typical development
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Abstract Background Although visual abnormalities are considered common in individuals with autism spectrum disorders, the associated electrophysiological markers have remained elusive. One impediment has been that methodological challenges often preclude testing individuals with low-functioning autism (LFA). Methods In this feasibility and pilot study, we tested a hybrid visual evoked potential paradigm tailored to individuals with LFA that combines passively presented visual stimuli to elicit scalp-recorded evoked responses with a behavioral paradigm to maintain visual attention. We conducted a pilot study to explore differences in visual evoked response patterns across three groups: individuals with LFA, with high-functioning autism (HFA), and with typical development. Results All participants with LFA met criteria for study feasibility by completing the recordings and producing measurable cortical evoked waveform responses. The LFA group had longer (delayed) cortical response latencies on average as compared with the HFA and typical development groups. We also observed group differences in visually induced alpha spectral power: the LFA group showed little to no prestimulus alpha activity in contrast to the HFA and typical development groups that showed increased prestimulus alpha activity. This observation was confirmed by the bootstrapped confidence intervals, suggesting that the absence of prestimulus alpha power may be a potential electrophysiological marker of LFA. Conclusion Our results confirm the utility of tailoring visual electrophysiology paradigms to individuals with LFA in order to facilitate inclusion of individuals across the autism spectrum in studies of visual processing.

Purpose: This study investigated the effect of delivery method (face-to-face or telepractice), time, home language, and language ability on bilingual children's receptive vocabulary scores in Spanish and English. Method: Participants included bilingual children with ( n = 32) and without ( n = 57) developmental language disorders (DLD) that were assessed at 2 time points about 1 year apart. All children participated in face-to-face assessment at Time 1. At Time 2, 41 children were assessed face-to-face and 48 children were assessed using telepractice. Results: Delivery method was not a significant predictor of receptive scores in either Spanish or English. Spanish and English receptive vocabulary increased over time in both children with and without DLD. Children with DLD had lower receptive vocabulary raw scores than children with typical development. Children who spoke English-only at home had significantly higher English receptive scores than children who spoke Spanish-only or both Spanish and English at home. Conclusions: Face-to-face and telepractice assessments seem to be comparable methods for the assessments of Spanish and English receptive skills. Spanish and English receptive skills increased over time in children with and without DLD. Supplemental Material: https://doi.org/10.23641/asha.17912297

Abstract BackgroundUnderconnectivity in the resting brain is not consistent in autism spectrum disorder (ASD). However, it is known that the default mode network is mainly decreased in childhood ASD. This study investigated the brain network topology as the changes in the connection strength and network efficiency in childhood ASD, including the early developmental stages.MethodsIn this study, 31 ASD children aged 2–11 years were compared with 31 age and sex-matched children showing typical development. We explored the functional connectivity based on graph filtration by assessing the single linkage distance and global and nodal efficiencies using resting-state functional magnetic resonance imaging. The relationship between functional connectivity and clinical scores was also analyzed.ResultsUnderconnectivities within the posterior default mode network subregions and between the inferior parietal lobule and inferior frontal/superior temporal regions were observed in the ASD group. These areas significantly correlated with the clinical phenotypes. The global, local, and nodal network efficiencies were lower in children with ASD than in those with typical development. In the preschool-age children (2–6 years) with ASD, the anterior-posterior connectivity of the default mode network and cerebellar connectivity were reduced.ConclusionsThe observed topological reorganization, underconnectivity, and disrupted efficiency in the default mode network subregions and social function-related regions could be significant biomarkers of childhood ASD.

AbstractProduction and comprehension of gesture emerge early and are key to subsequent language development in typical development. Compared to typically developing (TD) children, children with autism spectrum disorders (ASD) exhibit difficulties and/or differences in gesture production. However, we do not yet know if gesture production either shows similar patterns to gesture comprehension across different ages and learners, or alternatively, lags behind gesture comprehension, thus mimicking a pattern akin to speech comprehension and production. In this study, we focus on the gestures produced and comprehended by a group of young TD children and children with ASD—comparable in language ability—with the goal to identify whether gesture production and comprehension follow similar patterns between ages and between learners. We elicited production of gesture in a semi-structured parent–child play and comprehension of gesture in a structured experimenter-child play across two studies. We tested whether young TD children (ages 2–4) follow a similar trajectory in their production and comprehension of gesture (Study 1) across ages, and if so, whether this alignment remains similar for verbal children with ASD (Mage = 5 years), comparable to TD children in language ability (Study 2). Our results provided evidence for similarities between gesture production and comprehension across ages and across learners, suggesting that comprehension and production of gesture form a largely integrated system of communication.

AbstractIn this chapter on salutogenesis and sense of coherence (SOC) in families and children, the authors deal with the contributions of children’s environments to the adjustment of children with typical development, and the development of children with special needs. The authors report on their comprehensive literature review covering 20 years of research and 44 studies from 15 countries, including children from infants and toddlers through preschool to school-aged children up to 12 years of age.

Autism spectrum disorder (ASD) is a neurodevelopmental condition in which visual attention and visual search strategies are altered. Eye-tracking paradigms have been used to detect these changes. In our study, 18 toddlers with ASD and 18 toddlers with typical development (TD; age range 12–36 months) underwent an eye-tracking paradigm where a face was shown together with a series of objects. Eye gaze was coded according to three areas of interest (AOIs) indicating where the toddlers’ gaze was directed: ‘Face’, ‘Object’, and ‘No-stimulus fixation’. The fixation sequence for the ASD and TD groups was modelled with a Markov chain model, obtaining transition probabilities between AOIs. Our results indicate that the transition between AOIs could differentiate between toddlers with ASD or TD, highlighting different visual exploration patterns between the groups. The sequence of exploration is strictly conditioned based on previous fixations, among which ‘No-stimulus fixation’ has a critical role in differentiating the two groups. Furthermore, our analyses underline difficulties of individuals with ASD to engage in stimulus exploration. These results could improve clinical and interventional practice by considering this dimension among the evaluation process.

The purpose of this study is to investigate the vocalization characteristics of infants with autism spectrum disorder (ASD) in the context of frustration. The duration and frequency of vocalization in 48 infants with ASD and 65 infants with typical development (TD) were followed up to 24 months later for subsequent diagnosis. The typical vocalizations of infants with ASD were retrospectively analyzed, such as speech-like vocalizations, nonspeech vocalizations, vocalizations towards the person and non-social vocalizations. The results showed that, compared with the TD group, vocalizations of infants with ASD during the still-face period had lower typical vocalizations and characteristics associated with social intention, and that these characteristics were closely related to the clinical symptoms of ASD, among which vocalizations towards the person accompanied by social intention had discriminative efficacy.

Abstract Background Autism spectrum disorder (ASD) is a complex neurodevelopmental condition characterized by persistent challenges in social communication and interaction and restricted/repetitive patterns of behavior, interests or activities. An increasing number of studies have revealed that environmental exposure is a potential risk factor for ASD. The relationship between prenatal and perinatal risk factors and ASD has rarely been studied in large samples in China. Therefore, in this study, we compared children with ASD with typical developing (TD) children to assess the ASD-associated prenatal and perinatal risk factors and provide effective information for ASD prevention. Methods A case-control study of 709 children with autism spectrum disorder (ASD) and 709 gender-matched children with typical development was conducted to investigate the prenatal and perinatal risk factors of children with ASD compared with children with typical development ( TD). Through a self-developed general information questionnaire, the basic information (name, age, gender), prenatal factors (parents’ age at the child’s birth, parents’ education levels, use of assisted reproductive technology, history of miscarriage, gestational diabetes mellitus, gestational hypertension), and perinatal factors (delivery mode, full-term birth, parity, birth weight) of the children in the two groups were examined. Results The prenatal and perinatal factors of the groups were submitted to univariate analysis, the parent’s age at childbirth, education level, history of miscarriage, use of ART, pregnancy-induced hypertension, and GDM differed significantly between the two groups (P<0.05), and that among perinatal factors, infant parity and maturity also differed significantly between the two groups (P<0.05). These statistically significant factors were included in a binary logistic regression model. The results showed that the prenatal factors of young maternal age at the child’s birth (≤24 years vs 25-29 years, OR=2.408,95%CI:1.335~4.345), old paternal age at the childbirth(≥45years vs≤24years, OR=4.744, 95%CI:1.281~17.570 ), pregnancy induced hypertension (OR=6.178, 95%CI:2.311~16.517) and GDM(OR=0.220,95%CI:0.149~0.324), the perinatal factors of preterm birth(OR=4.434, 95%CI:2.872~6.846) and non-firstborn child(OR=1.387, 95%CI:1.029~1.869) are likely risk factors for ASD. Conclusion We show that some prenatal and perinatal factors are associated with a high prevalence of ASD in children.