Jonathan Delafield-Butt

Toward the autism motor signature: gesture patterns during smart tablet gameplay identify children with autism

Autism is a developmental disorder evident from infancy. Yet, its clinical identification requires expert diagnostic training. New evidence indicates disruption to motor timing and integration may underpin the disorder, providing a potential new computational marker for its early identification. In this study, we employed smart tablet computers with touch-sensitive screens and embedded inertial movement sensors to record the movement kinematics and gesture forces made by 37 children 3–6 years old with autism and 45 age- and gender-matched children developing typically. Machine learning analysis of the children’s motor patterns identified autism with up to 93% accuracy. Analysis revealed these patterns consisted of greater forces at contact and with a different distribution of forces within a gesture, and gesture kinematics were faster and larger, with more distal use of space. These data support the notion disruption to movement is core feature of autism, and demonstrate autism can be computationally assessed by fun, smart device gameplay.

The ontogenesis of narrative: from moving to meaning.

Narrative, the creation of imaginative projects and experiences displayed in expressions of movement and voice, is how human cooperative understanding grows. Human understanding places the character and qualities of objects and events of interest within stories that portray intentions, feelings, and ambitions, and how one cares about them. Understanding the development of narrative is therefore essential for understanding the development of human intelligence, but its early origins are obscure. We identify the origins of narrative in the innate sensorimotor intelligence of a hypermobile human body and trace the ontogenesis of narrative form from its earliest expression in movement. Intelligent planning, with self-awareness, is evident in the gestures and motor expressions of the mid-gestation fetus. After birth, single intentions become serially organized into projects with increasingly ambitious distal goals and social meaning. The infant imitates others’ actions in shared tasks, learns conventional cultural practices, and adapts his own inventions, then names topics of interest. Through every stage, in simple intentions of fetal movement, in social imitations of the neonate, in early proto-conversations and collaborative play of infants and talk of children and adults, the narrative form of creative agency with it four-part structure of ‘introduction,’ ‘development,’ ‘climax,’ and ‘resolution’ is present. We conclude that shared rituals of culture and practical techniques develop from a fundamental psycho-motor structure with its basic, vital impulses for action and generative process of thought-in-action that express an integrated, imaginative, and sociable Self. This basic structure is evident before birth and invariant in form throughout life. Serial organization of single, non-verbal actions into complex projects of expressive and explorative sense-making become conventional meanings and explanations with propositional narrative power. Understanding the root of narrative in embodied meaning-making in this way is important for practical work in therapy and education, and for advancing philosophy and neuroscience.

Teaching Children With Autism Spectrum Disorder With Restricted Interests A Review of Evidence for Best Practice

Inclusive education requires teachers to adapt to children’s learning styles. Children with autism spectrum disorder bring challenges to classroom teaching, often exhibiting interests restricted to particular topics. Teachers can be faced with a dilemma either to accommodate these restricted interests (RIs) into teaching or to keep them out of the classroom altogether. In this article, we examined all peer-reviewed studies of teaching children with autism spectrum disorder with RIs published between 1990 and 2014. We find that positive gains in learning and social skills can be achieved by incorporating children’s RIs into classroom practice: Of 20 published studies that examined 91 children, all reported gains in educational attainment and/or social engagement. Negative consequences were limited to a decrease in task performance in one child and a transient increase in perseverative behaviors in two children. The evidence supports the inclusion of RIs into classroom practice. Methods of inclusion of RIs are discussed in light of practical difficulties and ideal outcomes.

A perception-action strategy for hummingbirds

Many human and animal tasks are thought to be controlled with the τ informational variable. It is widely accepted that controlling the rate of change of τ (tau) during decelerative tasks, such as when braking or landing, is one common perceptual control strategy. However, many tasks require accelerating before decelerating to a goal, such as reaching. An advancement of τ theory shows how a single action formula may be used to control the full action unit from initiation to peak velocity, and to rest at the goal, with the same perceptual τ information as before and accounting for the same decelerative kinematics as before. Here, we test the theory against data from high-speed video of a hummingbird flying to its flower feeder. We find that the theory accounts for 97% of the variance in the data, and thus supports it.

Loss of Gli3 enhances the viability of embryonic telencephalic cells in vitro

The transcription factor Gli3 is important for brain and limb development. Mice homozygous for a mutation in Gli3 (Gli3Xt/Xt) have severe abnormalities of telencephalic development and previous studies have suggested that aberrant cell death may contribute to the Gli3Xt/Xt phenotype. We demonstrate that telencephalic cells from embryonic Gli3Xt/Xt embryos survive better and are more resistant to death induced by cytosine arabinoside, a nucleoside analogue that induces death in neuronal progenitors and neurons, than are control counterparts in vitro. Culture medium conditioned by Gli3Xt/Xt cells is more effective at enhancing the viability of control telencephalic cells than medium conditioned by control cells, indicating that Gli3Xt/Xt cells release a factor or factors which enhance telencephalic cell viability. Gli3Xt/Xt cells are also more sensitive to released factors present in conditioned media. These data suggest that Gli3 plays both cell‐autonomous and cell‐nonautonomous roles in mediating telencephalic cell viability.

Prospective guidance in a free-swimming cell

A systems theory of movement control in animals is presented in this article and applied to explaining the controlled behaviour of the single-celled Paramecium caudatum in an electric field. The theory—General Tau Theory—is founded on three basic principles: (i) all purposive movement entails prospectively controlling the closure of action-gaps (e.g. a distance gap when reaching, or an angle gap when steering); (ii) the sole informational variable required for controlling gaps is the relative rate of change of the gap (the time derivative of the gap size divided by the size), which can be directly sensed; and (iii) a coordinated movement is achieved by keeping the relative rates of change of gaps in a constant ratio. The theory is supported by studies of controlled movement in mammals, birds and insects. We now show for the first time that it is also supported by single-celled paramecia steering to the cathode in a bi-polar electric field. General Tau Theory is deployed to explain this guided steering by the cell. This article presents the first computational model of prospective perceptual control in a non-neural, single-celled system.

Embodied intersubjective engagement in mother-infant tactile communication: a cross-cultural study of Japanese and Scottish mother-infant behaviors during infant pick-up.

This study examines the early development of cultural differences in a simple, embodied, and intersubjective engagement between mothers putting down, picking up, and carrying their infants between Japan and Scotland. Eleven Japanese and ten Scottish mothers with their 6- and then 9-month-old infants participated. Video and motion analyses were employed to measure motor patterns of the mothers’ approach to their infants, as well as their infants’ collaborative responses during put-down, pick-up, and carry phases. Japanese and Scottish mothers approached their infants with different styles and their infants responded differently to the short duration of separation during the trial. A greeting-like behavior of the arms and hands was prevalent in the Scottish mothers’ approach, but not in the Japanese mothers’ approach. Japanese mothers typically kneeled before making the final reach to pick-up their children, giving a closer, apparently gentler final approach of the torso than Scottish mothers, who bent at the waist with larger movements of the torso. Measures of the gap closure between the mothers’ hands to their infants’ heads revealed variably longer duration and distance gap closures with greater velocity by the Scottish mothers than by the Japanese mothers. Further, the sequence of Japanese mothers’ body actions on approach, contact, pick-up, and hold was more coordinated at 6 months than at 9 months. Scottish mothers were generally more variable on approach. Measures of infant participation and expressivity indicate more active participation in the negotiation during the separation and pick-up phases by Scottish infants. Thus, this paper demonstrates a culturally different onset of development of joint attention in pick-up. These differences reflect cultures of everyday interaction.

Intersubjectivity in the Imagination and Feelings of the Infant: Implications for Education in the Early Years

This chapter presents the child as a creature born with the spirit of an inquisitive and creative human being, seeking understanding of what to do with body and mind in a world of invented possibilities. He or she is intuitively sociable, seeking affectionate relations with companions who are willing to share the pleasure and adventure of doing and knowing with ‘human sense’. Recent research traces signs of the child’s impulses and feelings from before birth, and follows their efforts to master experience through stages of self-creating in enjoyable and hopeful companionship. Sensitive timing of rhythms in action and playful invention show age-related advances of creative vitality as the body and brain grow. Much of shared meaning is understood and played with before a child can benefit from school instruction in a prescribed curriculum of the proper ways to use elaborate symbolic conventions. We begin with the theory of James Mark Baldwin, who observed that infants and young children are instinctive experimenters, repeating experience by imitating their own as well as other’s actions, accommodating to the resources of the shared world and assimilating new experiences as learned ideas for action. We argue that the child’s contribution to cultural learning is a good guide for practice in early education and care of children in their families and communities and in artificially planned and technically structured modern worlds of bewildering diversity.

The emotional and embodied nature of human understanding: sharing narratives of meaning

This chapter explores the emotional and embodied nature of children’s learning to discover biological principles of social awareness, affective contact, and shared sense-making useful for school learning. The origins of learning are evident in purposeful movements of the body before birth. Simple self-generated actions learn to anticipate their sensory effects. In their action they generate a small ‘story’ that progresses through time, giving meaningful satisfaction on their successful completion. During child development, simple actions become organised into complex projects requiring greater appreciation of their consequences, expanding in capacity and reach. They are mediated first by brainstem conscious control made with vital feelings, which builds the foundations for a more abstract, cortically mediated cognitive intelligence in later life. By tracing development of meaning-making from simple projects of the infant to complex shared projects in early childhood, we can better appreciate the embodied narrative form of human understanding in healthy affective contact, how it may be disrupted in children with clinical disorders or educational difficulties, and how it responds in joyful projects to teachers’ support for learning.

Brainstem enlargement in pre-school children with autism: results from an inter-method agreement study of segmentation algorithms

The intermethod agreement between automated algorithms for brainstem segmentation is investigated, focusing on the potential involvement of this structure in Autism Spectrum Disorders (ASD). Inconsistencies highlighted in previous studies on brainstem in the population with ASD may in part be a result of poor agreement in the extraction of structural features between different methods. A sample of 76 children with ASD and 76 age‐, gender‐, and intelligence‐matched controls was considered. Volumetric analyses were performed using common tools for brain structures segmentation, namely FSL‐FIRST, FreeSurfer (FS), and Advanced Normalization Tools (ANTs). For shape analysis SPHARM‐MAT was employed. Intermethod agreement was quantified in terms of Pearson correlations between pairs of volumes obtained by the different methods. The degree of overlap between segmented masks was quantified in terms of the Dice index. Both Pearson correlations and Dice indices, showed poor agreement between FSL‐FIRST and the other methods (ANTs and FS), which by contrast, yielded Pearson correlations greater than 0.93 and average Dice indices greater than 0.76 when compared with each other. As with volume, shape analyses exhibited discrepancies between segmentation methods, with particular differences noted between FSL‐FIRST and the others (ANT and FS), with under‐ and over‐segmentation in specific brainstem regions. These data suggest that research on brain structure alterations should cross‐validate findings across multiple methods. We consistently detected an enlargement of brainstem volume in the whole sample and in the male cohort across multiple segmentation methods, a feature particularly driven by the subgroup of children with idiopathic intellectual disability associated with ASD.