scholarly journals Enhanced learning and sensory salience in a cerebellar mouse autism model

2021 ◽  
Author(s):  
Marlies Oostland ◽  
Mikhail Kislin ◽  
Yuhang Chen ◽  
Tiffany Chen ◽  
Sarah Jo Venditto ◽  
...  
Keyword(s):  
Autism Spectrum ◽  
Central Coherence ◽  
Auditory Cues ◽  
Optogenetic Stimulation ◽  
Enhanced Sensitivity ◽  
Neuronal Mechanisms ◽  
Electrophysiological Responses ◽  
Sensory Evidence ◽  
Enhanced Learning ◽  
Complex Spikes

Among the impairments manifested by autism spectrum disorder (ASD) are sometimes islands of enhanced function. Although neuronal mechanisms for enhanced functions in ASD are unknown, the cerebellum is a major site of developmental alteration, and early-life perturbation to it leads to ASD with higher likelihood than any other brain region. Here we report that a cerebellum-specific transgenic mouse model of ASD shows faster learning on a sensory evidence-accumulation task. In addition, transgenic mice showed enhanced sensitivity to touch and auditory cues, and prolonged electrophysiological responses in Purkinje-cell complex spikes and associative neocortical regions. These findings were replicated by pairing cues with optogenetic stimulation of Purkinje cells. Computational latent-state analysis of behavior revealed that both groups of mice with cerebellar perturbations exhibited enhanced focus on current rather than past information, consistent with a role for the cerebellum in retaining information in memory. We conclude that cerebellar perturbation can activate neocortex via complex spike activity and reduce reliance on prior experience, consistent with a weak-central-coherence account in which ASD traits arise from enhanced detail-oriented processing. This recasts ASD not so much as a disorder but as a variation that, in particular niches, can be adaptive.

scholarly journals A predictive focus of gain modulation encodes target trajectories in insect vision

eLife ◽  
2017 ◽  
Vol 6 ◽  
Author(s):  
Steven D Wiederman ◽  
Joseph M Fabian ◽  
James R Dunbier ◽  
David C O’Carroll
Keyword(s):  
Target Location ◽  
Insect Vision ◽  
Gain Modulation ◽  
Brain Hemispheres ◽  
Contrast Gain ◽  
Enhanced Sensitivity ◽  
Neuronal Mechanisms ◽  
New Locations ◽  
Direction Tuning ◽  
Predictive Processes

When a human catches a ball, they estimate future target location based on the current trajectory. How animals, small and large, encode such predictive processes at the single neuron level is unknown. Here we describe small target-selective neurons in predatory dragonflies that exhibit localized enhanced sensitivity for targets displaced to new locations just ahead of the prior path, with suppression elsewhere in the surround. This focused region of gain modulation is driven by predictive mechanisms, with the direction tuning shifting selectively to match the target’s prior path. It involves a large local increase in contrast gain which spreads forward after a delay (e.g. an occlusion) and can even transfer between brain hemispheres, predicting trajectories moved towards the visual midline from the other eye. The tractable nature of dragonflies for physiological experiments makes this a useful model for studying the neuronal mechanisms underlying the brain’s remarkable ability to anticipate moving stimuli.

Using Technology to Support Social Competence

2015 ◽  
pp. 336-355
Author(s):  
Brenda Smith Myles ◽  
Jan Rogers ◽  
Amy Bixler Coffin ◽  
Wendy Szakacs ◽  
Theresa Earles-Vollrath
Keyword(s):  
Quality Of Life ◽  
Social Competence ◽  
High Technology ◽  
Autism Spectrum ◽  
Home School ◽  
Relationship Building ◽  
Weak Central Coherence ◽  
Central Coherence ◽  
Evidence Based

Social competence includes a complex set of skills that impacts quality of life across all environments: home, school, employment, and the community. Elements that impact social competence, such as theory of mind, weak central coherence, regulation and relationship building, must be taught to individuals with disabilities, including those with autism spectrum disorder. Evidence-based interventions that incorporate low, medium and high technology have the potential to support skill development in social competence in a meaningful manner. This chapter reviews the concept known as social competence and offers a variety of practices to support its development.

Understanding Cognition and Students with Autism Spectrum Disorder

2020 ◽  
pp. 67-86
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Theory Of Mind ◽  
Joint Attention ◽  
Music Cognition ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Central Coherence ◽  
Music Classroom ◽  
Students With Autism

One of the most unique attributes of students with autism is the distinct way they think. This chapter sheds light on the cognitive world of students with autism in the music classroom. The following topics are included: theory of mind; central coherence; executive function; joint attention (and cognition); and music cognition and students with autism.

Blended cognitive behavioural therapy for adolescents with panic disorder co-morbid with autism spectrum disorder: a case study

2020 ◽  
Vol 13 ◽  
Author(s):  
Sayo Hamatani ◽  
Kazuki Matsumoto ◽  
Yukihiko Shirayama
Keyword(s):  
Autism Spectrum Disorder ◽  
Panic Disorder ◽  
Cognitive Behavioural Therapy ◽  
Behavioural Therapy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Central Coherence ◽  
Behavioural Science ◽  
Cognitive Behavioural ◽  
Visual Aid

Abstract Cognitive behavioural therapy (CBT) is an effective treatment for improving anxiety symptoms in patients with autism spectrum disorder (ASD). However, some patients with ASD take extra time for learning, and they can find it hard to change their thinking styles and behaviour due to cognitive deficits. The therapist must be creative when implementing CBT in this context. Here, it may be helpful for the patient with ASD to understand CBT’s concepts by using visual aid material. Blended CBT during which the patient is shown visual aid material with his or her therapist has been suggested as effective for adults without ASD to reduce anxiety. Blended CBT combines face-to-face treatment with internet guided support and resource. Blended CBT may facilitate an understanding of essential knowledge and help people with ASD and anxiety acquire skills based on cognitive behavioural science. However, as far as we know, no previous studies have reported on the use of blended CBT for patients with panic disorder co-morbid with ASD. This study, therefore, consecutively performed 16 blended CBT sessions on a biweekly basis to treat panic disorder (PD) in an adolescent Japanese female co-morbid with ASD. The patient exhibited improvements in PD symptoms and agoraphobia after treatment: the Panic Disorder Severity Scale score decreased from 18 to 2. These results indicate that visual aid-assisted treatment may help patients with impaired imagination and social cognition related to ASD. Furthermore, this study’s therapist notes the need for paced treatments and repeated psychoeducation for patients with impairments in central coherence and cognitive flexibility. Key learning aims (1) Blended CBT may patients with panic disorder (PD) co-morbid with autism spectrum disorder (ASD) to understand concepts based on cognitive behavioural science and symptoms. (2) Blended CBT sessions can each be conducted in approximately 20 min (about one-third of the time needed for typical 45- to 90-min CBT sessions); in other words, it is less burdensome for the patient and therapist. (3) How to adjust blended CBT for those who have low average intelligence quotients (IQ) and/or ASD.

Central coherence and the shaping of expertise in design: evidence from designers with autism spectrum conditions

2018 ◽  
Vol 32 (3) ◽  
pp. 321-330
Author(s):  
Andy Dong ◽  
Ann Heylighen
Keyword(s):  
Information Processing ◽  
Cognitive Processes ◽  
Autism Spectrum ◽  
Weak Central Coherence ◽  
Central Coherence ◽  
Autism Spectrum Conditions ◽  
Coherence Theory ◽  
Design Practice ◽  
Cognitive Behaviors ◽  
Personal Experiences

AbstractThis paper proposes to contribute to our understanding of the fundamental cognitive processes essential to designing by exploring the experiences of people who have different information processing behaviors to those found in most people. In particular, we focus on people with autism spectrum conditions (ASC) because they are known to have information processing behaviors that are both maladaptive and exceptional. Central to our study is the question: what can we learn from people with ASC about cognitive processes essential to designing? The scholarship on cognitive behaviors associated with the autism spectrum and narratives on the experiences with design practice by individuals with ASC are discussed in relation to cognitive processes associated with designing. In turn, the individuals commented upon the analysis of cognitive processes associated with designing in light of their personal experiences with design practice. We conclude that the weak central coherence theory of autism provides a useful prediction of the cognitive processes necessary for expertise in design, and that both the framework for expertise in design and the way it is studied may require updating.

Linguistic processing in high-functioning adults with autism or Asperger's syndrome. Is global coherence impaired?

2000 ◽  
Vol 30 (5) ◽  
pp. 1169-1187 ◽  
Author(s):  
THERESE JOLLIFFE ◽  
SIMON BARON-COHEN
Keyword(s):  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Autism Spectrum ◽  
Central Coherence ◽  
Future Research ◽  
Linguistic Processing ◽  
Adults With Autism ◽  
Global Coherence ◽  
Use Context ◽  
Global Inference

Background. Linguistic processing was explored in normally intelligent adults with either autism or Asperger's syndrome, to test if global coherence was impaired. Global coherence is the ability to establish causal connections and interrelate local chunks into higher-order chunks so that most linguistic elements are linked together thematically. Since individuals with autism are hypothesized to have weak central coherence then one would predict that the clinical groups would have difficulty integrating information globally so as to derive full meaning.Methods. Two experiments were designed to test global coherence. Experiment 1 investigated whether individuals on the autism spectrum condition could arrange sentences coherently. Experiment 2 investigated whether they were less able to use context to make a global inference. Results. The clinical groups were less able to arrange sentences coherently and use context to make a global inference.Conclusions. The results suggest that individuals on the autism spectrum have impaired global coherence. Arranging sentences and making global inferences correlated highly, suggesting that central coherence may be a unitary force in these different tasks. Of the two clinical groups, the autism group had the greater deficit. The effect that such a deficit would have on one's daily life is discussed, along with possible explanations for the clinical groups' greater difficulty, and suggestions for future research.

scholarly journals English Morphosyntactic Performance of A High-Functioning ASD Child: Implications on ELT

2019 ◽  
Vol 16 (Number 1) ◽  
pp. 155-179
Author(s):  
Yusniza Mohd Yusoff ◽  
Khazriyati Salehuddin ◽  
Imran Ho Abdullah ◽  
Hasnah Toran
Keyword(s):  
Effective Teaching ◽  
Teaching Methods ◽  
First Language ◽  
Autism Spectrum ◽  
Central Coherence ◽  
Language Performance ◽  
Mainstream Teachers ◽  
High Functioning ◽  
Grammatical Development ◽  
Present Tense

Purpose – The inclusion of an increasing number of highfunctioning ASD children in mainstream classrooms demands for adequate awareness of autism and effective teaching methods from teachers to ensure that learning takes places efficiently. Hence, this study investigated the atypical language performance of a highfunctioning Malay girl with autism spectrum disorder (ASD), who chose to acquire English as her first language (L1) and eventually spoke the language fluently despite English not being the main language at home. Focus was given on the child’s literate language use of morphology and syntax in present tense English. Methodology – Data was collected from spontaneous speech interactions with an 8-year-old high-functioning ASD child for a period of 12 months. The interactions were conducted at the child’s home. Each session lasted approximately an hour and was video recorded. The data was analyzed using thematic analysis. In this study, focus was given on the morphology and syntax of the child’s present tense structures in English. Findings – The findings revealed four main themes: 1) elaborated noun phrases, 2) adverbs, 3) conjunctions, plus 4) mental and linguistic verbs. The findings indicated the child’s strength in her language performance that was consistent albeit with weak central coherence account and that she was not at the optional infinitive stage of grammatical development. Significance – These findings led to a further understanding of the language acquisition process in high-functioning children with ASD in Malaysia, and called for mainstream teachers to 1) upgrade their skills, enhance their knowledge and develop their awareness of the linguistic ability of high-functioning ASD children, and 2) implement effective teaching methods in managing them.

scholarly journals No association between autistic traits and contextual influences on eye-movements during reading

2014 ◽  
Author(s):  
Nathan Caruana ◽  
Jon Brock
Keyword(s):  
Eye Movements ◽  
Contextual Information ◽  
Autistic Traits ◽  
Autism Spectrum ◽  
Weak Central Coherence ◽  
Central Coherence ◽  
Autism Spectrum Quotient ◽  
Contextual Influences ◽  
Tentative Evidence ◽  
Preceding Sentence

Individuals with autism spectrum disorders are claimed to show a local cognitive bias, termed “weak central coherence”, which manifests in a reduced influence of contextual information on linguistic processing. Here, we investigated whether this bias might also be demonstrated by individuals who exhibit sub-clinical levels of autistic traits, as has been found for other aspects of autistic cognition. The eye-movements of 71 university students were monitored as they completed a reading comprehension task. Consistent with previous studies, participants made shorter fixations on words that were highly predicted on the basis of preceding sentence context. However, contrary to the weak central coherence account, this effect was not reduced amongst individuals with high levels of autistic traits, as measured by the Autism Spectrum Quotient (AQ). Further exploratory analyses revealed that participants with high AQ scores fixated longer on words that resolved the meaning of an earlier homograph. However, this was only the case for sentences where the two potential meanings of the homograph result in different pronunciations. The results provide tentative evidence for differences in reading style that are associated with autistic traits, but fail to support the notion of weak central coherence extending into the non-autistic population.

scholarly journals REATTACH FOR AUTISM: MAKING SENSE

2019 ◽  
Vol 1 (2) ◽  
pp. 85-89
Author(s):  
Paula Weerkamp-Bartholomeus
Keyword(s):  
Social Cognitive ◽  
Cost Effective ◽  
Autism Spectrum ◽  
Central Coherence ◽  
Making Sense ◽  
Heterogenous Group ◽  
Optimal Health ◽  
Underlying Causes ◽  
Adults With Asd ◽  
Forms Of Vitality

Autism Spectrum Disorders are a complex heterogenous group of clinical characteristics of which lack of central coherence and an atypical overall style of inter-personal reactions (forms of vitality) belong to the core symptomatology. Due to the number of individuals diagnosed with ASD that world-wide is growing rapidly, many research projects aim at detecting the underlying causes or mechanism or prevention and early intervention programs. ReAttach is an intervention for children and adults with ASD that facilitates arousal regulation, multiple sensory processing, coherence, social cognitive training and active learning. The method can be defined as a broader spectrum therapy, embracing neurodiversity and aiming at optimal health and personal and inter-relational development. The aim of this paper is to describe the ReAttach procedure and treatment outcome for ASD and to explain why ReAttach the involvement of parents and partners is required. The effects in terms of changes in clinical presentation and Forms of Vitality of individuals with ASD suggest that ReAttach is an accessible and cost-effective tool to overcome the developmental arrest in ASD.

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