Children with autism spectrum disorder show altered functional connectivity and abnormal maturation trajectories in response to inverted faces / Fahimeh MAMASHLI in Autism Research, 14-6 (June 2021)  

Public ISBD [article]  inAutism Research > 14-6 (June 2021) . - p.1101-1114 Titre : Children with autism spectrum disorder show altered functional connectivity and abnormal maturation trajectories in response to inverted faces Type de document : texte imprimé Auteurs : Fahimeh MAMASHLI, Auteur ; Nataliia KOZHEMIAKO, Auteur ; Sheraz KHAN, Auteur ; Adonay NUNES, Auteur ; Nicole M. MCGUIGGAN, Auteur ; Ainsley LOSH, Auteur ; Robert M. JOSEPH, Auteur ; Jyrki AHVENINEN, Auteur ; Sam M. DOESBURG, Auteur ; Matti S. HÄMÄLÄINEN, Auteur ; Tal KENET, Auteur Article en page(s) : p.1101-1114 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/diagnostic imaging  Child  Gamma Rhythm  Humans  Magnetic Resonance Imaging  Magnetoencephalography  Prefrontal Cortex  autism spectrum disorder  functional connectivity  inverted faces  phase-amplitude coupling Index. décimale : PER Périodiques Résumé : The processing of information conveyed by faces is a critical component of social communication. While the neurophysiology of processing upright faces has been studied extensively in autism spectrum disorder (ASD), less is known about the neurophysiological abnormalities associated with processing inverted faces in ASD. We used magnetoencephalography (MEG) to study both long-range and local functional connectivity, with the latter assessed using local cross-frequency coupling, in response to inverted faces stimuli, in 7-18 years old individuals with ASD and age and IQ matched typically developing (TD) individuals. We found abnormally reduced coupling between the phase of the alpha rhythm and the amplitude of the gamma rhythm in the fusiform face area (FFA) in response to inverted faces, as well as reduced long-range functional connectivity between the FFA and the inferior frontal gyrus (IFG) in response to inverted faces in the ASD group. These group differences were absent in response to upright faces. The magnitude of functional connectivity between the FFA and the IFG was significantly correlated with the severity of ASD, and FFA-IFG long-range functional connectivity increased with age in TD group, but not in the ASD group. Our findings suggest that both local and long-range functional connectivity are abnormally reduced in children with ASD when processing inverted faces, and that the pattern of abnormalities associated with the processing of inverted faces differs from the pattern of upright faces in ASD, likely due to the presumed greater reliance on top-down regulations necessary for efficient processing of inverted faces. LAY SUMMARY: We found alterations in the neurophysiological responses to inverted faces in children with ASD, that were not reflected in the evoked responses, and were not observed in the responses to upright faces. These alterations included reduced local functional connectivity in the fusiform face area (FFA), and decreased long-range alpha-band modulated functional connectivity between the FFA and the left IFG. The magnitude of long-range functional connectivity between the FFA and the inferior frontal gyrus was correlated with the severity of ASD. En ligne : http://dx.doi.org/10.1002/aur.2497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Children with autism spectrum disorder show altered functional connectivity and abnormal maturation trajectories in response to inverted faces [texte imprimé] / Fahimeh MAMASHLI, Auteur ; Nataliia KOZHEMIAKO, Auteur ; Sheraz KHAN, Auteur ; Adonay NUNES, Auteur ; Nicole M. MCGUIGGAN, Auteur ; Ainsley LOSH, Auteur ; Robert M. JOSEPH, Auteur ; Jyrki AHVENINEN, Auteur ; Sam M. DOESBURG, Auteur ; Matti S. HÄMÄLÄINEN, Auteur ; Tal KENET, Auteur . - p.1101-1114. Langues : Anglais (eng) in Autism Research > 14-6 (June 2021) . - p.1101-1114 Mots-clés : Adolescent  Autism Spectrum Disorder/diagnostic imaging  Child  Gamma Rhythm  Humans  Magnetic Resonance Imaging  Magnetoencephalography  Prefrontal Cortex  autism spectrum disorder  functional connectivity  inverted faces  phase-amplitude coupling Index. décimale : PER Périodiques Résumé : The processing of information conveyed by faces is a critical component of social communication. While the neurophysiology of processing upright faces has been studied extensively in autism spectrum disorder (ASD), less is known about the neurophysiological abnormalities associated with processing inverted faces in ASD. We used magnetoencephalography (MEG) to study both long-range and local functional connectivity, with the latter assessed using local cross-frequency coupling, in response to inverted faces stimuli, in 7-18 years old individuals with ASD and age and IQ matched typically developing (TD) individuals. We found abnormally reduced coupling between the phase of the alpha rhythm and the amplitude of the gamma rhythm in the fusiform face area (FFA) in response to inverted faces, as well as reduced long-range functional connectivity between the FFA and the inferior frontal gyrus (IFG) in response to inverted faces in the ASD group. These group differences were absent in response to upright faces. The magnitude of functional connectivity between the FFA and the IFG was significantly correlated with the severity of ASD, and FFA-IFG long-range functional connectivity increased with age in TD group, but not in the ASD group. Our findings suggest that both local and long-range functional connectivity are abnormally reduced in children with ASD when processing inverted faces, and that the pattern of abnormalities associated with the processing of inverted faces differs from the pattern of upright faces in ASD, likely due to the presumed greater reliance on top-down regulations necessary for efficient processing of inverted faces. LAY SUMMARY: We found alterations in the neurophysiological responses to inverted faces in children with ASD, that were not reflected in the evoked responses, and were not observed in the responses to upright faces. These alterations included reduced local functional connectivity in the fusiform face area (FFA), and decreased long-range alpha-band modulated functional connectivity between the FFA and the left IFG. The magnitude of long-range functional connectivity between the FFA and the inferior frontal gyrus was correlated with the severity of ASD. En ligne : http://dx.doi.org/10.1002/aur.2497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies / Yasamin BOLOURIAN in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3977-3990 Titre : General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies Type de document : texte imprimé Auteurs : Yasamin BOLOURIAN, Auteur ; Ainsley LOSH, Auteur ; Narmene HAMSHO, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3977-3990 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  School Teachers  Students  Teacher Training  Autism spectrum disorder  General education  Inclusion  Pedagogical practices  Student–teacher relationships  Teacher perceptions Index. décimale : PER Périodiques Résumé : To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N=18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05266-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies [texte imprimé] / Yasamin BOLOURIAN, Auteur ; Ainsley LOSH, Auteur ; Narmene HAMSHO, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3977-3990. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3977-3990 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  School Teachers  Students  Teacher Training  Autism spectrum disorder  General education  Inclusion  Pedagogical practices  Student–teacher relationships  Teacher perceptions Index. décimale : PER Périodiques Résumé : To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N=18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05266-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Impact of student-teacher relationship quality on classroom behavioral engagement for young students on the autism spectrum / Ainsley LOSH in Research in Autism Spectrum Disorders, 98 (October 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 98 (October 2022) . - 102027 Titre : Impact of student-teacher relationship quality on classroom behavioral engagement for young students on the autism spectrum Type de document : texte imprimé Auteurs : Ainsley LOSH, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : 102027 Langues : Anglais (eng) Mots-clés : Autism  ASD  Academic engagement  Behavioral engagement  Student-teacher relationships  Elementary Index. décimale : PER Périodiques Résumé : Background Student academic behavioral engagement (BE) contributes to learning and school success. Student-teacher relationships (STRs) may promote BE, although previous findings regarding how these constructs are associated over time are mixed. For young autistic students who face barriers to early school success, a high-quality STR may serve as a key protective factor to promote classroom engagement. Methods The present study investigated connections between teacher-rated STR quality and student BE over two school years for 146 young autistic children (grade PK-2) using cross-lagged structural equation modeling. A full model with cross-lagged paths from BE to STR quality and from STR quality to BE was first examined. Potential confounding variables (i.e., externalizing behaviors, cognitive skills, and language skills) were included. The model was then trimmed by removing all non-significant paths. It was hypothesized that the final model would highlight the unidirectional influence of STR quality on BE. Results Results supported the unidirectional influence of STR quality on BE across one school year. STR quality at the beginning of the first school year predicted behavioral engagement at the end of the year (ÃŽ2=.26, p<.01) BE outcomes persisted into the following school year (ÃŽ2=.45, p<.001). Conclusions Findings suggest that STR quality significantly contributes to engagement for young autistic students, potentially serving as a critical protective factor for classroom success. This highlights the importance of developing quality STRs with high levels of closeness and low levels of conflict for students on the spectrum in early schooling. En ligne : https://doi.org/10.1016/j.rasd.2022.102027 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 [article] Impact of student-teacher relationship quality on classroom behavioral engagement for young students on the autism spectrum [texte imprimé] / Ainsley LOSH, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - 102027. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102027 Mots-clés : Autism  ASD  Academic engagement  Behavioral engagement  Student-teacher relationships  Elementary Index. décimale : PER Périodiques Résumé : Background Student academic behavioral engagement (BE) contributes to learning and school success. Student-teacher relationships (STRs) may promote BE, although previous findings regarding how these constructs are associated over time are mixed. For young autistic students who face barriers to early school success, a high-quality STR may serve as a key protective factor to promote classroom engagement. Methods The present study investigated connections between teacher-rated STR quality and student BE over two school years for 146 young autistic children (grade PK-2) using cross-lagged structural equation modeling. A full model with cross-lagged paths from BE to STR quality and from STR quality to BE was first examined. Potential confounding variables (i.e., externalizing behaviors, cognitive skills, and language skills) were included. The model was then trimmed by removing all non-significant paths. It was hypothesized that the final model would highlight the unidirectional influence of STR quality on BE. Results Results supported the unidirectional influence of STR quality on BE across one school year. STR quality at the beginning of the first school year predicted behavioral engagement at the end of the year (ÃŽ2=.26, p<.01) BE outcomes persisted into the following school year (ÃŽ2=.45, p<.001). Conclusions Findings suggest that STR quality significantly contributes to engagement for young autistic students, potentially serving as a critical protective factor for classroom success. This highlights the importance of developing quality STRs with high levels of closeness and low levels of conflict for students on the spectrum in early schooling. En ligne : https://doi.org/10.1016/j.rasd.2022.102027 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490

Lower Cortical Activation and Altered Functional Connectivity Characterize Passive Auditory Spatial Attention in ASD / Sergio OSORIO in Autism Research, 18-11 (November 2025)  

Public ISBD [article]  inAutism Research > 18-11 (November 2025) . - p.2240-2253 Titre : Lower Cortical Activation and Altered Functional Connectivity Characterize Passive Auditory Spatial Attention in ASD Type de document : texte imprimé Auteurs : Sergio OSORIO, Auteur ; Jasmine TAN, Auteur ; Grace LEVINE, Auteur ; Seppo P. AHLFORS, Auteur ; Steven GRAHAM, Auteur ; Fahimeh MAMASHLI, Auteur ; Sheraz KHAN, Auteur ; Robert M. JOSEPH, Auteur ; Zein NAYAL, Auteur ; Ainsley LOSH, Auteur ; Stephanie PAWLYSZYN, Auteur ; Nicole M. MCGUIGGAN, Auteur ; Matti S. HÄMÄLÄINEN, Auteur ; Hari BHARADWAJ, Auteur ; Tal KENET, Auteur Article en page(s) : p.2240-2253 Langues : Anglais (eng) Mots-clés : autism  functional connectivity  magnetoencephalography  sensory processing  sound localization Index. décimale : PER Périodiques Résumé : ABSTRACT Autism Spectrum Disorder (ASD) is a developmental condition characterized by difficulties in social interaction, communication, and sensory processing. The ability to orient towards sounds is a key component of social interactions, yet auditory spatial attention remains relatively understudied in ASD, despite prior research indicating differences in this domain. Here, we investigate the neural signatures associated with passive auditory spatial attention in children with ASD (n?=?21, ages 6?17) relative to age- and IQ-matched Typically Developing (TD) children (n?=?31), using source-localized magnetoencephalography (MEG). Participants listened passively, while watching a silenced movie, to non-social auditory stimuli designed to either remain lateralized to one hemifield (stay trials) or to change in location from one side to the contralateral hemifield (jump trials). Linear mixed effects modeling showed lower cortical activation in the auditory cortex in the ASD group in response to jump trials, relative to the TD group. Additionally, functional connectivity analyses showed higher alpha-band functional connectivity in the ASD group between left auditory cortex seeds and right prefrontal and left parietal regions known to be recruited during auditory spatial attention. Right prefrontal alpha-band connectivity estimates were associated with behaviorally assessed auditory processing scores, whereas left parietal connectivity estimates were associated with ASD symptomatology. Our results align with the hypothesis that auditory spatial attention generally, and specifically orientation to sounds even when experienced passively, differs in ASD versus TD children. En ligne : https://doi.org/10.1002/aur.70120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571 [article] Lower Cortical Activation and Altered Functional Connectivity Characterize Passive Auditory Spatial Attention in ASD [texte imprimé] / Sergio OSORIO, Auteur ; Jasmine TAN, Auteur ; Grace LEVINE, Auteur ; Seppo P. AHLFORS, Auteur ; Steven GRAHAM, Auteur ; Fahimeh MAMASHLI, Auteur ; Sheraz KHAN, Auteur ; Robert M. JOSEPH, Auteur ; Zein NAYAL, Auteur ; Ainsley LOSH, Auteur ; Stephanie PAWLYSZYN, Auteur ; Nicole M. MCGUIGGAN, Auteur ; Matti S. HÄMÄLÄINEN, Auteur ; Hari BHARADWAJ, Auteur ; Tal KENET, Auteur . - p.2240-2253. Langues : Anglais (eng) in Autism Research > 18-11 (November 2025) . - p.2240-2253 Mots-clés : autism  functional connectivity  magnetoencephalography  sensory processing  sound localization Index. décimale : PER Périodiques Résumé : ABSTRACT Autism Spectrum Disorder (ASD) is a developmental condition characterized by difficulties in social interaction, communication, and sensory processing. The ability to orient towards sounds is a key component of social interactions, yet auditory spatial attention remains relatively understudied in ASD, despite prior research indicating differences in this domain. Here, we investigate the neural signatures associated with passive auditory spatial attention in children with ASD (n?=?21, ages 6?17) relative to age- and IQ-matched Typically Developing (TD) children (n?=?31), using source-localized magnetoencephalography (MEG). Participants listened passively, while watching a silenced movie, to non-social auditory stimuli designed to either remain lateralized to one hemifield (stay trials) or to change in location from one side to the contralateral hemifield (jump trials). Linear mixed effects modeling showed lower cortical activation in the auditory cortex in the ASD group in response to jump trials, relative to the TD group. Additionally, functional connectivity analyses showed higher alpha-band functional connectivity in the ASD group between left auditory cortex seeds and right prefrontal and left parietal regions known to be recruited during auditory spatial attention. Right prefrontal alpha-band connectivity estimates were associated with behaviorally assessed auditory processing scores, whereas left parietal connectivity estimates were associated with ASD symptomatology. Our results align with the hypothesis that auditory spatial attention generally, and specifically orientation to sounds even when experienced passively, differs in ASD versus TD children. En ligne : https://doi.org/10.1002/aur.70120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571

Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation / Ainsley LOSH in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101511 Titre : Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation Type de document : texte imprimé Auteurs : Ainsley LOSH, Auteur ; Laura Alicia ALBA, Auteur ; Jan BLACHER, Auteur ; Katherine K.M. STAVROPOULOS, Auteur Article en page(s) : p.101511 Langues : Anglais (eng) Mots-clés : Autism  ASD  Neuroimaging  EEG  Social stories  Informed consent Index. décimale : PER Périodiques Résumé : Background The successful inclusion of youth with autism spectrum disorder (ASD) in neuroimaging research is imperative for advancing our understanding of the neurobiological underpinnings of ASD. In order to generate knowledge that is representative of all affected youth, it is essential to include participants who are culturally and linguistically diverse. However, these families often face barriers to participation in neuroimaging research, including distrust and limited knowledge about research, above and beyond any challenges associated with ASD (e.g., behaviors, sensory hypersensitivities). Method This study included a diverse group of Spanish- and English-speaking parents of children with ASD (N = 79) to examine the impact of a social story on (a) their understanding of EEG study procedures and (b) their likelihood to enroll in a neuroimaging study. Results Both English- and Spanish-speaking parents who viewed a social story demonstrated better understanding of EEG procedures than parents who read a written explanation, with Spanish-speaking parents also perceiving their understanding to be better in the social story condition. Although parents who viewed a social story were not more likely to participate in neuroimaging research than parents who read a written description, they were less likely to indicate needing more information and more likely to cite their child’s specific behavior problems as the rationale for unlikelihood to participate. Conclusion These results suggest that social stories may be effective tools in the informed consent process for promoting parent understanding of neuroimaging procedures, and useful during recruitment to aid parents in determining whether their child with ASD will be successful in a neuroimaging study. En ligne : https://doi.org/10.1016/j.rasd.2020.101511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation [texte imprimé] / Ainsley LOSH, Auteur ; Laura Alicia ALBA, Auteur ; Jan BLACHER, Auteur ; Katherine K.M. STAVROPOULOS, Auteur . - p.101511. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101511 Mots-clés : Autism  ASD  Neuroimaging  EEG  Social stories  Informed consent Index. décimale : PER Périodiques Résumé : Background The successful inclusion of youth with autism spectrum disorder (ASD) in neuroimaging research is imperative for advancing our understanding of the neurobiological underpinnings of ASD. In order to generate knowledge that is representative of all affected youth, it is essential to include participants who are culturally and linguistically diverse. However, these families often face barriers to participation in neuroimaging research, including distrust and limited knowledge about research, above and beyond any challenges associated with ASD (e.g., behaviors, sensory hypersensitivities). Method This study included a diverse group of Spanish- and English-speaking parents of children with ASD (N = 79) to examine the impact of a social story on (a) their understanding of EEG study procedures and (b) their likelihood to enroll in a neuroimaging study. Results Both English- and Spanish-speaking parents who viewed a social story demonstrated better understanding of EEG procedures than parents who read a written explanation, with Spanish-speaking parents also perceiving their understanding to be better in the social story condition. Although parents who viewed a social story were not more likely to participate in neuroimaging research than parents who read a written description, they were less likely to indicate needing more information and more likely to cite their child’s specific behavior problems as the rationale for unlikelihood to participate. Conclusion These results suggest that social stories may be effective tools in the informed consent process for promoting parent understanding of neuroimaging procedures, and useful during recruitment to aid parents in determining whether their child with ASD will be successful in a neuroimaging study. En ligne : https://doi.org/10.1016/j.rasd.2020.101511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

No Differences in Auditory Steady-State Responses in Children with Autism Spectrum Disorder and Typically Developing Children / Seppo P. AHLFORS in Journal of Autism and Developmental Disorders, 54-5 (May 2024)  

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Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD / Ainsley LOSH in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

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Promoting young autistic students' social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships / Ainsley LOSH in Research in Autism Spectrum Disorders, 107 (September 2023)  

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