|
1
|
Lau JCY, Guilfoyle J, Crawford S, Johnson G, Landau E, Xing J, Kumareswaran M, Ethridge S, Butler M, Goldman L, Martin GE, Zhou L, Krizman J, Nicol T, Kraus N, Berry-Kravis E, Losh M. Prosodic Differences in Women with the FMR1 Premutation: Subtle Expression of Autism-Related Phenotypes Through Speech. Int J Mol Sci 2025; 26:2481. [PMID: 40141125 PMCID: PMC11942500 DOI: 10.3390/ijms26062481] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2025] [Revised: 03/01/2025] [Accepted: 03/10/2025] [Indexed: 03/28/2025] Open
Abstract
Evidence suggests that carriers of FMR1 mutations (e.g., fragile X syndrome and the FMR1 premutation) may demonstrate specific phenotypic patterns shared with autism (AU), particularly in the domain of pragmatic language, which involves the use of language in social contexts. Such evidence may implicate FMR1, a high-confidence gene associated with AU, in components of the AU phenotype. Prosody (i.e., using intonation and rhythm in speech to express meaning) is a pragmatic feature widely impacted in AU. Prosodic differences have also been observed in unaffected relatives of autistic individuals and in those with fragile X syndrome, although prosody has not been extensively studied among FMR1 premutation carriers. This study investigated how FMR1 variability may specifically influence prosody by examining the prosodic characteristics and related neural processing of prosodic features in women carrying the FMR1 premutation (PM). In Study 1, acoustic measures of prosody (i.e., in intonation and rhythm) were examined in speech samples elicited from a semi-structured narrative task. Study 2 examined the neural frequency following response (FFR) as an index of speech prosodic processing. Findings revealed differences in the production of intonation and rhythm in PM carriers relative to controls, with patterns that parallel differences identified in parents of autistic individuals. No differences in neural processing of prosodic cues were found. Post hoc analyses further revealed associations between speech rhythm and FMR1 variation (number of CGG repeats) among PM carriers. Together, the results suggest that FMR1 may play a role in speech prosodic phenotypes, at least in speech production, contributing to a deeper understanding of AU-related speech and language phenotypes among FMR1 mutation carriers.
Collapse
Affiliation(s)
- Joseph C. Y. Lau
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, USA; (J.C.Y.L.); (J.G.); (S.C.); (G.J.); (E.L.); (J.X.); (M.K.); (S.E.); (M.B.); (L.G.); (J.K.); (T.N.); (N.K.)
| | - Janna Guilfoyle
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, USA; (J.C.Y.L.); (J.G.); (S.C.); (G.J.); (E.L.); (J.X.); (M.K.); (S.E.); (M.B.); (L.G.); (J.K.); (T.N.); (N.K.)
| | - Stephanie Crawford
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, USA; (J.C.Y.L.); (J.G.); (S.C.); (G.J.); (E.L.); (J.X.); (M.K.); (S.E.); (M.B.); (L.G.); (J.K.); (T.N.); (N.K.)
| | - Grace Johnson
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, USA; (J.C.Y.L.); (J.G.); (S.C.); (G.J.); (E.L.); (J.X.); (M.K.); (S.E.); (M.B.); (L.G.); (J.K.); (T.N.); (N.K.)
| | - Emily Landau
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, USA; (J.C.Y.L.); (J.G.); (S.C.); (G.J.); (E.L.); (J.X.); (M.K.); (S.E.); (M.B.); (L.G.); (J.K.); (T.N.); (N.K.)
| | - Jiayin Xing
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, USA; (J.C.Y.L.); (J.G.); (S.C.); (G.J.); (E.L.); (J.X.); (M.K.); (S.E.); (M.B.); (L.G.); (J.K.); (T.N.); (N.K.)
| | - Mitra Kumareswaran
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, USA; (J.C.Y.L.); (J.G.); (S.C.); (G.J.); (E.L.); (J.X.); (M.K.); (S.E.); (M.B.); (L.G.); (J.K.); (T.N.); (N.K.)
| | - Sarah Ethridge
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, USA; (J.C.Y.L.); (J.G.); (S.C.); (G.J.); (E.L.); (J.X.); (M.K.); (S.E.); (M.B.); (L.G.); (J.K.); (T.N.); (N.K.)
| | - Maureen Butler
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, USA; (J.C.Y.L.); (J.G.); (S.C.); (G.J.); (E.L.); (J.X.); (M.K.); (S.E.); (M.B.); (L.G.); (J.K.); (T.N.); (N.K.)
| | - Lindsay Goldman
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, USA; (J.C.Y.L.); (J.G.); (S.C.); (G.J.); (E.L.); (J.X.); (M.K.); (S.E.); (M.B.); (L.G.); (J.K.); (T.N.); (N.K.)
| | - Gary E. Martin
- Department of Communication Sciences and Disorders, St. John’s University, Queens, NY 11439, USA;
| | - Lili Zhou
- Department of Pediatrics, Neurological Sciences, and Biochemistry, Rush University Medical Center, Chicago, IL 60612, USA; (L.Z.); (E.B.-K.)
| | - Jennifer Krizman
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, USA; (J.C.Y.L.); (J.G.); (S.C.); (G.J.); (E.L.); (J.X.); (M.K.); (S.E.); (M.B.); (L.G.); (J.K.); (T.N.); (N.K.)
| | - Trent Nicol
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, USA; (J.C.Y.L.); (J.G.); (S.C.); (G.J.); (E.L.); (J.X.); (M.K.); (S.E.); (M.B.); (L.G.); (J.K.); (T.N.); (N.K.)
| | - Nina Kraus
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, USA; (J.C.Y.L.); (J.G.); (S.C.); (G.J.); (E.L.); (J.X.); (M.K.); (S.E.); (M.B.); (L.G.); (J.K.); (T.N.); (N.K.)
| | - Elizabeth Berry-Kravis
- Department of Pediatrics, Neurological Sciences, and Biochemistry, Rush University Medical Center, Chicago, IL 60612, USA; (L.Z.); (E.B.-K.)
| | - Molly Losh
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, USA; (J.C.Y.L.); (J.G.); (S.C.); (G.J.); (E.L.); (J.X.); (M.K.); (S.E.); (M.B.); (L.G.); (J.K.); (T.N.); (N.K.)
| |
Collapse
|
|
2
|
Capuozzo A, Rizzato S, Grossi G, Strappini F. A Systematic Review on Social Cognition in ADHD: The Role of Language, Theory of Mind, and Executive Functions. Brain Sci 2024; 14:1117. [PMID: 39595880 PMCID: PMC11592136 DOI: 10.3390/brainsci14111117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2024] [Revised: 10/24/2024] [Accepted: 10/28/2024] [Indexed: 11/28/2024] Open
Abstract
Background: In this systematic review, conducted according to the PRISMA 2020 guidelines, we aimed to assess differences in the cognitive processes associated with social cognition-namely language, theory of mind (ToM), and executive functions (EFs)-between ADHD and control groups. Methods: The review included studies indexed in PubMed, Google Scholar, and PsycINFO up until May 2024. Eligible original peer-reviewed articles met the following criteria: they were written in English, included a clinical group with a current primary ADHD diagnosis, were empirical, included quantitative data, and utilized standardized and validated measures with adequate psychometric properties to assess social cognitive processes. Results and Discussion: A total of 1215 individuals with ADHD participated in the selected studies. Out of the 22 articles reviewed, 17 reported significant differences between ADHD and the controls across several cognitive processes related to language and EF rather than ToM. These processes included pragmatic skills, verbal and nonverbal communication, emotional prosody, interaction skills, sarcasm, paradoxical sarcasm recognition, ambiguous situations, emotion recognition, false belief, social problem solving, social behaviors, and gesture codification. We also discuss the limitations of the research and the implications of our findings. Systematic review registration: PROSPERO ID: CRD42023474681.
Collapse
Affiliation(s)
- Alessandra Capuozzo
- Italian Society of Behavioral and Cognitive Therapy, SITCC, Viale Antonio Gramsci, 13, 80122 Naples, Italy
| | - Salvatore Rizzato
- Dipartimento Salute Mentale, Asl Roma 4, Via Trento, 20, 62, 00062 Bracciano, Italy;
| | - Giuseppe Grossi
- Center for Psychotherapy and Rehabilitation “InMovimento”, Via Andrea Doria, 19-21, 04022 Fondi, Italy;
- Association School of Cognitive Psychology (APC-SPC), Viale Castro Pretorio 116, 00185 Rome, Italy
| | - Francesca Strappini
- Association School of Cognitive Psychology (APC-SPC), Viale Castro Pretorio 116, 00185 Rome, Italy
- Dipartiment of Systems Medicine, University of Rome “Tor Vergata”, Via Montpellier 1, 00133 Rome, Italy
| |
Collapse
|
|
3
|
Gates JA, McNair ML, Richards JK, Lerner MD. Social Knowledge & Performance in Autism: A Critical Review & Recommendations. Clin Child Fam Psychol Rev 2023; 26:665-689. [PMID: 37544969 PMCID: PMC10613329 DOI: 10.1007/s10567-023-00449-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/24/2023] [Indexed: 08/08/2023]
Abstract
Autistic social challenges have long been assumed to arise from a lack of social knowledge ("not knowing what to do"), which has undergirded theory and practice in assessment, treatment, and education. However, emerging evidence suggests these differences may be better accounted for by difficulties with social performance ("doing what they may know"). This distinction has important implications for research, practice, policy, and community support of autistic people. This review examines the theoretical and clinical implications and empirical status of the knowledge-performance distinction in autism. Current evidence suggests that social knowledge deficits are neither definitional nor reliably related to outcomes in autism. Prioritizing social knowledge, then, may produce unanticipated, problematic consequences in terms of accuracy of assessment, intervention effectiveness, and promotion of stigma. It may also yield unrealistic expectations around the value of knowledge for autistic people and their families, yielding important ethical considerations. Conversely, recent evidence highlights performance-related factors as being especially promising for better modeling and addressing social challenges in autism. Prioritizing performance, then, may offer new directions for assessment, substantially different intervention opportunities, and novel methods of inclusion and affirmation. This review touches upon each of these domains and implications, integrates these developments with broader models of social competence in youth, and provides direction for future research and practice regarding social competence in autism.
Collapse
Affiliation(s)
| | | | | | - Matthew D Lerner
- Stony Brook University, Stony Brook, USA.
- Department of Psychology, Stony Brook University, Stony Brook, NY, 11794-2500, USA.
| |
Collapse
|
|
4
|
Nekar DM, Lee DY, Hong JH, Kim JS, Kim SG, Seo YG, Yu JH. Effects of Augmented Reality Game-Based Cognitive-Motor Training on Restricted and Repetitive Behaviors and Executive Function in Patients with Autism Spectrum Disorder. Healthcare (Basel) 2022; 10:healthcare10101981. [PMID: 36292426 PMCID: PMC9602056 DOI: 10.3390/healthcare10101981] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2022] [Revised: 09/25/2022] [Accepted: 10/03/2022] [Indexed: 11/04/2022] Open
Abstract
Restricted and repetitive behaviors (RRBs) and executive dysfunction are widely acknowledged as core features and hallmarks in patients with autism spectrum disorder (ASD). This study aimed to investigate the effects of augmented reality (AR) using motivational games with cognitive–motor exercises on RRBs, executive function (EF), attention, and reaction time in patients with ASD. Twenty-four patients (range from 6 to 18 years) diagnosed with ASD were recruited from local social welfare centers and randomly allocated to the AR game-based cognitive–motor training group (study group) or the conventional cognitive training group (control group). Both groups completed 30 min training sessions, twice a week for four weeks. Outcome measures were conducted before and after the intervention. As a result, improvements were observed in all the subscales of the RRBs in the study group except for self-injurious and ritualistic behavior. Significant improvements were observed in EF and reaction time in the study group, which was significantly higher compared to the control group. With the present findings, we can suggest that cognitive–motor training using AR game-based content generates positive effects on improving executive function reaction time and accuracy of responses and has a limited effect on RRBs in patients with ASD. This can be proposed as a complementary intervention associated with individualized daily management.
Collapse
Affiliation(s)
- Daekook M. Nekar
- Department of Physical Therapy, Sunmoon University, Asan 31460, Korea
| | - Dong-Yeop Lee
- Department of Physical Therapy, Sunmoon University, Asan 31460, Korea
| | - Ji-Heon Hong
- Department of Physical Therapy, Sunmoon University, Asan 31460, Korea
| | - Jin-Seop Kim
- Department of Physical Therapy, Sunmoon University, Asan 31460, Korea
| | - Seong-Gil Kim
- Department of Physical Therapy, Sunmoon University, Asan 31460, Korea
| | - Yong-Gon Seo
- Division of Sports Medicine, Department of Orthopedic Surgery, Samsung Medical Center, Seoul 06351, Korea
| | - Jae-Ho Yu
- Department of Physical Therapy, Sunmoon University, Asan 31460, Korea
- Correspondence:
| |
Collapse
|
|
5
|
Mammarella IC, Cardillo R, Semrud-Clikeman M. Do comorbid symptoms discriminate between autism spectrum disorder, ADHD and nonverbal learning disability? RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 126:104242. [PMID: 35526491 DOI: 10.1016/j.ridd.2022.104242] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2021] [Revised: 03/27/2022] [Accepted: 04/19/2022] [Indexed: 06/14/2023]
Abstract
Characterizing the functioning of individuals with neurodevelopmental disorders is crucial to their diagnosis. Research has found that children with different neurodevelopmental disorders, including autism spectrum disorders (ASD), attention deficit and hyperactivity disorder (ADHD), and nonverbal learning disability (NLD), may have comorbid symptoms of anxiety and depression, and problems with pragmatic language. The main aim of the present study was to identify any differences in the above-mentioned comorbid symptoms associated with these clinical profiles. A second aim was to establish how well signs of pragmatic language difficulties could discriminate between the three clinical profiles, in terms of their diagnostic power. For this purpose, 107 participants from 8 to 16 years old with a diagnosis of ASD, ADHD or NLD were compared with a group of typically-developing children. Self-reports on symptoms of anxiety and depression, and parents' reports on social and communication problems were analyzed. Our findings confirmed that symptoms of anxiety and depression, and problems with pragmatic language are associated with different neurodevelopmental disorders, but not in the same way. In terms of diagnostic power, we found that pragmatic language difficulties clearly discriminated children with ASD, ADHD or NLD from typically-developing children. Importantly, pragmatic language difficulties also discriminated adequately between ASD and NLD. Our findings are discussed in terms of the value of considering comorbid symptoms to obtain a more accurate diagnosis of neurodevelopmental disorders.
Collapse
Affiliation(s)
- Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Italy.
| | - Ramona Cardillo
- Department of Developmental and Social Psychology, University of Padova, Italy
| | | |
Collapse
|
|
6
|
Chen KL, Yang HC, Lin YC, Yu YT, Lai SS. Cognitive Predictors of Social Interaction in Daily Contexts Among Children With Autism Spectrum Disorder. Am J Occup Ther 2022; 76:23278. [PMID: 35648117 DOI: 10.5014/ajot.2022.042556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
IMPORTANCE Theory of mind (ToM) and executive function (EF) are often used to explain social interaction deficits in children with autism spectrum disorder (ASD), but no behavioral studies have specifically examined their relationship. OBJECTIVE To investigate the cognitive correlates of social interaction in daily contexts by ToM as well as cool and hot EFs among children with ASD. DESIGN Cross-sectional study. SETTING Teaching hospitals, clinics, and developmental centers. PARTICIPANTS One hundred thirty-two children with ASD and their caregivers. OUTCOMES AND MEASURES Measurements included the Vineland Adaptive Behavior Scales, Theory of Mind Task Battery, Dimensional Change Card Sort, and Children's Gambling Task, respectively, for children's daily social interaction, ToM, cool EF, and hot EF. Pearson's correlation analyses and three hierarchical regression models were conducted to identify the significant predictors of daily social interaction while controlling for verbal comprehension, measured using the Verbal Comprehension Index (VCI) of two Wechsler scales. RESULTS ToM and cool EF were significant cognitive predictors of social interaction in daily contexts in children with ASD whose verbal comprehension was average or above average. CONCLUSIONS AND RELEVANCE Our results suggest that ToM and cool EF are predictors of social interaction in daily contexts when considering children's verbal comprehension. Hot EF was not a significant predictor, contrary to our hypothesis. This behavioral study fills a research gap by enhancing the understanding of important cognitive correlates of social interaction in daily contexts for children with ASD to improve evaluation and intervention planning with this population. What This Article Adds: This study identified two cognitive predictors, ToM and cool EF, of social interaction in daily contexts for children with ASD. In addition to verbal comprehension, occupational therapy practitioners should assess ToM and cool EF to inform more comprehensive evaluation and intervention planning to improve social interaction in daily contexts for children with ASD.
Collapse
Affiliation(s)
- Kuan-Lin Chen
- Kuan-Lin Chen, PhD, OTR, is Associate Professor, Department of Occupational Therapy and Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan City, Taiwan, and Occupational Therapist, Department of Physical Medicine and Rehabilitation, National Cheng Kung University Hospital, Tainan City, Taiwan;
| | - Hsiu-Ching Yang
- Hsiu-Ching Yang, MS, OTR, is Lecturer, Department of Occupational Therapy, College of Medicine, National Cheng Kung University, Tainan City, Taiwan, and Occupational Therapist, Department of Physical Medicine and Rehabilitation, National Cheng Kung University Hospital, Tainan City, Taiwan
| | - Yu-Ching Lin
- Yu-Ching Lin, MS, MD, is Associate Professor, Department of Physical Medicine and Rehabilitation, National Cheng Kung University, Tainan City, Taiwan, and Visiting Physician, Department of Physical Medicine and Rehabilitation, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan City, Taiwan
| | - Yen-Ting Yu
- Yen-Ting Yu, PhD, is Postdoctoral Fellow, Department of Occupational Therapy, College of Medicine, National Cheng Kung University, Tainan City, Taiwan, and School of Occupational Therapy, College of Medicine, National Taiwan University, Taipei City, Taiwan
| | - Szu-Shen Lai
- Szu-Shen Lai, MS, OTR, is Occupational Therapist, Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital Taoyuan Branch, Taoyuan, Taiwan
| |
Collapse
|
|
7
|
The Effect of Comorbid Attention-Deficit/Hyperactivity Disorder Symptoms on Face Memory in Children with Autism Spectrum Disorder: Insights from Transdiagnostic Profiles. Brain Sci 2021; 11:brainsci11070859. [PMID: 34203375 PMCID: PMC8301798 DOI: 10.3390/brainsci11070859] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2021] [Revised: 06/20/2021] [Accepted: 06/23/2021] [Indexed: 11/17/2022] Open
Abstract
Face memory impairments are common but heterogeneous in autism spectrum disorder (ASD), which may be influenced by co-occurrence with attention-deficit/hyperactivity disorder (ADHD). Here, we aimed to investigate the phenotype change of face memory in children with ASD comorbid ADHD symptoms, and discuss the potential role of executive function (EF). Ninety-eight children were analyzed in the present study, including ASD- (ASD-only, n = 24), ADHD (n = 23), ASD+ (with ADHD symptoms, n = 23) and neurotypical controls (NTC, n = 28). All participants completed two tests: face encoding and retrieving task and Wisconsin Card Sorting Test (WCST) for measuring face memory and EF, respectively. Results revealed that: compared with the NTC group, children with ASD- exhibited lower accuracy in both face encoding and retrieving, and participants with ASD+ showed lower accuracy only in the retrieving, whereas no differences were found among participants with ADHD. Moreover, in the ASD+ group, face encoding performance was correlated with response perseverative errors (RPE) and failure to maintain sets (FMS) of WCST; significantly, there were no group differences between ASD+ and NTC in these two indices. The transdiagnostic profiles indicated that comorbid ADHD symptoms could modulate the face encoding deficiency of ASD, which may be partially compensated by EF. Shared and distinct intervention strategies to improve social cognition are recommended for children undergoing treatment for each condition.
Collapse
|
|
8
|
Cardillo R, Mammarella IC, Demurie E, Giofrè D, Roeyers H. Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role? Autism Res 2020; 14:932-945. [PMID: 33111475 DOI: 10.1002/aur.2423] [Citation(s) in RCA: 30] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2020] [Revised: 08/22/2020] [Accepted: 10/12/2020] [Indexed: 11/06/2022]
Abstract
Pragmatic language (PL) is defined as the ability to use language effectively in communicative exchanges. Previous findings showed that deficits in PL are a core characteristic of the communicative profile of individuals with autism spectrum disorder (ASD). While different lines of research have revealed a close link between PL and theory of mind (ToM), and between PL and executive functions (EFs), to our knowledge, few studies have explored the relationship between these three domains in children with ASD, and their results have been contradictory. The present study thus aimed to contribute to our understanding of PL in children with ASD and to analyze the underlying mediating role of ToM and EFs. PL is a complex and multifaceted construct. In the present study, we focused on two specific aspects, such as the comprehension of nonliteral language, and the ability to make inferences. After testing 143 participants (73 with ASD), our results confirmed that impairments in PL are a crucial feature of the ASD profile. Children with ASD were also more impaired than their typically developing peers in both ToM and EFs. When the mediating role of ToM and EFs on PL was considered, it emerged that only ToM contributed significantly to the relationship between group and PL. We discussed the potential importance of interventions not focused exclusively on PL, but also involving ToM. LAY SUMMARY: In everyday life, we use pragmatic language to interact successfully with others. Individuals with autism experience significant difficulty in pragmatic language, showing consequent impairments in communication. This study compared the comprehension of nonliteral language, and the ability to make inferences of children with autism and children with typical development, focusing on the role of social and cognitive abilities. Children with autism had difficulties in pragmatic language compared to children with typical development. In addition, the capacity to consider the perspective, intentions and beliefs of other people contributed significantly to the pragmatic language. Autism Res 2021, 14: 932-945. © 2020 International Society for Autism Research and Wiley Periodicals LLC.
Collapse
Affiliation(s)
- Ramona Cardillo
- Department of Developmental and Social Psychology, University of Padova, Italy
| | - Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Italy
| | - Ellen Demurie
- Department of Experimental, Clinical and Health Psychology, Ghent University, Belgium
| | - David Giofrè
- Department of Educational Sciences, University of Genoa, Italy
| | - Herbert Roeyers
- Department of Experimental, Clinical and Health Psychology, Ghent University, Belgium
| |
Collapse
|
|
9
|
Wu M, Di Y, Diao Z, Yao L, Qian Z, Wei C, Zheng Q, Liu Y, Han J, Liu Z, Fan J, Tian Y, Ren W. Abnormal reinforcement learning in a mice model of autism induced by prenatal exposure to valproic acid. Behav Brain Res 2020; 395:112836. [PMID: 32745663 DOI: 10.1016/j.bbr.2020.112836] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Revised: 07/03/2020] [Accepted: 07/24/2020] [Indexed: 10/23/2022]
Abstract
Individuals with autism spectrum disorder (ASD) display dysfunction in learning from environmental stimulus that have positive or negative emotional values, posing obstacles to their everyday life. Unfortunately, mechanisms of the dysfunction are still unclear. Although early intervention for ASD victims based on reinforcement learning are commonly used, the mechanisms and characteristics of the improvement are also unknown. By using a mice model of ASD produced by prenatal exposure to valproic acid (VPA), the present work discovered a delayed response-reinforcer forming, and an impaired habit forming in a negative reinforcement learning paradigm in VPA exposure male offspring. But the extinction of the learned skills was found to become faster than normal male animals. Since escape action of nosepoking and the motility remain unchanged in the VPA male offspring, the impaired learning and the accelerated extinction are caused by deficits in higher brain functions underlying association between the animals' behavioral responses and the outcomes of such responses. The results further suggest that the rodent ASD model produced by prenatal exposure to VPA reproduces the deficits in reasoning or building the contingency between one's own behaviors and the consequent outcomes of the behavior seen in ASD patients.
Collapse
Affiliation(s)
- Meilin Wu
- MOE Key Laboratory of Modern Teaching Technology, Center for Teacher Professional Ability Development, Shaanxi Normal University, Xi'an, 710062, China
| | - Yuanyuan Di
- MOE Key Laboratory of Modern Teaching Technology, Center for Teacher Professional Ability Development, Shaanxi Normal University, Xi'an, 710062, China
| | - Zhijun Diao
- MOE Key Laboratory of Modern Teaching Technology, Center for Teacher Professional Ability Development, Shaanxi Normal University, Xi'an, 710062, China
| | - Li Yao
- MOE Key Laboratory of Modern Teaching Technology, Center for Teacher Professional Ability Development, Shaanxi Normal University, Xi'an, 710062, China
| | - Zhaoqiang Qian
- MOE Key Laboratory of Modern Teaching Technology, Center for Teacher Professional Ability Development, Shaanxi Normal University, Xi'an, 710062, China
| | - Chunling Wei
- MOE Key Laboratory of Modern Teaching Technology, Center for Teacher Professional Ability Development, Shaanxi Normal University, Xi'an, 710062, China
| | - Qiaohua Zheng
- MOE Key Laboratory of Modern Teaching Technology, Center for Teacher Professional Ability Development, Shaanxi Normal University, Xi'an, 710062, China
| | - Yihui Liu
- MOE Key Laboratory of Modern Teaching Technology, Center for Teacher Professional Ability Development, Shaanxi Normal University, Xi'an, 710062, China
| | - Jing Han
- MOE Key Laboratory of Modern Teaching Technology, Center for Teacher Professional Ability Development, Shaanxi Normal University, Xi'an, 710062, China
| | - Zhiqiang Liu
- MOE Key Laboratory of Modern Teaching Technology, Center for Teacher Professional Ability Development, Shaanxi Normal University, Xi'an, 710062, China
| | - Juan Fan
- College of Life Sciences, Shaanxi Normal University, Xi'an, 710062, China
| | - Yingfang Tian
- College of Life Sciences, Shaanxi Normal University, Xi'an, 710062, China.
| | - Wei Ren
- MOE Key Laboratory of Modern Teaching Technology, Center for Teacher Professional Ability Development, Shaanxi Normal University, Xi'an, 710062, China.
| |
Collapse
|
|
10
|
Camodeca A. Theory of Mind Performance in Broad Autism Phenotype Groups: Between-Group Differences and Predictor Variables. J Autism Dev Disord 2019; 49:4079-4096. [PMID: 31267287 DOI: 10.1007/s10803-019-04126-6] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Investigated between-group differences in cognitive/affective theory of mind (ToM) and predictors of cognitive ToM both within broad autism phenotype/non (BAP/Non-BAP) groups as well as across the sample. The BAP group (n = 45) performed worse than the Non-BAP group (n = 102) on the unexpected outcomes test (UOT), but groups were similar regarding reading the mind in the eyes test (RMET). Stepwise regression indicated RMET best predicted UOT for the BAP group; block design best predicted UOT in the Non-BAP group. BAP traits did not mediate the relation of RMET to UOT performance. While RMET and UOT appear similarly related in BAP/Non-BAP samples, use of emotion recognition abilities in a cognitive ToM task may reflect over-reliance on this skill in the BAP.
Collapse
Affiliation(s)
- Amy Camodeca
- Psychology Department, The Pennsylvania State University, 100 University Drive, Monaca, PA, 15061, USA.
- University of Windsor, 100 University Drive, Windsor, ON, Canada.
- The Pennsylvania State University, Beaver Campus, 100 University Drive, Monaca, PA, 15108, USA.
| |
Collapse
|
|
11
|
Berenguer C, Roselló B, Colomer C, Baixauli I, Miranda A. Children with autism and attention deficit hyperactivity disorder. Relationships between symptoms and executive function, theory of mind, and behavioral problems. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 83:260-269. [PMID: 30368089 DOI: 10.1016/j.ridd.2018.10.001] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/13/2017] [Revised: 08/14/2018] [Accepted: 10/06/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND The underlying mechanisms of comorbidity between autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are still unknown. Executive function (EF) deficits and theory of mind (ToM) have been the most investigated cognitive processes. AIMS This study proposed to analyze EF, ToM and behavioral problems in children with ASD + ADHD, ADHD, ASD and typical development (TD). The relationship between ADHD and ASD symptoms with EF, ToM and behavioral problems in children with ASD + ADHD was also explored. METHODS AND PROCEDURES Participants were 124 children between 7 and 11 years old (22 ASD + ADHD, 35 ADHD, 30 ASD, and 37 TD), matched on age and IQ. Teachers evaluated EF, and parents assessed ToM skills and behavioral problems through Strengths and Difficulties Questionnaire (SDQ). OUTCOMES AND RESULTS Children with ASD + ADHD and ADHD showed impairments in EF whereas the difficulties in ToM skills of ASD + ADHD group were similar to ASD group. Inattention symptoms were significantly associated with EF metacognitive deficits and ToM difficulties in ASD + ADHD, while ASD symptoms were associated with total score in behavioral problems. CONCLUSIONS AND IMPLICATIONS These findings show the complex difficulties of children with both ASD and ADHD and support the need to take these difficulties into account when designing the treatments.
Collapse
Affiliation(s)
- Carmen Berenguer
- Department of Educational Psychology, Faculty of Psychology - University of Valencia, Avda. Blasco Ibáñez, 21, 46010, Valencia, Spain.
| | - Belén Roselló
- Department of Educational Psychology, Faculty of Psychology - University of Valencia, Avda. Blasco Ibáñez, 21, 46010, Valencia, Spain.
| | - Carla Colomer
- Department of Education, Didactics and School Organization, University Jaume I, Av. de Vicent Sos Baynat, s/n, 12071, Castellón de la Plana, Spain.
| | - Inmaculada Baixauli
- Department of Occupational Sciences, Speech Therapy, Evolutionary and Educational Psychology, Faculty of Psychology, Teaching and Education Sciences, Catholic University of Valencia "San Vicente Mártir", C/Guillem de Castro, 175, 46008, Valencia, Spain.
| | - Ana Miranda
- Department of Educational Psychology, Faculty of Psychology - University of Valencia, Avda. Blasco Ibáñez, 21, 46010, Valencia, Spain.
| |
Collapse
|