Effects of Chronic Variable Stress Across Developmental Stages in Mice

Posttraumatic Stress Disorder (PTSD) is a response to trauma exposure that involves a number of symptoms that can be highly impairing to affected individuals. Only a subset of those exposed to traumatic events will develop the disorder, which is conceptualized as developing via conditional fear. Research into factors predisposing for PTSD is needed. Furthermore, little work has been done to investigate predisposing factors in children more specifically. This research tests the effects of stress exposure on subsequent fear learning, across developmental stages in mice, as a model for PTSD. Juvenile and adult male mice were exposed to chronic variable stress (CVS) for a period of 7d and their behavior was examined immediately thereafter. Both juvenile and adult mice exposed to CVS showed exaggerated anxiety behavior, as indicated by decreased exploratory behavior on the elevated plus-maze. While adult mice exposed to CVS displayed enhancements in long-term context fear learning, juvenile mice failed to display this pattern. Findings suggest differences in stress effects across developmental stages and provide further evidence supporting dissociation of the anxiety and fear pathways in the rodent brain. While PTSD does occur in childhood, onset is more common in adulthood, which may be reflective of differential developmental schedules in the fear and anxiety pathways

Neural Plasticity in Response to Intervention in Adolescents with Autism Spectrum Disorders

Current theories of Autism Spectrum Disorders (ASD) suggest that they may develop from the transactional interaction between biological risk factors and environmental processes (Dawson et al., 2009). Due to the brain’s experience-expectant nature, one’s degree of social exposure may have a significant impact on their brain development and behavioral presentation. In addition to the primary critical neurodevelopmental period identified in early childhood, recent research has demonstrated a second period of substantial neurodevelopment during the adolescent period (Sisk & Foster, 2004). This study investigated the neural and behavioral impact of participation in an empirically validated behavioral intervention (The Program for the Education and Enrichment of Relational Skills; Laugeson & Frankel, 2010) during the adolescent years among individuals with ASD. Prior to intervention adolescents with ASD (n=21) differed from their neurotypical peers (n=24) with regard to amount of EEG spectral power across brain locations within the theta and beta frequency bands but not the delta, alpha or gamma frequency bands. Participation in the intervention resulted in increased EEG power in both frequency bands to a degree rendering adolescents with ASD statistically indiscernible from their typically developing peers. Waitlist control subjects (n=22) continued to differ statistically from their neurotypical peers at follow-up assessment. Behavioral change also was observed in response to the intervention, namely increased social exposure and social skills knowledge. No direct correlations could be drawn, however, between neural and behavioral outcomes, suggesting the presence of mediating factors not examined here. A secondary aim of the study was to examine new EEG methodology. Standard continuous EEG procedures complete data collection with subjects in a resting state with no stimuli present. A novel condition involving video and audio presentation of a neurotypical peer providing autobiographical information normally shared in social settings was examined here. No differences were noted between subjects with and without ASD during the novel condition that were not observed in the resting state condition. Taken together, results suggest continued use of standard EEG procedures in the assessment of neurodevelopment in ASD. They also point to adolescence as a crucial period of neural and behavioral development sensitive to behavioral intervention

Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder

Raising a child with an Autism Spectrum Disorder (ASD) is associated with increased family chaos and parent distress. Successful long-term treatment outcomes are dependent on healthy systemic functioning, but the family impact of treatment is rarely evaluated. The Program for the Education and Enrichment of Relational Skills (PEERS) is a social skills intervention designed for adolescents with high-functioning ASD. This study assessed the impact of PEERS on family chaos, parenting stress, and parenting self-efficacy via a randomized, controlled trial. Results suggested beneficial effects for the experimental group in the domain of family chaos compared to the waitlist control, while parents in the PEERS experimental group also demonstrated increased parenting self-efficacy. These findings highlight adjunctive family system benefits of PEERS intervention and suggest the need for overall better understanding of parent and family outcomes of ASD interventions

Brief Report: Visuo-spatial Guidance of Movement during Gesture Imitation and Mirror Drawing in Children with Autism Spectrum Disorders

Thirteen autistic and 14 typically developing children (controls) imitated hand/arm gestures and performed mirror drawing; both tasks assessed ability to reorganize the relationship between spatial goals and the motor commands needed to acquire them. During imitation, children with autism were less accurate than controls in replicating hand shape, hand orientation, and number of constituent limb movements. During shape tracing, children with autism performed accurately with direct visual feedback, but when viewing their hand in a mirror, some children with autism generated fewer errors than controls whereas others performed much worse. Large mirror drawing errors correlated with hand orientation and hand shape errors in imitation, suggesting that visuospatial information processing deficits may contribute importantly to functional motor coordination deficits in autism

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

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 left-dominant 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

Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD)

This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4): 596–606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in J Autism Dev Disord 41(9): 1277–1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains. The degree of this change was related to knowledge gained in PEERS