Core Deficit Research Articles

Speech Envelope Enhancement Instantaneously Effaces Atypical Speech Perception in Dyslexia.

Increasing evidence exists that poor speech perception abilities precede the phonological deficits typically observed in dyslexia, a developmental disorder in learning to read. Impaired processing of dynamic features of speech, such as slow amplitude fluctuations and transient acoustic cues, disrupts effortless tracking of the speech envelope and constrains the development of adequate phonological skills. In this study, a speech envelope enhancement (EE) strategy was implemented to reduce speech perception deficits by students with dyslexia. The EE emphasizes onset cues and reinforces the temporal structure of the speech envelope specifically. Speech perception was assessed in 42 students with and without dyslexia using a sentence repetition task in a speech-weighted background noise. Both natural and vocoded speech were used to assess the contribution of the temporal envelope on the speech perception deficit. Their envelope-enhanced counterparts were added to each baseline condition to administer the effect of the EE algorithm. In addition to speech-in-noise perception, general cognitive abilities were assessed. Results demonstrated that students with dyslexia not only benefit from EE but benefit more from it than typical readers. Hence, EE completely normalized speech reception thresholds for students with dyslexia under adverse listening conditions. In addition, a correlation between speech perception deficits and phonological processing was found for students with dyslexia, further supporting the relation between speech perception abilities and reading skills. Similar results and relations were found for conditions with natural and vocoded speech, providing evidence that speech perception deficits in dyslexia stem from difficulties in processing the temporal envelope. Using speech EE, speech perception skills in students with dyslexia were improved passively and instantaneously, without requiring any explicit learning. In addition, the observed positive relationship between speech processing and advanced phonological skills opens new avenues for specific intervention strategies that directly target the potential core deficit in dyslexia.

Usefulness of preschool and school versions of the Behavioral Rating Inventory of Executive Functions in the evaluation of the daily life executive function in myoclonic–atonic epilepsy

PurposeExecutive functions (EF) are high-order cognitive skills that have a major influence on quality of life, social skills, and school achievement. We aimed to screen EF daily life abilities in young patients with myoclonic–atonic epilepsy (MAE) using an ecological questionnaire and to correlate EF to epilepsy characteristics. MethodsBehavioral Rating Inventory of Executive Functions – Preschool (BRIEF-P) and BRIEF – for school-aged patients – parental questionnaires were proposed to patients with MAE and typically developing children (TDC) including Inhibit, Shift, Emotional control, Working memory (WM), Plan/Organize, Initiate, Organization of materials, and Monitor subscales. We included prospectively 12 patients with MAE and 44 TDC aged 3 to 5 years and seven patients with MAE and 21 TDC aged 6–7 years. We performed in addition for all patients an intellectual efficiency evaluation using WPPSI-IV (Wechsler intelligence scale for preschool children version IV) and collected demographics, age at onset of epilepsy, epilepsy duration, response to treatment, number and type of treatments including AEDs (antiepileptic drugs), and ketogenic diet. ResultsFour out of 12 patients for BRIEF-P and 6/7 patients for BRIEF had pathological scores for at least one domain. Behavioral Rating Inventory of Executive Functions' questionnaires showed higher pathological scores for WM, Plan/Organize, Initiate, Monitor, and Metacognition Index in patients with MAE compared to TDC suggesting higher problems reported by parents. Working memory scores were higher in the group with MAE than TDC for both BRIEF-P and BRIEF. Response to treatment is a predictor of multiple BRIEF-P domains. Epilepsy duration predicts Shift and WM domains while age at onset predicts WM domain on BRIEF in this syndrome. ConclusionsThis study is the first to assess prospectively EF in young patients with MAE. We show everyday deficits in EF reported by parents. Metacognition and more specifically WM, appear to be a core deficit. Early evaluation of EF using both questionnaires and standardized tools is necessary for early detection of EF deficit and initiating tailored rehabilitation. Given the normal development before seizure onset and the absence of cerebral lesion in MAE, these results are in favor of the impact of epilepsy on EF.

The Core Deficit of Classical Schizophrenia: Implications for Predicting the Functional Outcome of Psychotic Illness and Developing Effective Treatments.

Many people suffering from psychotic illnesses experience persisting impairment of occupational and social function. Evidence assembled since the classical description of schizophrenia over a century ago indicates that both disorganization and impoverishment of mental activity are associated with persisting impairment. Longitudinal studies of young people at risk of schizophrenia reveal that both mental impoverishment and disorganization predict poor long-term outcome. These clinical features are related to cognitive impairments. Evidence from brain imaging indicates overlap in the brain abnormalities implicated in these phenomena, including impaired function of long-range connections between sensory cortex and the salience network, a network engaged in recruiting cerebral systems for processing of information salient to current circumstances.The evidence suggests that the common features underlying these two groups of symptoms might reflect a core pathological process distinguishing nonaffective from affective psychosis. This pathological process might therefore justifiably be designated the “core deficit” of classical schizophrenia. To develop more effective treatments to prevent persisting disability, we require the ability to identify individuals at risk at an early stage. Recent studies provide pointers toward effective strategies for identifying cases at risk of poor outcome. Accumulating evidence confirms that appreciable potential for neuroplastic change in the brain persists into adult life. Furthermore, brain function can be enhanced by targeted neuromodulation treatments. We now have promising tools not only for investigating the psychological and neural mechanisms that underlie persisting functional impairment but also for identifying individuals at risk and for harnessing brain plasticity to improve treatment.

B-40 Language Performance Is Indirectly Related to Social Functioning through Schizotypal Traits

Abstract Objective Individuals with schizotypy have personality traits similar to clinical symptoms of schizophrenia (SZ) but do not meet diagnostic criteria for SZ. One core deficit observed in individuals with SZ and schizotypy is social impairment (SI), although underlying mechanisms of SI are not well understood. Research suggests that, in individuals with SZ, neurocognition is indirectly related to functional outcomes through clinical symptoms. Across the SZ spectrum, cognitive deficits precede the development of both clinical symptoms and SI. Thus, there is reason to believe that in schizotypy, cognitive functioning may also be indirectly related to social functioning through schizotypal traits. However, this relationship has not yet been explored. Method The present study examined the relationships among language performance, schizotypal traits, and social functioning in an undergraduate sample (n = 133). Schizotypal traits were measured by the Schizotypal Personality Questionnaire which was used to create high (n = 57) and low (n = 66) schizotypy groups. Results High schizotypy reported greater SI (p < .001) than low schizotypy, but groups did not differ on language performance (all p’s >.05). In the high group only, schizotypal traits were negatively related to performance on some language tasks (p < .01), and to self-reported social functioning (p < .01); and, an indirect relationship between language performance and social functioning through schizotypal traits was observed (B = 13.86, 95% CI [2.87, 28.67]). Conclusions Findings are similar to those observed in SZ and may improve understanding of the mechanisms of SI to better target treatment efforts in SZ spectrum populations.

Interactions between visual working memory and visual attention among survivors of pediatric acute lymphoblastic leukemia (ALL) and their healthy peers

ABSTRACTIntroduction: There is increasing concern for adverse cognitive late effects among survivors of pediatric acute lymphoblastic leukemia (ALL) given the widespread impact they have on academic achievement, particularly working memory and attention. We assessed performance among survivors and their healthy peers on a dual task paradigm measuring visual working memory (VWM) and visual attention independently and the dynamic relationship between the two. Assessing specific subsets within cognitive domains allows for understanding the distinct nature of cognitive impairments.Method: Participants were 34 survivors of ALL who have been off-treatment and disease free for 7.5 years; and 20 healthy controls, all between the ages of 10 and 18 years. We utilized behavioral single- and dual-task paradigms. In the dual tasks, participants maintained several items in VWM while performing a visual attention task (Eriksen Flanker Task) that required processing of a target stimulus while inhibiting the processing of distractor stimuli. The single tasks involved performing only the VWM task or only the visual attention task.Results: Results revealed survivors of ALL performed significantly worse than their healthy peers on the single visual attention task but not the single VWM task. Of particular interest, group differences were obtained on the dual VWM and visual attention tasks, such that the VWM and attention tasks reciprocally interfered with each other only among survivors and not their healthy peers.Conclusions: Our results highlight a core deficit in visual attention that is exacerbated by VWM demands among survivors of ALL. The implementation of tasks from cognitive neuroscience paradigms may be sensitive to cognitive impairments experienced by cancer survivors. Assessment and intervention practices among survivors of pediatric ALL are discussed.

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases.

Reading is vital to every aspect of modern life, exacerbated by reliance of the internet, email, and social media on the written medium. Developmental dyslexia (DD) characterizes a disorder in which the core deficit involves reading. Traditionally, DD is thought to be associated with a phonological impairment. However, recent evidence has begun to suggest that the reading impairment in some individuals is provoked by a visual processing deficit. In this paper, we present WISC‐IV data from more than 300 Italian children with a diagnosis of DD to investigate the manifestation of phonological and visual subtypes. Our results indicate the existence of two clusters of children with DD. In one cluster, the deficit was more pronounced in the phonological component, while both clusters were impaired in visual processing. These data indicate that DD may be an umbrella term that encompasses different profiles. From a theoretical perspective, our results demonstrate that dyslexia cannot be explained in terms of an isolated phonological deficit alone; visual impairment plays a crucial role. Moreover, general rather than specific accounts of DD are discussed.

Cortical and subcortical alterations associated with precision visuomotor behavior in individuals with autism spectrum disorder.

In addition to core deficits in social-communication abilities and repetitive behaviors and interests, many patients with autism spectrum disorder (ASD) experience developmental comorbidities, including sensorimotor issues. Sensorimotor issues are common in ASD and associated with more severe clinical symptoms. Importantly, sensorimotor behaviors are precisely quantifiable and highly translational, offering promising targets for neurophysiological studies of ASD. We used functional MRI to identify brain regions associated with sensorimotor behavior using a visually guided precision gripping task in individuals with ASD (n = 20) and age-, IQ-, and handedness-matched controls (n = 18). During visuomotor behavior, individuals with ASD showed greater force variability than controls. The blood oxygen level-dependent signal for multiple cortical and subcortical regions was associated with force variability, including motor and premotor cortex, posterior parietal cortex, extrastriate cortex, putamen, and cerebellum. Activation in the right premotor cortex scaled with sensorimotor variability in controls but not in ASD. Individuals with ASD showed greater activation than controls in left putamen and left cerebellar lobule VIIb, and activation in these regions was associated with more severe clinically rated symptoms of ASD. Together, these results suggest that greater sensorimotor variability in ASD is associated with altered cortical-striatal processes supporting action selection and cortical-cerebellar circuits involved in feedback-guided reactive adjustments of motor output. Our findings also indicate that atypical organization of visuomotor cortical circuits may result in heightened reliance on subcortical circuits typically dedicated to motor skill acquisition. Overall, these results provide new evidence that sensorimotor alterations in ASD involve aberrant cortical and subcortical organization that may contribute to key clinical issues in patients.NEW & NOTEWORTHY This is the first known study to examine functional brain activation during precision visuomotor behavior in autism spectrum disorder (ASD). We replicate previous findings of elevated force variability in ASD and find these deficits are associated with atypical function of ventral premotor cortex, putamen, and posterolateral cerebellum, indicating cortical-striatal processes supporting action selection and cortical-cerebellar circuits involved in feedback-guided reactive adjustments of motor output may be key targets for understanding the neurobiology of ASD.

Loss of Midbrain Dopamine Neurons and Altered Apomorphine EEG Effects in the 5xFAD Mouse Model of Alzheimer's Disease.

Cognitive malfunction, synaptic dysfunction, and disconnections in neural networks are core deficits in Alzheimer's disease (AD). 5xFAD mice, a transgenic model of AD, are characterized by an enhanced level of amyloid-β and abnormal neurotransmission. The dopaminergic (DA) system has been shown to be involved in amyloid-β transformations and neuronal plasticity; however, its role in functional network changes in familial AD still remains unclear. In 5xFAD and non-transgenic freely moving mice, electroencephalograms (EEGs) were simultaneously recorded from the secondary motor cortex (MC), superficial layers of the hippocampal CA1 area (HPC), substantia nigra (SN), and ventral tegmental area (VTA). EEGs and their frequency spectra were analyzed before and after systemic injection of a DA receptor agonist, apomorphine (APO). In the baseline EEG from MC and HPC of 5xFAD mice, delta and alpha oscillations were enhanced and beta activity was attenuated, compared to control mice. In VTA and SN of 5xFAD mice, delta-theta activity was decreased and beta oscillations dominated. In control mice, APO suppressed delta activity in VTA to a higher extent than in MC, whereas in 5xFAD mice, this difference was eliminated due to attenuation of the delta suppression in VTA. APO increased beta activity in MC of mice from both groups while significant beta suppression was observed in VTA of 5xFAD mice. These mice were characterized by significant decrease of tyrosine hydroxylase immunopositive cells in both VTA and SN and of DA transporter in MC and hippocampal dentate gyrus. We suggest that the EEG modifications observed in 5xFAD mice are associated with alterations in dopaminergic transmission, resulting in adaptive changes in the cerebral networks in the course of familial AD development.

Hiding in Plain Sight: Text Comprehension, Hyperlexia, and Adolescents With Autism Spectrum Disorder

Purpose Reading comprehension is a critical skill for success in academic, social, and vocational settings. However, comprehension problems for readers with autism spectrum disorder (ASD) are often overlooked during the period when most children are learning to read, masked by strong early decoding skills, a good memory for specific facts, and an understanding of concrete content. As students progress through the grades, the content of what they must read to be successful becomes increasingly complex and the comprehension deficit, present but unrecognized from the earliest interactions with text, is revealed. This article provides an overview of how the core deficits of individuals with ASD impact on the reading comprehension and academic success of older students. Conclusion Identification and intervention to address the underlying comprehension deficit has the potential to provide benefit in academic and personal pursuits of adolescent readers with ASD.

Classification approach for understanding implications of emotions using eye-gaze

Atypical behavioral viewing pattern is one of the core deficits of individuals with Autism Spectrum Disorder (ASD). This diminishes their ability to understand the communicator’s facial emotional expression and often misinterpret one’s intended emotion. Here, we investigated the feasibility of using one’s gaze-related indices to estimate distinctive changes corresponding to various emotions. We designed a usability study with nine individuals with ASD and Typically Developing (TD) individuals who were exposed to Virtual Reality (VR) based social scenarios. The VR scenes presented virtual characters who narrated their social experience in the form of short stories with context-relevant emotional expressions. Simultaneously, we collected one’s gaze-related physiological indices (PIs) and behavioral looking pattern indices (BIs) using a technologically-enhanced eye-tracker. Subsequently, these PIs and BIs were used to classify the implications of the emotional expressions both within and across the ASD and TD groups. Results of the usability study indicate that one’s gaze-related indices can be discriminated with 97% accuracy for various emotions for intra-group analysis and 100% accuracy for inter-group analysis.

People with schizophrenia show enhanced cognitive costs of maintaining a single item in working memory.

Working memory (WM) deficits are seen as a core deficit in schizophrenia, implicated in the broad cognitive impairment seen in the illness. Here we examine the impact of WM storage of a single item on the operation of other cognitive systems. We studied 37 healthy controls (HCS) and 43 people with schizophrenia (PSZ). Each trial consisted of a sequence of two potential target stimuli, T1 and T2. T1 was a letter presented for 100 ms. After delays of 100-800 ms, T2 was presented. T2 was a 1 or a 2 and required a speeded response. In one condition, subjects were instructed to ignore T1 but respond to T2. In another condition, they were required to report T1 after making their speeded response to T2 (i.e. to make a speeded T2 response while holding T1 in WM). PSZ were dramatically slowed at responding to T2 when T1 was held in WM. A repeated measures ANOVA yielded main effects of group, delay, and condition with a group by condition interaction (p's < 0.001). Across delays, the slowing of the T2 response when required to hold T1 in memory, relative to ignoring T1, was nearly 3 times higher in PSZ than HCS (633 v. 219 ms). Whereas previous studies have focused on reduced storage capacity, the present study found that PSZ are impaired at performing tasks while they are successfully maintaining a single item in WM. This may play a role in the broad cognitive impairment seen in PSZ.

Treating Anxiety and Social Deficits in Children with Autism Spectrum Disorder in Two Schools in Nairobi, Kenya.

Anxiety in children with Autism Spectrum Disorder (ASD) contributes to their functional impairment. We evaluated a cognitive-behavioral program for anxiety and social deficits in children with ASD in two schools in Nairobi City, Kenya. Parents and teachers of 40 children and adolescents with ASD (5-21years) participated, randomized by school. The two schools were randomly assigned to either intervention (n = 20) or control (n = 20). There was a significant improvement in ASD severity as well as anxiety within the treatment group, which was not seen in the control group. These findings support the expansion of treatments for ASD core deficits and secondary problems in youth with ASD in developing countries.

Linguistic and non-linguistic prosodic skills in Spanish children with developmental dyslexia

BackgroundThe deficit on segmental phonology in developmental dyslexia is well established and according to recent studies this deficit extends to suprasegmental phonology or prosody. However, these studies have focused on word-level prosody. Further research is needed concerning prosodic deficit in dyslexia, especially with a Spanish-speaking population. AimsThe aim of this study was to investigate the role of linguistic (word and phrase-level) and non-linguistic prosodic skills in Spanish children with developmental dyslexia. Method and procedure48 Spanish children (8–9 years of age) from ten primary education schools were selected (24 children with developmental dyslexia and 24 chronological age-control children). Non-linguistic rhythm, word and phrase-level prosody, phonological awareness, nonverbal intelligence and reading aloud were assessed. ResultsThe results obtained show that children with developmental dyslexia scored lower than typically developing readers on non-linguistic rhythm and word and phrase-level prosody tasks. The differences remained statistically significant at the phrase level after controlling for word-level processing (phonological or prosodic), phonological awareness, non-linguistic rhythm and reading skills. ConclusionsChildren with developmental dyslexia in Spanish exhibit a core deficit in suprasegmental phonology, at linguistic and non-linguistic levels. The implications of suprasegmental phonology skills for reading acquisition disabilities are discussed.

High-Frequency Repetitive Transcranial Magnetic Stimulation Applied to the Parietal Cortex for Low-Functioning Children With Autism Spectrum Disorder: A Case Series

Background: Repetitive transcranial magnetic stimulation (rTMS) is a safe and efficacious technique to stimulate specific areas of cortical dysfunction in several neuropsychiatric diseases; however, it is not known whether high-frequency rTMS (HF-rTMS) over the left inferior parietal lobule, in low functioning children with autism spectrum disorder (ASD), improves core symptoms. Method: Eleven low-functioning children with ASD completed two separate HF-rTMS treatment courses, 6 weeks apart. Each treatment course involved five 5-s trains at 20 Hz, with 10-min inter-train intervals, on left inferior parietal lobule each consecutive weekday for a 3-week period (15 treatments per course). Subjects were assessed at five time points: immediately before and after the first HF-rTMS course, immediately before and after the second HF-rTMS course, and 6 weeks after the second rTMS treatment course. Treatment effectiveness was evaluated using the Verbal Behavior Assessment Scale (VerBAS) and Autism Treatment Evaluation Checklist (ATEC). The latter test consists of four subtest scales: Language, Sociability, Sensory, and Behavior. In addition, daily treatment logbooks completed by parents were considered as one of the outcome measures. Results: Participants showed a significant reduction in language- and social-related symptoms measured by ATEC from pretreatment to the 6-week follow-up after the second treatment course. Moreover, some possible improvements in imitation and cognition were reported by caregivers. Conclusions: Our findings suggest that HF-rTMS over the left parietal cortex might improve core deficits in low-functioning children with ASD.

61. Defining and Dissociating Transdiagnostic Psychiatric Traits

Prior work has suggested that a recently identified ‘social-withdrawal’ dimension of psychopathology may be associated with an enhancement in model-based planning, which is a core deficit associated with OCD and more broadly, ‘compulsivity’. The present study tested this idea using a task that dissociates one’s ability to form and update a meta-model of the environment from the extent to which that model is used to guide choice.

N2 amplitude modulation across the antisocial spectrum: a meta-analysis.

Despite the accumulated knowledge on antisocial behavior and the positive event-related potential peaking around 300 ms (P3), less is known about the preceding negative electrophysiological response around 200 ms (N2). A systematic search of the literature was conducted to analyze the N2 modulation across the antisocial spectrum. Thirty-seven studies (n = 1199) were retrieved to the quantitative analysis. Reduced N2 amplitudes were found in the more severe antisocial manifestations (violent behavior and antisocial personality disorder), which is consistent with previous findings on P3 alterations and N2 reduced amplitudes in externalizing disorders. Findings on psychopathy were mixed, also in accordance with previous P3 results. From a dimensional lens, this supports the heterogeneity of the psychopathic personality structure: impulsivity features are a closer attribute of antisocial behavior and thus may be associated with N2 reduction, while adaptive psychopathic traits may be associated with intact (or even increased) N2 amplitude. The increased N2 amplitudes observed in impulsive behavior challenge, however, the previous meta-analytic findings. As most of the studies on impulsivity include subclinical samples, it leads to the hypothesis that some compensatory mechanisms can still occur at a subclinical level, reflecting the need for heightened allocation of brain resources to yield similar performances. Importantly, inhibition was the core deficit to explain N2 blunted amplitudes, alongside with deficits in the frontal brain region. From our findings, the reduction in P3 amplitude across the antisocial spectrum may be detected in the previous N2 time window.

Oscillatory neural networks underlying resting-state, attentional control and social cognition task conditions in children with ASD, ADHD and ASD+ADHD

Autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) are common and impairing neurodevelopmental disorders that frequently co-occur. The neurobiological mechanisms involved in ASD and ADHD are not fully understood. However, alterations in large-scale neural networks have been proposed as core deficits in both ASD and ADHD and may help to disentangle the neurobiological basis of these disorders and their co-occurrence. In this study, we examined similarities and differences in large-scale oscillatory neural networks between boys aged 8–13 years with ASD (n = 19), ADHD (n = 18), ASD + ADHD (n = 29) and typical development (Controls, n = 26). Oscillatory neural networks were computed using graph-theoretical methods from electroencephalographic (EEG) data collected during an eyes-open resting-state and attentional control and social cognition tasks in which we previously reported disorder-specific atypicalities in oscillatory power and event-related potentials (ERPs). We found that children with ASD showed significant hypoconnectivity in large-scale networks during all three task conditions compared to children without ASD. In contrast, children with ADHD showed significant hyperconnectivity in large-scale networks during the attentional control and social cognition tasks, but not during the resting-state, compared to children without ADHD. Children with co-occurring ASD + ADHD did not differ from children with ASD when paired with this group and vice versa when paired with the ADHD group, indicating that these children showed both ASD-like hypoconnectivity and ADHD-like hyperconnectivity. Our findings suggest that ASD and ADHD are associated with distinct alterations in large-scale oscillatory networks, and these atypicalities present together in children with both disorders. These alterations appear to be task-independent in ASD but task-related in ADHD, and may underlie other neurocognitive atypicalities in these disorders.

Reasoning on Figurative Language: A Preliminary Study on Children with Autism Spectrum Disorder and Klinefelter Syndrome.

In this study we explored metaphor and idiom competencies in two clinical populations, children with autistic spectrum disorder (ASD) and children with Klinefelter syndrome (KS), (age range: 9–12), compared to typically developing (TD) children of the same age. These three groups were tested with two multiple-choice tests assessing idiom comprehension through iconic and verbal alternatives and a metaphor comprehension test composed of novel, physical-psychological metaphors, requesting verbal explanations. To these instruments, another test was added, assessing basic sentence comprehension. Performances on the different linguistic tasks were examined by means of discriminant analysis which showed that idiom comprehension had a very small weight in distinguishing children with ASD from TD controls, whereas metaphor explanation did distinguish them. This study suggests that figurative language comprehension is not a “core deficit” per se in individuals with ASD. Only when the task requires to explicitly construct and explain a semantic mapping between the two terms of a metaphor does the performance of children with ASD significantly deviate from the typical population. These results are interpreted in terms of a difficulty in children with ASD and KS with complex cognitive and linguistic processes and also in relation with clinical assessment.

Evidence-Based Treatments of Autism Spectrum Disorder

At present there is no established pharmacological intervention to treat the core symptoms of autism spectrum disorder (ASD). Therefore, behavioral, developmental, and educational approaches are recommended as primary treatments to minimize core deficits in people with ASD and to maximize their functional independence and quality of life. The goal of these interventions is to enhance communication, promote social, play, and daily living skills, as well as to reduce interfering maladaptive behaviors. In this review we provide a brief description of commonly used nonpharmacological interventions along with the evidence of their effectiveness. [ Psychiatr Ann . 2019;49(3):115–119.]

Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools

BackgroundSocial impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. MethodNinety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n = 14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n = 45); or c) standard educational practices model (Inclusion Only Model; n = 33) participated. The average age was 8.4 (SD = 1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children’s social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. ResultsSeparate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p = .05). Children in the Practice-Based Model had significantly lower solitary engagement (p = .04) and more initiations on the playground than children in the University Developed Model (p = .04). ConclusionsThe results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools.