Resting cortical brain activity and social behavior in higher functioning children with autism

Sutton, Steven K.; Burnette, Courtney P.; Mundy, Peter; Meyer, Jessica A.; Vaughan, Amy; Sanders, Chris; Yale, Marygrace E.

doi:10.1111/j.1469-7610.2004.00341.x

Cited by 91 publications

(135 citation statements)

References 72 publications

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“…The sample size was insufficient to examine differences among children with autism, Asperger's disorder, and PDD-NOS. For example, Sutton et al (2005) reported that, compared to normally developing controls, children with high functioning autism had greater levels of self-reported social anxiety but similar levels of generalized anxiety. This limitation can be addressed in future studies with larger community samples.…”

Section: Discussionmentioning

confidence: 99%

Parent-Rated Anxiety Symptoms in Children with Pervasive Developmental Disorders: Frequency and Association with Core Autism Symptoms and Cognitive Functioning

Sukhodolsky

Scahill

Gadow

et al. 2007

J Abnorm Child Psychol

435

327

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Background In addition to the core symptoms, children with Pervasive Developmental Disorders (PDD) often exhibit other problem behaviors such as aggression, hyperactivity, and anxiety, which can contribute to overall impairment and, therefore, become the focus of clinical attention. Limited data are available on the prevalence of anxiety in these children. We examined frequency and correlates of parent-rated anxiety symptoms in a large sample of children with PDD. Methods The goals of this study were to examine the frequency and correlates of parent-rated anxiety symptoms in a sample of 171 medication-free children with PDD who participated in two NIH-funded medication trials. Twenty items of the Child and Adolescent Symptom Inventory (CASI) were used to measure anxiety. Results Forty three percent of the total sample met screening cut-off criteria for at least one anxiety disorder. Higher levels of anxiety on the 20-item CASI scale were associated with higher IQ, the presence of functional language use, and with higher levels of stereotyped behaviors. In children with higher IQ, anxiety was also associated with greater impairment in social reciprocity. Conclusion Anxiety is common in PDD and warrants consideration in clinical evaluation and treatment planning. This study suggests that parent ratings could be a useful source of information about anxiety symptoms in this population. Some

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Section: Discussionmentioning

confidence: 99%

Parent-Rated Anxiety Symptoms in Children with Pervasive Developmental Disorders: Frequency and Association with Core Autism Symptoms and Cognitive Functioning

Sukhodolsky

Scahill

Gadow

et al. 2007

J Abnorm Child Psychol

435

327

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“…Neurologically, research has demonstrated decreases in activity (Dawson et al 1995;Stroganova et al 2007) and blood flow (Chiron et al 1995) in the left hemisphere; significantly increased activity in the right frontal and temporal lobes, versus controls (Kleinhans et al 2008); a lack of expected leftward structural asymmetry in gray and white matter, versus controls (Haznedar et al 2006;Lo et al 2011;Wan et al 2012); and an abnormal enlargement of the right hemisphere (Herbert et al 2005), all perhaps suggesting hyper-activation of the right hemisphere and hypo-activation of the left hemisphere in ASD (Shamay-Tsoory et al 2010). These differences have been noted more readily in areas of the brain where white matter mylenates later in development (Herbert et al 2004(Herbert et al , 2005, and have been linked to social skills and approach in ASD (Kylliäinen et al 2012;Sutton et al 2005), suggesting a potential important impact of experience/environment on this progression of atypicality. Lastly, parents' retrospective reports of first concerns about autism were earlier in children with ASD with more rightdominant asymmetry versus children with ASD with a more leftdominant profile (Burnette et al 2011).…”

Section: Behavioral and Cortical Development In Adolescencementioning

confidence: 99%

“…First, and foremost, it is likely too early to judge whether a change to leftdominant asymmetry is ultimately a completely positive outcome for this population, as the literature in this area is somewhat mixed. For example, one study found that individuals with high-functioning ASD and relatively intact left-hemisphere dominance also reported more awareness of social limitations and difficulty (Sutton et al 2005). Studies have also linked left-anterior dominance with symptoms of anxious apprehension in typically developing adults (Heller et al 1997;Mathersul et al 2008).…”

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confidence: 99%

“…Importantly, modifier processes, such as temperament/personality, cognitive style, and approach orientation, produce individual differences in well-being outcomes experienced by all people (Mundy et al 2007). These modifiers may also affect the phenotypic presentation and course of ASD, especially in highfunctioning individuals (Burnette et al 2011;Meyer et al 2006;Mundy et al 2007;Sutton et al 2005). Thus, it will be important to consider that treatments for ASD affecting these modifier processes may enhance well-being and adjustment via meeting psychological accessed by following the link in the citation at the bottom of the page.…”

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confidence: 99%

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Measuring the Plasticity of Social Approach: A Randomized Controlled Trial of the Effects of the PEERS Intervention on EEG Asymmetry in Adolescents with Autism Spectrum Disorders

Hecke

Stevens

Carson

et al. 2013

J Autism Dev Disord

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This study examined whether the Program for the Education and Enrichment of Relational Skills (PEERS: Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual, Routledge, New York, 2010a) affected neural function, via EEG asymmetry, in a randomized controlled trial of adolescents with Autism spectrum disorders (ASD) and a group of typically developing adolescents. Adolescents with ASD in PEERS shifted from right-hemisphere gamma-band EEG asymmetry before PEERS to left-hemisphere EEG asymmetry after PEERS, versus a waitlist ASD group. Left-hemisphere EEG asymmetry was associated with more social contacts and knowledge, and fewer symptoms of autism. Adolescents with ASD in PEERS no longer differed from typically developing adolescents in leftdominant EEG asymmetry at post-test. These findings are discussed via the Modifier Model of Autism (Mundy et al. in Res Pract Persons Severe Disabl 32(2):124, 2007), with emphasis on remediating isolation/withdrawal in ASD.

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“…Nevertheless, recent theory and research suggest that several core psychological processes may be especially important in this regard. One of these involves the capacity to make attributions about the behaviors of others (Meyer et al, 2006), another involves motivational tendencies associated with approach and withdrawal (Sutton et al, 2005), and a third involves the capacity to selfmonitor goal-directed behavior . …”

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confidence: 99%

The Modifier Model of Autism and Social Development in Higher Functioning Children

Mundy

Henderson

Inge

et al. 2007

res prac pers severe dis

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The study of phenotypic variability in social impairments and comorbid emotional disorders in autism is important because it provides information on phenotypic differences that currently complicate diagnosis, research, and treatment of this disorder. Currently, though, relatively little is known about the processes that contribute to individual differences in social impairments and comorbidity in autism. In this paper, we present a model that suggests modifier processes (MPs), which are not necessarily specific to the syndrome refractor alter the expression of autism and contribute to fundamental behavioral and psychological differences in children diagnosed with this disorder. One MPs involves the somewhat surprising tendency of some children with higher functioning autism (HFA) to make attributions about other peoples thoughts, although they have social cognitive deficits Just as in other children, the attributions of children with HFA are linked to some of their behavioral problems Another MP involves the influence of differences in motivation associated with the behavioral activation and inhibition systems that can be assessed with measures of anterior EEG asymmetry. This dimension of motivation may be linked to how active but inappropriate and withdrawn children with HFA may appear. Third, differences in the self-monitoring of errors among children with HFA appear to be related to individual differences in IQ and social symptom severity in these children. The possible role of these MPs in diagnostic subgroups and differences in treatment responses among children with HFA are discussed. In addition, the role of MPs in understanding the effects associated with specific genetic functions in autism, such as those associated with the serotonin transporter gene (5-HTTLPR), is discussed. A conclusion of this paper is that the varied expression of autism may require that we understand how autism interacts with other non-syndromespecific processes that are related to individual differences in all people. DESCRIPTORS phenotypic variability; comorbity; self-monitoring; motivation and attributional processes; autism Children affected by autism and other pervasive developmental disorders (PDD) display significant individual differences in social behavior, development, and outcomes (Beglinger & Smith, 2001;Prior et al., 1998). These differences are very clear among older children with higher functioning autism (HFA) (Prior et al., 1998) and can be complicated by the presence of comorbid emotional disturbance, such as anxiety and depression (Kim, Szatmari, Bryson, Streiner, & Wilsonet, 2000). Understanding the nature of these differences is important for several reasons. The study of variability in social impairments and comorbidity in autism may assist in understanding phenotypic (i.e., visible) differences that currently complicate diagnosis, research, and treatment of this disorder (Beauchaine, 2003;Beglinger & Smith, 2001;Piven, 2002 its association with depression-and anxiety-related disorders (Bolton et al....

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Resting cortical brain activity and social behavior in higher functioning children with autism

Abstract: These observations indicate that anterior EEG asymmetry may be a marker of motivation and emotion processes that refract the autism taxon into important individual differences in social presentation among higher functioning children.

Cited by 91 publications

References 72 publications

Parent-Rated Anxiety Symptoms in Children with Pervasive Developmental Disorders: Frequency and Association with Core Autism Symptoms and Cognitive Functioning

Parent-Rated Anxiety Symptoms in Children with Pervasive Developmental Disorders: Frequency and Association with Core Autism Symptoms and Cognitive Functioning

Measuring the Plasticity of Social Approach: A Randomized Controlled Trial of the Effects of the PEERS Intervention on EEG Asymmetry in Adolescents with Autism Spectrum Disorders

The Modifier Model of Autism and Social Development in Higher Functioning Children

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