To Typically Developing Participants Research Articles

A Preliminary Study of the Eye-Gaze Patterns and Reading Comprehension Skill of Students on the Autism Spectrum

ObjectivesTo identify, using eye-tracking technology, if readers on the autism spectrum (AS) would exhibit longer mean fixation times during question-answering but similar levels of comprehension accuracy to typically developing (TD) individuals.MethodsThe eye-gaze behavior of two school-aged autistic children and two TD children with similar reading abilities, age, gender, and grade level, was tracked while they read age-appropriate passages and answered related comprehension questions.ResultsBoth participants on the AS displayed longer mean fixations than TD participants during question-answering. Despite the longer fixations during question-answering, the accuracy of the participants on the AS was equal to or superior to those of the TD participants.ConclusionsLonger mean fixation durations during question-answering did not result in lower reading comprehension scores.

Development of executive functioning from childhood to young adulthood in autism spectrum disorder and attention-deficit/hyperactivity disorder: A 10-year longitudinal study.

This 10-year longitudinal study investigated the developmental trajectories of executive functioning (EF) in individuals with autism spectrum disorder (ASD) or attention-deficit/hyperactivity disorder (ADHD), compared to typically developing (TD) individuals from childhood into young adulthood. There were 173 participants at baseline (T1; ASD = 38 (eight with co-occurring ADHD), ADHD = 85, TD = 50; Mage = 11.7 years, SD = 2.1), 168 at 2-year follow-up (T2) and 127 at 10-year follow-up (T3). Participants were assessed with three neuropsychological tests aimed at capturing central components of EF: working memory/Letter-Number Sequencing Test (LNS), inhibition/Color-Word Interference Test, Condition 3 (CWIT3), and flexibility/Trail Making Test, Condition 4 (TMT4). Test results were analyzed using linear mixed models (LMM). At baseline, the TD participants outperformed the ASD and ADHD participants on all three tests. From T1 to T2, the ASD participants had less improvement than the ADHD and TD participants on the LNS test (p = .007 and .025, respectively), while having more improvement on the CWIT3 relative to the TD participants (p = .027). From T2 to T3, the ADHD participants had less improvement on the LNS test than the ASD and TD participants (p = .004 and .021, respectively). The ASD and ADHD groups mainly displayed similar maturation on the neuropsychological measures, and displayed continuous impairment relative to the TD group. The need for support and facilitation of EF in school, workplace, and social arenas might continue into young adulthood among certain individuals with ASD and ADHD. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Duration judgments in children and adolescents with and without mild intellectual disability

BackgroundWhile the ability to measure time correctly is crucial for adaptation to the external physical and social environment, to date, research on timing ability and its development in individuals with intellectual disability (ID) is unfortunately remarkably scarce. AimsIn the present study, we investigated the ability of individuals with mild ID to estimate durations and the development of this ability from 11 to 19 years, in comparison to typically developing (TD) individuals. Methods and proceduresParticipants with mild ID and TD participants matched on chronological age completed two temporal tasks: (1) a temporal bisection of auditory stimuli, in which they had to decide whether arbitrary stimulus duration was more similar to the short (200 ms) or the long (800 ms) standard previously learned, and (2) a temporal categorization of familiar actions, in which short, medium or long target durations had to be paired with one of three comparison action durations. Outcomes and resultsTemporal performance was systematically impaired in participants with mild ID. Moreover, the temporal impairment increased with age in the bisection task but not in the categorization task. Conclusions and implicationsThese findings suggest that the ability to estimate durations develops at a slower pace in individuals with mild ID compared to TD individuals.

Social Visual Perception Under the Eye of Bayesian Theories in Autism Spectrum Disorder Using Advanced Modeling of Spatial and Temporal Parameters.

Social interaction in individuals with Autism Spectrum Disorder (ASD) is characterized by qualitative impairments that highly impact quality of life. Bayesian theories in ASD frame an understanding of underlying mechanisms suggesting atypicalities in the evaluation of probabilistic links within the perceptual environment of the affected individual. To address these theories, the present study explores the applicability of an innovative Bayesian framework on social visual perception in ASD and demonstrates the use of gaze transitions between different parts of social scenes. We applied advanced analyses with Bayesian Hidden Markov Modeling (BHMM) to track gaze movements while presenting real-life scenes to typically developing (TD) children and adolescents (N = 25) and participants with ASD and Attention-Deficit/Hyperactivity Disorder (ASD+ADHD, N = 15) and ASD without comorbidity (ASD, N = 12). Regions of interest (ROIs) were generated by BHMM based both on spatial and temporal gaze behavior. Social visual perception was compared between groups using transition and fixation variables for social (faces, bodies) and non-social ROIs. Transition variables between faces, namely gaze transitions between faces and likelihood of linking faces, were reduced in the ASD+ADHD compared to TD participants. Fixation count to faces was also reduced in this group. The ASD group showed similar performance to TD in the studied variables. There was no difference between groups for non-social ROIs. Our study provides an innovative, interpretable example of applying Bayesian theories of social visual perception in ASD. BHMM analyses and gaze transitions have the potential to reveal fundamental social perception components in ASD, contributing thus to amelioration of social-skill interventions.

The integrated functions of the cardiac autonomic and vestibular/oculomotor systems in adolescents following severe traumatic brain injury and typically developing controls

ABSTRACT Introduction The cardiac autonomic control system (CACS) is frequently impaired post-traumatic brain injury (TBI). However, the prevalence of vestibular/oculomotor impairment is less studied. These two systems interact during position change and contribute to blood-pressure regulation through the vestibulo-sympathetic reflex. Aim: To assess the CACS, the vestibular/oculomotor systems and their integrative function in adolescents post-TBI compared to typically-developing (TD) adolescents. Methods: 19 adolescents in the subacute stage following a severe TBI (14–117 days post injury) and 19 age and sex matched TD controls were recruited. Heart Rate Variability (HRV) was assessed at rest and during a modified tilt-test. A quantified version of the Vestibular/Ocular-Motor Screening (VOMS) was also administered. Results: At rest, the TBI group had higher HR and lower HRV values (p < .001). All participants with TBI demonstrated impairments in the VOMS (median of positive tests: 5 [range 2–9]) compared to only 6 out of 19 in the TD participants (median 0 [0–2]) (z = −5.34; p < .001). In response to the modified tilt test, the HRV increased significantly in the lifting period and decreased significantly once in standing only in the TBI group (z = −2.85, p = .025). Conclusion: Adolescents post severe TBI demonstrated impairments in the CACS, positive tests on the VOMS and significantly greater changes in the modified tilt test as compared to TD. Clinical trial gov. number: NCT03215082

Are Vermal Lobules VI-VII Smaller in Autism Spectrum Disorder?

Cerebellar volume, in particular vermal lobule areas VI-VII, have been extensively researched in individuals with autism spectrum disorder (ASD), although findings are often unclear. The aim of the present study is to consolidate all existing cerebellar and age data of individuals with ASD, and compare this data to typically developing (TD) controls. Raw data, or the means and standard deviations of cerebellar volume and age, were obtained from 17 studies (NCerebellum: 421 ASD and 370 TD participants; NVI-VII: 506 ASD and 290 TD participants). Total cerebellar volume, or VI-VII area, was plotted against age and lines of fit of ASD and TD data were compared. Mean differences in cerebellar volume and VI-VII area between participants with ASD and TD participants were then compared via ANCOVA analyses. Findings revealed multiple differences in VI-VII area between participants with ASD and TD participants below 18 years of age. Additionally, cerebellar volume was greater in males with ASD than TD males between 2 and 4 years. In the present study, cerebellar volume and VI-VII area show different rates of change across age for those with autism compared with those without. These morphological differences provide a neurobiological justification to investigate related behavioural correlates.

The foundations of mathematical development in Williams syndrome and Down syndrome.

Studies in Down syndrome (DS) and Williams syndrome (WS) have suggested that mathematical abilities are impaired. However, it is unclear which domain-general or domain-specific abilities impact on mathematical development in these developmental disorders. The current study examined the foundations of mathematical development across participants with WS (n=24) and DS (n=26) compared to typically developing (TD) children (n=26) in relation to domain-general (i.e., general intelligence and visuospatial abilities) and domain-specific abilities (non-symbolic and symbolic number abilities). Developmental trajectories showed that mathematical abilities were delayed in line with overall mental age in DS and WS. Whilst visuospatial abilities predicted performance for DS and TD participants, this was not the case for the WS group, instead Approximate Number Sense abilities predicted mathematical development. These findings suggest that those with DS and WS may benefit from different mathematical intervention programmes.

Patterns of Joint Improvisation in Adults with Autism Spectrum Disorder.

Recent research on autism spectrum disorders (ASDs) suggests that individuals with autism may have a basic deficit in synchronizing with others, and that this difficulty may lead to more complex social and communicative deficits. Here, we examined synchronization during an open-ended joint improvisation (JI) paradigm, called the mirror game (MG). In the MG, two players take turns leading, following, and jointly improvising motion using two handles set on parallel tracks, while their motion tracks are recorded with high temporal and spatial resolution. A series of previous studies have shown that players in the MG attain moments of highly synchronized co-confident (CC) motion, in which there is no typical kinematic pattern of leader and reactive follower. It has been suggested that during these moments players act as a coupled unit and feel high levels of connectedness. Here, we aimed to assess whether participants with ASD are capable of attaining CC, and whether their MG performance relates to broader motor and social skills. We found that participants with ASD (n = 34) can indeed attain CC moments when playing with an expert improviser, though their performance was attenuated in several ways, compared to typically developing (TD) participants (n = 35). Specifically, ASD participants had lower rates of CC, compared with TD participants, which was most pronounced during the following rounds. In addition, the duration of their CC segments was shorter, across all rounds. When controlling for participants’ motor skills (both on the MG console, and more broadly) some of the variability in MG performance was explained, but group differences remained. ASD participants’ alexithymia further correlated with their difficulty following another’s lead; though other social skills did not relate to MG performance. Participants’ subjective reports of the game suggest that other cognitive and emotional factors, such as attention, motivation, and reward-processing, which were not directly measured in the experiment, may impact their performance. Together, these results show that ASD participants can attain moments of high motor synchronization with an expert improviser, even during an open-ended task. Future studies should examine the ways in which these skills may be further harnessed in clinical settings.

Evaluation of Motor Skills in Children with Rubinstein-Taybi Syndrome.

Rubinstein-Taybi syndrome (RTS) is a rare genetic disease that associates intellectual disability with somatic characteristics. We have conducted a study of the overall motor abilities of RTS participants. Static postural performance as well as gait parameters were somewhat decreased, although not significantly compared to typically developing (TD) participants. In contrast, the motor skills requiring a high level of visuomotor coordination were considerably degraded in RTS participants compared to TD participants. We also found that cognitive status was significantly correlated with performance for tasks requiring a higher level of visuomotor coordination in RTS but not TD participants. Our study demonstrates a reduction in the motor performance of RTS participants and a link between the level of intellectual disability and motor capacities.

Artificial grammar learning in Williams syndrome and in typical development: The role of rules, familiarity, and prosodic cues

ABSTRACTArtificial grammar learning is an empirical paradigm that investigates basic pattern and structural processing in different populations. It can inform how higher cognitive functions, such as language use, take place. Our study used artificial grammar learning to assess how children with Williams syndrome (WS; n = 16) extract patterns in structured sequences of synthetic speech, how they compare to typically developing (TD) children (n = 60), and how prosodic cues affect learning. The TD group was divided into a group whose nonverbal abilities were within the range of the WS group, and a group whose chronological age was within the range of the WS group. TD children relied mainly on rule-based generalization when making judgments about sequence acceptability, whereas children with WS relied on familiarity with specific stimulus combinations. The TD participants whose nonverbal abilities were similar to the WS group showed less evidence of relying on grammaticality than TD participants whose chronological age was similar to the WS group. In absence of prosodic cues, the children with WS did not demonstrate evidence of learning. Results suggest that, in WS children, the transition to rule-based processing in language does not keep pace with TD children and may be an indication of differences in neurocognitive mechanisms.

Energy cost during walking in association with age and body height in children and young adults with cerebral palsy

AimThis cross-sectional study into children and young adults with cerebral palsy (CP) aimed to assess the association of gross energy cost (EC), net EC and net nondimensional (NN) EC during walking with age and body height, compared to typically developing (TD) peers. MethodData was collected in 128 participants with CP (mean age 11y9mo; GMFCS I,n=48; II,n=56; III, n=24) and in 63 TD peers (mean age 12y5mo). Energy cost was assessed by measuring the oxygen consumption during over-ground walking at comfortable speed. Outcome measures derived from the assessment included the gross and net EC, and NN EC. Differences between the groups in the association between gross, net and NN EC with age and body height, were investigated with regression analyses and interaction effects (p<0.05). ResultsInteraction effects for age and body height by group were not significant, indicating similar associations for gross, net and NN EC with age or body height among groups. The models showed a significant decline for gross, net and NN EC with increasing age per year (respectively −0.201Jkg−1m−1; −0.073Jkg−1m−1; −0.007) and body height per cm (respectively −0.057Jkg−1m−1; −0.021Jkg−1m−1; −0.002). InterpretationDespite higher gross and net EC values for CP compared to TD participants , similar declines in EC outcomes can be expected with growth for participants aged 4–22 years with CP. All energy cost outcomes showed a decline with growth, indicating that correcting for this decline is required when evaluating changes in gross EC, and, to a lesser extent, in net and NN EC in response to treatment or from natural course over time.

Emotion knowledge in children and adolescents with Down syndrome: a new methodological approach.

Emotion knowledge was examined in 19 youth with Down syndrome (DS) and compared to typically developing (TD) children of similar developmental levels. This project expanded upon prior research on emotion knowledge in DS by utilizing a measure that minimized the need for linguistic skills, presented emotion expressions dynamically, and included social context cues. In Study 1, participants with DS were as accurate as TD participants when judging emotions from static or dynamic expression stimuli and from facial or contextual cues. In Study 2, participants with DS and TD participants showed similar cross-sectional developmental trajectories of emotion knowledge across mental age. This project highlights the importance of measure selection when examining emotion knowledge in samples with intellectual and developmental disabilities.

Diurnal Cortisol Profile in Williams Syndrome in Novel and Familiar Settings

Williams syndrome (WS) is a neurodevelopmental genetic disorder associated with high rates of anxiety and social issues. We examined diurnal cortisol, a biomarker of the stress response, in adults with WS in novel and familiar settings, and compared these profiles to typically developing (TD) adults. WS and TD participants had similar profiles in a familiar setting, while participants with WS had elevated cortisol late in the day in the novel setting when social demands were higher. The cortisol awakening response in WS was associated with parent-reported levels of somatic complaints and social difficulties. Results suggest that adults with WS have a typical diurnal cortisol profile that may be sensitive to social and activity transitions throughout the day.

Neural processing of race by individuals with Williams syndrome: Do they show the other-race effect? (And why it matters)

Williams syndrome (WS)is a genetic condition with a distinctive social phenotype characterized by excessive sociability accompanied by a relative proficiency in face recognition, despite severe deficits in the visuospatial domain of cognition. This consistent phenotypic characteristic and the relative homogeneity of the WS genotype make WS a compelling human model for examining genotype–phenotype relations, especially with respect to social behavior. Following up on a recent report suggesting that individuals with WS do not show race bias and racial stereotyping, this study was designed to investigate the neural correlates of the perception of faces from different races, in individuals with WS as compared to typically developing (TD) controls. Caucasian WS and TD participants performed a gender identification task with own-race (White) and other-race (Black) faces while event-related potentials (ERPs) were recorded. In line with previous studies with TD participants, other-race faces elicited larger amplitude ERPs within the first 200 ms following the face onset, in WS and TD participants alike. These results suggest that, just like their TD counterparts, individuals with WS differentially processed faces of own-race versus other-race, at relatively early stages of processing, starting as early as 115 ms after the face onset. Overall, these results indicate that neural processing of faces in individuals with WS is moderated by race at early perceptual stages, calling for a reconsideration of the previous claim that they are uniquely insensitive to race.

The Development of Perceptual Grouping in Infants with Williams Syndrome

Perceptual grouping by luminance similarity and by proximity was investigated in infants with Williams syndrome (WS) aged between 6 and 36 months (visit 1, N=29). WS infants who were still under 36 months old, 8 months later, repeated the testing procedure (visit 2, N=15). Performance was compared to typically developing (TD) infants aged from 2 to 20 months (N=63). Consistent with the literature, TD participants showed grouping by luminance at the youngest testing age, 2 months. Grouping by proximity had not previous been charted in typical development: this study showed grouping by proximity at 8 months. Infants with WS could group by luminance. Developmental progression of the WS group showed some similarities to typical development, although further investigation is required to further address this in more depth. In contrast, infants with WS were not able to group by proximity. This pattern of emergence and development of grouping abilities is considered in relation to the pattern of grouping abilities observed in adults with WS.