scholarly journals Altered Anterior Insular Asymmetry in Pre-teen and Adolescent Youth with Autism Spectrum Disorder

2018 ◽  
Vol 1 (1) ◽  
pp. 24-35
Author(s):  
Jeremy Cohen ◽  
Taylor Smith ◽  
Khalil Thompson ◽  
Armond Collins ◽  
Tracey Knaus ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Age Groups ◽  
Insular Cortex ◽  
Autism Spectrum ◽  
Anterior Insula ◽  
Spectrum Disorder ◽  
Social Emotional ◽  
Severity Scores ◽  
Before And After ◽  
The Right

Autism Spectrum Disorder (ASD) is hallmarked by social-emotional reciprocity deficits. Social-emotional responding requires the clear recognition of social cues as well as the internal monitoring of emotional salience. Insular cortex is central to the salience network, and plays a key role in approach-avoidance emotional valuation. Consistent right anterior insular hypoactivity and variable volumetric differences of insular cortical volumes were shown previously. The current study analyzed anterior and posterior insular volume/asymmetry changes in ASD across age. Age was used as an additional grouping variable as previous studies indicated differential regional volume in ASD individuals before and after puberty onset. In the current sample, pre-teen ASD expressed left lateralized anterior insula, while adolescent ASD had right lateralization. Typically developing (TD) individuals expressed the opposite lateralization of anterior insula in both age-groups (right greater than left anterior insular volume among pre-teen TD and left greater than right anterior insular volume among adolescent TD). Social-emotional calibrated severity scores from the ADOS were positively correlated with leftward anterior insular asymmetry and negatively correlated with proportional right anterior insular volumes in ASD. Insular cortex has a lateralized role in autonomic nervous system regulation (parasympathetic control in the left, sympathetic control in the right). Atypical insular asymmetry in ASD may contribute to the development of networks with a diminished salience signal to human faces and voices, and may lead to more learned passive avoidant responses to such stimuli at younger ages, leading to more distressed responses in adolescence. Data here supports the use of early behavioral intervention to increase awareness of and reward for social-emotional cues.

scholarly journals Review of Cognitive Characteristics of Autism Spectrum Disorder Using Performance on Six Subtests on Four Versions of the Wechsler Intelligence Scale for Children

2021 ◽  
Author(s):  
Mizuho Takayanagi ◽  
Yoko Kawasaki ◽  
Mieko Shinomiya ◽  
Hoshino Hiroshi ◽  
Satoshi Okada ◽  
...  
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Block Design ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intelligence Scale ◽  
Cognitive Characteristics ◽  
Children With Asd ◽  
The Right ◽  
The Impact

AbstractThis study was a systematic review of research using the Wechsler Intelligence Scale for Children (WISC) with Autism Spectrum Disorder (ASD) to examine cognitive characteristics of children with ASD beyond the impact of revisions based on WISC and diagnostic criteria changes. The classic “islets of ability” was found in individuals with full-scale IQs < 100. The “right-descending profiles” were observed among high IQ score individuals. High levels on the Block Design and low Coding levels were consistently found regardless of the variation in intellectual functioning or diagnosis. This review identified patterns of cognitive characteristics in ASD individuals using empirical data that researchers may have previously been aware of, based on their experiences, owing to the increased prevalence of ASD.

scholarly journals The effect of cannabidiol (CBD) on low-frequency activity and functional connectivity in the brain of adults with and without autism spectrum disorder (ASD)

2019 ◽  
Vol 33 (9) ◽  
pp. 1141-1148 ◽  
Author(s):  
Charlotte M Pretzsch ◽  
Bogdan Voinescu ◽  
Maria A Mendez ◽  
Robert Wichers ◽  
Laura Ajram ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Functional Connectivity ◽  
Low Frequency ◽  
Random Order ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Double Blind ◽  
Drug Challenge ◽  
The Right ◽  
Post Hoc

Background: The potential benefits of cannabis and its major non-intoxicating component cannabidiol (CBD) are attracting attention, including as a potential treatment in neurodevelopmental disorders such as autism spectrum disorder (ASD). However, the neural action of CBD, and its relevance to ASD, remains unclear. We and others have previously shown that response to drug challenge can be measured using functional magnetic resonance imaging (fMRI), but that pharmacological responsivity is atypical in ASD. Aims: We hypothesized that there would be a (different) fMRI response to CBD in ASD. Methods: To test this, task-free fMRI was acquired in 34 healthy men (half with ASD) following oral administration of 600 mg CBD or matched placebo (random order; double-blind administration). The ‘fractional amplitude of low-frequency fluctuations’ (fALFF) was measured across the whole brain, and, where CBD significantly altered fALFF, we tested if functional connectivity (FC) of those regions was also affected by CBD. Results: CBD significantly increased fALFF in the cerebellar vermis and the right fusiform gyrus. However, post-hoc within-group analyses revealed that this effect was primarily driven by the ASD group, with no significant change in controls. Within the ASD group only, CBD also significantly altered vermal FC with several of its subcortical (striatal) and cortical targets, but did not affect fusiform FC with other regions in either group. Conclusion: Our results suggest that, especially in ASD, CBD alters regional fALFF and FC in/between regions consistently implicated in ASD. Future studies should examine if this affects the complex behaviours these regions modulate.

scholarly journals Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study

Autism ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Katie Maras ◽  
Tim Gamble ◽  
Mark Brosnan
Keyword(s):  
Autism Spectrum Disorder ◽  
Mathematics Learning ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Feedback Condition ◽  
Spectrum Disorder ◽  
Metacognitive Monitoring ◽  
Before And After ◽  
Post Test ◽  
And Mathematics

Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the ‘Maths Challenge’) for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom.

scholarly journals Are Obese Patients with Autism Spectrum Disorder More Likely to Be Selenium Deficient? Research Findings on Pre- and Post-Pubertal Children

Nutrients ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 3581
Author(s):  
Anna Błażewicz ◽  
Iwona Szymańska ◽  
Wojciech Dolliver ◽  
Piotr Suchocki ◽  
Jadwiga Turło ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Inductively Coupled Plasma ◽  
Autism Spectrum ◽  
Male Gender ◽  
Spectrum Disorder ◽  
Metabolic Effects ◽  
Serum Selenium ◽  
Sample Type ◽  
Selenium Content ◽  
Before And After

Selenium is involved in many metabolic pathways that are critical for life. Information concerning the metabolic effects of selenium in autism spectrum disorder (ASD) and obesity is still conflicting and incomplete. The pre- and post-pubertal selenium profiles of patients with ASD and obesity have not yet been investigated. The goal of the study was to examine selenium content before and after puberty in euthyroid children diagnosed with ASD, compared to age-matched neurotypical controls, with respect to overweight or obesity as a co-existing pathology. Serum, toenail, and 24h urine selenium levels were determined by inductively coupled plasma mass spectrometry in 287 prepubertal children (mean age 8.09 years), divided into groups: ASD with overweight/obesity (ASD+/Ob+); ASD without overweight/obesity (ASD+/Ob−); non-ASD with overweight/obesity (ASD−/Ob+); and non-ASD without overweight/obesity (ASD−/Ob−). The assessment was repeated in 258 of the children after puberty (mean age 14.26 years).The lowest serum (p < 0.001), urine (p < 0.001) and toenail (p < 0.001) selenium levels before and after puberty were observed in ASD+/Ob+ patients, and the highest in ASD−/Ob−. There were no differences in serum/toenail selenium levels between ASD+/Ob− and ASD−/Ob+ groups. The presence of ASD was associatedwith lower serum (p < 0.001) and toenail (p < 0.001) selenium in BMI-matched groups. In neurotypical patients, post-pubertal serum selenium levels were lower (p < 0.001) than pre-pubertal levels. In the multiple linear regression analyses, selenium levels showed inverse relationships with BMI (p < 0.001) and male gender (p < 0.001), irrespective of the sample type. The serum (p = 0.002) and toenail (p < 0.001) selenium levels were inversely associated with the presence of ASD. ASD, obesity/overweight, and male gender have independent impacts on selenium levels in children. Puberty may affect selenium content in neurotypical children of both genders, but not in ASD patients.

Executive Function, Social Emotional Learning, and Social Competence in School-Aged Boys With Autism Spectrum Disorder

2017 ◽  
Vol 32 (3-4) ◽  
pp. 265-281 ◽  
Author(s):  
Nathalie Berard ◽  
Lynn Loutzenhiser ◽  
Phillip R. Sevigny ◽  
Dennis P. Alfano
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Social Competence ◽  
Social Emotional Learning ◽  
Autism Spectrum ◽  
Emotional Learning ◽  
Spectrum Disorder ◽  
Social Emotional ◽  
Child Social Competence ◽  
Children With Asd

Autism Spectrum Disorder (ASD) is an aetiologically complex neurodevelopmental disorder characterized by deficits in social functioning. Children with ASD display a wide range of social competence and more variability in social domains as compared with either communication or repetitive behaviour domains. There is limited understanding of factors that contribute to the heterogeneity of social abilities in ASD. A modified version of McKown and colleagues’ social competence model was used to examine social competence in 49 8- to 13-year-old boys with ASD without cognitive disability. The relations between executive function (EF), social emotional learning (SEL), and parent reports of child social competence were examined. Results showed that EF but not SEL predicted parent-reported child social competence. Although many interventions target SEL skills, these findings support specifically targeting EF in both assessment and interventions of school-aged children with ASD.

Social-Emotional Correlates of Early Stage Social Information Processing Skills in Children With and Without Autism Spectrum Disorder

2015 ◽  
Vol 8 (5) ◽  
pp. 486-496 ◽  
Author(s):  
Nicole M. Russo-Ponsaran ◽  
Clark McKown ◽  
Jason K. Johnson ◽  
Adelaide W. Allen ◽  
Bernadette Evans-Smith ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Information Processing ◽  
Social Information Processing ◽  
Early Stage ◽  
Social Information ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Emotional

scholarly journals Enhancing Memory Skills of Autism Spectrum Disorder Children using Gamification

2021 ◽  
pp. 125-132
Author(s):  
Tanmoy Goswami ◽  
Tanay Arora ◽  
Pranita Ranade
Keyword(s):  
Autism Spectrum Disorder ◽  
Age Groups ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Memory Retention ◽  
Mobile Game ◽  
Slow Development ◽  
Social Communications ◽  
Social Conduct ◽  
Skills Learning

Sharp memory of growing children is important for education and learning of any new skills. Learning new languages is an important aspect for all children. Kids with Autism Spectrum Disorder (ASD) need extra attention to enhance the memory skills. ASD is a developmental issue that influences communication and social conduct. It leads to the slow development of certain skills in children. The reasons for ASD are yet to obscure; however, it is normal in children having parents of higher age groups. Individuals with ASD generally avoid social communications, lack confidence in the eye to eye contact, fiddle a great deal, and regularly experience the ill effects of other issues like ADHD, OCD, etc.They tend to get distracted very easily. They are often obsessive about particular things and ignorant or indifferent about everything else. ASD does not include mental retardation (MR). Even though individuals experiencing ASD are improper at conveying, they sometimes have a better than average IQ. In this paper, a memory-enhancing mobile game has been designed that would help ASD children to improve the memory and help increase the stock of words that would eventually help in communication skills. The proposed mobile game would help Children diagnose with ASD to increase their memory retention power and help parents’ track their progress using gamification concepts.

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