A Novel Framework for Impaired Imitation in ASD

项目摘要 长期以来，人们认识到自闭症谱系障碍(ASD)患者在模仿方面存在困难 其他人的行为；一些调查人员强调，模仿受损是导致 自闭症的发展。目前尚不清楚的是，患有自闭症儿童的模仿与自闭症儿童的模仿有何不同 通常是发展中的同行。经过对儿童模仿视频的深入审查，我们发现了一个 在ASD中区分保留和受损手势模仿的任务参数：ASD儿童 当任务需要两个独立的动作元素同时协调时，模仿是困难的。通过 相比之下，当动作元素连续表演时，模仿相对保留下来。协调的关系 同时运动是在现实世界中执行的动作的标志。着眼于优化 严重依赖于模仿的常见疗法，下一步是梳理出链中的哪里，从 知觉到行动，同时加工的能力限制在于。为了做到这一点，我们提出了一个严格的 包含三项互补实验技术的研究计划。第一个是心理物理 任务操纵：在目标1中，我们将控制潜在的混淆(手势总数)。在目标2中，我们将 通过最小化所需的，具体检查ASD中对同时性限制的感知贡献 马达输出。第二种技术是与相关的临床神经心理学测量相关联： 1，我们将在ASD组内检查同步(与 系列)模拟和实践/模拟功能的临床测量。我们还将评估两国之间的关系 ASD的同时成本和社会功能的某些方面可能取决于同时 处理多个感知项目和响应计划。在目标2中，我们将考察两者之间的关系 同时模仿中的注意要求与分散注意力的临床措施之间的关系。第三 实验技术是脑电：根据我们实验室和其他人发表的结果，我们假设 同时处理需求的特征将是与任务相关的数量增加 对照组脑电活动的调制(事件相关同步/去同步：ERS/ERD)。通过 检查ASD中这种效应的局限性，无论是在运动网络还是在视觉网络中，或者两者都是，我们可以评估 容量限制的轨迹。通过更好地理解知觉和运动的相对贡献 我们可以优化依赖于模仿的ASD的关键治疗方法。更进一步，变得更好 表征潜在的生理学，我们打开了一条通往神经刺激疗法的道路。如果，就像罗杰斯和 Pennington(1991)提出，模仿是易患自闭症儿童成功发育与异常发育的关键， 在发育背景下应用这种疗法可能会改变ASD的发展进程 症状。

Project Summary There is long-standing recognition that people with autism spectrum disorders (ASD) have difficulty imitating others’ actions; some investigators have highlighted impaired imitation as being a core contributor to the development of autism. What is yet unknown is precisely how imitation in children with ASD differs from that of typically developing peers. Following an in-depth review of videos of children imitating, we have identified a task parameter that separates preserved from impaired gesture imitation in ASD: children with ASD have difficulty imitating when the task requires two separate movement elements be coordinated simultaneously. By contrast, imitation is relatively preserved when movement elements are performed serially. The coordination of simultaneous movements is a hallmark of actions performed in the real world. With an eye to optimizing common therapies that depend heavily on imitation, the next step is to tease apart where, in the chain from perception to action, the capacity limitation in simultaneous processing lies. To do this, we propose a rigorous research plan that encompasses three complementary experimental techniques. The first is psychophysical task manipulation: In Aim 1, we will control for a potential confound (total number of gestures). In Aim 2, we will specifically examine the perceptual contribution to simultaneity limitations in ASD, by minimizing the required motor output. The second technique is correlation with relevant clinical neuropsychological measures: In Aim 1, we will examine, within the ASD group, the association between the performance cost of simultaneous (vs. serial) imitation and a clinical measure of praxis/imitative function. We will also assess the relationship between simultaneity cost and certain aspects of social function in ASD that may depend on the simultaneous processing of multiple perceptual items and response plans. In Aim 2, we will examine the relationship between attentional demands in simultaneous imitation and clinical measures of divided attention. The third experimental technique is EEG: Based on published results from our laboratory and others, we hypothesize that simultaneous processing demands will be characterized by an increased magnitude of task-related modulation of EEG activity (event-related synchronization/desynchronization: ERS/ERD) in controls. By examining for limitations of this effect in ASD, in either motor or visual networks, or both, we can assess the locus of capacity limitation. By better understanding the relative contributions of perceptual and motor processes, we can optimize the critical therapies in ASD that depend on imitation. Further, by better characterizing the underlying physiology, we open a path to neuro-stimulatory therapies. If, as Rogers and Pennington (1991) suggest, imitation is key to successful vs. aberrant development in children prone to ASD, the application of such therapies in a developmental context could alter the course of the development of ASD symptoms.