A Novel Framework for Impaired Imitation in ASD

项目摘要 长期以来，人们一直认为自闭症谱系障碍（ASD）患者很难模仿 其他人的行为;一些研究人员强调，受损的模仿是一个核心因素， 自闭症的发展。目前尚不清楚的是，自闭症儿童的模仿行为与正常儿童的模仿行为有何不同。 通常是发展中的同行。在对儿童模仿的视频进行深入研究后，我们发现了一种 区分ASD中保留的手势模仿与受损的手势模仿的任务参数：ASD儿童 当任务需要同时协调两个独立的运动元素时，模仿困难。通过 相比之下，当动作元素被连续地执行时，模仿相对地被保留。协调 同时运动是在真实的世界中执行的动作的标志。着眼于优化 常见的疗法，严重依赖于模仿，下一步是梳理除了在哪里，在链从 知觉到行动，同时加工的能力限制在于。为此，我们提出了一个严格的 该研究计划包括三种互补的实验技术。第一个是心理物理的 任务操作：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 特别是检查感知的贡献，在ASD的复杂性限制，通过最小化所需的 电机输出第二项技术是与相关临床神经心理学指标的相关性： 1，我们将研究，在ASD组，性能成本之间的关联，同时（与。 系列）模仿和实践/模仿功能的临床测量。我们还将评估 自闭症患者的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，我们将研究 同步模仿中的注意力需求与临床上的分散注意力测量之间的关系。第三 实验技术是脑电图：根据我们实验室和其他实验室发表的结果，我们假设 同时处理需求的特点是与任务相关的 在对照组中调节EEG活动（事件相关同步化/去同步化：ERS/ERD）。通过 在ASD中检查这种效应的局限性，在运动或视觉网络中，或两者，我们可以评估 能力限制的场所。通过更好地理解知觉和运动的相对贡献， 我们可以优化ASD中依赖于模仿的关键疗法。此外，通过更好地 表征潜在的生理学，我们开辟了一条通往神经刺激疗法的道路。如果像罗杰斯和 彭宁顿（1991）认为，模仿是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以改变ASD的发展过程 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.