Name: testing sensory and multisensory function in children with autism spectrum disorder
Uploaded: 2015-04-22T15:00:00.000+00:00
Duration: 9 min 13 s
Description: Watch this Scientific Journal Video about Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder at JoVE.com

This research was supported by NIH R21CA183492, the Simons Foundation, the Wallace Research Foundation, and by CTSA award UL1TR000445 from the National Center for Advancing Translational Sciences.

伦理声明:所有受试者必须在实验前提供知情同意书。这里所描述的研究已获得范德比尔特大学医学中心的伦理审查委员会。 1.实验设置<ol><li>要求参与者完成任务昏暗，声音控制的房间。 注:考虑实施一个可视化的时间表29,30作为研究设计的一部分。虽然在该电池的每个任务相对较短，执行一排多个任务能引起疲劳在一些儿童，都与典型的开发（TD）上，并与ASD。视觉计划应包括所有计划中的活动（包括任务和听力/视力筛查），以及任务之间的短暂休息。这种结构将有助于促进整体积极研究经验的参与者，甚至被证明在某些任务的31引出更准确的答复。 </li&gt; <li>贴上的下巴休息一下表，其中的参与者将坐一边完成任务，与计算机监视器60厘米远的参与者。这是为了确保该刺激是相同的强度为每个参与者。使用降噪耳机或扬声器的听觉刺激交付。 </li><li>由于在各个实验平台的差异（声卡，显卡，操作系统等 ），验证该刺激持续时间和刺激发病asynchronies（SOA中）用示波器，光伏电池，并且每个计算机的实验上的麦克风。 注意:根据单个平台上（例如，一个缓慢的声卡），进行调整的实验代码，以便刺激呈现的时间是准确的。 </li></ol> 2.刺激<ol><li>产生2 .wav和.mp4文件与16毫秒（包括2 - 3毫秒斜坡向上和向下的斜坡）期间，在500赫兹和1000赫兹。通过这样做指定一个正弦波具有一个逐渐倾斜上升到满振幅所需的频率，接着一个向下的斜坡，在该音调的末端。保存正弦波作为听觉文件。测试每个音的音量与声压水平仪来验证它是否发挥在60分贝。如果扬声器被用来呈现听觉刺激，声音应在60厘米的距离从屏幕（其中，参与者将坐）进行测试。如果耳机将使用，测量直接毗邻每个耳机的音量。 注意:这是比较容易保持计算机在标准体积，并相应地通过调节用于产生刺激或音频编辑程序代码调整乐音的音量。 </li><li> ，或通过生成JPEG或位图图像与黑色背景和白色环围绕固定十字线中心的，并显示在适当的时候创建视觉刺激通过指定闪光灯在实验代码的大小和位置。设置时间视觉闪存为16毫秒，在实验代码。 </li><li>录制语音刺激了母语在安静的房间对一个普通的白色背景从肩膀与在画面中央扬声器。记录的视频的刺激具有最高分辨率的视频摄像机使用。可替代地，如果需要的话可公开获得的刺激的视频可以被利用。 注:视频和扬声器说音节"BA"和"嘎"的声音所需要的这个实验。 <ol><li>使用任何视频编辑程序，出口每首曲目的听觉组成部分，并保存为一个单独的.wav文件。通过进入出口设置窗口做到这一点，从"格式"下拉菜单中选择"WAV音频文件"。检查"导出音频"，然后单击"导出"导出设置窗口的底部。 </li><li>其次，出口每一个轨迹的可视化组件（ 即无声视频）ð保存为单独的.avi文件。通过进入出口设置窗口做到这一点，从"格式"下拉菜单中选择"未压缩AVI"。检查"导出视频"，然后单击"导出"以导出设置窗口的底部。 </li><li>最后，去掉"嘎"的轨道的听觉组成部分，它与"把"的轨道，使McGurk刺激的听觉部分取代。为此，选择从桌面上".AVI"文件到的视频信号源选择"源"，在这种情况下，"ga_VOnly.avi"。同样选择其他视频"ba_Aonly.avi"。在程序顺序菜单，确保视频（V1）"视频1"源"ga_VOnly.avi"和音频（A1）"音频1"源"ba_Aonly.avi"。验证视觉刺激"嘎"的发作时间与听觉STI对齐mulus"巴"。 注意:这是很重要的，该听觉刺激是完全相同的记录同时在视听和听觉仅刺激（不只是同一音节），使得视听"巴"和McGurk刺激之间的唯一差别是视频组件。这将确保可以作出适当的比较研究对感知的听觉音节的视觉刺激的影响。 </li></ol></li></ol> 3.任务电池 注:此任务要求所有参与者都能够理解并遵守与实验者的口头指示。 <ol><li>确保所有参与者必须通过测试前进行简单的筛选正常视力。使用蛾眼图，在20英尺，并要求参与者阅读双眼睁开每一行（学员将观看刺激双眼打开）。记录的最低线的那部分icipants如实申报的视觉刺激。参与者应该有20/40的视力或更好。 </li><li>确保所有参与者都在500测试听阈，1000，2000，4000赫兹的每只耳朵听力正常。听觉测试应该在一个健全的控制室内有听力计完成。 <ol><li>为了找到一个参与者的门槛，指导参与者每次检测音时间举手。发挥脉冲500赫兹音调路由到右耳起始于35 dB和减小5分贝步骤的体积。一旦参与者不再检测音，提高音量以5 dB步验证感觉到最低量。重复此过程，每个频率，然后重复在左耳所有音调频率。参与者应具备20 dB或下限。 </li></ol></li><li>确保参与者都能够理解并遵守口头指示通过测量智商和接受的语言技能与标准化神经心理学的措施在测试之前。参与者应该有70或更多的测量智商。如果需要的话，另外的神经心理测试可以在这个时间内完成。 </li></ol> 4.同时性判断（SJ） 注:SJ任务是两个替代强迫选择任务（2-AFC），由以随机顺序呈现视觉环和1000 Hz的听觉音在不同的SOA介绍（负=听觉视觉，积极=视觉听觉程序之前）的。 <ol><li>一定要包括相当大的SOA（至少-400到+400毫秒），以获得TBW（典型的激励集的整个宽度的精确测量:-400，-300，-200，-150，-100， - 50，0，50，100，150，200，300，400毫秒，SOA）。使用同一组的SOA的每个参与者，其允许跨越参与者任务性能的更容易的比较。目前至少每20 SOA试验的准确估计。任务大约需要15 - 20分钟来完成。提供了一个短暂的休息每100次试验，以减少参与者的疲劳。 </li><li>指导参与者观察闪光灯和蜂鸣声，并解释说，他们的任务是决定是否闪光灯和蜂鸣发生在同一时间或不同时间。指示参与者按"1"，数字键盘上，如果刺激发生在同一时间，或"2"，如果刺激发生在不同的时间。 注意:如果一个响应盒可用，这也可用于收集响应。包括每次试验后的反应屏幕上这些相同的指令。 </li><li>作为一种替代方法替代闪光灯和蜂鸣以视觉和听觉言语令牌（放入口中的"把"，并表示"巴"），并出席了同一个SOA的使用相同的任务指令（"同一时间或不同时间呢？"）。以这种方式，比较TBW用于刺激在复杂性和个体对象内的社会内容变27。 </li></ol> 5.时间顺序判断（TOJ） 注:听觉TOJ任务是用来检查听觉处理的时间视力一个2-AFC的任务。视觉TOJ任务是用于检查可视处理的时间视力一个2-AFC的任务。在多感官TOJ任务是用于检查整个试听和远见时间视力有2 AFC任务。每个任务大约需要10 - 15分钟才能完成。 <ol><li>在听觉TOJ任务，指导参与者聆听提出了两个蜂鸣声（500赫兹和1000赫兹），在不同的延迟，并要求参与者按下"1"，如果上级的提示音第一或按"2"，如果低音首先出场。目前20试验为随机顺序每个SOA。 注意:相对于在SJ任务，有SOA的一个更小的动态范围而unisensory听觉和视觉的时间顺序的变化，为此的感知e，利用一个刺激集合，其中小的SOA更重代表（典型的激励集:​​-250，-200，-150，-75，-50，-35，-20，-10，10，20，35，50，75 ，150，200，250毫秒的SOA，其中负=高音调前述低级音调，阳性=低级音调跟进更高音）为unisensory TOJ任务。 </li><li>在视觉TOJ任务，指导参与者观察两个圆（上方和下方的中央固定十字）在不同的延迟，并要求参与者按下"1"的顶圆将出现第一或按"2"，如果在底部出现一圈第一。目前20试验为随机顺序每个SOA。 注:在此任务中，负的SOA表明，顶圆，提出第一和积极的SOA表明，底圈首次提出。 </li><li>在视听TOJ任务，指导参与者观察小型中央闪光灯和听单音（1000赫兹），在不同的延迟，并要求参与者吨<html> o按"1"，如果提示音已提交第一次或按"2"，如果闪光灯，提出第一。目前20试验为随机顺序每个SOA。 注:在视听TOJ精度通常是更糟糕相比unisensory听觉TOJ和视觉TOJ任务。这就需要一个更广泛的SOA相比unisensory TOJ任务（典型刺激组:-300，-250，-200，-150，-100，-80，-50，-20，0，20，50，80， 100，150，200，250，300）。在此任务，负的SOA表明听觉提交的第一和积极的SOA表明视觉首次提出。 注:与在SJ任务时，TOJ任务可适于检查瞬时处理在多个种类的刺激。在这里，TOJ任务通过简单的刺激（听觉的蜂鸣声和视觉闪烁）完成，但这种可扩展到寻找其他的刺激对如语音和生物的议案24。 </li></ol>TLE"&gt; 6。McGurk任务 注:McGurk错觉由视觉音节"GA"搭配音节"把"的听觉录制的视频。很多科目实际上融合了视觉和听觉的音节，并认为这对作为音节"大"或"塔"32。 <ol><li>指导参与者观察不同的音节，并要求参与者报告说，他们所感知的音节。在一个街区目前20试验的每一个音节unisensory（听觉仅音节（A-"BA"A-"GA"）和视觉只有音节（V-"BA"，V-"GA"）以随机顺序的，在第二块，现在20试验各音像音节（AV-"把"，AV-"GA"，而A-"把"/ V-"GA"McGurk刺激）以随机顺序。请参与者按对应于在键盘上的字母认为音节（"按b为BA，按克嘎，按d为DA，按t为塔"）。这个任务大约需要5 - 10分钟总要完成。 </li><li>一个更保守的估计包括一个开放的响应格式33，其中，参与者报告出声感知音节和响应记录由实验者。 </li></ol>

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L., Gomez, P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Discrimination+of+temporal+synchrony+in+intermodal+events+by+children+with+autism+and+children+with+developmental+disabilities+without+autism.">Discrimination of temporal synchrony in intermodal events by children with autism and children with developmental disabilities without autism.</a> J Child Psychol Psychiatry. 47 (1), 88-98 (2006).</li><li>Stevenson, R. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Brief+Report:+Arrested+Development+of+Audiovisual+Speech+Perception+in+Autism+Spectrum+Disorders.">Brief Report: Arrested Development of Audiovisual Speech Perception in Autism Spectrum Disorders.</a> J Autism Dev Disord. 44 (6), 1470-1477 (2013).</li><li>Stevenson, R. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Multisensory+temporal+integration+in+autism+spectrum+disorders.">Multisensory temporal integration in autism spectrum disorders.</a> J Neurosci. 34 (3), 691-697 (2014).</li><li>Stevenson, R. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Evidence+for+Diminished+Multisensory+Integration+in+Autism+Spectrum+Disorders.">Evidence for Diminished Multisensory Integration in Autism Spectrum Disorders.</a> J Autism Dev Disord. 44 (12), 3161-3167 (2014).</li><li>Hodgdon, L. Q., Quill, Q. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Teaching children with autism: Strategies to enhance communication and socialization. , 265-286 (1995).</li><li>Bryan, L. C., Gast, D. L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Teaching+on-task+and+on-schedule+behaviors+to+high-functioning+children+with+autism+via+picture+activity+schedules.">Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules.</a> J Autism Dev Disord. 30 (6), 553-567 (2000).</li><li>Liu, T., Breslin, C. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+effect+of+a+picture+activity+schedule+on+performance+of+the+MABC-2+for+children+with+autism+spectrum+disorder.">The effect of a picture activity schedule on performance of the MABC-2 for children with autism spectrum disorder.</a> Res Q Exerc Sport. 84 (2), 206-212 (2013).</li><li>McGurk, H., MacDonald, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Hearing+lips+and+seeing+voices.">Hearing lips and seeing voices.</a> Nature. 264, 746-748 (1976).</li><li>Colin, C., Radeau, M., Deltenre, P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Top-down+and+bottom-up+modulation+of+audiovisual+integration+in+speech.">Top-down and bottom-up modulation of audiovisual integration in speech.</a> European Journal of Cognitive Psychology. 17 (4), 541-560 (2005).</li><li>Boer-Schellekens, L., Eussen, M., Vroomen, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Diminished+sensitivity+of+audiovisual+temporal+order+in+autism+spectrum+disorder.">Diminished sensitivity of audiovisual temporal order in autism spectrum disorder.</a> Front Integr Neurosci. 7 (8), (2013).</li><li>Lenroot, R. K., Yeung, P. K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Heterogeneity+within+Autism+Spectrum+Disorders:+What+have+We+Learned+from+Neuroimaging+Studies.">Heterogeneity within Autism Spectrum Disorders: What have We Learned from Neuroimaging Studies.</a> Front Hum Neurosci. 7, 733 (2013).</li><li>Irwin, J. R., Tornatore, L. A., Brancazio, L., Whalen, D. H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Can+children+with+autism+spectrum+disorders+'hear'+a+speaking+face.">Can children with autism spectrum disorders 'hear' a speaking face.</a> Child Dev. 82 (5), 1397-1403 (2011).</li><li>Woynaroski, T. G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Multisensory+Speech+Perception+in+Children+with+Autism+Spectrum+Disorders.">Multisensory Speech Perception in Children with Autism Spectrum Disorders.</a> J Autism Dev Disord. 43 (12), 2891-2902 (2013).</li><li>Magnotti, J. F., Beauchamp, M. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+Noisy+Encoding+of+Disparity+Model+of+the+McGurk+Effect.">The Noisy Encoding of Disparity Model of the McGurk Effect.</a> Psychonomic Bulletin &amp; Review. , (2014).</li><li>Hillock-Dunn, A., Wallace, M. T. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Developmental+changes+in+the+multisensory+temporal+binding+window+persist+into+adolescence.">Developmental changes in the multisensory temporal binding window persist into adolescence.</a> Dev Sci. 15 (5), 688-696 (2012).</li></ol>

The authors declare that they have no competing financial interests.

这份手稿描述了用于评估感觉和多感官系统的研究时间处理和敏锐一个心理任务电池的元素。该电池具有广泛的适用性为一些种群，并为了在典型的成人18，儿童10,39表征视听时间性能已被用于我们的实验室，并在儿童和成年人患有自闭症17,23。此外，它已被用于检查所述电池的各个方面如何与彼此相关性分析27，和目前正在使用涉及措施认知领域，包括语言和交流...

传统的神经科学的研究往往将重点放在个人的感官方式了解感官知觉。然而，环境由感觉输入一个广泛被融入世界的一个看似轻松的方式统一感性观点。我们存在于这样一个丰富的多感官环境的事实要求我们更好地理解，其中，脑结合在不同的感觉系统信息的方式。需要对这种认识的事实是多片的感觉信息的存在经常导致在行为和认知1-3实质性的改进进一步放大。例如，有一个大的改善（高达15分贝的信噪比）能够理解的语音在嘈杂的环境中，如果在观察者也能看到说话人的嘴唇动作4-7的能力。 其中一个主要的因素影响不同的感觉输入如何组合和整合是他们的相对时间接近。如果发生两种感官线索并拢时刻，即表明共同的起源的时间的结构，它们极有可能被集成为证明行为变化和感知8-12。其中一个最有力的实验工具用于检查多感官时间结构上的行为和感知响应的影响是同时性判定（SJ）任务13-16。在这样的任务，多感官（ 如视觉和听觉）刺激是在各种刺激发病asynchronies（SOA的），从客观上同时配对（ 即 ，时间为0毫秒偏移量）高度异步的（ 例如 ，400毫秒）。参与者被要求判断刺激的同时或不通过一个简单的按钮按下。在这样的任务，即使当视觉和听觉刺激是在100毫秒或者更长时间的SOA呈现，受试者报告该一对是同时在试验中相当大的比例。在其中两个输入可以发生，并且具有被感知为同时存在的被称为时间窗口的结合（TBW）17-19的概率高的时间窗口。 所述TBW是高度行为学构建体，因为它代表了我们19周围世界的统计规律。 "窗口"提供了灵活性，共同起源事件的说明; 1，其允许在不同的距离以不同的传播时间（物理和神经），以仍然被"绑定"到另一个发生的刺激。然而，尽管TBW是一个概率构建体，该扩展（或收缩）这个窗口的大小的变化可能有级联和感知20,21潜在的不利影响。 自闭症谱系障碍（ASD）是一种神经发育障碍已被诊断为经典ØN的社会交际的赤字的基础和利益的限制和重复的行为22的存在。此外，正如最近在DSM-5编，自闭症儿童经常表现出的变化在其对感官刺激。而不是仅限于一个单一的感觉，这些赤字往往包含多种感官，包括听觉，触觉，平衡，口感和视觉。伴随着这样的"多感官"的介绍，自闭症的个体往往表现出颞境界赤字。总的来说，这些观察表明，多感官的时间功能可以优先改变自闭症17,23-25。虽然有一致的ASD改变感觉功能来看，变化多感官功能的时间也可能是一个重要因素在ASD社会交际的赤字，给的重要性快速，准确的多感官刺激的结合为社会和通信功能。就拿一个N实施例的语音交流如上所述，其中重要的信息被包含在两个听觉和视觉方式。事实上，这些任务已经用于证明在高功能孤独症儿童26-28在多感官TBW的宽度显著差异。 由于其对正常感知功能，其高阶过程如社会交流（和其他认知能力）的潜在影响，并且其临床相关性的重要性，目的是评估在ASD患儿多感官颞功能的任务的电池进行说明。

<table><tbody><tr><td>Oscilloscope</td><td></td><td></td><td></td></tr><tr><td>Photovoltaic cell</td><td></td><td></td><td></td></tr><tr><td>Microphone</td><td></td><td></td><td></td></tr><tr><td>Noise-cancelling headphones</td><td></td><td></td><td></td></tr><tr><td>Chin rest</td><td></td><td></td><td></td></tr><tr><td>Audiometer</td><td></td><td></td><td></td></tr></tbody></table>

testing sensory and multisensory function in children with autism spectrum disorder

除了在社会交往和制约利益和重复性行为的存在障碍，在感觉处理赤字目前公认的自闭症谱系障碍的核心症状（ASD）。我们的感知和交互与外部世界的能力根源于感觉处理。例如，收听谈话嗣继承处理听觉线索从扬声器（语音内容，韵律，语法）来以及相关的视觉信息（面部表情，手势）。总的来说，这些多感官（ 即 ，结合视听）条信息的结果更好地理解了"一体化"。此类多感觉整合已经被证明是强烈地依赖于成对刺激的时间关系。因此，发生在接近的时间上的刺激非常可能导致行为和感性的好处 - 认为增益是反射的这两个刺激来自相同源的可能性的感知系统的判断。有望改变这种时空一体化强烈改变知觉过程，并有可能削弱准确地感知和我们的世界互动的能力。在这里，旨在为自闭症儿童的感官和多感官时间处理各方面的表征任务的电池进行描述。除了其在孤独症效用，该电池具有用于在其他临床人群表征变化在感觉功能，以及被用于检查变化在整个生命周期这些过程的巨大潜力。

此任务的电池已被证明在测量中使用和不使用的ASD 17,18,23,27出版时间处理的个体差异非常成功的。对于在SJ任务，通过首先计算响应的比例在每个SOA的该主题的答复是"同步"，然后拟合与高斯曲线所得响应曲线绘制从每个个体对象所得到的数据。 如图1A所示 ，有一个时间窗口，其中视觉听觉刺激对可呈现的延迟，将被认为是同步于试验的比例很高。所述TBW的"左"（覆盖听觉第?...

Watch this Scientific Journal Video about Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder at JoVE.com

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

We describe how to implement a battery of behavioral tasks to examine the processing and integration of sensory stimuli in children with ASD. The goal is to characterize individual differences in temporal processing of simple auditory and visual stimuli and relate these to higher order perceptual skills like speech perception.

测试儿童的感官和多感官功能自闭症谱系障碍

In addition to impairments in social communication and the presence of restricted interests and repetitive behaviors, deficits in sensory processing are ...

testing-sensory-multisensory-function-children-with-autism-spectrum

Universidad San Sebastian

Research

JoVE Journal

Behavior

16.4K 次观看.  Vanderbilt University Medical Center. We describe how to implement a battery of behavioral tasks to examine the processing and integration of sensory stimuli in children with ASD. The goal is to characterize individual differences in temporal processing of simple auditory and visual stimuli and relate these to higher order perceptual skills like speech perception.

视频: Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities

Objective and easy measurement of sensory processing is extremely difficult in nonverbal or vulnerable pediatric patients. We developed a new methodology to quantitatively assess children&#39;s cortical processing of light touch, speech sounds and the multisensory processing of the 2 stimuli, without requiring active subject participation or causing children discomfort. To accomplish this we developed a dual channel, time and strength calibrated air puff stimulator that allows both tactile stimulation and sham control. We combined this with the use of event-related potential methodology to allow for high temporal resolution of signals from the primary and secondary somatosensory cortices as well as higher order processing. This methodology also allowed us to measure a multisensory response to auditory-tactile stimulation.

Objective and easy measurement of sensory processing is extremely difficult in nonverbal or vulnerable pediatric patients. We developed a new methodology to quantitatively assess infants and children&#39;s cortical processing of light touch, speech sounds, and the multisensory processing of the 2 stimuli, without requiring active subject participation or causing discomfort in vulnerable patients.

皮质听觉，触觉加工的残疾儿童定量评价

Objective and easy measurement of sensory processing is extremely difficult in nonverbal or vulnerable pediatric patients. We developed a new methodology ...

科研

行为学

A Novel Experimental and Analytical Approach to the Multimodal Neural Decoding of Intent During Social Interaction in Freely-behaving Human Infants

Understanding typical and atypical development remains one of the fundamental questions in developmental human neuroscience. Traditionally, experimental paradigms and analysis tools have been limited to constrained laboratory tasks and contexts due to technical limitations imposed by the available set of measuring and analysis techniques and the age of the subjects. These limitations severely limit the study of developmental neural dynamics and associated neural networks engaged in cognition, perception and action in infants performing &#8220;in action and in context&#8221;. This protocol presents a novel approach to study infants and young children as they freely organize their own behavior, and its consequences in a complex, partly unpredictable and highly dynamic environment. The proposed methodology integrates synchronized high-density active scalp electroencephalography (EEG), inertial measurement units (IMUs), video recording and behavioral analysis to capture brain activity and movement non-invasively in freely-behaving infants. This setup allows for the study of neural network dynamics in the developing brain, in action and context, as these networks are recruited during goal-oriented, exploration and social interaction tasks.

This protocol presents a novel methodology for the neural decoding of intent from freely-behaving infants during unscripted social interaction with an actor. Neural activity is acquired using non-invasive high-density active scalp electroencephalography (EEG). Kinematic data is collected with inertial measurement units and supplemented with synchronized video recording.

在自由，表现人类婴儿一种新的实验和分析方法意向的多模态神经解码期间社会互动

Understanding typical and atypical development remains one of the fundamental questions in developmental human neuroscience. Traditionally, experimental ...

Eye Tracking Young Children with Autism

The rise of accessible commercial eye-tracking systems has fueled a rapid increase in their use in psychological and psychiatric research. By providing a direct, detailed and objective measure of gaze behavior, eye-tracking has become a valuable tool for examining abnormal perceptual strategies in clinical populations and has been used to identify disorder-specific characteristics1, promote early identification2, and inform treatment3. In particular, investigators of autism spectrum disorders (ASD) have benefited from integrating eye-tracking into their research paradigms4-7. Eye-tracking has largely been used in these studies to reveal mechanisms underlying impaired task performance8 and abnormal brain functioning9, particularly during the processing of social information1,10-11. While older children and adults with ASD comprise the preponderance of research in this area, eye-tracking may be especially useful for studying young children with the disorder as it offers a non-invasive tool for assessing and quantifying early-emerging developmental abnormalities2,12-13. Implementing eye-tracking with young children with ASD, however, is associated with a number of unique challenges, including issues with compliant behavior resulting from specific task demands and disorder-related psychosocial considerations. In this protocol, we detail methodological considerations for optimizing research design, data acquisition and psychometric analysis while eye-tracking young children with ASD. The provided recommendations are also designed to be more broadly applicable for eye-tracking children with other developmental disabilities. By offering guidelines for best practices in these areas based upon lessons derived from our own work, we hope to help other investigators make sound research design and analysis choices while avoiding common pitfalls that can compromise data acquisition while eye-tracking young children with ASD or other developmental difficulties.

Eye tracking has long been used to study gaze patterns in typically-developing individuals, but recent technological advancements have made its use with clinical populations, including autism, more feasible. While eye-tracking young children with autism can offer insight into early symptom manifestations, it involves methodological challenges. Suggestions for best practices are provided.

自闭症幼儿的眼动追踪

The rise of accessible commercial eye-tracking systems has fueled a rapid increase in their use in psychological and psychiatric research. By providing a ...

医学

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

One of the defining characteristics of autism spectrum disorder (ASD) is difficulty with language and communication.1 Children with ASD's onset of speaking is usually delayed, and many children with ASD consistently produce language less frequently and of lower lexical and grammatical complexity than their typically developing (TD) peers.6,8,12,23 However, children with ASD also exhibit a significant social deficit, and researchers and clinicians continue to debate the extent to which the deficits in social interaction account for or contribute to the deficits in language production.5,14,19,25
Standardized assessments of language in children with ASD usually do include a comprehension component; however, many such comprehension tasks assess just one aspect of language (e.g., vocabulary),5 or include a significant motor component (e.g., pointing, act-out), and/or require children to deliberately choose between a number of alternatives. These last two behaviors are known to also be challenging to children with ASD.7,12,13,16
We present a method which can assess the language comprehension of young typically developing children (9-36 months) and children with autism.2,4,9,11,22 This method, Portable Intermodal Preferential Looking (P-IPL), projects side-by-side video images from a laptop onto a portable screen. The video images are paired first with a 'baseline' (nondirecting) audio, and then presented again paired with a 'test' linguistic audio that matches only one of the video images. Children's eye movements while watching the video are filmed and later coded. Children who understand the linguistic audio will look more quickly to, and longer at, the video that matches the linguistic audio.2,4,11,18,22,26
This paradigm includes a number of components that have recently been miniaturized (projector, camcorder, digitizer) to enable portability and easy setup in children's homes. This is a crucial point for assessing young children with ASD, who are frequently uncomfortable in new (e.g., laboratory) settings. Videos can be created to assess a wide range of specific components of linguistic knowledge, such as Subject-Verb-Object word order, wh-questions, and tense/aspect suffixes on verbs; videos can also assess principles of word learning such as a noun bias, a shape bias, and syntactic bootstrapping.10,14,17,21,24 Videos include characters and speech that are visually and acoustically salient and well tolerated by children with ASD.

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

A reliable home-based way to assess the language comprehension of very young typically developing children, as well as those with autism, is described. The method analyzes children's eye gaze while viewing side-by-side images but hearing an audio that matches only one image. Stimuli are designed with young participants in mind.

便携式联运优惠展望（IPL）：研究语言理解在通常情况下发展幼儿和儿童自闭症

One  of the defining characteristics of autism spectrum disorder (ASD) is difficulty  with language and communication.1  Children with ASD's onset of ...

An Electrophysiology Protocol to Measure Reward Anticipation and Processing in Children

We present a protocol designed to measure the neural correlates of reward in children. The protocol allows researchers to measure both reward anticipation and processing. Its purpose is to create a reward task that is appropriate for young children with and without autism while controlling reward properties between two conditions: social and nonsocial. The current protocol allows for comparisons of brain activity between social and nonsocial reward conditions while keeping the reward itself identical between conditions. Using this protocol, we found evidence that neurotypical children demonstrate enhanced anticipatory brain activity during the social condition. Furthermore, we found that neurotypical children anticipate social reward more robustly than children with autism diagnoses. As the task uses snacks as a reward, it is most appropriate for young children. However, the protocol may be adapted for use with adolescent or adult populations if snacks are replaced by monetary incentives. The protocol is designed to measure electrophysiological events (event-related potentials), but it may be customized for use with eye-tracking or fMRI.

This protocol is designed to measure reward anticipation and processing in young children with and without autism. Specifically, the protocol is designed to study the neural correlates of reward during social and nonsocial conditions while controlling for reward between conditions.

儿童奖励预期与处理的电生理学协议

We present a protocol designed to measure the neural correlates of reward in children. The protocol allows researchers to measure both reward anticipation ...

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Sentence comprehension relies on the ability to rapidly integrate different types of linguistic and non-linguistic information. However, there is currently a paucity of research exploring how preschool children with autism understand sentences using different types of cues. The mechanisms underlying sentence comprehension remains largely unclear. The present study presents a protocol to examine the sentence comprehension abilities of preschool children with autism. More specifically, a visual world paradigm of eye-tracking is used to explore the moment-to-moment sentence comprehension in the children. The paradigm has multiple advantages. First, it is sensitive to the time course of sentence comprehension and thus can provide rich information about how sentence comprehension unfolds over time. Second, it requires minimal task and communication demands, so it is ideal for testing children with autism. To further minimize the computational burden of children, the present study measures eye movements that arise as automatic responses to linguistic input rather than measuring eye movements that accompany conscious responses to spoken instructions.

We present a protocol to examine the use of morphological cues during real-time sentence comprehension by children with autism.

用视觉世界范式研究自闭症普通话儿童的句子理解

Sentence comprehension relies on the ability to rapidly integrate different types of linguistic and non-linguistic information. However, there is ...

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Children with autism spectrum disorders (ASD) are known to have sensory-perceptual processing deficits that weaken their abilities to attend and perceive social stimuli in daily living contexts. Since daily social episodes consist of subtle dynamic changes in social information, any failure to attend to or process subtle human nonverbal cues, such as facial expression, postures, and gestures, might lead to inappropriate social interaction. Traditional behavioral rating scales or assessment tools based on static social scenes have limitations in capturing the moment-to-moment changes in social scenarios. An eye-tracking assessment, which can be administered in a video-based mode, is therefore preferred, to augment clinical observation. In this study, using the single-case comparison design, the eye-tracking data of three participants, a child with autism spectrum disorder (ASD), another with comorbid attention deficit-hyperactive disorder (ADHD), and a neurotypical control, are captured while they view a video of social scenarios. The eye-tracking experiment has helped answer the research question: How does social attention differ between the three participants? By predefining areas of interest (AOIs), their visual attention on relevant or irrelevant social stimuli, how fast each participant attends to the first social stimuli appearing in the videos, for how long each participant continues to attend to those stimuli within the AOIs, and the gaze shifts between multiple social stimuli appearing concurrently in the same social scene are captured, compared, and analyzed in a video-based eye-tracking experiment.

This is a qualitative comparative case study analysis of eye-tracking data on the first moments of social video scenes as viewed by three participants: one with autism spectrum disorder, one with comorbid attention deficit-hyperactive disorder, and one neurotypical control.

患有高功能性泛型疾病、无注意力缺陷多动障碍和控制社会视频的儿童眼动追踪数据比较

Children with autism spectrum disorders (ASD) are known to have sensory-perceptual processing deficits that weaken their abilities to attend and perceive ...

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

This paper includes a detailed description of a familiarization protocol, which is used as an integral component of a larger research protocol to collect electroencephalography (EEG) data and Event-Related Potentials (ERPs). At present, the systems available for the collection of high-quality EEG/ERP data make significant demands on children with developmental disabilities, such as those with an Autism Spectrum Disorder (ASD). Children with ASD may have difficulty adapting to novel situations, tolerating uncomfortable sensory stimuli, and sitting quietly. This familiarization protocol uses Evidence-Based Practices (EBPs) to increase research participants&#39; knowledge and understanding of the specific activities and steps of the research protocol. The tools in this familiarization protocol are a social narrative, a visual schedule, the Premack principle, role-playing, and modeling. The goal of this familiarization protocol is to increase understanding and agency and to potentially reduce anxiety for child participants, resulting in a greater likelihood of the successful completion of the research protocol for the collection of EEG/ERP data.

Electrophysiological research is an important tool for identifying biomarkers of developmental disorders, including Autism Spectrum Disorders (ASD), but data collection in these populations remains challenging. This work presents a familiarization protocol to accompany research that includes electroencephalography (EEG) to improve the likelihood of collecting EEG data from children with ASD.

熟悉方案有助于儿童参与电生理研究

This paper includes a detailed description of a familiarization protocol, which is used as an integral component of a larger research protocol to collect ...

神经科学

Executive Function in Autism Spectrum Disorder

Source: Laboratories of Jonas T. Kaplan and Sarah I. Gimbel&#8212;University of Southern California
Attention, working-memory, planning, impulse control, inhibition, and mental flexibility are important components of human cognition that are often referred to as executive functions. Autism spectrum disorder is a developmental disorder that is characterized by impairments in social interaction, communication, and repetitive behaviors. It is a disorder that lasts a lifetime, and is thought to affect 0.6% of the population. The symptoms of autism suggest a deficit in executive function, which may be assessed by specialized neuropsychological tests. By employing several tests that each emphasize different aspects of executive function, we can gain a more complete picture of the cognitive profile of the disorder. 
One such task, known as the Wisconsin Card Sorting Test (WCST), is a cognitively complex task used widely in research and clinical studies as a highly sensitive measure of deficits in executive function. It tests a person's ability to shift attention and tests their flexibility with changing rules and reinforcement.1 In the WCST, a participant is presented with four stimulus cards, incorporating three stimulus parameters: color, shape, and number. The participant is asked to sort response cards according to different principles, changing their sorting criteria based on feedback from the experimenter. Participants try out different rules until they find the correct method for sorting the cards. Patients with executive dysfunction tend to get stuck in the card sorting task, unable to change their sorting strategy. This persistence with an incorrect strategy is called perseveration. 
A second task, The Tower of London (ToL) is a test dependent on complex planning, re-evaluation, and updating of planned moves. Individuals with autism have been reported to be impaired on tasks involving planning.2 In the ToL task, individuals must move disks from a prearranged sequence on three pegs to match a goal state in as few moves as possible, following specific rules. 
A third task, known as the Stroop test, targets cognitive inhibition. In this task participants are shown a name of a color, written in a different color, and are asked to identify the color the word is written in. For example, in an incongruent condition, the word blue would be written in green. Individuals with inhibition difficulty should not perform as well as typically developing individuals on this task involving inhibition of the written word.
In this video, we show how to administer the WCST, ToL, and Stroop task to compare flexibility, planning, and inhibition in children with autism spectrum disorder and typically developing counterparts, and explore how each of these groups performs on these different aspects of executive function.

Behavioral Tests to Assess Executive Functions in Children with ASD

Source: Laboratories of Jonas T. Kaplan and Sarah I. Gimbel&#8212;University of Southern California
Attention, working-memory, planning, impulse control, ...

教育

JoVE Science Education

心理学

神经心理学

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder&#39;s complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
Early Signs and Diagnosis
Early indicators of ASD typically emerge within the first two years of life. Children with ASD often display limited responsiveness to social stimuli, such as reduced eye contact or lack of reaction to their name being called. Difficulties with joint attention &#8212; a shared focus between an individual and another person &#8212; are common. Repetitive behaviors, including hand-flapping, rocking, or fixation on particular objects or routines, provide additional diagnostic clues. Despite advances in diagnostic criteria, disparities persist across demographic groups, influenced by socioeconomic, ethnic, and gender biases. Girls, for instance, may exhibit subtler symptoms, complicating timely recognition.
Etiology and Contributing Factors
ASD is a multifactorial condition with a substantial genetic basis. Children whose siblings have ASD are at increased risk for the disorder. Twin studies reveal concordance rates upwards of 80% in monozygotic twins, highlighting hereditary influences. Variations in genes related to synaptic function and neural development are implicated. Environmental contributors, such as advanced parental age, prenatal exposure to certain medications or infections, and other perinatal factors, interact with genetic predispositions. Neurologically, alterations in brain connectivity, structure, and neurotransmitter systems further underlie ASD pathophysiology.
Cognitive and Sensory Processes
Psychological theories underscore deficits in cognitive processes, such as the theory of mind &#8212; the ability to attribute mental states to oneself and others &#8212; as central to ASD. Individuals with ASD may struggle to interpret others&#39; intentions, leading to difficulties in social reciprocity. Sensory processing differences, including heightened sensitivity to sounds, lights, or textures, significantly affect daily experiences, often contributing to heightened anxiety or behavioral challenges. The social motivation approach to ASD suggests that individuals with ASD are profoundly less interested in social stimuli compared to typically developing people.
Importance of Early Intervention
Intervening early in a child&#39;s developmental trajectory is vital for optimizing outcomes. Evidence-based approaches, including applied behavior analysis (ABA), speech therapy, and occupational therapy, focus on enhancing communication, social engagement, and adaptive skills. Early interventions leverage the brain&#39;s plasticity during critical developmental windows, improving independence and quality of life for individuals with ASD.

Autism spectrum disorder, or ASD, is characterized by persistent difficulties in social communication and interaction, including reduced social bonding or ...