Altered EEG Variability on Different Time Scales in Participants with Autism Spectrum Disorder

2021 ◽  
Author(s):  
Lukas Hecker ◽  
Mareike Wilson ◽  
Ludger Tebartz van Elst ◽  
Jürgen Kornmeier
Keyword(s):  
Autism Spectrum Disorder ◽  
Time Scales ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Time Scales ◽  
Multiple Time ◽  
Neural Noise ◽  
Scientific Attention ◽  
Neural Variability ◽  
Different Time Scales

Abstract Background: One of the great challenges in psychiatry is finding reliable biomarkers that may allow for more accurate diagnosis and treatment of patients. In this context the topic of neural variability received scientific attention in recent years. Altered neural variability was found in different cohorts of patients with autism spectrum disorder (ASD) using both functional magnetic resonance imaging (fMRI) and electroencephalography (EEG). These findings lead to the neural noise hypothesis of ASD. The number of studies focusing on neural variability is, however, yet small and the reported effects are controversial and poorly understood. Methods: In the present study we compared different temporal and structural aspects of variability in visually evoked EEG activity in a cohort of 16 adult participants with Asperger Syndrome (AS) and 19 matched neurotypical (NT) controls. Participants performed a visual oddball task using fine and coarse checkerboard stimuli. Results: We investigated various measures of neural variability and found effects on multiple time scales. (1) As opposed to some of the previous studies, we found reduced inter-trial variability in the AS group compared to NT. (2) This effect builds up over the entire course of a 5-minute experiment and (3) seems to be based on smaller variability of neural background activity in patients compared to NTs. Limitations: The present study is exploratory in nature with a hypothesis generating character. Further studies with a new and larger set of participants are thus mandatory to verify or falsify our findings. Conclusion: The here reported variability effects come with considerably large effect sizes, making them promising candidates for potentially reliable biomarkers in psychiatric diagnostics. The observed pattern of universality across different time scales and stimulation conditions indicates trade like effects. The inconsistency of our findings with previous reports from the literature, on the other hand, rather points towards state-like effects, specific to the current stimulus material and/or experimental paradigm.

scholarly journals Reduced visual evoked potential amplitude in autism spectrum disorder, a variability effect?

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Klara Kovarski ◽  
Joëlle Malvy ◽  
Raoul K. Khanna ◽  
Sophie Arsène ◽  
Magali Batty ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Visual Processing ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pattern Reversal ◽  
Single Trial ◽  
Neural Noise ◽  
Children With Asd ◽  
Latency Range ◽  
Visual Evoked

AbstractAtypical sensory behaviours represent a core symptom of autism spectrum disorder (ASD). Investigating early visual processing is crucial to deepen our understanding of higher-level processes. Visual evoked potentials (VEPs) to pattern-reversal checkerboards were recorded in ASD children and age-matched controls. Peak analysis of the P100 component and two types of single-trial analyses were carried out. P100 amplitude was reduced in the ASD group, consistent with previous reports. The analysis of the proportion of trials with a positive activity in the latency range of the P100, measuring inter-trial (in)consistency, allowed identifying two subgroups of ASD participants: the first group, as control children, showed a high inter-trial consistency, whereas the other group showed an inter-trial inconsistency. Analysis of median absolute deviation of single-trial P100 (st-P100) latencies revealed an increased latency variability in the ASD group. Both single-trial analyses revealed increased variability in a subset of children with ASD. To control for this variability, VEPs were reconstructed by including only positive trials or trials with homogeneous st-P100 latencies. These control analyses abolished group differences, confirming that the reduced P100 amplitude results from increased inter-trial variability in ASD. This increased variability in ASD supports the neural noise theory. The existence of subgroups in ASD suggests that the neural response variability is not a genuine characteristic of the entire autistic spectrum, but rather characterized subgroups of children. Exploring the relationship between sensory responsiveness and inter-trial variability could provide more precise bioclinical profiles in children with ASD, and complete the functional diagnostic crucial for the development of individualized therapeutical projects.

scholarly journals The multiple time scales of sleep dynamics as a challenge for modelling the sleeping brain

2011 ◽  
Vol 369 (1952) ◽  
pp. 3884-3901 ◽  
Author(s):  
Eckehard Olbrich ◽  
Jens Christian Claussen ◽  
Peter Achermann
Keyword(s):  
Time Scales ◽  
Time Scale ◽  
Computational Models ◽  
Multiple Time Scales ◽  
Sleep Stages ◽  
Multiple Time ◽  
Sleep Regulation ◽  
Typical Time ◽  
Electroencephalogram Eeg ◽  
Different Time Scales

A particular property of the sleeping brain is that it exhibits dynamics on very different time scales ranging from the typical sleep oscillations such as sleep spindles and slow waves that can be observed in electroencephalogram (EEG) segments of several seconds duration over the transitions between the different sleep stages on a time scale of minutes to the dynamical processes involved in sleep regulation with typical time constants in the range of hours. There is an increasing body of work on mathematical and computational models addressing these different dynamics, however, usually considering only processes on a single time scale. In this paper, we review and present a new analysis of the dynamics of human sleep EEG at the different time scales and relate the findings to recent modelling efforts pointing out both the achievements and remaining challenges.

scholarly journals Association Between Autism Spectrum Disorder and Eating Disorders without Self-Induced Vomiting: An Empirical Study

2020 ◽  
Author(s):  
Noriko Numata ◽  
Akiko Nakagawa ◽  
Kazuko Yoshioka ◽  
Kayoko Isomura ◽  
Daisuke Matsuzawa ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Eating Disorders ◽  
Anorexia Nervosa ◽  
Eating Disorder ◽  
Binge Eating ◽  
Binge Eating Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Autism Spectrum Quotient ◽  
Multiple Time

Abstract PURPOSE: Previous studies have shown links between autism spectrum disorder and anorexia nervosa restricting type. However, few have examined the association between autism spectrum disorder and other eating disorder subtypes, such as bulimia nervosa, anorexia nervosa binge-purging type and binge eating disorder. In this study, we aimed to assess the presence of autism spectrum disorder tendencies in each eating disorder and to explore whether an association exists between traits of autism spectrum disorder and eating disorders with or without self-induced vomiting.METHODS: We retrospectively sampled outpatients who attended Chiba University Hospital between 2012 and 2016 (43 females aged 15–45 years). All were assessed using the Eating Disorder Examination Questionnaire and Autism Spectrum Quotient to quantify the severity of the eating disorder and to identify whether autism spectrum disorder traits were present. Additionally, the subtype at onset, the change in subtype from onset to presentation and the difference based on the presence or absence of self-induced vomiting were investigated.RESULTS: We found that the Autism Spectrum Quotient tended to be higher in the group without, than in the group with, self-induced vomiting. Patients with binge eating disorder had the highest Autism Spectrum Quotient at presentation, and most of them had transitioned from prior anorexia nervosa restricting type.CONCLUSION: Of note, although their subtype had changed over time, the trait of not vomiting had remained consistent. There was a difference in the Autism Spectrum Quotient score by the presence or absence of self-induced vomiting.Level of Evidence: LEVEL IV (Evidence obtained from multiple time series without the intervention).Plain English SummaryIt is known that 18%–23% of patients with anorexia nervosa have comorbid autism spectrum disorder. However, no study has examined the association with autism spectrum disorder by subtypes of anorexia nervosa (restring type and binge with self-induced vomiting type). In addition, no studies have examined the association of autism spectrum disorder with other subtypes of eating disorders.As a result of examining the autism spectrum disorder tendency for each eating disorders subtype, it was found that the type of eating disorders that did not self-induced vomiting had a higher autism spectrum disorder tendency than with self-induced vomiting. Overall, 80% of people diagnosed with binge eating disorder had been diagnosed with restricting type of anorexia nervosa at the time of onset. For some restricting type of anorexia nervosa patients, fear or aversion to vomiting can be stronger than the desire not to gain weight, it may be the influence of the autism spectrum disorder tendency.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

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.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

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.

A Case Study: Unique Challenges of an Adolescent Female With Autism Spectrum Disorder

2020 ◽  
Vol 5 (1) ◽  
pp. 314-325
Author(s):  
Kimberly F. Frazier ◽  
Jessica Collier ◽  
Rachel Glade
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Social Performance ◽  
Management Strategies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Management ◽  
Adolescent Female ◽  
Social Thinking

Background The aim of this study was to determine the clinical efficacy of combining self-management strategies and a social thinking approach to address the social performance and executive function of an adolescent female with autism spectrum disorder. Method This research examined the effects of a social knowledge training program, “Think Social,” as well as strategies to improve higher order cognitive abilities. Results and Conclusion Although quantitative improvement was not found, several qualitative gains in behavior were noted for the participants of this study, suggesting a benefit from using structured environmental cues of self-management strategies, as well as improved social understanding through social cognitive training.

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