Weak Central Coherence and Executive Function in children with Autism Spectrum Disorder

1. 本研究调查了在类似日常生活中遇到的情况下，弱中央连贯（WCC）在行为和神经方面的影响。为了研究与日常生活相似的情况下的WCC，我们使用了大尺寸的图片（W80 × H64 cm）。参与者是13名ASD儿童和15名典型发育（TD）儿童。参与者对每张图片进行了解释。我们分析了口头反应，并使用近红外光谱（NIRS）来评估参与者解释图片时外侧前额叶皮层（PFC）的大脑激活情况。ASD儿童右侧PFC的激活低于TD儿童，同时也不能识别语义连贯性，提示弱连贯性与右侧PFC功能有关。自闭症谱系障碍儿童执行功能策略教育计划（ESEP）和中央连贯策略教育计划（CSEP）我们制定了执行功能策略教育计划（ESEP）来训练自闭症谱系障碍儿童的执行功能，制定了中央连贯策略教育计划（CSEP）来训练自闭症谱系障碍儿童的中央连贯。采用ESEP方法对7例ASD患儿（ESEP组）进行训练，采用CSEP方法对9例ASD患儿（CSEP组）进行训练。采用Das-Naglieri认知评估系统（DN-CAS）评估方案的效果。ESEP组的“同时性”和“计划性”得分较训练前有所提高，但“注意性”和“连续性”得分无显著性差异。CSEP组的“计划”得分高于培训前。两组总分均显著提高。

1. Weak Central Coherence and Executive Function in children with Autism Spectrum Disorder We investigated both behavioral and neurological aspects of weak central coherence (WCC) in situations similar to those encountered during everyday life. To investigate WCC in situations similar to everyday life, we used large 9 pictures (W80 × H64 cm). Participants were 13 children with ASD and15 typically developing (TD) children. Participantsexplained about each picture. We analyzed verbal responses and also used near-infrared spectroscopy (NIRS) to assess brain activation in the lateral prefrontal cortex (PFC) as the participant explained the picture. ASD children showed lower activation of the right lateral PFC than TD children, while also failing to recognize semantic coherence, suggesting that weak coherence is related to right lateral PFC functioning.2. The Executive Function Strategy Education Program (ESEP) andthe Central Coherence Strategy Education Program (CSEP) for Children with Autism Spectrum Disorder We made the Executive Function Strategy Education Program (ESEP) to train executive function in children with ASD, and the Central Coherence Strategy Education Program (CSEP) to train central coherence in children with ASD. We used the ESEP to train 7 ASD children (ESEP group), and used the CSEP to train 9 ASD children (CSEP group). The effect of the program was measured by DN-CAS (Das-Naglieri Cognitive Assessment System). In ESEP group, the scores of “Simultaneous” and “Planning” were higher than before the training, but the score of “Attention” and “Successive” were not significant. In CSEP group, the score of “Planning” was higher than before the training. In both group, full scoreswere significantly increased.