Abstract
This study examines electrocortical activity associated with visual and auditory sensory perception and lexical-semantic processing in nonverbal (NV) or minimally-verbal (MV) children with Autism Spectrum Disorder (ASD). Currently, there is no agreement on whether these children comprehend incoming linguistic information and whether their perception is comparable to that of typically developing children. Event-related potentials (ERPs) of 10 NV/MV children with ASD and 10 neurotypical children were recorded during a picture-word matching paradigm. Atypical ERP responses were evident at all levels of processing in children with ASD. Basic perceptual processing was delayed in both visual and auditory domains but overall was similar in amplitude to typically-developing children. However, significant differences between groups were found at the lexical-semantic level, suggesting more atypical higher-order processes. The results suggest that although basic perception is relatively preserved in NV/MV children with ASD, higher levels of processing, including lexical- semantic functions, are impaired. The use of passive ERP paradigms that do not require active participant response shows significant potential for assessment of non-compliant populations such as NV/MV children with ASD.
Highlights
Autism spectrum disorders (ASD) are complex neurodevelopmental conditions, characterized by a range of difficulties including impairments in social cognition, deficits and delays in language and communication abilities and restricted interests or activities, as expressed by repetitive patterns of behavior [1]
Fifteen NV/minimally verbal (MV) children with ASD aged between 3 years, 7 months and 7 years, 11 months were recruited for the study through the NJ Autism and Language Genetics Study (NJLAGS), the International Autism Network (IAN) and private schools for children with Autism in the metropolitan New York/New Jersey area
Following up on this interaction, separate ANOVAs for groups revealed a main effect of Time Window in the ASD group, F(1,9) = 20.062, p = .002, ŋ2 = .690, but not in the Neurotypical group, F(1,9) = .001, p >
Summary
Autism spectrum disorders (ASD) are complex neurodevelopmental conditions, characterized by a range of difficulties including impairments in social cognition, deficits and delays in language and communication abilities and restricted interests or activities, as expressed by repetitive patterns of behavior [1]. Standardized testing is essentially a one-to-one social situation; successful performance on such tasks requires functional communication skills as well as competency in social interaction Since both these domains may be affected in individuals with ASD, it is difficult to isolate the source of an apparent failure [5]. Other techniques such as analysis of spontaneous or elicited speech samples are considered problematic for studies with ASD populations, as it is difficult to engage these children in a social situation [6] Taken together, these challenges point to the necessity of developing different approaches to the assessment of linguistic and cognitive abilities in ASD populations that do not confound linguistic performance with difficulties meeting task demands. The authors conclude by suggesting that more research is needed before any of these innovative, technology-based assessment tools are ready for integration into clinical practice
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