Synaesthesia: a distinct entity that is an emergent feature of adaptive neurocognitive differences

In this article, I argue that synaesthesia is not on a continuum with neurotypical cognition. Synaesthesia is special: its phenomenology is different; it has distinct causal mechanisms; and is likely to be associated with a distinct neurocognitive profile. However, not all synaesthetes are the same, and there are quantifiable differences between them. In particular, the number of types of synaesthesia that a person possesses is a hitherto underappreciated variable that predicts cognitive differences along a number of dimensions (mental imagery, sensory sensitivity, attention to detail). Together with enhanced memory, this may constitute a common core of abilities that may go some way to explaining why synaesthesia might have evolved. I argue that the direct benefits of synaesthesia are generally limited (i.e. the synaesthetic associations do not convey novel information about the world) but, nevertheless, synaesthesia may develop due to other adaptive functions (e.g. perceptual ability, memory) that necessitate changes to design features of the brain. The article concludes by suggesting that synaesthesia forces us to reconsider what we mean by a ‘normal’ mind/brain. There may be multiple ‘normal’ neurodevelopmental trajectories that can sculpt very different ways of experiencing the world, of which synaesthesia is but one. This article is part of a discussion meeting issue ‘Bridging senses: novel insights from synaesthesia’

Is verbal reference impaired in autism spectrum disorder? A systematic review

Background and aims: Pragmatic language is a key difficulty in autism spectrum disorder. One such pragmatic skill is verbal reference, which allows the current entity of shared interest between speakers to be identified and thus enables fluid conversation. The aim of this review was to determine the extent to which studies have found that verbal reference is impaired in autism spectrum disorder. We organise the review in terms of the methodology used and the modality (production versus comprehension) in which proficiency with verbal reference was assessed. Evidence for the potential cognitive underpinnings of these skills is also reviewed. Main contribution and methods: To our knowledge, this is the first systematic review of verbal reference in autism spectrum disorder. PsychINFO and Web of Science were systematically screened using the combination of search terms outlined in this paper. Twenty-four studies met our inclusion criteria. Twenty-two of these examined production, whereby the methodology ranged from elicited conversation through to elicited narrative, the ‘director’ task and other referential communication paradigms. Three studies examined reference interpretation. (One study investigated both production and appropriacy judgement). Four studies examined the relationship between appropriate usage of verbal reference and formal language (lexico-syntactic ability). Two studies investigated whether reference production related to Theory of Mind or Executive Functioning. Conclusion and implications: Across a range of elicited production tasks, the predominant finding was that children and adults with autism spectrum disorder demonstrate a deficit in the production of appropriate verbal reference in comparison not only to typically developing groups, but also to groups with Developmental Language Disorder or Down syndrome. In contrast, the studies of reference interpretation which compared performance to typical control groups all found no between-group differences in this regard. To understand this cross-modality discrepancy, we need studies withthe same sample of individuals, whereby the task requirements for comprehension and production are as closely matched as possible. The field also requires the development of experimental manipulations which allow us to pinpoint precisely if and how each comprehension and/or production task requires mentalising and/or various components of executive functioning. Only through such detailed and controlled experimental work would it be possible to determine the precise location of impairments in verbal reference in autism spectrum disorder. A better understanding of this would contribute to the development of interventions

Video-based Behavior Understanding of Children for Objective Diagnosis of Autism

International audienceOne of the major diagnostic criteria for Autism Spectrum Disorder (ASD) is the recognition of stereotyped behaviors. However, it primarily relies on parental interviews and clinical observations, which result in a prolonged diagnosis cycle preventing ASD children from timely treatment. To help clinicians speed up the diagnosis process, we propose a computer-vision-based solution. First, we collected and annotated a novel dataset for action recognition tasks in videos of children with ASD in an uncontrolled environment. Second, we propose a multi-modality fusion network based on 3D CNNs. In the first stage of our method, we pre-process the RGB videos to get the ROI (child) using Yolov5 and DeepSORT algorithms. For optical flow extraction, we use the RAFT algorithm. In the second stage, we perform extensive experiments on different deep learning frameworks to propose a baseline. In the last stage, a multi-modality-based late fusion network is proposed to classify and evaluate performance of ASD children. The results revealed that the multi-modality fusion network achieves the best accuracy as compared to other methods. The baseline results also demonstrate the potential of an action-recognition-based system to assist clinicians in a reliable, accurate, and timely diagnosis of ASD disorder

Co-leadership in Dance/Movement Therapy: An Art-based Literature Review

The co-leadership model is an unseen thread in the current picture of the field of dance movement therapy (DMT). Even if it’s deeply rooted in the development of the field, its significance for the current context of culture-informed and evidence-based practice is still under-investigated. This thesis sheds light on the importance of co-leadership in DMT through a historical review of the development of the field, the rationale of using co-leadership in DMT from neuroscientific, psychological and practical perspectives, and a synthesis of empirical studies on effectiveness of co-leadership in DMT. Co-leadership is a tradition in the field of DMT which prospered when second-generation therapists inherited the work from founders of the field. However, the tradition is vanishing as a single narrative unconsciously dominated the field. In this historic lens, the use of co-leadership is a method to honor the tradition and embrace multiculturalism in the field. Studies in neuroscience and psychology provide theoretical frameworks of how co-leadership strengthens the healing factors in DMT. The co-leadership model also solves practical issues that are commonly faced in DMT sessions. The art-based synthesis of empirical studies showed that the co-leadership model enhances the effectiveness of DMT in terms of providing a holding environment, developing meaningful interventions, and facilitating shared insights. The current thesis serves to advocate for more studies on the usage of co-leadership in the field of DMT

Examining the value of body gestures in social reward contexts

Brain regions associated with the processing of tangible rewards (such as money, food, or sex) are also involved in anticipating social rewards and avoiding social punishment. To date, studies investigating the neural underpinnings of social reward have presented feedback via static or dynamic displays of faces to participants. However, research demonstrates that participants find another type of social stimulus, namely, biological motion, rewarding as well, and exert effort to engage with this type of stimulus. Here we examine whether feedback presented via body gestures in the absence of facial cues also acts as a rewarding stimulus and recruits reward-related brain regions. To achieve this, we investigated the neural underpinnings of anticipating social reward and avoiding social disapproval presented via gestures alone, using a social incentive delay task. As predicted, the anticipation of social reward and avoidance of social disapproval engaged reward-related brain regions, including the nucleus accumbens, in a manner similar to previous studies' reports of feedback presented via faces and money. This study provides the first evidence that human body motion alone engages brain regions associated with reward processing in a similar manner to other social (i.e. faces) and non-social (i.e. money) rewards. The findings advance our understanding of social motivation in human perception and behavior

A CAD system for early diagnosis of autism using different imaging modalities.

The term “autism spectrum disorder” (ASD) refers to a collection of neuro-developmental disorders that affect linguistic, behavioral, and social skills. Autism has many symptoms, most prominently, social impairment and repetitive behaviors. It is crucial to diagnose autism at an early stage for better assessment and investigation of this complex syndrome. There have been a lot of efforts to diagnose ASD using different techniques, such as imaging modalities, genetic techniques, and behavior reports. Imaging modalities have been extensively exploited for ASD diagnosis, and one of the most successful ones is Magnetic resonance imaging(MRI),where it has shown promise for the early diagnosis of the ASD related abnormalities in particular. Magnetic resonance imaging (MRI) modalities have emerged as powerful means that facilitate non-invasive clinical diagnostics of various diseases and abnormalities since their inception in the 1980s. After the advent in the nineteen eighties, MRI soon became one of the most promising non- invasive modalities for visualization and diagnostics of ASD-related abnormalities. Along with its main advantage of no exposure to radiation, high contrast, and spatial resolution, the recent advances to MRI modalities have notably increased diagnostic certainty. Multiple MRI modalities, such as different types of structural MRI (sMRI) that examines anatomical changes, and functional MRI (fMRI) that examines brain activity by monitoring blood flow changes,have been employed to investigate facets of ASD in order to better understand this complex syndrome. This work aims at developing a new computer-aided diagnostic (CAD) system for autism diagnosis using different imaging modalities. It mainly relies on making use of structural magnetic resonance images for extracting notable shape features from parts of the brainthat proved to correlate with ASD from previous neuropathological studies. Shape features from both the cerebral cortex (Cx) and cerebral white matter(CWM)are extracted. Fusion of features from these two structures is conducted based on the recent findings suggesting that Cx changes in autism are related to CWM abnormalities. Also, when fusing features from more than one structure, this would increase the robustness of the CAD system. Moreover, fMRI experiments are done and analyzed to find areas of activation in the brains of autistic and typically developing individuals that are related to a specific task. All sMRI findings are fused with those of fMRI to better understand ASD in terms of both anatomy and functionality,and thus better classify the two groups. This is one aspect of the novelty of this CAD system, where sMRI and fMRI studies are both applied on subjects from different ages to diagnose ASD. In order to build such a CAD system, three main blocks are required. First, 3D brain segmentation is applied using a novel hybrid model that combines shape, intensity, and spatial information. Second, shape features from both Cx and CWM are extracted and anf MRI reward experiment is conducted from which areas of activation that are related to the task of this experiment are identified. Those features were extracted from local areas of the brain to provide an accurate analysis of ASD and correlate it with certain anatomical areas. Third and last, fusion of all the extracted features is done using a deep-fusion classification network to perform classification and obtain the diagnosis report. Fusing features from all modalities achieved a classification accuracy of 94.7%, which emphasizes the significance of combining structures/modalities for ASD diagnosis. To conclude, this work could pave the pathway for better understanding of the autism spectrum by finding local areas that correlate to the disease. The idea of personalized medicine is emphasized in this work, where the proposed CAD system holds the promise to resolve autism endophenotypes and help clinicians deliver personalized treatment to individuals affected with this complex syndrome

Visual Attention to Photograph and Cartoon Images in Social StoriesTM: A Comparison of Typically Developing Children and Children with ASD

ABSTRACT Autism Spectrum Disorder (ASD) is often accompanied by atypical attention to faces. Some previous studies have suggested that children with ASD demonstrate strengths when processing visual information from cartoons, whereas others have argued that photographic stimuli confer benefits. No previous studies have compared photograph and cartoon images of faces (i.e., Boardmaker [BM] images) in the context of a Social Story™ (Gray, 2010): a common intervention to support behavior and social cognition in children with ASD. In this study, we examined visual attention to static face stimuli in the context of Social Stories™. Participants were 19 typically developing (TD) children and 18 age-matched children with ASD. We addressed two questions: 1) Is there a difference between TD children and children with ASD in how they attend to cartoon and photographic stimuli in the context of a Social Story™? and 2) Do group differences in visual attention to BM and/or photographic stimuli correlate with age and indices of autism severity, executive function, intellectual functioning, and weak central coherence? With regard to question 1 and with one exception, we found no differences between groups when viewing images of faces. The exception involved our cartoon and photograph images that differed in content from the other face images in that they represented a person\u27s full body as well as a range of objects (i.e., it was a more complex scene). For these images an interaction was observed such that the TD and ASD groups were no different in their looking patterns in the BoardMaker condition but they were different in the photograph condition. More specifically, we found that a shift toward more mouth-looking in the photograph condition among children with ASD was negatively associated with attention shifting and verbal IQ and that a shift toward more other -looking (i.e., looking that occurred outside the eye and mouth region of the face) was negatively associated with attention shifting, age, and central coherence. These findings suggest that children with ASD demonstrate typical visual attention patterns to both cartoon and photographic stimuli representing faces but that children with ASD employ an atypical scanning strategy when presented with photographic stimuli representing more complex social scenes. The theoretical and clinical implications of the findings are discussed

The Benefits of Arts Education in Nassau County, New York

Over the course of the last two hundred years, the arts have evolved into a crucial part of public school curriculums. Students across all academic grades enroll in classes dedicated to the arts as part of their graduation requirements. Recently, new programs have emerged with the intentions of incorporating the arts into the STEM based classrooms in schools, thus creating STEAM. STEM classrooms are those that are not dedicated to the arts, such as Science, Technology, Engineering, and Mathematics. With efforts to combine the arts and STEM subjects, many schools, specifically schools in Nassau County, New York, are exploring the benefits of opening the arts to everyone. It was not until recently (the 1970’s) that children with disabilities were allowed to attend public school and receive an education that was of equal quality to the education of their peers who did not have disabilities. These education requirements included a form of arts education for children with special needs. Schools in Nassau County have proceeded to allow students to participate in all artistic classes regardless of abilities. These schools and others across the United States have recognized the benefits of incorporating arts into their curriculums. It has resulted in stronger performance rates inside the classroom with higher test scores. The arts have proven beneficial to children of all abilities academically, socially and emotionally in public schools