Changes in intrinsic local connectivity after reading intervention in children with autism

Maximo, Jose O.; Murdaugh, Donna L.; O’Kelley, Sarah; Kana, Rajesh K.

doi:10.1016/j.bandl.2017.08.008

Cited by 14 publications

(18 citation statements)

References 60 publications

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“…We found decreased connectivity in the left IFG, right PCUN, and right ANG within the left FPN (cognition). The maps of the left FPN (cognition) are consistent with Broca’s and Wernicke’s areas, which are known for language lateralization (Smith et al, 2009), and have generally been implicated in semantic processing and lexical access, respectively (Maximo et al, 2017), and play a crucial role in social cognition (Igelström et al, 2017). Our findings were consistent with those of previous studies, where children and adolescents with ASD showed decreased FC in Broca’s area, while adults with ASD showed decreased FC in Wernicke’s area (Lee et al, 2017).…”

Section: Discussionmentioning

confidence: 56%

“…A task-state fMRI study reported that children with ASD showed hypo-connectivity within the left hemisphere language network irony comprehension (Williams et al, 2013). Furthermore, as a core feature of ASD, language and communication deficits often extend to loss in reading abilities, especially dyslexia (Bednarz et al, 2017; Maximo et al, 2017). Our study found abnormal FC in left FPN (cognition), which may be related to deficiencies in language, semantic processing, contextual understanding, long-term social functioning, and communication in children with ASD.…”

Section: Discussionmentioning

confidence: 99%

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Altered Functional Connectivity in Children With Low-Function Autism Spectrum Disorders

Yang

et al. 2019

Front. Neurosci.

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Neuroimaging studies have shown that autism spectrum disorders (ASDs) may be associated with abnormalities in brain structures and functions at rest as well as during cognitive tasks. However, it remains unclear if functional connectivity (FC) of all brain neural networks is also changed in these subjects. In this study, we acquired functional magnetic resonance imaging scans from 93 children with ASD and 79 matched healthy subjects. Group independent component analysis was executed for all of the participants to estimate FC. One-sample t -tests were then performed to obtain the networks for each group. Group differences in the different brain networks were tested using two-sample t -tests. Finally, relationships between abnormal FC and clinical variables were investigated with Pearson’s correlation analysis. The results from one-sample t -tests revealed nine networks with similar spatial patterns in these two groups. When compared with the controls, children with ASD showed increased connectivity in the right dorsolateral superior frontal gyrus and left middle frontal gyrus (MFG) within the occipital pole network. Children with ASD also showed decreased connectivity in the left gyrus rectus, left middle occipital gyrus, right angular gyrus, right MFG and right inferior frontal gyrus (IFG), orbital part within the lateral visual network (LVN), the left IFG, right precuneus, and right angular gyrus within the left frontoparietal (cognition) network. Furthermore, the mean FC values within the LVN showed significant positive correlations with total score of the Childhood Autism Rating Scale. Our findings indicate that abnormal FC extensively exists within some networks in children with ASD. This abnormal FC may constitute a biomarker of ASD. Our results are an important contribution to the study of neuropathophysiological mechanisms in children with ASD.

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Section: Discussionmentioning

confidence: 56%

Section: Discussionmentioning

confidence: 99%

Altered Functional Connectivity in Children With Low-Function Autism Spectrum Disorders

Yang

et al. 2019

Front. Neurosci.

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“…Alternative terms included neural change, neuronal change, neural plasticity, functional connectivity, brain connectivity, experience-dependent structural change, experiencedependent plasticity, and developmental plasticity. [25][26][27][28][29][30][31][32][33][34] Furthermore, even broader terms for plasticity were used in some studies, such as neuromodulation. 35 The terminology of plasticity in studies correspondingly influenced the selection of imaging modality.…”

Section: Plasticity Terminology and Measurementmentioning

confidence: 99%

“…These studies included individuals that were born preterm or were diagnosed with attention deficit hyperactivity disorder (ADHD), learning disabilities, obsessive compulsive disorder (OCD), math anxiety, or autism spectrum disorder. 25,30,[40][41][42][43][44][45] Finally, studies that assessed individuals with a neurological injury diagnosis were assigned into the Clinical Neurological Injury (C-Inj) group. This included diagnoses of apraxia, traumatic brain injury, and cerebral palsy including spastic hemiplegia.…”

Section: Description Of Study Populationsmentioning

confidence: 99%

“…These interventions were either cognitive (n ¼ 13) or sensory-motor focused (n ¼ 15) (see Table 1). Four studies in the N-Typ category, 29,31,33,39 eight studies in the C-Dev category, 25,30,[40][41][42][43][44][45] and one study in the C-Inj category 28 used cognitive training interventions. Five studies in the N-Typ category 32,34,[36][37][38] implemented sensory-motor interventions using either music or auditoryrelated interventions.…”

Section: Description Of Interventionsmentioning

confidence: 99%

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Neuroplasticity in children and adolescents in response to treatment intervention: A systematic review of the literature

Weyandt

Clarkin

Holding

et al. 2020

Clinical and Translational Neuroscience

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The purpose of the present study was to conduct a systematic review of the literature, adhering to PRISMA guidelines, regarding evidence of neuroplasticity in children and adolescents in response to cognitive or sensory-motor interventions. Twenty-eight studies employing seven different types of neuroimaging techniques were included in the review. Findings revealed that significant variability existed across the 28 studies with regard to the clinical populations examined, type of interventions employed, neuroimaging methods, and the type of neuroimaging data included in the studies. Overall, results supported that experience-dependent interventions were associated with neuroplastic changes among children and adolescents in both neurotypical and clinical populations. However, it remains unclear whether these molecular neuroplastic changes, including the degree and direction of those differences, were the direct result of the intervention. Although the findings are encouraging, methodological limitations of the studies limit clinical utility of the results. Future studies are warranted that rigorously define the construct of neuroplasticity, establish consistent protocols across measurement techniques, and have adequate statistical power. Lastly, studies are needed to identify the functional and structural neuroplastic mechanisms that correspond with changes in cognition and behavior in child and adolescent samples.

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Building Meaning: Meta‐analysis of Component Skills Supporting Reading Comprehension in Children with Autism Spectrum Disorder

et al. 2021

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The ability to understand what one reads, or reading comprehension, is central to academic success. For many children with autism spectrum disorder (ASD), reading comprehension is a noted area of challenge. For children with typical development, it is well established that successful reading comprehension requires two broad skills: word reading and oral language. For children with ASD, word reading is often believed to be relatively intact, even in the face of poor reading comprehension, suggesting that deficits in oral language, more than in word reading, underlie reading comprehension deficits. Yet, extant research has suggested the importance of both skills. To clarify the role of these skills in the reading comprehension of children with ASD, we conducted a meta‐analysis. ERIC, PsycINFO, PubMed, and Proquest Dissertation & Theses were searched for studies of reading comprehension in children with ASD, published up to May 2019. We identified 26 relevant studies about children with ASD (aged 6–18 years) that included both a measure of word reading and reading comprehension. Hunt‐Schmidt Random Effects Models showed similar mean correlations between reading comprehension and the component skills of word reading (M r = 0.65 [0.27–1.03]) and oral language (M r = 0.61 [0.33–0.88]). These findings demonstrate that these skills are essential for reading comprehension in children with ASD, making contributions of similar size. This study advances our understanding of the mechanisms by which children with ASD understand what they read, providing a foundation on which to build programmatic research into each of these mechanisms. Lay Summary Academic progress is closely tied to children's ability to understand what they read. Yet reading comprehension is difficult for many children with autism spectrum disorder (ASD). We used a statistical method to summarize existing research on the skills that children with ASD use to understand what they read. We found that the reading comprehension of children with ASD was related to a similar extent to both their ability to read individual words and their oral language skills. These findings suggest that both areas should be assessed in order to determine appropriate interventions to support reading comprehension for children with ASD. Autism Res 2021, 14: 840–858. © 2021 International Society for Autism Research, Wiley Periodicals LLC.

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Changes in intrinsic local connectivity after reading intervention in children with autism

Cited by 14 publications

References 60 publications

Altered Functional Connectivity in Children With Low-Function Autism Spectrum Disorders

Altered Functional Connectivity in Children With Low-Function Autism Spectrum Disorders

Neuroplasticity in children and adolescents in response to treatment intervention: A systematic review of the literature

Building Meaning: Meta‐analysis of Component Skills Supporting Reading Comprehension in Children with Autism Spectrum Disorder

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