この研究は、NIHグラントR15DC013864およびR21DC011342（J. Irwin、PI）によって支持された。絵に登場する両親と個人は、ここに掲載されているすべての写真が出版目的で使用されることを許可しました。

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L., Grela, B., Harold, O., Andrada, K., Landi, N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Electrophysiological+correlates+of+speech+perception+in+toddlers:+Associations+among+ERPs,+nonword+repetition,+and+language.">Electrophysiological correlates of speech perception in toddlers: Associations among ERPs, nonword repetition, and language.</a> J Speech Lang Hearing Res. , (1995).</li><li>Hodgdon, L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Visual strategies for improving communication. , (1995).</li><li>Irwin, J., Avery, T., Brancazio, L., Turcios, J., Ryherd, K., Landi, N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Electrophysiological+Indices+of+Audiovisual+Speech+Perception:+Beyond+the+McGurk+Effect+and+Speech+in+Noise.">Electrophysiological Indices of Audiovisual Speech Perception: Beyond the McGurk Effect and Speech in Noise.</a> Multisens Res. , .</li><li>Irwin, J. R., Tornatore, L. A., Brancazio, L., Whalen, D. H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Can+children+with+autism+spectrum+disorders+"hear"+a+speaking+face.">Can children with autism spectrum disorders "hear" a speaking face.</a> Child Dev. 82 (5), 1397-1403 (2011).</li><li>Mancil, G. R., Pearl, C. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Restricted+Interests+as+Motivators:+Improving+Academic+Engagement+and+Outcomes+of+Children+on+the+Autism+Spectrum.">Restricted Interests as Motivators: Improving Academic Engagement and Outcomes of Children on the Autism Spectrum.</a> TEACHING Exceptional Children Plus. 4 (6), 2-12 (2008).</li><li>McPartland, J., Tillman, R., Yang, D., Bernier, R., Pelphrey, K., Volkmar, F., Rogers, S., Paul, R., Pelphrey, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+social+neuroscience+of+autism+spectrum+disorder.">The social neuroscience of autism spectrum disorder.</a> Handbook of autism and pervasive developmental disorders. 4 (1), 482-496 (2014).</li><li>Myles, B., Trautman, M., Schelvan, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> The hidden curriculum: Practical solutions for understanding unstated rules in social situations. , (2004).</li><li>. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Findings and conclusions: National standards project, phase 2. , (2015).</li><li>Nind, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Conducting+qualitative+research+with+people+with+learning+communication+and+other+disabilities.">Conducting qualitative research with people with learning communication and other disabilities.</a> Methodological challenges. , (2009).</li><li>Premack, D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Reinforcement+theory.">Reinforcement theory.</a> Nebraska symposium on motivation. 13, 123-180 (1965).</li><li>Scattone, D., Wilczynski, S. 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>

著者には報告すべき開示がない。

上記で概説した習熟プロトコルは、ASDを有する子供参加者が複数の試験セッションおよび脳波データ収集を完了する可能性を高めるために、EBPを適用する。この熟知プロセスのステップを実行する前に、参加者はEEG研究集録プロトコルのすべてのコンポーネントを完了できませんでした。この研究の予備データは、慣習化プロトコールに従事する全ての参加者が完全なEEGデータ収集を完了で?...

自閉症スペクトラム障害（ASDには）社会的コミュニケーション困難と動作1,2の制限された、繰り返しパターンのコンスタレーションによって特徴付けられる神経発達障害です。 ASDの基準を満たす特定された個体の数が増加するにつれて、ASDに関連する神経学的基礎をより良く理解したいという欲求も増している。専門家は、今後の研究では、非定型脳機能の早期発見のためのプロセスの開発を含めるべきであり、社会行動に影響を与えると仮定された脳システムを支援するための介入を導くべきであると示唆している14 。特に、この研究では、典型的な発達とASDなどのリスクがある小児のAV（Audio-Visual）知覚を評価するために、脳波検査（EEG）とイベント関連電位（ERP）開発アルバイト。 EEGとERPの両方の電気生理学的手法を使用することで、発達を通した典型的および非定型のAV音声知覚の両方に対する神経基盤のより良い理解がもたらされる。この研究アプローチは、連続的なEEGデータとERPの両方の分析を含む。 ERPはEEGデータの収集手順を検討するために、EEGの時間同​​期された複数の試行平均部分であるため、 この作業ができるだけ母集団を代表するようにするために、社会的、認知的、言語的能力の程度が異なるASD患者が参加者として含まれています。現在、高品質の脳波データを収集するシステムは、発達障害のある子供に大きな需要をもたらしています。 ASDを有する個人が困難を抱える行動の例には、新規な状況に適応すること、不快な感覚刺激（ すなわち 、EEGキャップを装着すること）を許容すること、静かに座っている。これらの困難は、個人の感覚処理の課題、社会的視点からの離脱、潜在的な認知障害、同一性の主張と関連している可能性がある。集合的に、これらの特性は、研究活動1を構成する必要な課題に従う子供の能力に影響を与える可能性がある。したがって、ASD児の参加を促進するために、子どもの強さを支持し、その限界に適応する研究プロトコールを開発することが重要である。目標は、ASDを患っている子供が、研究活動を遂行するのに苦労することなく、有用な神経生物学的データにつながるように支援することです。 現在の仕事は、視線とASD 11、12との子供を含む言語と社会的障害児における視聴覚スピーチへの神経応答の大規模な研究の一部です。プライマリー実験プロトコルは、複数の行動評価セッション、ならびに1つのシミュレートされたEEGデータ収集セッションおよび1つの実際のEEGデータ収集セッションを含む。 EEGとERPの処理と分析の詳細についてはここでは説明しません。 Harwood et al。 ERPデータ処理プロトコルについては、図9を参照のこと。 このペーパーの焦点は、子供（特にASDのような発達障害のある人）が神経生物学の研究に携わるという課題に取り組むために考案された習熟プロトコルです。このタイプの多くの研究研究と同様に、参加者はEEGデータ収集に参加することに加えて、様々な標準化された評価作業を完了しなければならない。新しい環境に対処したり、不快な感覚刺激を許容したり、長時間座ったりするときにASDを患う個人が直面する課題のために、研究活動の参加者の理解を深めるための戦略が開発されなければならない。増加する理解と代理は、すべての研究活動を成功裏に完了するための参加者の能力を高めるでしょう。重要なことに、このプロトコルは、各参加者が自分の参加に関する積極的な決定を下す明確な能力を持ち、実験を通して感情状態を監視することによって、継続的な同意が保証される複数の機会を提供する4 。 自閉症の国立プロフェッショナル開発センター、国立自閉症センターはASD 16、22を持つ個人のためのエビデンスに基づく実践の確立のための明確な基準を開発してきた二つの組織です。現在の研究プロジェクトのプロトコルは、これらの基準を使用して、研究活動に成功するために個人が直面する可能性のある課題に対処するための特定の介入を特定、選択、開発、実施します。スペックこれらの情報源からの介入には、社会的物語、視覚的スケジュールの形式による視覚的支援、ロールプレイング、およびモデリングが含まれる22 。さらに、このプロトコルにはプレマックの原理の適用が含まれている18 。 Premack原理は、報酬に対する個々の予想挙動との間の短い、明確な接続を提供する、高優先アクティビティ13、18と低優先の活性を、以下のことを含みます。例えば、子供が10分間質問に答えた場合、彼は10分間好きなおもちゃで遊ぶことができます。 以前の研究は、社会的な物語が、破壊的な行動を示すASDを患う子供のための効果的な介入であることを示唆している19 。ソーシャル・ナラティブは、社会的期待に関連してより多くの理解を提供する手段として、状況の背景に関する背景と情報を提供するs。ほとんどの社会的物語には、期待される活動、関係者の可能な視点、構造化活動中の他の人々とのやりとりの方法が含まれる（ここで使用される社会的物語の例については図1を参照）。社会的な物語は、不安を軽減し、新しい状況での期待を持った個人を支援することが示されている15 。 視覚的なスケジュールは、ASDの子供が新しい社会的状況に対処するのを助けるのに効果的です20 。スケジュールの枠内での視覚的支援は、将来の活動の予測を支援するために、ASDを持つ個人に静的な参照を提供します（ここで使用される視覚的スケジュールの例については図2を参照）。さらに、発生するアクティビティの削除は、時間の経過を理解するのを助け、セッションの具体的な視覚的表現を提供する。この視覚的表現がなければ、ASDを患う個体は、どのくらいの時間が経過し、どのくらいの時間が活動やセッションに残っているのかを概念化することはできません。参加者が自分の感情を表現することを可能にする視覚的支援は、参加者が異なる感情により容易に対処できるようにするのにも役立つ可能性がある（感情評価尺度の例については図3を参照）。 ロールプレイングとモデリングは、ASDを持つ個人の新しい状況を見て練習する機会を提供します。リハーサルのプロセスが期待される行動についての明快さを提供し、さらにこれらの新規シナリオ8、22のための不安を軽減します。モデリングを含むロールプレイングは、個人に、特定のアクティビティに参加するかどうかの選択を練習し決定する明確な機会を提供する（ 図5および図 6を参照してください）クマとチャンスキャップを着用してください）。 ASDおよび/または他の発達障害を有する個人によっては、研究課題を明確に理解するための成熟度または認知能力を発達させていないものもある。確かに、複雑な社会状況における理解の困難さとインフォームド・コンセントに及ぼす影響により、脆弱なグループの参加を取り巻く倫理的ジレンマが存在する17 。しかし、プロセスがより良い不当な圧力4、17せずにインフォームドコンセントを確保するために開発されています。例えば、簡単な説明の視覚的な記号と箇条書きがここに提供され、参加者は進行中のプロセスとして研究に参加することに同意するかどうか尋ねられます3 。発達障害を持つ個人の理解を促進するために、研究目標に沿っていても、倫理指針に沿って説得せずに参加したり、圧力を元に戻すことを選択した主題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

このペーパーは、脳波記録（EEG）データおよび事象関連電位（ERP）を収集するためのより大きな研究プロトコルの不可欠な構成要素として使用される、慣れプロトコルの詳細な説明を含む。現在、高品質EEG / ERPデータの収集に利用可能なシステムは、自閉症スペクトラム障害（ASD）を有するものなど、発達障害を有する子供に大きな需要をもたらす。 ASDの子供は、新しい状況に適応すること、不快な感覚刺激に耐えること、そして静かに座ることが困難な場合があります。この慣れプロトコルは、研究参加者の知識と研究プロトコルの特定の活動と手順の理解を高めるために、EBP（Evidence-Based Practices）を使用しています。この熟知プロトコルのツールは、社会的な物語、視覚的スケジュール、プレマックの原理、ロールプレイング、およびモデリングです。この習熟プロトコルの目的は、理解を深め、子ども参加者の不安を潜在的に軽減することができ、EEG / ERPデータの収集のための研究プロトコルの成功の可能性がより高くなる。

視線および視聴覚音声知覚に関する一連の研究の一部として、同様のEEGプロトコルを用いて、ASDおよび平均IQ（n = 25,19男児、女児6名、平均年齢= 10.25歳）の25人の参加者の最初のコホートを採用した（ 図9 ）。この以前のコホートの子供の72％が脳波プロトコルを完了しました。現在のコホートでは、これまでに15人のASD患者が募集された（n = 15,11男児、4人...

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

電気生理学的研究は、自閉症スペクトル障害（ASD）を含む発達障害のバイオマーカーを同定するための重要なツールであるが、これらの集団におけるデータ収集は困難なままである。この研究は、ASDを患う小児からEEGデータを収集する可能性を改善する脳波記録（EEG）を含む研究に付随する親密化プロトコルを提示する。

親密化プロトコルは、電気生理学的研究におけるASDを有する小児の参加を促進する

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 ビュー.  Southern Connecticut State University. 電気生理学的研究は、自閉症スペクトル障害（ASD）を含む発達障害のバイオマーカーを同定するための重要なツールであるが、これらの集団におけるデータ収集は困難なままである。この研究は、ASDを患う小児からEEGデータを収集する可能性を改善する脳波記録（EEG）を含む研究に付随する親密化プロトコルを提示する。 

ビデオ: 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.

障害児における皮質聴覚、触覚情報処理の定量的評価

Objective and easy measurement of sensory processing is extremely difficult in nonverbal or vulnerable pediatric patients. We developed a new methodology ...

行動学

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.

自閉症スペクトラム障害児の感覚と多感覚機能のテスト

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.

fMRIと拡散テンソル画像を用いた自閉症で脳を探る

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.

ターゲット応答の作業中に事象関連電位片側脳性麻痺児の上肢利用の認知プロセスを研究するために

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.

自閉症幼児を追跡する目

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.

メジャー報酬期待と子供で処理する電気生理学プロトコル

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.

事象関連の潜在的研究における異常文における期待と統合困難の交絡的影響の解離

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.

定型および非定型開発における脳波ムーリズム

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

<meta charset="utf8"></head><body>コミュニケーションの課題下でのジェスチャーを評価するためのプロトコル

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>著者スポットライト:コミュニケーションにおけるジェスチャーの認知的および神経的メカニズムの解読

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.