1. Abbott AE, Nair A, Keown CL, Datko M, Jahedi A, Fishman I, Muller RA. {{Patterns of Atypical Functional Connectivity and Behavioral Links in Autism Differ Between Default, Salience, and Executive Networks}}. {Cereb Cortex};2015 (Sep 7)
Autism spectrum disorder (ASD) is characterized by atypical brain network organization, but findings have been inconsistent. While methodological and maturational factors have been considered, the network specificity of connectivity abnormalities remains incompletely understood. We investigated intrinsic functional connectivity (iFC) for four « core » functional networks-default-mode (DMN), salience (SN), and left (lECN) and right executive control (rECN). Resting-state functional MRI data from 75 children and adolescents (37 ASD, 38 typically developing [TD]) were included. Functional connectivity within and between networks was analyzed for regions of interest (ROIs) and whole brain, compared between groups, and correlated with behavioral scores. ROI analyses showed overconnectivity (ASD > TD), especially between DMN and ECN. Whole-brain results were mixed. While predominant overconnectivity was found for DMN (posterior cingulate seed) and rECN (right inferior parietal seed), predominant underconnectivity was found for SN (right anterior insula seed) and lECN (left inferior parietal seed). In the ASD group, reduced SN integrity was associated with sensory and sociocommunicative symptoms. In conclusion, atypical connectivity in ASD is network-specific, ranging from extensive overconnectivity (DMN, rECN) to extensive underconnectivity (SN, lECN). Links between iFC and behavior differed between groups. Core symptomatology in the ASD group was predominantly related to connectivity within the salience network.
Lien vers le texte intégral (Open Access ou abonnement)
2. Grimm D, Assouline B, Piero A. {{[Schooling of patients exhibiting Autism Spectrum Disorders without mental retardation]}}. {Encephale};2015 (Sep 7)
INTRODUCTION: Autism Spectrum Disorders belong to Pervasive Development Disorders. Although access to education is recommended by the French National High Authority for Health (HAS), the practice remains limited and the reasons for the low education rate of these children have still not been sufficiently explored in the literature. OBJECTIVE: The main objective of this study was to analyze the links between Autism Spectrum Disorder without mental retardation, psychiatric comorbidity and education. The secondary objective was to analyze the cognitive and contextual factors that could limit educational inclusion. METHOD: Eighty-three autistic patients (3-18years old; 73 males and 10 females) with childhood autism, atypical autism or Asperger’s syndrome (criteria from the International Classification of Diseases-10) without mental retardation and in education were assessed at the Alpine Centre for Early Diagnosis of Autism. The sample included 45 subjects with childhood autism, 12 subjects with atypical autism and 26 subjects with Asperger’s syndrome. The diagnosis was based on the Autism Diagnostic Interview Revised (ADI-R), in accordance with the recommendations of the HAS, the Autism Diagnostic Observation Schedule (ADOS) and the Wechsler Intelligence Scale for Children, 4th edition (WISC-IV). RESULTS: Our results showed that childhood autism and atypical autism were mainly found in nursery and primary school, whereas Asperger’s syndrome was mainly found in secondary school (Chi2=18.23; df=6; P<.006). Individuals with childhood autism and atypical autism were more likely to receive the support of a special educational assistant (Chi2=15.61; df=2; P<.000) and underwent a higher number of consultations and treatment episodes than those with Asperger’s syndrome (Chi2=27.83; df=14; P<.015). The cognitive profiles obtained with the WISC-IV also differed: the Verbal Comprehension Index (VCI) and Working Memory Index (WMI) were higher for Asperger’s syndrome than for childhood autism and atypical autism (respectively, F=23.11, P<.000; df=2; partial eta2=.576 and F=8.06, P<.001; df=2; partial eta2=.357). Linear regression showed that the VCI and Processing Speed Index (PSI) were inversely correlated to the number of hours spent with a special educational assistant: the lower these indexes, the greater the amount of time spent with a special educational assistant. No link was found between psychiatric comorbidity, type of psychological and psychiatric treatment, and education. DISCUSSION: The use of special educational assistants seems to be linked to the diagnosis of Autism Spectrum Disorders and neuropsychological functioning, as assessed by WISC-IV, along a continuum that ranges from childhood autism (more needs and deficits) to atypical autism to Asperger’s syndrome. The Verbal Comprehension Index (VCI) and the Processing Speed Index (PSI) could be used to evaluate the number of hours of support needed by children and to better target the deficits and specific needs of children without mental retardation who are in education. A study on a larger scale could help to more closely address the question of the cognitive abilities of children with Autism Spectrum Disorder without mental retardation, so as to better help them in their education.
Lien vers le texte intégral (Open Access ou abonnement)
3. Lera-Miguel S, Rosa M, Puig O, Kaland N, Lazaro L, Castro-Formieles J, Calvo R. {{Assessing Advanced Theory of Mind in Children and Adolescents with High-Functioning Autism: The Spanish Version of the Stories of Everyday Life}}. {J Autism Dev Disord};2015 (Sep 7)
Most individuals with autism spectrum disorders often fail in tasks of theory of mind (ToM). However, those with normal intellectual functioning known as high functioning ASD (HF-ASD) sometimes succeed in mentalizing inferences. Some tools have been developed to more accurately test their ToM abilities. The aims of this study were to examine the psychometric properties of the Spanish version of Stories of Everyday Life Test (SEL) in a sample of 29 children and adolescents with HF-ASD and 25 typically developing controls and to compare their performance. The Spanish-SEL demonstrated good internal consistency, strong convergence with clinical severity and another ToM test, and adequate discriminant validity from intellectual capability and age, identifying the condition of 70 % of participants.
Lien vers le texte intégral (Open Access ou abonnement)
4. Saban-Bezalel R, Mashal N. {{The effects of intervention on the comprehension of irony and on hemispheric processing of irony in adults with ASD}}. {Neuropsychologia};2015 (Sep 7);77:233-241.
Individuals with autism spectrum disorders (ASD) experience difficulty in comprehending figurative language in general and irony in particular. The current study measured the effectiveness of a short-term intervention in enhancing the comprehension of irony. Twenty-nine adults with ASD and 22 typically developing (TD) adults participated in the study. Participants with ASD were randomly assigned to a study (intervention) or control (passive intervention) group. TD participants were also assigned to a passive intervention control group. The intervention improved comprehension of irony in the ASD group. Furthermore, responses to ironic and literal targets were similar within each hemisphere prior to the intervention within the ASD study group, but after the intervention responses lateralized to the right. Thus, following the intervention, participants with ASD demonstrated a pattern of hemispheric processing of ironic target words that resembled the pattern seen in the TD group prior to the intervention. Our findings suggest that an intervention that focuses on comprehension of irony improves performance of adults with ASD and affects the pattern of hemispheric processing of irony.
