Differences in white matter reflect atypical developmental trajectory in autism: A Tract-based Spatial Statistics study☆

Autism is a neurodevelopmental disorder in which white matter (WM) maturation is affected. We assessed WM integrity in 16 adolescents and 14 adults with high-functioning autism spectrum disorder (ASD) and in matched neurotypical controls (NT) using diffusion weighted imaging and Tract-based Spatial Statistics. Decreased fractional anisotropy (FA) was observed in adolescents with ASD in tracts involved in emotional face processing, language, and executive functioning, including the inferior fronto-occipital fasciculus and the inferior and superior longitudinal fasciculi. Remarkably, no differences in FA were observed between ASD and NT adults. We evaluated the effect of age on WM development across the entire age range. Positive correlations between FA values and age were observed in the right inferior fronto-occipital fasciculus, the left superior longitudinal fasciculus, the corpus callosum, and the cortical spinal tract of ASD participants, but not in NT participants. Our data underscore the dynamic nature of brain development in ASD, showing the presence of an atypical process of WM maturation, that appears to normalize over time and could be at the basis of behavioral improvements often observed in high-functioning autism

Measuring Behavior 2018 Conference Proceedings

These proceedings contain the papers presented at Measuring Behavior 2018, the 11th International Conference on Methods and Techniques in Behavioral Research. The conference was organised by Manchester Metropolitan University, in collaboration with Noldus Information Technology. The conference was held during June 5th – 8th, 2018 in Manchester, UK. Building on the format that has emerged from previous meetings, we hosted a fascinating program about a wide variety of methodological aspects of the behavioral sciences. We had scientific presentations scheduled into seven general oral sessions and fifteen symposia, which covered a topical spread from rodent to human behavior. We had fourteen demonstrations, in which academics and companies demonstrated their latest prototypes. The scientific program also contained three workshops, one tutorial and a number of scientific discussion sessions. We also had scientific tours of our facilities at Manchester Metropolitan Univeristy, and the nearby British Cycling Velodrome. We hope this proceedings caters for many of your interests and we look forward to seeing and hearing more of your contributions

Relationships between social functioning, ASD symptomatology and attention to faces and non-facial stimuli in children with Autism Spectrum Disorder (ASD) and Typically Developing (TD) children

Individuals with ASD are impaired in social orienting, spending less time fixated on social stimuli than other groups. Early social orienting impairments may underlie the social deficits in ASD. However the extent of impaired social orienting and the nature of the relationship between social orienting and social impairments in ASD are unclear. The present study examined the visual fixation patterns of children with ASD in a semi-naturalistic and naturalistic setting. Relationships between social functioning, severity of ASD symptomatology and visual fixation patterns to social (i.e., faces) and non-social stimuli were also examined. Twenty high functioning 3- to 6-year-olds with ASD and 19 matched TD children were filmed during unstructured toy-play in the presence of an examiner and parent (semi-naturalistic setting) and time fixated on faces, bodies, objects or unfocused was calculated using frame-by-frame analysis. In the naturalistic setting, children were observed with peers at preschool or school; in each observation interval the presence or absence of looking at a peer’s face was recorded. Theory of mind, play skills, positive social behaviour with peers, and teacher ratings of social behaviour were assessed as measures of social functioning. Severity of ASD symptomatology was evaluated using scores from the Social Communication Questionnaire. In the semi-naturalistic setting, there were no group differences in the mean number of overall attention shifts per minute. Both groups of participants also fixated on faces and objects for similar durations, and made a comparable number of attention shifts between faces and objects. However, participants with ASD spent more time fixated on bodies or unfocused and made more attention shifts involving bodies than TD children. In the naturalistic setting, children with ASD fixated on peers’ faces on significantly fewer observation intervals than TD children. Children with ASD who obtained higher social functioning scores fixated on peers’ faces on a higher percentage of observation intervals in the naturalistic setting. They also spent more time fixated on faces and shifted their attention more frequently between faces and objects, faces and bodies, and objects and bodies in the semi-naturalistic setting. Children with ASD who demonstrated higher levels of ASD symptomatology spent more time unfocused, less time fixated on faces, and made fewer attention shifts between faces and objects than participants exhibiting less-severe ASD symptomatology. TD children who made fewer attention shifts between objects and fixated on objects for longer durations in the semi-naturalistic setting tended to obtain higher social functioning scores. Those who fixated on peers’ faces on a higher percentage of observation intervals in the naturalistic setting also tended to obtain higher social functioning scores. Findings suggest that impaired social orienting in ASD depends on the complexity of social stimuli, while even in more structured settings, children with ASD show atypicalities in the time they spend unfocused or fixated on bodies. Relationships between the distribution of attention and social functioning differ for children with ASD and TD children, however the ability to orient to faces in a naturalistic setting is important for social development in both groups of children

Altered Development of the Dorsolateral Prefrontal Cortex in Chromosome 22q11.2 Deletion Syndrome: An In Vivo Proton Spectroscopy Study

Background Chromosome 22q11.2 deletion syndrome (22q11DS), the most common microdeletion in humans, is associated with multiple medical features, almost universal cognitive deficits, and a high risk of schizophrenia. The metabolic basis of the psychological/psychiatric features is not well understood. Volumetric brain imaging studies have shown that gray matter abnormalities in the dorsolateral prefrontal cortex (DLPFC), an area that is believed to be integral for higher neurocognition, as well as being involved in schizophrenia, are associated with the psychological manifestations. However, studies have not characterized any possible metabolite alterations within the DLPFC of children with 22q11DS and their correlations with the psychological findings. Methods We conducted a short echo time, single-voxel, in vivo proton spectroscopy study involving children with 22q11DS (n = 26) and matched control subjects (n = 23). Results Absolute N-acetylaspartate (NAA) levels from the DLPFC were significantly elevated in children with 22q11DS compared with control subjects and the elevations were associated with poor global functioning and higher rates of comorbid attention-deficit/hyperactivity disorder. Children with 22q11DS had a lack of an age-associated decrease in NAA levels, a trend seen in the control subjects. However, the results did not remain statistically significant after corrections for multiple comparisons were made. Conclusions These findings represent the first report of proton spectroscopy in children with 22q11DS. The elevated DLPFC NAA levels and the lack of decreasing trends in NAA with age in the 22q11DS group relative to control subjects suggest an alteration in cortical development. Also, such neuronal dysmaturation is associated with psychopathology in children with 22q11DS

Distinguishing Performance on Tests of Executive Functions Between Those with Depression and Anxiety

Objective: To see if there are differences in executive functions between those diagnosed with Major Depressive Disorder (MDD) and those with Generalized Anxiety Disorder (GAD).Participants and Methods: The data were chosen from a de-identified database at a neuropsychological clinic in South Florida. The sample used was adults diagnosed with MDD (n=75) and GAD (n=71) and who had taken the Halstead Category Test, Trail Making Test, Stroop Test, and the Wisconsin Card Sorting Test. Age (M=32.97, SD=11.75), gender (56.7% female), and race (52.7% White) did not differ between groups. IQ did not differ but education did (MDD=13.41 years, SD=2.45; GAD=15.11 years, SD=2.40), so it was ran as a covariate in the analyses. Six ANCOVAs were run separately with diagnosis being held as the fixed factor and executive function test scores held as dependent variables. Results: The MDD group only performed worse on the Category Test than the GAD group ([1,132]=4.022, p\u3c .05). Even though both WCST scores used were significantly different between the two groups, both analyses failed Levene’s test of Equality of Error Variances, so the data were not interpreted. Conclusions: Due to previous findings that those diagnosed with MDD perform worse on tests of executive function than normal controls (Veiel, 1997), this study wanted to compare executive function performance between those diagnosed with MDD and those with another common psychological disorder. The fact that these two groups only differed on the Category Test shows that there may not be much of a difference in executive function deficits between those with MDD and GAD. That being said, not being able to interpret the scores on the WCST test due to a lack of homogeneity of variance indicates that a larger sample size is needed to compare these two types of patients, as significant differences may be found. The results of this specific study, however, could mean that the Category Test could be used in assisting the diagnosis of a MDD patient

Effects of Diversity and Neuropsychological Performance in an NFL Cohort

Objective: The aim of this study was to examine the effect of ethnicity on neuropsychological test performance by comparing scores of white and black former NFL athletes on each subtest of the WMS. Participants and Methods: Data was derived from a de-identified database in South Florida consisting of 63 former NFL white (n=28, 44.4%) and black (n=35, 55.6%) athletes (Mage= 50.38; SD= 11.57). Participants completed the following subtests of the WMS: Logical Memory I and II, Verbal Paired Associates I and II, and Visual Reproduction I and II. Results: A One-Way ANOVA yielded significant effect between ethnicity and performance on several subtests from the WMS-IV. Black athletes had significantly lower scores compared to white athletes on Logical Memory II: F(1,61) = 4.667, p= .035, Verbal Paired Associates I: F(1,61) = 4.536, p = .037, Verbal Paired Associates: II F(1,61) = 4.677, p = .034, and Visual Reproduction I: F(1,61) = 6.562, p = .013. Conclusions: Results suggest significant differences exist between white and black athletes on neuropsychological test performance, necessitating the need for proper normative samples for each ethnic group. It is possible the differences found can be explained by the psychometric properties of the assessment and possibility of a non-representative sample for minorities, or simply individual differences. Previous literature has found white individuals to outperform African-Americans on verbal and non-verbal cognitive tasks after controlling for socioeconomic and other demographic variables (Manly & Jacobs, 2002). This highlights the need for future investigators to identify cultural factors and evaluate how ethnicity specifically plays a role on neuropsychological test performance. Notably, differences between ethnic groups can have significant implications when evaluating a sample of former athletes for cognitive impairment, as these results suggest retired NFL minorities may be more impaired compared to retired NFL white athletes

The Effect of Ethnicity on Neuropsychological Test Performance of Former NFL Athletes

Objective: To investigate the effect of ethnicity on neuropsychological test performance by specifically exploring differences between white and black former NFL athletes on subtests of the WAIS-IV. Participants and Methods: Data was derived from a de-identified database in Florida consisting of 63 former NFL athletes (Mage=50.38; SD=11.57); 28 white and 35 black. Participants completed the following subtests of the WAIS-IV: Block Design, Similarities, Digit Span, Matrix Reasoning, Arithmetic, Symbol Search, Visual Puzzles, Coding, and Cancellation. Results: One-Way ANOVA yielded a significant effect between ethnicity and performance on several subtests. Black athletes had significantly lower scaled scores than white athletes on Block Design F(1,61)=14.266, p\u3c.001, Similarities F(1,61)=5.904, p=.018, Digit Span F(1,61)=8.985, p=.004, Arithmetic F(1,61)=16.07, p\u3c.001 and Visual Puzzles F(1,61)=16.682, p\u3c .001. No effect of ethnicity was seen on performance of Matrix Reasoning F(1,61)=2.937, p=.092, Symbol Search F(1,61)=3.619, p=.062, Coding F(1,61)=3.032, p=.087 or Cancellation F(1,61)=2.289, p=.136. Conclusions: Results reveal significant differences between white and black athletes on all subtests of the WAIS-IV but those from the Processing Speed Scale and Matrix Reasoning. These findings align with previous literature that found white individuals to outperform African-Americans on verbal and non-verbal tasks after controlling for socioeconomic and demographic variables (Manly & Jacobs, 2002). These differences may also be a reflection of the WAIS-IV’s psychometric properties and it is significant to consider the normative sample used may not be appropriate for African-Americans. This study highlights the need for future research to identify how ethnicity specifically influences performance, sheds light on the importance of considering cultural factors when interpreting test results, and serves as a call to action to further understand how and why minorities may not be accurately represented in neuropsychological testing

Regional Cerebral Blood Flow Patterns in Children vs. Adults with ADHD Combined and Inattentive Types: A SPECT Study

Objective: The current study sought to determine whether ADHD Combined Type (ADHD-C) and ADHD Primarily Inattentive Type (ADHD-PI) showed differential regional cerebral blood flow (rCBF) patterns in children vs. adults. Participants and Methods: The overall sample (N=1484) was effectively split into four groups: adults with ADHD-PI (n=519), adults with ADHD-C (n=405), children with ADHD-PI (n=192), children with ADHD-C (n=368). All participants were void of bipolar, schizophrenia, autism, neurocognitive disorders, and TBI. The data were collected from a de-identified archival database of individuals who underwent SPECT scans at rest. Results: Using αConclusions: Overall, the current study suggested that children may show rCBF differences between different ADHD subtypes, but adults may not. The current study did not find significance in any of the 17 brain regions examined when comparing adults with ADHD-C to adults with ADHD-PI. All significant findings were attributed to the children with ADHD-C group showing aberrant blood flow rate than at least one other group. Previous research has supported that the differentiation of these subtypes as distinctive disorders is difficult to make in adults (Sobanski et al., 2006). Other research has indicated the potential of imaging techniques to differentiate the two in children (Al-Amin, Zinchenko, & Geyer, 2018). The current findings support nuanced ways in which rCBF patterns of ADHD-C and ADHD-PI differ between children and adults

Towards personalized medicine in psychosis: the roles of social cognition and metacognition

[eng] People with psychosis experience a range of symptoms and impairments that significantly impact their lives and often concur with disability. The best predictors of functional outcome are social cognition and metacognition, which are often impaired in psychosis. Interventions to improve both domains are effective, but this efficacy does not always translate into better functioning. Delivering early, and targeted social cognitive or metacognitive interventions to patients with psychosis could be instrumental in preventing poor functional outcome and preventing relapse, but the grounds on how to personalize these interventions are unknown. Although it has been suggested that the approach should take sex differences, the refining of measurement instruments and the use of sophisticated statistical models, these have not been explored yet. Under this rationale, the present doctoral dissertation aims to: 1) validate a test of facial emotion recognition (Baron Cohen’s Face Test) in healthy population, with the aim of detecting whether it is an appropriate tool to use in clinical research, 2) detect whether patients with first episode psychosis have different, clinically meaningful profiles of performance in social cognition and metacognition, 3) explore the sociodemographic, clinical, and neurocognitive characteristics of each profile, 4) examine if males and females with first episode psychosis are similar in their heterogeneity in social cognition and metacognition, 5) explore the role of social cognition and sex in functional outcome in people with established psychosis (schizophrenia). This broad aim yielded four research articles. The main findings of this doctoral dissertation are a) Baron Cohen’s Face Test is an adequate and reliable instrument to measure facial emotion recognition in Spanish population but it presents a ceiling effect, b) People with first-episode psychosis have distinct profiles of social cognition and metacognition that have specific clinical and neurocognitive correlates. Having worse social cognition is associated with worse clinical presentation, even if metacognition is preserved, c) Men and women with first-episode psychosis have similar configurations of social cognition and metacognition. However, there are sex- specific profiles that should be considered when delivering treatment. Sex-specific profiles seem to be associated with more severity of the disorder than the common profiles. These results suggest that people with psychosis can receive social cognitive or metacognitive targeted treatment as early as after the first episode, but these should be chosen considering the profile of each individual and their biological sex. Thus, patients with psychosis should always be carefully assessed for social cognitive and metacognitive performance.[spa] Las personas con psicosis experimentan una serie de síntomas y déficits que afectan significativamente a sus vidas y que a menudo concurren con la discapacidad. Los mejores predictores de funcionamiento son la cognición social y la metacognición, que a menudo presentan deterioro en personas con psicosis. Diversas intervenciones para mejorar ambos dominios son eficaces, pero esto no siempre se traduce en un mejor funcionamiento. Para ello, se ha propuesto que intervenciones en cognición social y metacognición tempranas y dirigidas podrían maximizar su efecto sobre el funcionamiento y la prevención de recaídas. No obstante, se desconocen los fundamentos que debería guiar su personalización. Aunque se ha sugerido que el enfoque debería tener en cuenta las diferencias de sexo, el perfeccionamiento de los instrumentos de medida y el uso de modelos estadísticos sofisticados, éstos aún no se han explorado en la literatura. Bajo este razonamiento, la presente tesis doctoral pretende: 1) validar una prueba de reconocimiento facial de emociones (Test de Caras de Baron Cohen) en población sana, con el objetivo de detectar si es un instrumento adecuado para utilizar en la investigación clínica, 2) detectar si los pacientes con primer episodio de psicosis tienen perfiles diferentes y clínicamente significativos de rendimiento en cognición social y metacognición, 3) explorar las características sociodemográficas, clínicas y neurocognitivas de cada perfil, 4) examinar si los hombres y las mujeres con primer episodio psicótico son similares en su heterogeneidad en la cognición social y la metacognición, 5) explorar el papel de la cognición social y el sexo en el resultado funcional en personas con psicosis establecida (esquizofrenia). Este amplio objetivo dio lugar a cuatro artículos de investigación. Los principales hallazgos de esta tesis doctoral son: a) El Test de Caras de Baron Cohen es un instrumento adecuado y fiable para medir el reconocimiento de emociones faciales en población española, pero presenta un efecto techo, b) Las personas con primer episodio psicótico tienen perfiles distintos de cognición social y metacognición, con correlatos clínicos y neurocognitivos específicos asociados. Tener una peor cognición social se asocia con una peor presentación clínica, incluso si la metacognición está preservada, c) Los hombres y las mujeres con primer episodio psicótico tienen configuraciones similares de cognición social y metacognición. Sin embargo, existen perfiles específicos de cada sexo que deben tenerse en cuenta a la hora de aplicar el tratamiento, ya que éstos parecen estar asociados a una mayor gravedad del trastorno que los perfiles comunes. Estos resultados sugieren que las personas con psicosis pueden recibir tratamiento en cognición social o metacognición específico desde el primer episodio psicótico, pero éste debe elegirse teniendo en cuenta el perfil de cada individuo y su sexo biológico. Para ello, se pone de manifiesto la necesidad de una correcta evaluación de sus habilidades cognitivo-sociales y metacognitivas

Embodied cognition as an inclusive approach for special educational needs

“There was a time when mental meant nonphysical, but we are past that belief. Mental processes and states are physical products of the brain. "(Le Doux, 2015, p.170). The time has come to rethink education in the light of new scientific discoveries. The proposal for an approach to an inclusive ECS-based didactics doesn’t want to be final or prescriptive, and probably it cannot even be defined as a real approach. Our attempt is to systematize some interdisciplinary contributions in order to provide insights for the planning of more effective training courses, able to facilitate learning and participation processes in all students. The ECS approach is in line with the existing models and theories of development and learning, based on a complex psychodynamic and neuroscientific anthropology, which identifies the construct of neurodiversity and casts an eyes over the Special Educational Needs