Electrophysiological evidence of different abilities to form cross-modal associations in children with autistic behavior

doi:10.1016/0013-4694(92)90183-I

Electroencephalography and Clinical Neurophysiology

Volume 82, Issue 1, January 1992, Pages 60-66

https://doi.org/10.1016/0013-4694(92)90183-I Get rights and content

Abstract

This study evaluates the amplitudes of auditory evoked responses and the variability of evoked responses, using a signal-to-noise ratio (SNR) method applied to individual evoked potential in a cross-modal (sound and light) association paradigm in 17 children with autistic behavior matched for sex and chronological age with normal children. Auditory evoked responses were smaller in children with autistic behavior than in normal children. The modifications of amplitudes and of SNR during cross-modal associations allowed the separation of children with autistic behavior into 3 subgroups who presented different patterns of ability to form cross-modal associations. These 3 subgroups of children presented different clinical profiles demonstrating that the differences observed in the ability to form cross-modal associations can be related to differences in the main psychophysiological functions such as attention, intention, motility, association, contact and communication.

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Auditory dysfunction is a common feature of autism spectrum disorder (ASD) and ranges from deafness to hypersensitivity. The auditory brainstem response (ABR) permits study of the amplitude and latency of synchronized electrical activity along the ascending auditory pathway in response to clicks and pure tone stimuli. Indeed, numerous studies have shown that subjects with ASD have ABR abnormalities. In utero exposure to the antiepileptic drug valproic acid (VPA) is associated with human cases of ASD and is used as an animal model of ASD. Previous studies have shown that VPA-exposed animals have significantly fewer neurons in the auditory brainstem and thalamus, reduced ascending projections to the auditory midbrain and thalamus and increased neuronal activation in response to pure tone stimuli. Accordingly, we hypothesized that VPA-exposed animals would have abnormal ABRs throughout their lifespans. We approached this hypothesis in two cohorts. First, we examined ABRs from both ears on postnatal day 22 (P22). Then, we examined monaural ABRs in animals at P28, 60, 120, 180, 240, 300 and 360. Our results suggest that at P22, VPA-exposed animals have elevated thresholds and increased peak latencies. However, by P60 these differences largely normalize with differences appearing only near hearing threshold. Additionally, our analysis revealed that maturation of ABR waves occurred at different trajectories in control and VPA-exposed animals. These results, together with our previous work, suggest that VPA exposure not only impacts total neuron number and connectivity, but also auditory evoked responses. Finally, our longitudinal analysis suggests that delayed maturation of auditory brainstem circuits may impact ABRs throughout the lifespan of the animal.
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Citation Excerpt :
These are often accompanied by hypo- or hyper- sensitivity to sound, light, and touch (Kanner, 1943; Kern et al., 2006). It has long been proposed, based on clinical evaluations and parental observations, that dysfunction in multisensory integration may be a significant component of the sensory atypicalities and social communication deficits seen in ASD (Ayres and Tickle, 1980; Iarocci and McDonald, 2006; Martineau et al., 1992; Molholm and Foxe, 2010). In what follows, we assess the current state of knowledge regarding MSI in autism, focusing specifically on the impact of development on these processes, and on audiovisual paradigms for which there is a substantial literature.
Difficulty integrating inputs from different sensory sources is commonly reported in individuals with Autism Spectrum Disorder (ASD). Accumulating evidence consistently points to altered patterns of behavioral reactions and neural activity when individuals with ASD observe or act upon information arriving through multiple sensory systems. For example, impairments in the integration of seen and heard speech appear to be particularly acute, with obvious implications for interpersonal communication. Here, we explore the literature on multisensory processing in autism with a focus on developmental trajectories. While much remains to be understood, some consistent observations emerge. Broadly, sensory integration deficits are found in children with an ASD whereas these appear to be much ameliorated, or even fully recovered, in older teenagers and adults on the spectrum. This protracted delay in the development of multisensory processing raises the possibility of applying early intervention strategies focused on multisensory integration, to accelerate resolution of these functions. We also consider how dysfunctional cross-sensory oscillatory neural communication may be one key pathway to impaired multisensory processing in ASD.
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The aim of this exploratory study was to investigate the association between early functional abilities and neuropsychological dysfunction (including dysregulation of activity) in 12 children with intellectual disabilities (ID group) and in 12 children with autism-spectrum disorders and ID (ASD group) matched on their developmental age (18 months). First, in both clinical groups, overall dysregulation was negatively correlated with functional abilities. Only in the ASD group was overall neuropsychological dysfunction negatively correlated with functional abilities. Second, data for variability in patterns of negative links between functional abilities and respectively types of dysregulation and dysfunctions in neuropsychological functions (attention, perception, association, regulation) between the two groups were obtained. Correlations were more numerous and intense within the ASD group than the ID group. Cluster analysis by total number of cases allowed differentiation between the two groups according to diagnosis, total dysfunction and total dysregulation, but not according to total-functional abilities or chronological age. When the same analysis was applied within each group separately, children with ASD could be differentiated into two sub-groups, variously, according to total dysfunction, total dysregulation and total-functional abilities. Children with ID could be differentiated into two sub-groups according to total dysfunction only. So, this study showed the possibility of early discrimination of atypical children according to the individual dynamic of links between their daily-life functional abilities, their neuropsychological dysfunction and their dysregulation during their activities, using new instruments of assessments.
Cette étude exploratoire a examiné les relations entre les habiletés fonctionnelles et les dysfonctionnements des fonctions neuropsychologiques, dont la dysrégulation de l’activité chez 12 enfants présentant une déficience intellectuelle et 12 enfants présentant de l’autisme avec déficience intellectuelle, appariés selon leur âge de développement moyen (18 mois). Pour chaque groupe, la dysrégulation globale est négativement corrélée aux habiletés fonctionnelles. Pour le groupe avec autisme, le dysfonctionnement neuropsychologique global est négativement corrélé aux habiletés fonctionnelles. Entre les deux groupes et au sein des groupes, des variabilités apparaissent dans les patterns relationnels entre, d’une part, les dysfonctionnements de certaines fonctions spécifiques (attention, perception, association, régulation), certaines dysrégulations et, d’autre part, les habiletés fonctionnelles spécifiques relevant de divers domaines. Les corrélations négatives significatives sont plus nombreuses et élevées pour le groupe avec autisme que le groupe avec déficience intellectuelle seulement. L’analyse en clusters des cas a permis la différenciation entre les deux groupes en fonction de leur diagnostic, leur dysfonctionnement neuropsychologique global, leur dysrégulation globale, mais pas selon leurs habiletés fonctionnelles ou leur âge chronologique. Au sein de chaque groupe séparément, cette même analyse met en évidence deux sous-groupes cliniques respectifs, se différenciant pour leur dysfonctionnement global et leur dysrégulation globale et leurs habiletés globales, pour les enfants avec autisme et se différenciant seulement par leur dysfonctionnement global pour les enfants avec déficience intellectuelle. Cette étude montre la possibilité de discriminer précocement des enfants atypiques en fonction de leur dynamique individuelle de liens entre leurs habiletés fonctionnelles de vie quotidienne, leur degré de mobilisation de leurs fonctions neuropsychologiques et de leur régulation de leur activité, en utilisant de nouveaux instruments d’évaluation.
Cognitive evoked potentials in children: Normal and abnormal development
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Cette revue sur les potentiels évoqués (PE) cognitifs chez l'enfant comporte deux volets. Le premier concerne l'apport des PE cognitifs dans les études du développement normal. Les PE cognitifs varient en effet d'une part en fonction de l'âge de l'enfant et d'autre part en fonction des processus cognitifs mis en jeu lors des tâches réalisées. Les études topographiques permettent également de préciser les régions du cerveau impliquées dans ces processus cognitifs spécifiques. Le deuxième volet correspond à deux exemples de pathologie développementale (trouble de l'attention et autisme) où les PE cognitifs permettent de mieux comprendre les dysfonctionnements qui sous-tendent les désordres cognitifs observés.
The first part of this review on event-related potentials (ERPs) in children summarizes the role of ERPs in the study of normal cognitive development. The ERPs vary both as a function of the age of the child and also as a function of the cognitive processes that are required by the tasks. Topographical studies allow one to identify cortical regions involved in specific cognitive processes, and monitor their age-related changes. The second part of this paper reviews two examples of abnormal cognitive development (attention deficit hyperactivity disorder and childhood autism) where the ERPs allow a better understanding of the dysfunction underlying the observed cognitive disorders.
Blind Ratings of Early Symptoms of Autism Based upon Family Home Movies
1993, Journal of the American Academy of Child and Adolescent Psychiatry
Ratings of family home movies of 12 infants (0 to 2 years old) who were later diagnosed as autistic and 12 normal infants were performed by two diagnosis-blind psychiatrists with Infant Behavior Summarized Evaluation scale. The objective was to identify early symptoms of autism and their intensity and frequency before and after 1 year of age. Several pathological types of behavior related to socialization, communication, motility, and attention were noted during the first year of infant life and differentiated autistic and normal groups. These same differentiating behaviors, observed again in the second year, were more intense and associated with other pathological types of behavior, in particular, gaze avoidance, hypoactivity, and absence of emotional expressions. Analysis of the evolution of behavioral pathology in autistic children as a group during the 2 first years of life confirms the persistence of and the increase in some types of abnormality related to socialization, communication, motility, and attention functions. The limitations and values of this study concerning the early identification of autistic symptoms and functional impairments from home movies for diagnosis and establishing individualized treatment program are discussed. J. Am. Acad. Child Adolesc. Psychiatry, 1993, 32, 3:617–626.
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^☆: This study was supported by INSERM U 316: “Nervous system from the foetus to the child: development, circulation and metabolism,” Réseau INSERM No. 489 001, CRAMTS No. 2748/88, Conseil Régional Région Centre, Contract No. 7.040.000 INSERM and Fondation Langlois.

^∗∗: The authors thank Mrs. Lardeux for her technical work.

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Electrophysiological evidence of different abilities to form cross-modal associations in children with autistic behavior☆

Abstract

Electroenceph. clin. Neurophysiol.

Electroenceph. clin. Neurophysiol.

Electroenceph. clin. Neurophysiol.

Electroenceph. clin. Neurophysiol.

Arch. Gen. Psychiat.

Psychophysiology

J. Autism Dev. Disord.

J. Autism Dev. Disord.

J. Autism Dev. Disord.

Diagnosis and Statistical Manual for Mental Disorders

Exchange and development therapies (EDT) for children with autism: a treatment program from Tours, France

The behavioral summarized evaluation (BSE): development and evaluation of a clinical scale for autistic children

J. Autism Dev. Disord.

Unusual sensitivities in very young children

Psychoanal. Study Child.

Bilateral skin conductance, finger pulse volume and EEG orienting response to tones of differing intensities in chronic schizophrenics and controls

J. Nerv. Ment. Dis.

Echelle de développement psychomoteur de la première enfance

Systematic identification of perceptual disabilities in autistic children

Percept. Motor Skills

Brain potentials and cognitive potentials

Brain Electrical Potentials and Individual Psychological Differences