scholarly journals Coactivation pattern analysis reveals altered salience network dynamics in children with autism spectrum disorder

2020 ◽  
Vol 4 (4) ◽  
pp. 1219-1234 ◽  
Author(s):  
Emily Marshall ◽  
Jason S. Nomi ◽  
Bryce Dirks ◽  
Celia Romero ◽  
Lauren Kupis ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Brain Connectivity ◽  
Brain Activity ◽  
Network Dynamics ◽  
Resting State Fmri ◽  
Autism Spectrum ◽  
Brain Network ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Transient Activation

Brain connectivity studies of autism spectrum disorder (ASD) have historically relied on static measures of functional connectivity. Recent work has focused on identifying transient configurations of brain activity, yet several open questions remain regarding the nature of specific brain network dynamics in ASD. We used a dynamic coactivation pattern (CAP) approach to investigate the salience/midcingulo-insular (M-CIN) network, a locus of dysfunction in ASD, in a large multisite resting-state fMRI dataset collected from 172 children (ages 6–13 years; n = 75 ASD; n = 138 male). Following brain parcellation by using independent component analysis, dynamic CAP analyses were conducted and k-means clustering was used to determine transient activation patterns of the M-CIN. The frequency of occurrence of different dynamic CAP brain states was then compared between children with ASD and typically developing (TD) children. Dynamic brain configurations characterized by coactivation of the M-CIN with central executive/lateral fronto-parietal and default mode/medial fronto-parietal networks appeared less frequently in children with ASD compared with TD children. This study highlights the utility of time-varying approaches for studying altered M-CIN function in prevalent neurodevelopmental disorders. We speculate that altered M-CIN dynamics in ASD may underlie the inflexible behaviors commonly observed in children with the disorder.

scholarly journals Altered brain network dynamics in youths with autism spectrum disorder

2016 ◽  
Vol 234 (12) ◽  
pp. 3425-3431 ◽  
Author(s):  
Evie Malaia ◽  
Erik Bates ◽  
Benjamin Seitzman ◽  
Katherine Coppess
Keyword(s):  
Autism Spectrum Disorder ◽  
Network Dynamics ◽  
Autism Spectrum ◽  
Brain Network ◽  
Spectrum Disorder

Recognition and management of bladder bowel dysfunction in children with autism spectrum disorder

2021 ◽  
Vol 14 (6) ◽  
pp. e242646
Author(s):  
Shilpee Raturi ◽  
Fay Xiangzhen Li ◽  
Chui Mae Wong
Keyword(s):  
Autism Spectrum Disorder ◽  
Parental Education ◽  
Brain Connectivity ◽  
Children With Autism ◽  
Bowel Dysfunction ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Bladder Function ◽  
Children With Asd ◽  
Bladder Bowel Dysfunction

Children with autism spectrum disorder (ASD) with rigidities, anxiety or sensory preferences may establish a pattern of holding urine and stool, which places them at high risk of developing bladder bowel dysfunction (BBD). BBD, despite being common, is often unrecognised in children with ASD. With this case report of a 7-year-old girl with ASD presenting with acute retention of urine, we attempt to understand the underlying factors which may contribute to the association between BBD and ASD. Literature review indicates a complex interplay of factors such as brain connectivity changes, maturational delay of bladder function, cognitive rigidities and psychosocial stressors in children with ASD may possibly trigger events which predispose some of them to develop BBD. Simple strategies such as parental education, maintaining a bladder bowel diary and treatment of constipation may result in resolution of symptoms.

scholarly journals Evoked and intrinsic brain network dynamics in children with autism spectrum disorder

2020 ◽  
Vol 28 ◽  
pp. 102396
Author(s):  
Lauren Kupis ◽  
Celia Romero ◽  
Bryce Dirks ◽  
Stephanie Hoang ◽  
Meaghan V. Parladé ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Network Dynamics ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Brain Network ◽  
Spectrum Disorder

scholarly journals Locked-In Intact Functional Networks in Children with Autism Spectrum Disorder: A Case-Control Study

2021 ◽  
Vol 11 (9) ◽  
pp. 854
Author(s):  
Andrew R. Pines ◽  
Bethany Sussman ◽  
Sarah N. Wyckoff ◽  
Patrick J. McCarty ◽  
Raymond Bunch ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Case Control ◽  
Brain Network ◽  
Cognitive Networks ◽  
Spectrum Disorder ◽  
Exact Test ◽  
Individual Level ◽  
Network Activation ◽  
Children With Asd

Resting-state functional magnetic resonance imaging (rs-fMRI) has the potential to investigate abnormalities in brain network structure and connectivity on an individual level in neurodevelopmental disorders, such as autism spectrum disorder (ASD), paving the way toward using this technology for a personalized, precision medicine approach to diagnosis and treatment. Using a case-control design, we compared five patients with severe regressive-type ASD to five patients with temporal lobe epilepsy (TLE) to examine the association between brain network characteristics and diagnosis. All children with ASD and TLE demonstrated intact motor, language, and frontoparietal (FP) networks. However, aberrant networks not usually seen in the typical brain were also found. These aberrant networks were located in the motor (40%), language (80%), and FP (100%) regions in children with ASD, while children with TLE only presented with aberrant networks in the motor (40%) and language (20%) regions, in addition to identified seizure onset zones. Fisher’s exact test indicated a significant relationship between aberrant FP networks and diagnosis (p = 0.008), with ASD and atypical FP networks co-occurring more frequently than expected by chance. Despite severe cognitive delays, children with regressive-type ASD may demonstrate intact typical cortical network activation despite an inability to use these cognitive facilities. The functions of these intact cognitive networks may not be fully expressed, potentially because aberrant networks interfere with their long-range signaling, thus creating a unique “locked-in network” syndrome.

The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Allison Gladfelter ◽  
Cassidy VanZuiden
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Social Responsiveness ◽  
Contributing Factors ◽  
Children With Asd ◽  
Language Context

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.

scholarly journals Parents’ Perceptions of Early Interventions and Related Services for Children with Autism Spectrum Disorder in Saudi Arabia

2016 ◽  
Vol 9 (10) ◽  
pp. 128 ◽  
Author(s):  
Faihan Alotaibi ◽  
Nabil Almalki
Keyword(s):  
Autism Spectrum Disorder ◽  
Saudi Arabia ◽  
Early Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Interventions ◽  
Related Services ◽  
Children With Asd ◽  
The Government

<p class="apa">The present study sought to examine parents’ perceptions of early interventions and related services for children with autism spectrum disorder (ASD) in Saudi Arabia. In this study a survey was distributed to a sample of 80 parents with children who have ASD. Parents also were asked open-ended questions to enable them to provide suggestions. The findings indicate that parents have varying perceptions of early interventions and related services. However, they seem to agree that these services are important in assisting their children. Accordingly, parents have suggested that the government needs to increase these services by providing more centers for children with ASD in Saudi Arabia, providing more specialists to deal with children with ASD, promoting inclusion in regular schools and providing more information on early intervention.</p>

scholarly journals A novel automated autism spectrum disorder detection system

2021 ◽  
Author(s):  
Shu Lih Oh ◽  
V. Jahmunah ◽  
N. Arunkumar ◽  
Enas W. Abdulhay ◽  
Raj Gururajan ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disorder ◽  
Detection System ◽  
Brain Activity ◽  
Limited Range ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Nonlinear Features ◽  
Genetic And Environmental Factors ◽  
Future Work

AbstractAutism spectrum disorder (ASD) is a neurological and developmental disorder that begins early in childhood and lasts throughout a person’s life. Autism is influenced by both genetic and environmental factors. Lack of social interaction, communication problems, and a limited range of behaviors and interests are possible characteristics of autism in children, alongside other symptoms. Electroencephalograms provide useful information about changes in brain activity and hence are efficaciously used for diagnosis of neurological disease. Eighteen nonlinear features were extracted from EEG signals of 40 children with a diagnosis of autism spectrum disorder and 37 children with no diagnosis of neuro developmental disorder children. Feature selection was performed using Student’s t test, and Marginal Fisher Analysis was employed for data reduction. The features were ranked according to Student’s t test. The three most significant features were used to develop the autism index, while the ranked feature set was input to SVM polynomials 1, 2, and 3 for classification. The SVM polynomial 2 yielded the highest classification accuracy of 98.70% with 20 features. The developed classification system is likely to aid healthcare professionals as a diagnostic tool to detect autism. With more data, in our future work, we intend to employ deep learning models and to explore a cloud-based detection system for the detection of autism. Our study is novel, as we have analyzed all nonlinear features, and we are one of the first groups to have uniquely developed an autism (ASD) index using the extracted features.

scholarly journals Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School

2021 ◽  
Vol 18 (14) ◽  
pp. 7670
Author(s):  
Ana Gentil-Gutiérrez ◽  
José Luis Cuesta-Gómez ◽  
Paula Rodríguez-Fernández ◽  
Jerónimo Javier González-Bernal
Keyword(s):  
Autism Spectrum Disorder ◽  
Sensory Processing ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
School Factors ◽  
Cross Sectional ◽  
Sensory Stimuli ◽  
Children With Asd

(1) Background: Children with Autism Spectrum Disorder (ASD) frequently have difficulties in processing sensory information, which is a limitation when participating in different contexts, such as school. The objective of the present study was to compare the sensory processing characteristics of children with ASD in the natural context of school through the perception of professionals in the field of education, in comparison with neurodevelopmental children (2) Methods: A cross-sectional descriptive study as conducted with study population consisting of children between three and ten years old, 36 of whom were diagnosed with ASD and attended the Autismo Burgos association; the remaining 24 had neurotypical development. The degree of response of the children to sensory stimuli at school was evaluated using the Sensory Profile-2 (SP-2) questionnaire in its school version, answered by the teachers. (3) Results: Statistically significant differences were found in sensory processing patterns (p = 0.001), in sensory systems (p = 0.001) and in school factors (p = 0.001). Children with ASD who obtained worse results. (4) Conclusions: Children with ASD are prone to present sensory alterations in different contexts, giving nonadapted behavioral and learning responses.

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