Electrophysiological Response to Executive Control Training in Autism

自闭症执行控制训练的电生理反应

• 批准号: 8496606
• 负责人: Susan Faja
• 金额: $ 8.97万
• 依托单位: UNIVERSITY OF WASHINGTON
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-07-01 至 2014-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8496606
• 关键词: Address; Affect; Age; Attention; Attention deficit hyperactivity disorder; Autistic Disorder; Award; Behavior; Behavioral; Behavioral Research; Brain; Calculi; Child; Child Behavior; Childhood; Clinical; Clinical Research; Cognitive; Complex; Computers; Conflict (Psychology); Development; Electrophysiology (science); Evaluation; Event-Related Potentials; Exhibits; Fostering; Gambling; Gender; Goals; Grant; Home environment; Impairment; Individual; Individual Differences; Intellectual functioning disability; Intervention; Intervention Studies; Investigation; Iowa; Knowledge; Life; Link; Measurable; Measurement; Measures; Mentors; Methods; Mind; Monitor; Neuronal Plasticity; Parents; Peer Review; Performance; Phase; Positioning Attribute; Postdoctoral Fellow; Prevalence; Problem Solving; Process; Psychologist; Public Health; Publications; Randomized; Relative (related person); Reporting; Research Personnel; School-Age Population; Schools; Scientist; Services; Social Functioning; Stimulus; Strategic Planning; Symptoms; System; Testing; Training; Training Programs; United States; Universities; Washington; Work; Workplace; autism spectrum disorder; base; behavior measurement; brain behavior; brief intervention; career; career development; clinically significant; cognitive neuroscience; cohort; design; executive function; improved; improved functioning; neurodevelopment; neuromechanism; novel; relating to nervous system; response; skills; social; social cognition; social skills; success; teacher; theories; tool

DESCRIPTION (provided by applicant): Autism spectrum disorders (ASD) are extremely common, with prevalence estimated at 1 in 110 children in the United States. Fifty to 96% of children with ASD demonstrate impaired executive control-the ability to manage complex or conflicting information in the service of a goal. Development of appropriate executive control is relevant to public health because these skills are critical for success in school, the workplace, and social relationships. Executive impairments in ASD have been well documented, but have received virtually no intervention research attention. Further, development of neural systems underlying executive control in ASD and their contribution to social function and symptoms remain poorly understood. The proposed project has the following scientific goals: (1) to determine the neural basis of executive control in children with ASD using two well-established electrophysiological measures (K99 period); (2) to test whether individual electrophysiological differences in executive control are meaningfully related to the social function and symptoms of children with ASD (R00 period); and (3) to assess whether brief, focused training in executive control produces significant changes in the brain function and behavior of children with ASD (R00 period). These goals will be addressed using a common set of electrophysiological measures. During the mentored K99 phase, the neural response to executive control tasks by 30 children with ASD will be compared with 30 typically developing children. During the independent phase, 60 children with ASD will be randomly assigned to receive brief executive control training or to a waitlist. Individual differences in neural response and their relation to social ability will be assessed in all children prior to intervention. The major career development objectives are: the completion of Dr. Susan Faja's training in electrophysiology and the launching of her career as an independent scientist with the long-term goal of examining brain-behavioral changes associated with intervention. Dr. Faja is a clinical psychologist with a background in clinical research including development of a brief computer intervention for individuals with ASD. The proposed career development builds on current work as a senior postdoctoral fellow that employs electrophysiological methods with individuals with ASD. The specific career development goals are: (1) to provide training in electrophysiological methods crucial to investigating brain-behavior relationships related to executive control and response to intervention; (2) to address specific gaps in clinical and statistical training: (3) to support Dr. Faja's transition to an independent position, and (4) to foster skills in grant and lab management. The mentored phase will occur at the University of Washington, which has a strong record of training autism researchers and supporting career awards. Mentors include Drs. Sara Webb, Wendy Stone and Michael Posner, who provide considerable expertise in electrophysiology, professional development of clinical researchers, and executive control and its enhancement via training, respectively. The project is aligned with NIH's goal of developing a strong cohort of investigators to address the nation's behavioral and clinical research needs and with the Interagency Autism Coordinating Committee Strategic Plan, which stipulates the need for bio-behavioral studies of individual differences and the development of novel treatments for school- aged children with ASD.

描述（由申请人提供）：自闭症谱系障碍 (ASD) 极为常见，在美国估计每 110 名儿童中就有 1 人患有自闭症谱系障碍。 50% 到 96% 的自闭症儿童表现出执行控制能力受损，即为实现目标而管理复杂或相互冲突的信息的能力。发展适当的执行控制与公共卫生相关，因为这些技能对于在学校、工作场所和社会关系中取得成功至关重要。自闭症谱系障碍（ASD）的执行障碍已被充分记录，但实际上没有受到干预研究的关注。此外，自闭症谱系障碍中执行控制的神经系统的发育及其对社会功能和症状的贡献仍然知之甚少。拟议项目具有以下科学目标：（1）使用两种成熟的电生理测量（K99时期）确定自闭症儿童执行控制的神经基础； （2）检验执行控制的个体电生理差异是否与自闭症儿童（R00期）的社会功能和症状有意义相关； (3) 评估简短、集中的执行控制训练是否会对自闭症儿童（R00 期）的大脑功能和行为产生显着变化。这些目标将使用一套通用的电生理学措施来实现。在 K99 指导阶段，30 名患有自闭症谱系障碍的儿童对执行控制任务的神经反应将与 30 名正常发育的儿童进行比较。在独立阶段，60 名患有 ASD 的儿童将被随机分配接受简短的执行控制培训或进入候补名单。在干预之前，将评估所有儿童神经反应的个体差异及其与社交能力的关系。主要职业发展 目标是：完成 Susan Faja 博士的电生理学培训，并开始她作为独立科学家的职业生涯，其长期目标是检查与干预相关的大脑行为变化。 Faja 博士是一位临床心理学家，拥有临床研究背景，包括为自闭症谱系障碍患者开发简短的计算机干预措施。拟议的职业发展建立在目前作为一名高级博士后研究员的工作基础上，该研究员对自闭症谱系障碍患者采用电生理学方法。具体的职业发展目标是：（1）提供电生理学方法的培训，这对于研究与执行控制和干预反应相关的大脑行为关系至关重要； (2) 解决临床和统计培训方面的具体差距：(3) 支持 Dr. Faja 过渡到独立职位，以及 (4) 培养资助和实验室管理技能。指导阶段将在华盛顿大学进行，该大学在培训自闭症研究人员和支持职业奖项方面拥有良好的记录。导师包括博士。萨拉·韦伯 (Sara Webb)、温迪·斯通 (Wendy Stone) 和迈克尔·波斯纳 (Michael Posner) 分别在电生理学、临床研究人员专业发展、执行控制及其通过培训增强方面提供了大量专业知识。该项目符合 NIH 的目标，即培养一支强大的研究人员队伍，以满足国家的行为和临床研究需求，也符合机构间自闭症协调委员会战略计划，该计划规定需要对个体差异进行生物行为研究，并为患有自闭症谱系障碍的学龄儿童开发新的治疗方法。

项目成果

Reward-based decision making and electrodermal responding by young children with autism spectrum disorders during a gambling task.

• DOI: 10.1002/aur.1307
• 发表时间: 2013-12
• 期刊: AUTISM RESEARCH
• 影响因子: 4.7
• 作者: Faja, Susan;Murias, Michael;Beauchaine, Theodore P.;Dawson, Geraldine
• 通讯作者: Dawson, Geraldine

Reduced Visual Evoked Potential Amplitude in Autistic Children with Co-Occurring Features of Attention-Deficit/Hyperactivity Disorder.

具有注意力缺陷/多动障碍共存特征的自闭症儿童视觉诱发电位振幅降低。

• DOI: 10.1007/s10803-023-06005-7
• 发表时间: 2023
• 期刊: Journal of autism and developmental disorders
• 影响因子: 3.9
• 作者: Cremone-Caira,Amanda;Braverman,Yael;MacNaughton,GabrielleA;Nikolaeva,JuliaI;Faja,Susan
• 通讯作者: Faja,Susan

Variation in restricted and repetitive behaviors and interests relates to inhibitory control and shifting in children with autism spectrum disorder.

限制和重复行为和利益的变化与自闭症谱系障碍儿童的抑制控制和转移有关。

• DOI: 10.1177/1362361318804192
• 发表时间: 2019-07
• 期刊: Autism : the international journal of research and practice
• 作者: Faja S;Nelson Darling L
• 通讯作者: Nelson Darling L

Measuring Individual Differences in Cognitive, Affective, and Spontaneous Theory of Mind Among School-Aged Children with Autism Spectrum Disorder.

衡量自闭症谱系障碍的学龄儿童认知，情感和自发思想理论的个体差异。

• DOI: 10.1007/s10803-018-3663-1
• 发表时间: 2018-11
• 期刊: Journal of autism and developmental disorders
• 影响因子: 3.9
• 作者: Altschuler M;Sideridis G;Kala S;Warshawsky M;Gilbert R;Carroll D;Burger-Caplan R;Faja S
• 通讯作者: Faja S

LEARNING ABOUT SCHOOL - THE DEVELOPMENT OF KINDERGARTNERS SCHOOL SCRIPTS

• DOI: 10.1111/j.1467-8624.1984.tb00412.x
• 发表时间: 1984-01-01
• 期刊: CHILD DEVELOPMENT
• 影响因子: 4.6
• 作者: FIVUSH, R