Susan Faja

Early Behavioral Intervention Is Associated With Normalized Brain Activity in Young Children With Autism

OBJECTIVE A previously published randomized clinical trial indicated that a developmental behavioral intervention, the Early Start Denver Model (ESDM), resulted in gains in IQ, language, and adaptive behavior of children with autism spectrum disorder. This report describes a secondary outcome measurement from this trial, EEG activity. METHOD Forty-eight 18- to 30-month-old children with autism spectrum disorder were randomized to receive the ESDM or referral to community intervention for 2 years. After the intervention (age 48 to 77 months), EEG activity (event-related potentials and spectral power) was measured during the presentation of faces versus objects. Age-matched typical children were also assessed. RESULTS The ESDM group exhibited greater improvements in autism symptoms, IQ, language, and adaptive and social behaviors than the community intervention group. The ESDM group and typical children showed a shorter Nc latency and increased cortical activation (decreased α power and increased θ power) when viewing faces, whereas the community intervention group showed the opposite pattern (shorter latency event-related potential [ERP] and greater cortical activation when viewing objects). Greater cortical activation while viewing faces was associated with improved social behavior. CONCLUSIONS This was the first trial to demonstrate that early behavioral intervention is associated with normalized patterns of brain activity, which is associated with improvements in social behavior, in young children with autism spectrum disorder.

Neurocognitive and electrophysiological evidence of altered face processing in parents of children with autism: Implications for a model of abnormal development of social brain circuitry in autism

Neuroimaging and behavioral studies have shown that children and adults with autism have impaired face recognition. Individuals with autism also exhibit atypical event-related brain potentials to faces, characterized by a failure to show a negative component (N170) latency advantage to face compared to nonface stimuli and a bilateral, rather than right lateralized, pattern of N170 distribution. In this report, performance by 143 parents of children with autism on standardized verbal, visual-spatial, and face recognition tasks was examined. It was found that parents of children with autism exhibited a significant decrement in face recognition ability relative to their verbal and visual spatial abilities. Event-related brain potentials to face and nonface stimuli were examined in 21 parents of children with autism and 21 control adults. Parents of children with autism showed an atypical event-related potential response to faces, which mirrored the pattern shown by children and adults with autism. These results raise the possibility that face processing might be a functional trait marker of genetic susceptibility to autism. Discussion focuses on hypotheses regarding the neurodevelopmental and genetic basis of altered face processing in autism. A general model of the normal emergence of social brain circuitry in the first year of life is proposed, followed by a discussion of how the trajectory of normal development of social brain circuitry, including cortical specialization for face processing, is altered in individuals with autism. The hypothesis that genetic-mediated dysfunction of the dopamine reward system, especially its functioning in social contexts, might account for altered face processing in individuals with autism and their relatives is discussed.

People with Williams syndrome process faces holistically

This study compared the performance of 47 adolescents and adults with Williams syndrome to 39 age-matched controls on a face recognition task. Using the whole-part paradigm developed by Tanaka and his colleagues, we found that although performance overall was lower in the participants with Williams syndrome, both groups showed similar patterns of performance across the different conditions. Both groups performed significantly better in the whole-face than in the isolated-part test condition for upright faces, but not for inverted faces. The whole-face advantage only in the upright condition provides strong evidence that people with Williams syndrome encode and recognize faces holistically in the same way as normal controls, suggesting the use of similar underlying neurocognitive mechanisms. These findings contradict earlier reports in the literature that people with Williams syndrome process faces abnormally.

Perceiving Facial and Vocal Expressions of Emotion in Individuals With Williams Syndrome

People with Williams syndrome are extremely sociable, empathic, and expressive in communication. Some researchers suggest they may be especially sensitive to perceiving emotional expressions. We administered the Faces and Paralanguage subtests of the Diagnostic Analysis of Nonverbal Accuracy Scale (DANVA2), a standardized measure of emotion recognition for basic emotions to three groups: adolescents and adults with Williams syndrome, age and IQ-matched participants with learning/intellectual disability, and age-matched nonimpaired controls. The Williams syndrome and learning/intellectual disability groups performed significantly worse than the typically developing controls on both subtests, especially on negative emotions. Error analysis indicated the same general pattern of performance across versions and subtests of the DANVA2 for all groups. These findings suggest that emotion recognition is not spared in Williams syndrome.

Becoming a Face Expert: A Computerized Face-Training Program for High-Functioning Individuals With Autism Spectrum Disorders

Typically developing individuals process faces using strategies that differ from those used for processing objects, and which tend to be holistic and based on configural information. Behavioral and neuroimaging studies suggest that individuals with autism may not utilize the same specialized strategies for face processing. The present study was designed to investigate whether computerized face-specific training, based on a modified version of Gauthier and Tarrs (1997) expertise protocol, can influence the face processing strategies and abilities of adolescents and young adults with Autism Spectrum Disorder (ASD). Ten individuals with ASD were assigned to either a training protocol designed to improve face processing (N = 5) or a control condition (N = 5). Outcomes assessed holistic processing and configural sensitivity. All trained individuals achieved a behavioral criterion of developing expertise in face recognition established in the literature. Outcome assessments indicated that the trained group showed significantly greater sensitivity to second-order configural relations compared with untrained controls, but did not differ on the measure of holistic processing. These findings suggest that face processing ability and strategies in autism can be significantly improved through training.

Social-perceptual abilities in adolescents and adults with Williams syndrome

People with Williams syndrome (WMS) have a unique social phenotype characterised by unusually strong interest in other people and an engaging and empathic personality. Two experiments were designed to test whether this phenotype is associated with relatively spared abilities to decode mental-state information from nonverbal cues. The first experiment involved a modified version of the revised Eyes Test. The second experiment probed the ability to label emotions from brief dynamic facial displays. Adolescents and adults with WMS were compared to age-, IQ-, and language-matched participants with learning/intellectual disabilities, and age-matched normal controls. In both experiments the WMS group performed at a significantly lower level than the normal controls, and no different from the well-matched comparison-group with intellectual disabilities. These findings, contradicting earlier reports in the literature, argue against the view that in WMS social-perceptual abilities are relatively spared and can explain the social profile associated with this neurodevelopmental disorder.

The effects of face expertise training on the behavioral performance and brain activity of adults with high functioning autism spectrum disorders.

The effect of expertise training with faces was studied in adults with ASD who showed initial impairment in face recognition. Participants were randomly assigned to a computerized training program involving either faces or houses. Pre- and post-testing included standardized and experimental measures of behavior and event-related brain potentials (ERPs), as well as interviews after training. After training, all participants met behavioral criteria for expertise with the specific stimuli on which they received training. Scores on standardized measures improved after training for both groups, but only the face training group showed an increased face inversion effect behaviorally and electrophysiological changes to faces in the P100 component. These findings suggest that individuals with ASD can gain expertise in face processing through training.

Neurocognitive predictors of social and communicative developmental trajectories in preschoolers with autism spectrum disorders

Currently, the heterogeneity in the developmental trajectories of autism spectrum disorders (ASD) is poorly understood. Preschool children with ASD participating in a longitudinal study received a battery of neurocognitive tasks that measured the learning of reward associations (Lrn-Rew), spatial working memory (SpatWM), and imitation from memory and novelty preference (Mem/Nov), as well as a measure of nonverbal problem-solving ability (NVDQ). Growth curve analyses via HLM were used to predict the variability in growth rates between age 4 to age 6.5 in Vineland Socialization and Communication scores. Individual differences in both Lrn-Rew and Mem/Nov were significantly related to Socialization and Communication growth rates above and beyond NVDQ, whereas SpatWM was not. Thus, specific aspects of neurocognitive functioning appear to be important predictors of developmental variability during the preschool years in children with ASD. We speculate that these findings support the combined role of ventromedial prefrontal and medial temporal lobe systems in the early pathogenesis of ASD and may be useful in predicting developmental trajectory. The benefits and challenges of assessing specific neurocognitive functions in children with autism is discussed with regard to general cognitive/developmental ability and the behavioral requirements of most assessment settings.

Brief Report: Face Configuration Accuracy and Processing Speed Among Adults with High-Functioning Autism Spectrum Disorders

The present study investigates the accuracy and speed of face processing employed by high-functioning adults with autism spectrum disorders (ASDs). Two behavioral experiments measured sensitivity to distances between features and face recognition when performance depended on holistic versus featural information. Results suggest adults with ASD were less accurate, but responded as quickly as controls for both tasks. In contrast to previous findings with children, adults with ASD demonstrated a holistic advantage only when the eye region was tested. Both groups recognized large manipulations to second-order relations more accurately than no change or small changes, but controls responded more quickly than participants with ASD when recognizing these large manipulations to configural information.

Reward-based decision making and electrodermal responding by young children with autism spectrum disorders during a gambling task.

In this study, we explore reward‐based decision making and electrodermal responding (EDR) among children with autism spectrum disorder (ASD) during a childrens gambling task. In addition, we examine whether individual behavioral and EDR responses predict social communication, repetitive symptoms, parent reports of executive function, and behavioral challenges. The ability to form advantageous strategies for long‐term gain is of interest for children with ASD, who exhibit both difficulty with executive function and atypical responses to reward. Twenty‐one children ages 6–7 years with ASD and no intellectual disability, and 21 age‐ and IQ‐matched typically developing children participated. Both groups exhibited a similar pattern of gambling selections, but children with ASD showed less knowledge of the reward contingencies of the decks after playing. In addition, although EDR was similar between groups in anticipation of selections, children with ASD exhibited greater EDR during feedback about rewards as the task progressed. Children with ASD who exhibited the greatest increases in EDR were more likely to exhibit repetitive symptoms, particularly rituals and the need for sameness, as well as internalizing behaviors and reduced executive function in other settings. Autism Res 2013, 6: 494–505.