subject ◽  
Model Parameters ◽  
Philosophical Foundations ◽  
Probability Estimates ◽  
Rich Information ◽  
Epistemological Uncertainty ◽  
Coupling Phenomena

Network connectivity fingerprints are among today's best choices to obtain a faithful sampling of an individual's brain and cognition. Widely available MRI scanners can provide rich information tapping into network recruitment and reconfiguration that now scales to hundreds and thousands of humans. Here, we contemplate the advantages of analysing such connectome profiles using Bayesian strategies. These analysis techniques afford full probability estimates of the studied network coupling phenomena, provide analytical machinery to separate epistemological uncertainty and biological variability in a coherent manner, usher us towards avenues to go beyond binary statements on existence versus non-existence of an effect, and afford credibility estimates around all model parameters at play which thus enable single-subject predictions with rigorous uncertainty intervals. We illustrate the brittle boundary between healthy and diseased brain circuits by autism spectrum disorder as a recurring theme where, we argue, network-based approaches in neuroscience will require careful probabilistic answers. This article is part of the theme issue ‘Unifying the essential concepts of biological networks: biological insights and philosophical foundations’.

scholarly journals Sensory over-responsivity is related to GABAergic inhibition in thalamocortical circuits

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Emily T. Wood ◽  
Kaitlin K. Cummings ◽  
Jiwon Jung ◽  
Genevieve Patterson ◽  
Nana Okada ◽  
...  
Keyword(s):  
Magnetic Resonance ◽  
Sensory Information ◽  
Network Connectivity ◽  
Sensory Stimulation ◽  
Autism Spectrum ◽  
Future Research ◽  
Resonance Spectroscopy ◽  
Gamma Aminobutyric Acid ◽  
Sensory Stimuli ◽  
Brain Responses

AbstractSensory over-responsivity (SOR), extreme sensitivity to or avoidance of sensory stimuli (e.g., scratchy fabrics, loud sounds), is a highly prevalent and impairing feature of neurodevelopmental disorders such as autism spectrum disorders (ASD), anxiety, and ADHD. Previous studies have found overactive brain responses and reduced modulation of thalamocortical connectivity in response to mildly aversive sensory stimulation in ASD. These findings suggest altered thalamic sensory gating which could be associated with an excitatory/inhibitory neurochemical imbalance, but such thalamic neurochemistry has never been examined in relation to SOR. Here we utilized magnetic resonance spectroscopy and resting-state functional magnetic resonance imaging to examine the relationship between thalamic and somatosensory cortex inhibitory (gamma-aminobutyric acid, GABA) and excitatory (glutamate) neurochemicals with the intrinsic functional connectivity of those regions in 35 ASD and 35 typically developing pediatric subjects. Although there were no diagnostic group differences in neurochemical concentrations in either region, within the ASD group, SOR severity correlated negatively with thalamic GABA (r = −0.48, p < 0.05) and positively with somatosensory glutamate (r = 0.68, p < 0.01). Further, in the ASD group, thalamic GABA concentration predicted altered connectivity with regions previously implicated in SOR. These variations in GABA and associated network connectivity in the ASD group highlight the potential role of GABA as a mechanism underlying individual differences in SOR, a major source of phenotypic heterogeneity in ASD. In ASD, abnormalities of the thalamic neurochemical balance could interfere with the thalamic role in integrating, relaying, and inhibiting attention to sensory information. These results have implications for future research and GABA-modulating pharmacologic interventions.

scholarly journals ‘Hierarchy’ in the organization of brain networks

2020 ◽  
Vol 375 (1796) ◽  
pp. 20190319 ◽  
Author(s):  
Claus C. Hilgetag ◽  
Alexandros Goulas
Keyword(s):  
Biological Networks ◽  
Brain Networks ◽  
Theme Issue ◽  
Philosophical Foundations ◽  
Systems Neuroscience ◽  
Functional Implications ◽  
Different Dimensions ◽  
Cortical System ◽  
Visual Cortical

Concepts shape the interpretation of facts. One of the most popular concepts in systems neuroscience is that of ‘hierarchy’. However, this concept has been interpreted in many different ways, which are not well aligned. This observation suggests that the concept is ill defined. Using the example of the organization of the primate visual cortical system, we explore several contexts in which ‘hierarchy’ is currently used in the description of brain networks. We distinguish at least four different uses, specifically, ‘hierarchy’ as a topological sequence of projections, as a gradient of features, as a progression of scales, or as a sorting of laminar projection patterns. We discuss the interpretation and functional implications of the different notions of ‘hierarchy’ in these contexts and suggest that more specific terms than ‘hierarchy’ should be used for a deeper understanding of the different dimensions of the organization of brain networks. This article is part of the theme issue ‘Unifying the essential concepts of biological networks: biological insights and philosophical foundations’.

Promoting Speech Intelligibility in Autism Spectrum Disorder through the Implementation of Phonologically Similar Stimuli

2020 ◽  
pp. 1-11
Author(s):  
Kakia Petinou
Keyword(s):  
Autism Spectrum Disorder ◽  
Speech Intelligibility ◽  
Speech Sound ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Clinical Implementation ◽  
Intervention Protocol ◽  
Expressive Phonology

<b><i>Objectives:</i></b> The study focused on promoting expressive phonological skills in 1 Greek-speaking child with autism spectrum disorder (ASD) and comorbid speech sound disorder (SSD). Based on the phonological neighborhood density framework, it was hypothesized that the experimental manipulation through clinical implementation of phonologically overlapping stimuli would yield positive expressive phonology gains relevant to ASD. <b><i>Participant and Methods:</i></b> A multiple-baseline single-subject design was implemented. Three baseline sessions measured expressive phonology variables. Sixteen biweekly 30-min intervention sessions were carried out for a period of 2 months. Dependent variables included phonetic inventory size, proportion of consonants correct, occurrences of phonological processes, and percentage of whole word matches elicited via specific word probe stimuli. The Intelligibility in Context Scale was completed by the child’s teacher prior to the initiation of intervention and at a follow-up session. Experimental stimuli were grouped together in phonologically dense cohorts. <b><i>Results:</i></b> Comparison between pre-test and post-test measures revealed expressive phonology gains across all measured variables. Follow-up session results showed generalization of expressive phonology gains on untreated targets. <b><i>Conclusions:</i></b> Significant expressive phonology gains were achieved through the implementation of phonologically similar word stimuli within a systematic intervention protocol with the implementation of specific word-level variables. The findings supported this treatment approach for a child with ASD and SSD, while providing evidence for the phonological density advantage from a cross-linguistic perspective.

Comparative Effects of Picture Symbol With Paired Text and Text-Only Augmentative and Alternative Communication Representations on Communication From Children With Autism Spectrum Disorder

2021 ◽  
Vol 30 (2) ◽  
pp. 584-597
Author(s):  
Christine Holyfield
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Book Reading ◽  
Single Subject ◽  
Alternative Communication ◽  
Children With Asd

Purpose Technology features that maximize communicative benefit while minimizing learning demands must be identified and prioritized to amplify the efficiency and effectiveness of augmentative and alternative communication (AAC) intervention. Picture symbols with paired text are a common representation feature in AAC systems for children with autism spectrum disorder (ASD) who are preliterate, yet little research about their comparative benefit exists. Method Four school-age children with ASD and limited speech who were preliterate participated in two single-subject studies. In one study, communication of high imageability words (e.g., nouns) on an AAC app during a book-reading activity was compared across two representation conditions: picture symbols with paired text and text only. In the second study, communication of low imageability words (e.g., verbs) was compared. Both studies had baseline, intervention, generalization, and maintenance phases. Results Prior to intervention, participants communicated across both representation conditions at low rates except two participants who were relatively successful using picture symbol with paired text representations of high imageability words. In response to intervention, all participants demonstrated increases in communication across representation conditions and maintained the increases. Participants demonstrated generalization in the text-only representation condition. Conclusions Children with ASD who were preliterate acquired communication at comparable rates regardless of whether an AAC app utilized picture symbol with paired text or text-only representation. Therefore, while larger scale research is needed, clinicians and technology developers could consider increasing the use of text in AAC representation given the inherent value associated with learning to recognize written words. Supplemental Material https://doi.org/10.23641/asha.13661357

Online Communication Training for Parents of Children With Autism Spectrum Disorder

2017 ◽  
Vol 39 (3) ◽  
pp. 415-425 ◽  
Author(s):  
Sarah N. Douglas ◽  
Rebecca Kammes ◽  
Erica Nordquist
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Training ◽  
Children With Autism ◽  
Online Training ◽  
Autism Spectrum ◽  
Communication Strategy ◽  
Spectrum Disorder ◽  
Probe Design ◽  
Single Subject ◽  
The Impact

Parent training is an essential part of quality programming for children with autism spectrum disorder (ASD). However, limited research exists exploring online training approaches to support parents of children with both ASD and complex communication needs (CCN; e.g., limited verbal ability), despite the many benefits that online training might have for these parents and the overall sustainability and scalability of such approaches. This study utilized a single-subject multiple probe design with three parents and their children to explore the impact of online parent training for parents and their children with ASD and CCN. Training included online interactive components to teach parents a communication strategy, as well as live practice sessions during which parents implemented the strategy, had an opportunity to ask questions, and engaged in self-reflection. Results indicated that training increased communication opportunities and responses provided by parents, and communication by the child. Limitations and future research directions are discussed.

scholarly journals Augmented Reality Intervention for Social Communication in Autism in a School Classroom: Rated by Teachers and Parents as Effective and Usable in a Controlled, Longitudinal Pilot Study.

2018 ◽  
Author(s):  
Ned T. Sahin ◽  
Rafiq Abdus-Sabur ◽  
Neha U. Keshav ◽  
Runpeng Liu ◽  
Joseph P. Salisbury ◽  
...  
Keyword(s):  
General Education ◽  
Social Communication ◽  
Autism Spectrum ◽  
Assistive Technologies ◽  
Adolescent Male ◽  
Single Subject ◽  
Education Teacher ◽  
The Social ◽  
Behavioral Coaching ◽  
School Classroom

Background: Impairment in social communication is the primary deficit in school-aged children with autism spectrum disorder (ASD). Research has shown that there are efficacious interventions to address social communication deficits, yet their delivery is hampered by the lack of human and time resources. Emerging assistive technologies, such as smartglasses, may be able to help augment the social communication interventions currently provided by human educators and therapists. While emerging research suggests assistive socio-emotional coaching smartglasses can be effective and usable in research settings, they have yet to be studied amidst the complex social, physical, and time-constrained environment of the school classroom. This single-subject study reports on the feasibility and efficacy of 16 intervention sessions of the Empowered Brain Face2Face module, a smartglasses-based social communication intervention.Methods: A 13-year-old fully-verbal adolescent male student with a diagnosis of ASD received a total of 16 smartglasses-aided intervention sessions over a two-week period. Interventions occurred twice-daily during school days, and were facilitated by school professionals. Outcomes were measured using the Social Responsiveness Scale 2 (SRS-2), a commonly used validated measure of social communication in children with ASD, by his parent, paraprofessional, and two teachers. Difficulties in usability during the study were recorded through observation notes. Results: The participant completed the three-week study (1 pre-intervention week (baseline) and 2 intervention weeks) without any observations of adverse effects or usability concerns. The parent and 3 educators completed the SRS-2 for the baseline and intervention weeks, demonstrating significant improvement in social communication after the intervention relative to baseline. The parent, special education teacher, and general education teacher noted marked reductions in SRS-2 total T score, with improvement in SRS-2 social communication, social motivation, social cognition, and restricted interests and repetitive behavior subscales. Conclusion: Smartglasses are a novel assistive technology that can help facilitate social communication and behavioral coaching for students with ASD. The use of the Face2Face module by Educators over a two-week period was associated with improvements in social communication. While further research is warranted, this study supports the use of this novel technology to deliver assistive social communication and behavioral coaching in schools.

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