scholarly journals Dysfunction of the Auditory Brainstem as a Neurophysiology Subtype of Autism Spectrum Disorder

2021 ◽  
Vol 15 ◽  
Author(s):  
Jierong Chen ◽  
Zhen Wei ◽  
Chun Liang ◽  
Binguang Liu ◽  
Jimin Guo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Surface Area ◽  
Language Impairment ◽  
Superior Temporal Gyrus ◽  
Auditory Brainstem ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Brainstem Response

Autism spectrum disorder (ASD) is very heterogeneous, particularly in language. Studies have suggested that language impairment is linked to auditory-brainstem dysfunction in ASD. However, not all ASD children have these deficits, which suggests potential subtypes of ASD. We classified ASD children into two subtypes according to their speech-evoked auditory brainstem response (speech-ABR) and explored the neural substrates for possible subtypes. Twenty-nine children with ASD and 25 typically developing (TD) peers were enrolled to undergo speech-ABR testing and structural magnetic resonance imaging (sMRI). There were significant differences between the ASD group and TD group in surface area, cortical volume and cortical thickness. According to speech-ABR results, ASD participants were divided into the ASD-typical (ASD-T) group and ASD-atypical (ASD-A) group. Compared with the ASD-T group, the ASD-A group had a lower score in language of the Gesell Developmental Diagnosis Scale (GDDS), increased left rostral middle frontal gyrus (lRMFG) area and decreased local gyrification index of the right superior temporal gyrus. GDDS-language and surface area of lRMFG were correlated to the wave-A amplitude in ASD. Surface area of lRMFG had an indirect effect on language performance via alteration of the wave-V amplitude. Thus, cortical deficits may impair language ability in children with ASD by causing subcortical dysfunction at preschool age. These evidences support dysfunction of the auditory brainstem as a potential subtype of ASD. Besides, this subtype-based method may be useful for various clinical applications.

Wechsler Intelligence Scale for Children, Fifth Edition Profiles of Children With Autism Spectrum Disorder Using a Classification and Regression Trees Analysis

2021 ◽  
pp. 073428292110259
Author(s):  
Brittany A. Dale ◽  
W. Holmes Finch ◽  
Kassie A. R. Shellabarger ◽  
Andrew Davis
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Impairment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intelligence Scale ◽  
Cart Analysis ◽  
Children With Asd ◽  
Classification And Regression ◽  
Pattern Of Performance

The Wechsler Intelligence Scales for Children (WISC) are the most widely used instrument in assessing cognitive ability, especially with children with autism spectrum disorder (ASD). Previous literature on the WISC has demonstrated a divergent pattern of performance on the WISC for children ASD compared to their typically developing peers; however, there is a lack of research concerning the most recent iteration, the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Due to the distinctive changes made to the WISC-V, we sought to identify the pattern of performance of children with ASD on the WISC-V using a classification and regression (CART) analysis. The current study used the standardization sample data of the WISC-V obtained from NCS Pearson, Inc. Sixty-two children diagnosed with ASD, along with their demographically matched controls, comprised the sample. Results revealed the Comprehension and Letter-Number Sequencing subtests were the most important factors in predicting group membership for children with ASD with an accompanying language impairment. Children with ASD without an accompanying language impairment, however, were difficult to distinguish from matched controls through the CART analysis. Results suggest school psychologists and other clinicians should administer all primary and supplemental subtests of the WISC-V as part of a comprehensive assessment of ASD.

scholarly journals Auditory Processing Differences in Toddlers With Autism Spectrum Disorder

2020 ◽  
Vol 63 (5) ◽  
pp. 1608-1617
Author(s):  
Maranda K. Jones ◽  
Nina Kraus ◽  
Silvia Bonacina ◽  
Trent Nicol ◽  
Sebastian Otto-Meyer ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Auditory Processing ◽  
Auditory Brainstem ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Auditory Brainstem Responses ◽  
School Age Children ◽  
Future Research ◽  
Children With Asd

Purpose Auditory processing measures have been used in an attempt to understand the relationship between neurological mechanisms and autism spectrum disorder (ASD) symptomatology in school-age children. The focus of the current study was to understand neural auditory processing in 2- to 3-year-olds with ASD. Method Auditory processing measures (click auditory brainstem responses and speech-evoked frequency-following responses) were hypothesized to differ between typically developing children ( n = 18) and children with ASD ( n = 18). Auditory processing measures were hypothesized to relate to language development in children with ASD. Results The current study found limited differences in auditory processing measures between the two groups. No relationships were found between auditory processing measures and language development measures. Conclusions Future research is necessary to characterize auditory processing in toddlers with ASD. Longitudinal approaches should be considered when studying auditory processing in children with ASD in order to explore its developmental relationship with ASD symptomatology.

Auditory brainstem response to speech in children with high functional autism spectrum disorder

2018 ◽  
Vol 40 (1) ◽  
pp. 121-125 ◽  
Author(s):  
Maryam Ramezani ◽  
Yones Lotfi ◽  
Abdollah Moossavi ◽  
Enayatollah Bakhshi
Keyword(s):  
Autism Spectrum Disorder ◽  
Auditory Brainstem Response ◽  
Auditory Brainstem ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Brainstem Response

scholarly journals Auditory Brainstem Response with Cognitive Interference in Normal and Autism Spectrum Disorder Children - Understanding the Auditory Sensory Gating Mechanism

2021 ◽  
Author(s):  
Ahmad Aidil Arafat Dzulkarnain ◽  
Nur Hafizah Sulaiman ◽  
Fatin Amira Shahrudin ◽  
Shahrul Na’im Sidek ◽  
Hazlina Md. Yusof ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Auditory Brainstem Response ◽  
Sensory Gating ◽  
Auditory Brainstem ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Cognitive Interference ◽  
Order Function ◽  
Auditory Sensory Gating ◽  
Brainstem Response

Earlier studies disputed the influence of higher-order function such as attention or cognitive inhibition on the auditory brainstem response (ABR) result. In short, the ABR result was considered similar with or without the subject paying attention. However, in the last few years, there has been growing evidence that the higher-order function may influence the ABR findings provided the sensory gating system of the brain is triggered by any cognitive interference activities. This chapter will explain the concept of auditory sensory gating, a method to measure auditory sensory gating, and at the end of the chapter, preliminary findings concerning the ABR with cognitive interference among ten normally developing children are presented. This chapter will also share a case study that compared auditory sensory gating capacity in normal and children with mild autism spectrum disorder (ASD).

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>

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