Neural Dynamics of Executive Function in Cognitively-able Kindergarteners with Autism Spectrum Disorders (ASD) as Predictors of Concurrent Academic Achievement
| Autor: | Frederick D Morrison, Yeo Bi Choi, William P. Fifer, Catherine Lord, Susan Faja, So Hyun Kim, George A. Buzzell, Lauren C. Shuffrey, Natalie H. Brito, Hannah R. Thomas, Nathan A. Fox |
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| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Male
Autism Spectrum Disorder media_common.quotation_subject Academic achievement Electroencephalography behavioral disciplines and activities Article 050105 experimental psychology Developmental psychology Task (project management) Executive Function 03 medical and health sciences Cognition 0302 clinical medicine mental disorders Developmental and Educational Psychology medicine Humans 0501 psychology and cognitive sciences Function (engineering) media_common Intelligence Tests Academic Success medicine.diagnostic_test 05 social sciences medicine.disease Executive functions Dynamics (music) Autism spectrum disorder Child Preschool Educational Status Autism Female Psychology 030217 neurology & neurosurgery Cognitive psychology |
| Zdroj: | Autism |
| DOI: | 10.1101/455485 |
| Popis: | Although electrophysiological (electroencephalography) measures of executive functions (e.g. error monitoring) have been used to predict academic achievement in typically developing children, work investigating a link between error monitoring and academic skills in children with autism spectrum disorder is limited. In this study, we employed traditional electrophysiological and advanced time–frequency methods, combined with principal component analyses, to extract neural activity related to error monitoring and tested their relations to academic achievement in cognitively able kindergarteners with autism spectrum disorder. In total, 35 cognitively able kindergarteners with autism spectrum disorder completed academic assessments and the child-friendly “Zoo Game” Go/No-go task at school entry. The Go/No-go task successfully elicited an error-related negativity and error positivity in children with autism spectrum disorder as young as 5 years at fronto-central and posterior electrode sites, respectively. We also observed increased response-related theta power during errors relative to correct trials at fronto-central sites. Both larger error positivity and theta power significantly predicted concurrent academic achievement after controlling for behavioral performance on the Zoo Game and intelligence quotient. These results suggest that the use of time–frequency electroencephalography analyses, combined with traditional event-related potential measures, may provide new opportunities to investigate neurobiological mechanisms of executive function and academic achievement in young children with autism spectrum disorder. |
| Databáze: | OpenAIRE |
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