这项工作得到NIH授权R15DC013864和R21DC011342（J. Irwin，PI）的支持。出现在图片中的父母和个人允许所有这里显示的图片用于出版目的。

所有程序已获得南康涅狄格州立大学和耶鲁大学适当的研究伦理委员会的批准，并得到了与会者的同意。 创造社会叙事<img alt="图1" class="xfigimg" src="/files/ftp_upload/55941/55941fig1.jpg" /> 图1 。社会叙事。一个样本的社会叙述，在第一次约会之前向参与者阅读并由研究人员在开始实验之前获得同意。 注意:第1,2和3节提供了为熟悉协议开发的工具。 <ol><li>创建一个社会叙述，包括图像和研究人员创建的研究协议的每个步骤的简短描述，从同意开始并以补偿结束（如果适用）和简短的解释。 注意:当可能所使用的图像应具有高的偶像性（图示性是指符号表示其指示的程度） 3 ，以便于参与者的理解。按照发展社会叙事的步骤（改编自Myles，Trautman和Schelvan） 15 。 <ol><li>在社会叙事中，从参与者的角度来说，按顺序描述研究活动。用第一人称或第二人称语言写故事，并使用现在或将来的时态。 <ol><li>在描述中，包括:a）活动的发生地点; b）参与者将做什么？ c）研究人员将做什么; d）为什么参与者将完成每项活动;和e）研究人员或父母（如果适用）可能的想法或感觉（ 即 "我们很高兴你来";"等待指示时要冷静"或者"妈妈很高兴你可以帮助"） </li></ol></li><li>选择在社会叙述中使用的图标，以增加对参与者的理解（ 即建筑物，房间，脑电图盖帽和研究人员）。 </li><li>将社会叙事放在演示软件（ 例如 PowerPoint）中，包括标志性图片。使用演示模式将孩子的叙述显示为计算机上的故事，或将其呈现为打印版本。 </li></ol></li><li>在参加研究任命之前，通过邮件或电子邮件将社交叙述发送给家长/看护人。 <ol><li>要求父母或监护人在研究第一次访问前至少3次阅读参与者的社会叙述。 </li></ol></li></ol> 2.创建可视化计划<img alt="图2" class="xfigimg" src="/files/ftp_upload/55941/55941fig2.jpg" /> 图2 。 Visual附表。在获得同意并在开始实验的第一步之前，以及在每个活动完成之前和之后，向参与者呈现示例视觉时间表。 <ol><li>创建可视化计划，概述研究协议的每个活动。确保视觉时间表包含不同的卡，每张图片代表每个活动，每张图片（Hodgdon改编） 10印刷一到三个字。 <ol><li>在视觉表格中，包括一张带有休息图片的卡片，以及书面描述"休息"。 </li><li>在可视化时间表中，包括一张带有完成或完成的图片的卡片;该卡片可能包含用红色字体打印的单词"停止"或"完成"。 注意:视觉表中列出的活动应与社会叙述中描述的活动相同即通过这两种工具提供的书面语言和图形表示应该是一致的。 </li></ol></li></ol>创建情感评分量表<img alt="图3" class="xfigimg" src="/files/ftp_upload/55941/55941fig3.jpg" /> 图3 。自我评价情绪量表一个样本的自我评价情绪量表，被参与者用来评估他/她的情绪状态。研究人员使用单独的量表来评价参与者的情绪。 <a href="http://ecsource.jove.com/files/ftp_upload/55941/55941fig3large.jpg" target="_blank">请点击此处查看此图的较大版本。</a> <img alt="图4" class="xfigimg" src="/files/ftp_upload/55941/55941fig4.jpg" /> 图4 。研究员评分量表。用于确保参与者评分一致的比例nt具有外部观察行为。这个比例是由与孩子参与者在一起的研究人员完成的。 <a href="http://ecsource.jove.com/files/ftp_upload/55941/55941fig4large.jpg" target="_blank">请点击此处查看此图的较大版本。</a> <ol><li>创建一个描绘5个情绪的范围，具有图形表示和/或书面文字。选择与参与者参与给定研究方案相关的情绪（ 即与焦虑，快乐，厌恶等有关的情绪）。 注意:情感词汇和选定的图标应符合参与者的发展水平（改编自Dunn-Buron和Curtis） 7 。 <ol><li>包括参与者可以完成的动作，以在一列中保持积极的情绪，并将其标记为"我能做什么"（ 见图3 ）。 </li><li>包括a笑脸或一张脸上的图片，并将其标注为"我的感觉"。 注意:"我感觉"列中列出的所有五种情绪都应该与"我能做什么"一栏对应（ 即 "我感觉如何"一栏，"我感到困惑和恼怒"将对应于"Ask休息"在"我能做什么"下） </li></ol></li><li>创建一个Likert型量表来评估研究人员使用的情绪（ 见图4 ）（从正面和负面影响时间表（PANAS） 21改编）。 注意:以下是在两次访问中实现熟悉工具以完成研究协议时要遵循的步骤。 </li></ol> 4.访问1:社会，认知和语言评估<ol><li>请参加者将他们带到各种玩具区域（ 见图5 ）被称为"游戏区"。确保参与者在设置中舒适。 </li></ol><img alt="图5" class="xfigimg" src="/files/ftp_upload/55941/55941fig5.jpg" /> 图5 。欢迎参加者访问。研究人员与参与者一起玩，熟悉环境，让他们习惯上下文。 <ol start="2"><li>向参与者显示5点情绪评级量表（ 见图3 ），并要求他们指出最能代表他们感受的图片。 </li><li>向参与者询问他们的感受，并支持参与者说"我感觉_____"，同时指出相应的情绪情绪（ 见图3 ）。 <ol><li>如果参与者选择1或2，请转到步骤4.4。如果参与者选择3或4，请要求参与者遵循该建议的行动"我能做什么"部分（ 见图3 ）。 </li><li>给予参与者5分钟以遵循建议的行动。 </li><li> 5分钟后，再次询问参加者的感受。如果选择1-3，继续会话。如果他们选择4或5，结束研究任命，并要求参与者决定在不同的一天回来或不回来。 注意:有关创建情绪评级量表，请参阅步骤3。研究人员同时评估参与者的情绪（ 图4 ），以确保参与者对情绪状态进行适当评估。 </li></ol></li><li>坐在参加者旁边，并阅读并回顾他们的社会叙述（ 见图1 ）。说:"我们将会看看今天我们将要玩的所有游戏，如果有一个你不确定的游戏，请问我的问题。" </li><li>紧随其后w的社会叙事，评估参与者的情绪状态，并准备继续研究，问:"你感觉如何？同时向他们展示自我评价情绪量表（ 图3 ）。 <ol><li>同时，请研究助理使用单独的量表来评价参与者（参见图4 ），以确保某些焦虑（如果有的话）被减少。 </li></ol></li><li>向父母递交同意书，并与孩子参加者一起阅读同意书（如果不能独立阅读）。 </li><li>请参与者是否愿意继续并完成社会叙述中描述的活动。 </li><li>请与会者签署同意书。 注意:参与者只有在同意参与的情况下才被要求签字。如果参与者说不，请再次阅读社会叙述，以确保参与者了解请求被制造</li><li>介绍参与者的视觉时间表，说:"这些（指向视觉时间表图片）是我们今天将要玩的所有游戏，在每场比赛结束时，你可以拿下那个游戏卡。 <ol><li>指出"休息"卡，并说:"你也可以使用这张卡，如果你需要休息一下;"指向"停止"卡，并说"如果你不想今天玩更多的游戏，"或这张卡。 </li></ol></li><li>安排时间表，以便在最终活动之前完成所有的社会，认知和语言评估。 <ol><li>定期由研究人员酌情决定，并根据参与者的参加行为，通过说明"先记住（活动名称）"，然后休息一下，实施对"复原"原则的修改使用。 注意:这个修改版本的Premack原则涉及给予孩子首选的行为第三次尝试后，即使孩子没有完成较不喜欢的活动。因此，即使他们没有完成实验，参与者也得到补偿。 </li></ol></li><li>一旦参与者完成了一半的评估，使用情绪评定量表（如步骤4.5所述）评估参与者的情绪;确保参与者在继续活动之前保持1级或2级情感评级。 <ol><li>如果参与者在自我评价情绪量表上处于较高级别，请按照"我可以做什么"部分的比例操作。 </li></ol></li></ol><img alt="图6" class="xfigimg" src="/files/ftp_upload/55941/55941fig6.jpg" /> 图6 。熊用作佩戴帽子的样本。示范穿戴帽子的熊，让参与者探索戴上帽子，拿熊在戴帽子的同时，在参与者被要求佩戴帽子之前完成。 <ol start="12"><li>脑电数据采集模拟。 <ol><li>将参与者介绍给一个填充的熊（或娃娃或任何其他选择的玩具），并对其使用EEG帽（参见图6 ）进行建模。阅读参与者，描述对参与者使用上限的社会叙述部分。 </li><li>向参赛者展示帽子如何放在熊的头上。允许参与者将其放在熊的头部（如果需要）上触及帽子并进行交互。 </li><li>应用修改版的Premack原理，说:"首先尝试上限，然后给你一张礼品卡。"如果参与者不说，再次提出"先到先得"的声明。如果参与者说是，继续步骤4.12.4。 <ol><li>如果参与者继续说不，则补偿参赛者的时间e（如适用）。如果参赛者同意佩戴上限，请继续执行步骤4.12.4。 </li></ol></li><li>使用卷尺，测量参与者的头围以确定帽尺寸。在初始测量之后，从头颅背面的位置到鼻子上方的眉毛之间的位置（nasion）和从右到左耳朵（使用耳屏）进行测量。 注意:这样做可以确定用于放置Cz电极的头皮顶点参考点。这些步骤被设计成与实际采集协议相似，其使用该过程来最大程度地最大化参与者之间跨头皮的电极放置的相似性。 <ol><li>用可清洗的魔法标记标记顶点参考点。 </li><li>用氯化钾溶液和婴儿洗发水将适当大小的盖子浸泡在水中。 </li></ol></li><li>将毛巾放在参与者的脖子上，以防止水滴落在他们的衣服。告诉参与者将帽子放在头上时闭上眼睛。 </li><li>调整参与者头部的上限，使其对参与者感到舒适（ 见图7 ）。一旦将帽子放在头上并进行调整，让参与者知道他们可以睁开眼睛。 </li><li>让参与者练习戴着帽子，坐在屏幕前观看电影至少10分钟（ 见图8 ）。如果此步骤成功完成，请邀请参加者回来进行第二次约会。 注意:在实际的研究任命期间，参加者不得不戴帽子大约一个小时。然而，每3分钟内，实验室内置了休息。 </li></ol></li></ol><img alt="图7" class="xfigimg" src="/files/ftp_upload/55941/55941fig7.jpg" /> 图7。将脑电图放置在参与者身上。研究人员限制参与者练习戴上帽子;当参与者穿着毛巾时，这是协议的角色扮演部分。 <img alt="图8" class="xfigimg" src="/files/ftp_upload/55941/55941fig8.jpg" /> 图8 。脑电图的调整参与者佩戴帽子，研究人员调整它以确保参与者舒适。 <ol start="13"><li>在最后的活动之后，最后一次评估参与者的情绪（ 图3和图 4 ），以确保在整个协议中保持一级或-2级的情绪，佩戴上限并没有增加焦虑和/或降低参与者的水平的舒适。 注意:如果存在焦虑症，研究人员应协助小孩遵循建议的行动在自我评价情绪量表（ 图3 ）。 </li></ol> 5.访问2:脑电数据收集注意:作为熟悉协议的一个组成部分，在整个实验期间，研究助理应该对参与者的状态进行编码（ 即是否警觉或出现焦虑;参见图4 ），参与者应提供自我评估通过指向情感量表上的视觉表示来进行情感状态（ 图3 ）。 <ol><li>向参与者介绍描述第二次任命步骤的社会叙述。请参与者是否愿意戴上帽子，并提及"像上次做的一样"; （见创建社会叙述的步骤1.1.1）。 注意:如果参与者表示是，请转到步骤5.2。如果参与者表示否，请与父母重复步骤5.1房间。如果参与者继续说不，则结束实验。 </li><li>向参与者呈现包括所有EEG数据收集程序（ 即测量头部，佩戴毛巾，将帽子放在头上）的视觉计划。 注意:请参阅步骤2.1创建可视化计划;包括描绘休息的图片。定期向参与者提供休息的机会，以保持舒适度和合规性。 <ol><li>测量参与者的头围，然后按照上述步骤4.12中列出的步骤识别并标记Cz电极的顶点参考点。 <ol><li>用可清洗的魔法标记标记顶点参考点。 </li><li>用氯化钾溶液和婴儿洗发水将盖子浸泡在水中。 </li></ol></li><li>将毛巾放在参与者的脖子上，以避免水滴在衣服上。告诉参与者在t时闭上眼睛他的帽子被放在他们的头上。 </li><li>将适当大小的帽子放在参与者身上，并要求他们坐在舒适的位置。 </li><li>一旦在电脑屏幕上看到ERP波浪，请让参与者眨眼并移动他们的手脚。然后，让孩子看看在ERP波浪中移动时产生的扭曲。 </li></ol></li><li>开始刺激演示，要求参与者静静地坐着，像雕像一样;"指着一个视觉标志，显示一个小孩坐在静物上，连同文字，"静坐像雕像"。根据需要使用Premack原理。 注意:有关使用Premack原理，请参阅步骤4.9。 </li><li>在实验的EEG部分完成后，向参与者提供承诺的赔偿，并感谢他们的参与。 </li></ol>

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M., Edwards, R. P., Rabian, B. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Decreasing+disruptive+behaviors+of+children+with+autism+using+social+stories.">Decreasing disruptive behaviors of children with autism using social stories.</a> J Autism Dev Disord. 3 (26), 535-543 (2002).</li><li>Thiemann, K. S., Goldstein, H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Social+stories,+written+text+cues,+and+video+feedback;+Effects+on+social+communication+of+children+with+autism.">Social stories, written text cues, and video feedback; Effects on social communication of children with autism.</a> J Appl Behav Anal. 34 (4), 425-446 (2001).</li><li>Watson, D., Clark, L. A., Tellegen, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Development+and+validation+of+brief+measures+of+positive+and+negative+affect:+The+PANAS+scales.">Development and validation of brief measures of positive and negative affect: The PANAS scales.</a> J Pers Soc Psychol. 4 (6), 1063-1070 (1988).</li><li>Wong, C., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Evidence-based+practices+for+children,+youth+and+young+adults+with+Autism+Spectrum+Disorders:+a+comprehensive+review.">Evidence-based practices for children, youth and young adults with Autism Spectrum Disorders: a comprehensive review.</a> J Autism Dev Disord. 45 (7), (2013).</li></ol>

作者没有披露报告。

以上概述的熟悉方案适用于EBP，以增加ASD儿童参与者能够完成多个测试阶段和EEG数据收集的可能性。在此熟悉过程中执行步骤之前，参与者无法完成EEG研究采集协议的所有组件。本研究的初步数据显示，参与熟悉方案的所有参与者都能够完成全面的EEG数据收集。 实施的关键步骤包括提供社会叙事和视觉安排，使用Premack原则（加强）和建模/角色扮演，以及对脑电图的脱敏。社...

自闭症谱系障碍（自闭症）是神经发育障碍，其特征在于的社会交往困难和限制，行为1,2的重复图案的一个星座。随着符合ASD标准的确定个体数量的增加，更好地了解与ASD相关的神经学基础的愿望也越来越多。专家们建议，未来的研究应包括早期检测非典型脑功能的过程，然后可能会导致干预措施来支持假设的脑系统来影响社会行为14 。特别地，本研究使用临时敏感的神经影像学方法，即脑电图（EEG）和事件相关电位（ERPs）来评估典型发展儿童的视听（AV）语音感知和ASD等的风险发展残疾人使用电生理学技术（EEG和ERP）将更好地了解跨越发展的典型和非典型AV语音感知的神经基础。该研究方法包括对连续EEG数据和ERPs的分析。由于ERPs是EEG的时间锁定，多次试验平均的部分，本文将讨论收集EEG数据的程序。 为了确保这项工作尽可能代表人口，具有不同程度的社会，认知和语言能力的ASD的个人被列为参与者。目前，收集高质量脑电数据的系统对发育障碍儿童有很大的要求。具有ASD的个人的行为可能有困难的例子包括适应新的情况，容忍不舒适的感觉刺激（ 即佩戴EEG帽），静静地坐着这些困难可能与个人的感官处理挑战有关，他/她在社会视角上的脱节，潜在的认知困难和坚持一致。总的来说，这些特征可能会影响孩子遵守组成研究活动所需的任务的能力1 。因此，重要的是制定支持儿童优势的研究方案，并适应其限制，以促进儿童与ASD的参与。目的是帮助ASD儿童完成研究活动，不受胁迫，并导致可用的神经生物学数据。 目前的工作是在视线和语言和社会障碍，包括与ASD 11，12个孩子的孩子的视听讲话神经反应较大的研究的一部分。首要的实验协议涉及多个行为评估会议，以及一个模拟和一个真正的EEG数据收集会话。 EEG和ERP处理和分析的细节不在此讨论;参见Harwood 等人 9为ERP数据处理协议。 本文的重点是旨在解决儿童（特别是ASD发育障碍者）从事神经生物学研究的挑战的熟悉方案。与许多此类研究一样，参与者除了参与脑电数据收集之外，还必须完成各种标准化评估任务。由于ASD个人面对新奇环境面临的挑战，容忍不舒服的感官刺激，长时间坐姿，必须制定策略，增加参与者对研究活动的理解。增加理解和代理将增加参与者成功完成所有研究活动的能力。重要的是，该协议提供了多种机会，每个参与者做出关于他/她参与的积极决定，选择退出，并通过在整个实验监测情绪状态明确的能力，同意继续保证4。 国家职业发展中心孤独症和自闭症国家中心是开发明确的标准建立的循证实践与ASD 16，22个人两个组织。目前研究项目的议定书使用这些标准来识别，选择，开发和实施适用于解决个人在成功参与研究活动中可能遇到的挑战的具体干预措施。规格这些来源的斡旋包括社会叙事，视觉表达形式的视觉支持，角色扮演和建模22 。此外，协议包括了Premack原理18的应用。所述普雷马克原理包括以下具有高偏爱活性13,18的低偏好的活性，提供了一个短的，清晰的个体的预期行为之间的奖励连接。例如，如果一个孩子回答问题10分钟，他/她然后可以玩一个优选的玩具10分钟。 此前的研究表明，社会叙事对于自闭症儿童谁表现出破坏性行为19的有效干预。社会叙述提供了一种情境背景和信息，作为提高与社会期望有关的理解的手段秒。大多数社会叙述包括预期的活动，可能涉及的人的观点，以及在结构化活动中与其他人进行互动的方法（参见图1 ，这里使用的社会叙述的一个例子）。社会叙事已被证明可以减轻焦虑，支持一个有新意的期望的人15 。 视觉安排可以有效地帮助ASD儿童应对新的社会情况20 。在时间表框架中的视觉支持为个人提供了一个静态参考，以帮助预测即将到来的活动（参见图2，了解这里使用的可视化时间表）。此外，消除活动的活动支持了解时间的流逝，并提供了会议的具体视觉表示。没有这种视觉表示，如果有ASD的个人可能会焦虑他们无法概述多少时间已经过去，活动或会话中剩下多少时间。允许参与者表达他或她的情绪的视觉支持也可能有助于让参与者更容易地处理不同的情绪（参见图3的情绪评级量表的例子）。 角色扮演和建模为ASD个人提供了一个机会来查看和实践新情况。排演的方法提供清晰度关于期望的行为，并进一步降低了这些新颖的方案8中 ，22焦虑。角色扮演，包括建模，为个人提供了一个明确的机会来实践和决定他/她选择参与或选择退出特定活动（参见图5和图 6 ，演示角色扮演和玩具建模示例熊和ch戴戴帽子）。 一些患有ASD和/或其他发育障碍的个体可能没有发展成熟度或认知能力来清楚地了解研究任务。实际上，由于在复杂的社会情况下，理解困难和对知情同意的影响，弱势群体的参与有一个伦理困境17 。然而，已经开发，以更好地确保知情同意而没有不适当的压力4,17。例如，在这里提供了具有简单解释的视觉符号和子弹点，并且询问参与者是否同意作为持续的过程参与研究3 。为了促进对发育障碍患者的了解，必须制定符合研究目标的议定书，并遵守道德准则，其中包括选择参与的话题没有说服力或者解除压力6 。

<table><tbody><tr><td>128 Channel HydroCel Geodesic Sensor Net</td><td>Electrical&amp;nbsp; Geodesics Incorporated (EGI)</td><td></td><td></td></tr></tbody></table>

a familiarization protocol facilitates the participation of children with asd in electrophysiological research

本文包括一个熟悉协议的详细描述，该协议被用作收集脑电图（EEG）数据和事件相关电位（ERP）的更大研究协议的组成部分。目前，可用于收集高质量EEG / ERP数据的系统对具有发展障碍的儿童，如具有自闭症谱系障碍（ASD）的儿童提出了重大要求。患有ASD的儿童可能难以适应新的情况，容忍不舒适的感觉刺激，并静静地坐着。这种熟悉协议使用循证实践（EBP）来增加研究参与者的知识和了解研究协议的具体活动和步骤。这个熟悉协议中的工具是一个社会叙事，一个视觉时间表，Premack原理，角色扮演和建模。这个熟悉协议的目标是增加理解和协调并可能减少儿童参与者的焦虑，从而更有可能成功完成收集EEG / ERP数据的研究协议。

作为对眼睛凝视和视听语音感知的一系列研究的一部分，使用类似的EEG方案招募了25名ASD和平均智商（n = 25,19个男孩，6个女孩，平均年龄= 10.25岁）的参与者的初始队列（ 图9 ）。此前队列中72％的儿童完成了EEG方案。在目前的队列中，目前有15名参加ASD的参与者（n = 15,11名男孩，4名女孩，平均年龄= 9.4岁），其中12名参加了熟悉方案。在完成熟悉协议的12个中?...

Watch this Scientific Journal Video about A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research at JoVE.com

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

电生理研究是识别发育障碍生物标志物的重要工具，包括自闭症谱系障碍（ASD），但是这些人群中的数据收集仍然具有挑战性。这项工作提供了一个熟悉协议，以配合包括脑电图（EEG）的研究，以提高从ASD儿童收集脑电数据的可能性。

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 ...

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Research

JoVE Journal

Neuroscience

8.2K 次观看.  Southern Connecticut State University. 电生理研究是识别发育障碍生物标志物的重要工具，包括自闭症谱系障碍（ASD），但是这些人群中的数据收集仍然具有挑战性。这项工作提供了一个熟悉协议，以配合包括脑电图（EEG）的研究，以提高从ASD儿童收集脑电数据的可能性。 

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

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

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

In addition to impairments in social communication and the presence of restricted interests and repetitive behaviors, deficits in sensory processing are now recognized as a core symptom in autism spectrum disorder (ASD). Our ability to perceive and interact with the external world is rooted in sensory processing. For example, listening to a conversation entails processing the auditory cues coming from the speaker (speech content, prosody, syntax) as well as the associated visual information (facial expressions, gestures). Collectively, the &#8220;integration&#8221; of these multisensory (i.e., combined audiovisual) pieces of information results in better comprehension. Such multisensory integration has been shown to be strongly dependent upon the temporal relationship of the paired stimuli. Thus, stimuli that occur in close temporal proximity are highly likely to result in behavioral and perceptual benefits &#8211; gains believed to be reflective of the perceptual system&#39;s judgment of the likelihood that these two stimuli came from the same source. Changes in this temporal integration are expected to strongly alter perceptual processes, and are likely to diminish the ability to accurately perceive and interact with our world. Here, a battery of tasks designed to characterize various aspects of sensory and multisensory temporal processing in children with ASD is described. In addition to its utility in autism, this battery has great potential for characterizing changes in sensory function in other clinical populations, as well as being used to examine changes in these processes across the lifespan.

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 ...

Probing the Brain in Autism Using fMRI and Diffusion Tensor Imaging

Newly emerging theories suggest that the brain does not function as a cohesive unit in autism, and this discordance is reflected in the behavioral symptoms displayed by individuals with autism. While structural neuroimaging findings have provided some insights into brain abnormalities in autism, the consistency of such findings is questionable. Functional neuroimaging, on the other hand, has been more fruitful in this regard because autism is a disorder of dynamic processing and allows examination of communication between cortical networks, which appears to be where the underlying problem occurs in autism. Functional connectivity is defined as the temporal correlation of spatially separate neurological events1. Findings from a number of recent fMRI studies have supported the idea that there is weaker coordination between different parts of the brain that should be working together to accomplish complex social or language problems2,3,4,5,6. One of the mysteries of autism is the coexistence of deficits in several domains along with relatively intact, sometimes enhanced, abilities. Such complex manifestation of autism calls for a global and comprehensive examination of the disorder at the neural level. A compelling recent account of the brain functioning in autism, the cortical underconnectivity theory,2,7 provides an integrating framework for the neurobiological bases of autism. The cortical underconnectivity theory of autism suggests that any language, social, or psychological function that is dependent on the integration of multiple brain regions is susceptible to disruption as the processing demand increases. In autism, the underfunctioning of integrative circuitry in the brain may cause widespread underconnectivity. In other words, people with autism may interpret information in a piecemeal fashion at the expense of the whole. Since cortical underconnectivity among brain regions, especially the frontal cortex and more posterior areas 3,6, has now been relatively well established, we can begin to further understand brain connectivity as a critical component of autism symptomatology.
A logical next step in this direction is to examine the anatomical connections that may mediate the functional connections mentioned above. Diffusion Tensor Imaging (DTI) is a relatively novel neuroimaging technique that helps probe the diffusion of water in the brain to infer the integrity of white matter fibers. In this technique, water diffusion in the brain is examined in several directions using diffusion gradients. While functional connectivity provides information about the synchronization of brain activation across different brain areas during a task or during rest, DTI helps in understanding the underlying axonal organization which may facilitate the cross-talk among brain areas. This paper will describe these techniques as valuable tools in understanding the brain in autism and the challenges involved in this line of research.

Neuroimaging techniques, such as functional MRI and Diffusion Tensor Imaging have become increasingly useful in characterizing the cognitive and neural deficits in autism. An examination of brain connectivity in autism at a network level along with adaptations for scanning children with developmental disabilities is presented.

探讨孤独症的脑功能磁共振成像和弥散张量成像

Newly emerging theories suggest that the brain does not function as a cohesive unit in autism, and this discordance is reflected in the behavioral ...

医学

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy

Unilateral Cerebral Palsy (CP) is a neurodevelopmental disorder that is a very common cause of disability in childhood. It is characterized by unilateral motor impairments that are frequently dominated in the upper limb. In addition to a reduced movement capacity of the affected upper limb, several children with unilateral CP show a reduced awareness of the remaining movement capacity of that limb. This phenomenon of disregarding the preserved capacity of the affected upper limb is regularly referred to as Developmental Disregard (DD). Different theories have been postulated to explain DD, each suggesting slightly different guidelines for therapy. Still, cognitive processes that might additionally contribute to DD in children with unilateral CP have never been directly studied. The current protocol was developed to study cognitive aspects involved in upper limb control in children with unilateral CP with and without DD. This was done by recording event-related potentials (ERPs) extracted from the ongoing EEG during target-response tasks asking for a hand-movement response. ERPs consist of several components, each of them associated with a well-defined cognitive process (e.g., the N1 with early attention processes, the N2 with cognitive control and the P3 with cognitive load and mental effort). Due to its excellent temporal resolution, the ERP technique enables to study several covert cognitive processes preceding overt motor responses and thus allows insight into the cognitive processes that might contribute to the phenomenon of DD. Using this protocol adds a new level of explanation to existing behavioral studies and opens new avenues to the broader implementation of research on cognitive aspects of developmental movement restrictions in children.

Several children with unilateral Cerebral Palsy seem to disregard the preserved capacity of their affected upper limb. This Developmental Disregard is extensively described in the literature but the involved cognitive processes have not been studied. To study underlying cognitive factors of upper limb control, an event-related potential protocol was developed.

事件相关电位在目标响应的任务，研究的上肢使用在儿童认知过程单侧脑性麻痹

Unilateral Cerebral Palsy (CP) is a neurodevelopmental disorder that is a very common cause of disability in childhood. It is characterized by unilateral ...

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 ...

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 ...

Dissociation of the Confounding Influences of Expectancy and Integrative Difficulty Residing in Anomalous Sentences in Event-related Potential Studies

The confounding factors of unexpectedness and semantic integration difficulty naturally residing in anomalous sentences in language studies make it difficult to determine the underlying processing mechanism of ERP components. Unlike the traditional static approach of manipulating expectancy through corpus frequency or cloze probability, this protocol proposes a dynamic method to enhance participants&#39; expectancy for rarely-met anomalous sentences by multiple repetitions while maintaining their semantic integration difficulties. To address the time cost increase resulting from multiple repetitions, this protocol proposes to repeat only the strictly simplified core structure extracted from the anomalous sentence before presenting the semantically enriched, much more informative complete anomalous sentence containing the anomalous core structure to reinitiate the semantic integration processing. The complete anomalous sentence elicited a P600 effect. It suggests that the participants did not give up processing the anomalous information after repetitions and the same semantic integration difficulty was successfully reinitiated. Importantly, the representative experimental results reveal that the greatly attenuated N400 effect caused by multiple repetitions was not recovered by the follow-up reinitiated semantic integration difficulty. It suggests that the attenuated N400 effect should be mainly attributed to the enhancement of expectancy for anomalous information by multiple repetitions. The experimental results show that this method can effectively enhance participants&#39; expectancy for anomalous sentences while retaining the semantic integration difficulty.

We present a protocol to dissociate the intertwining factors of integrative difficulty and unexpectedness in semantically anomalous sentences by applying multiple repetitions to enhance participant&#39;s expectancy for anomalous sentences. The dissociation helps to investigate the major contributor of elicited event-related potentials (ERP) effects such as N400 in language studies.

与事件相关的潜在研究中,在异常句中所驻住的期望值与综合难度的分离

The confounding factors of unexpectedness and semantic integration difficulty naturally residing in anomalous sentences in language studies make it ...

EEG Mu Rhythm in Typical and Atypical Development

Electroencephalography (EEG) is an effective, efficient, and noninvasive method of assessing and recording brain activity. Given the excellent temporal resolution, EEG can be used to examine the neural response related to specific behaviors, states, or external stimuli. An example of this utility is the assessment of the mirror neuron system (MNS) in humans through the examination of the EEG mu rhythm. The EEG mu rhythm, oscillatory activity in the 8-12 Hz frequency range recorded from centrally located electrodes, is suppressed when an individual executes, or simply observes, goal directed actions. As such, it has been proposed to reflect activity of the MNS. It has been theorized that dysfunction in the mirror neuron system (MNS) plays a contributing role in the social deficits of autism spectrum disorder (ASD). The MNS can then be noninvasively examined in clinical populations by using EEG mu rhythm attenuation as an index for its activity. The described protocol provides an avenue to examine social cognitive functions theoretically linked to the MNS in individuals with typical and atypical development, such as ASD.&#160;

Assessment of the EEG mu rhythm provides a unique methodology for examining brain activity and when combined with behaviorally based assays, can be a powerful tool for elucidating aspects of social cognition, such as imitation, in clinical populations.

脑电图沐节奏典型和非典型发展

Electroencephalography (EEG) is an effective, efficient, and noninvasive method of assessing and recording brain activity. Given the excellent temporal ...

<meta charset="utf8"></head><body>在通信挑战下评估手势的协议

Examining Gesture Production in the Presence of Communication Challenges

Understanding why speakers modify their co-speech hand gestures when speaking to interlocutors provides valuable insight into how these gestures contribute to interpersonal communication in face-to-face and virtual contexts. The current protocols manipulate the visibility of speakers and their interlocutors in tandem in a face-to-face context to examine the impact of visibility on gesture production when communication is challenging. In these protocols, speakers complete tasks such as teaching words from an unfamiliar second language or recounting the events of cartoon vignettes to an interlocutor who is either another participant or a confederate. When performing these tasks, speakers are visible or non-visible to their interlocutor, and the speaker is visible or non-visible to the participant. In the word learning task, speakers and interlocutors visible to one another produce more representational gestures, which convey meaning via handshape and motion, and deictic (pointing) gestures than speakers and interlocutors who are not visible to one another. In the narrative retelling protocol, adolescents with autism spectrum disorder (ASD) produced more gestures when speaking to visible interlocutors than non-visible interlocutors. A major strength of the current protocol is its flexibility in terms of the tasks, populations, and gestures examined, and the current protocol can be implemented in videoconferencing as well as face-to-face contexts. Thus, the current protocol has the potential to advance the understanding of gesture production by elucidating its role in interpersonal communication in populations with communication challenges.

<meta charset="utf8"></head><body>作者聚焦:破译交流中手势的认知和神经机制

Here, we present a protocol that manipulates interlocutor visibility to examine its impact on gesture production in interpersonal communication. This protocol is flexible to tasks implemented, gestures examined, and communication modality. It is ideal for populations with communication challenges, such as second language learners and individuals with autism spectrum disorder.