Maura Sabatos-DeVito

Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders

This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data on adult and child language. Standardized assessments were administered to obtain language, cognitive, and autism severity scores for participants. With a mean of over 5 hours of recording across two days several months apart, there was a mean of 3.6 child vocalizations per minute, 1.0 conversational turns (in which either the adult or child respond to the other within 5 seconds) per minute, and 29.2 adult words per minute. Two of the three LENA variables were significantly correlated with language age-equivalents. Cognitive age-equivalents were also significantly correlated with two LENA variables. Autism Diagnostic Observation Schedule severity scores and LENA variables were not significantly correlated. Implications for using the LENA system with children with ASD in the school environment are discussed.

Letters in Words Are Read Simultaneously, Not in Left-to-Right Sequence

The identification of individual letters is necessary for reading words in alphabetic script (Pelli, Farell, & Moore, 2003). Sequential models of letter processing (Whitney, 2001) in reading words posit an initial left-to-right sequence of letter processing (in left-to-right languages, such as English), each letter taking 10–25 ms to process before the next is processed. In contrast, simultaneous models of letter processing (e.g., Tydgat & Grainger, 2009) in reading words posit that information about the identity of each letter starts to be extracted at the same time point, regardless of horizontal position. Here we show that people reading four-letter words do not extract identity information for any letter from an 18 ms display of the word, but some information about all four letters is available from 24 ms of display. Our results indicate that a left-to-right sequence of attention across letters is not used in establishing the cognitive representation of words. Instead, all letters are processed simultaneously.

The Unexplained Nature of Reading.

The effects of properties of words on their reading aloud response times (RTs) are 1 major source of evidence about the reading process. The precision with which such RTs could potentially be predicted by word properties is critical to evaluate our understanding of reading but is often underestimated due to contamination from individual differences. We estimated this precision without such contamination individually for 4 people who each read 2,820 words 50 times each. These estimates were compared to the precision achieved by a 31-variable regression model that outperforms current cognitive models on variance-explained criteria. Most (around 2/3) of the meaningful (non-first-phoneme, non-noise) word-level variance remained unexplained by this model. Considerable empirical and theoretical-computational effort has been expended on this area of psychology, but the high level of systematic variance remaining unexplained suggests doubts regarding contemporary accounts of the details of the mechanisms of reading at the level of the word. Future assessment of models can take advantage of the availability of our precise participant-level database.

Autologous Cord Blood Infusions Are Safe and Feasible in Young Children with Autism Spectrum Disorder: Results of a Single-Center Phase I Open-Label Trial

Despite advances in early diagnosis and behavioral therapies, more effective treatments for children with autism spectrum disorder (ASD) are needed. We hypothesized that umbilical cord blood‐derived cell therapies may have potential in alleviating ASD symptoms by modulating inflammatory processes in the brain. Accordingly, we conducted a phase I, open‐label trial to assess the safety and feasibility of a single intravenous infusion of autologous umbilical cord blood, as well as sensitivity to change in several ASD assessment tools, to determine suitable endpoints for future trials. Twenty‐five children, median age 4.6 years (range 2.26–5.97), with a confirmed diagnosis of ASD and a qualified banked autologous umbilical cord blood unit, were enrolled. Children were evaluated with a battery of behavioral and functional tests immediately prior to cord blood infusion (baseline) and 6 and 12 months later. Assessment of adverse events across the 12‐month period indicated that the treatment was safe and well tolerated. Significant improvements in childrens behavior were observed on parent‐report measures of social communication skills and autism symptoms, clinician ratings of overall autism symptom severity and degree of improvement, standardized measures of expressive vocabulary, and objective eye‐tracking measures of childrens attention to social stimuli, indicating that these measures may be useful endpoints in future studies. Behavioral improvements were observed during the first 6 months after infusion and were greater in children with higher baseline nonverbal intelligence quotients. These data will serve as the basis for future studies to determine the efficacy of umbilical cord blood infusions in children with ASD. Stem Cells Translational Medicine 2017;6:1332–1339

Individual differences in reading aloud: A mega-study, item effects, and some models

Normal individual differences are rarely considered in the modelling of visual word recognition--with item response time effects and neuropsychological disorders being given more emphasis--but such individual differences can inform and test accounts of the processes of reading. We thus had 100 participants read aloud words selected to assess theoretically important item response time effects on an individual basis. Using two major models of reading aloud--DRC and CDP+--we estimated numerical parameters to best model each individuals response times to see if this would allow the models to capture the effects, individual differences in them and the correlations among these individual differences. It did not. We therefore created an alternative model, the DRC-FC, which successfully captured more of the correlations among individual differences, by modifying the locus of the frequency effect. Overall, our analyses indicate that (i) even after accounting for individual differences in general speed, several other individual difference in reading remain significant; and (ii) these individual differences provide critical tests of models of reading aloud. The database thus offers a set of important constraints for future modelling of visual word recognition, and is a step towards integrating such models with other knowledge about individual differences in reading.

Validation of eye-tracking measures of social attention as a potential biomarker for autism clinical trials: Utilizing eye-tracking as a social communication biomarker for ASD

Social communication impairments are a core feature of autism spectrum disorder (ASD), and this class of symptoms is a target for treatments for the disorder. Measures of social attention, assessed via eye‐gaze tracking (EGT), have been proposed as an early efficacy biomarker for clinical trials targeting social communication skills. EGT measures have been shown to differentiate children with ASD from typical children; however, there is less known about their relationships with social communication outcome measures that are typically used in ASD clinical trials. In the present study, an EGT task involving viewing a videotape of an actor making bids for a childs attention was evaluated in 25 children with ASD aged 24–72 months. Childrens attention to the actor during the dyadic bid condition measured via EGT was found to be strongly associated with five well‐validated caregiver‐reported outcome measures that are commonly used to assess social communication in clinical trials. These results highlight the convergent validity of EGT measures of social attention in relation to caregiver‐reported clinical measures. EGT holds promise as a non‐invasive, quantitative, and objective biomarker that is associated with social communication abilities in children with ASD. Autism Res 2018, 11: 166–174.

The development and validation of attention constructs from the First Year Inventory.

Individual differences in early attention are associated with later social, cognitive, and emotional development, and attentional deficits in the first year are associated with risk for developmental disorders such as Autism Spectrum Disorder (ASD). The First Year Inventory (FYI; Baranek, Watson, Crais, & Reznick, 2003) was developed to identify 12-month-olds at risk for an ASD diagnosis. The current study identifies FYI items that reflect aspects of early attention that might predict future typical and atypical social, cognitive, and emotional development. Using a series of theoretical and statistical methods, we developed 3 attention-based constructs from the FYI: Responding to Social Attention (RSA), Initiating Social Attention (ISA), and Nonsocial Sensory Attention (NSA). A database with completed FYIs was analyzed using these constructs to determine the strength of relations among items. Cronbach’s alpha analyses indicated good internal consistency, and item distribution was further supported using a confirmatory factor analysis. Data analyses showed statistically significant relations between the scores on these domains at 12 months and subsequent social responsiveness scores at 3 years. Analyses demonstrating the statistical and predictive validity of these 3 FYI attention constructs support their use for innovative explorations of infant behavioral patterns that can be used to predict typical and atypical individual trajectories in the development of later social, cognitive, and emotional skills.