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Tytuł:
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Atypical Mediofrontal Theta Oscillations Underlying Cognitive Control in Kindergarteners With Autism Spectrum Disorder.
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Autorzy:
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Buzzell GA; Department of Psychology, Florida International University, Miami, Florida; Center for Children and Families, Miami, Florida.
Thomas HR; Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut.
Choi YB; Department of Psychological and Brain Sciences, Dartmouth College, Hanover, New Hampshire.
Kim SH; Department of Psychiatry, Weill Cornell Medicine, White Plains, New York. Electronic address: .
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Źródło:
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Biological psychiatry. Cognitive neuroscience and neuroimaging [Biol Psychiatry Cogn Neurosci Neuroimaging] 2022 Jun; Vol. 7 (6), pp. 566-575. Date of Electronic Publication: 2021 Apr 15.
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Typ publikacji:
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Journal Article; Research Support, Non-U.S. Gov't; Research Support, N.I.H., Extramural
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Język:
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English
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Imprint Name(s):
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Original Publication: New York, NY : Elsevier, Inc., [2016]-
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MeSH Terms:
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Autism Spectrum Disorder*
Child, Preschool ; Cognition ; Electroencephalography/methods ; Humans
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Grant Information:
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T32 DC017703 United States DC NIDCD NIH HHS
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Contributed Indexing:
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Keywords: Academic outcomes; Autism spectrum disorder; Cognitive control; EEG; Theta; Time-frequency
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Entry Date(s):
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Date Created: 20210418 Date Completed: 20220613 Latest Revision: 20220711
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Update Code:
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20240104
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DOI:
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10.1016/j.bpsc.2021.03.016
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PMID:
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33866025
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Background: Children with autism spectrum disorder (ASD) often exhibit deficits in cognitive control. Neuroimaging approaches have implicated disruptions to mediofrontal cortex structure and function. However, previous work is limited in testing whether young children with ASD exhibit disruptions to task-related theta oscillations thought to arise from the mediofrontal cortex.
Methods: Children with ASD (n = 43) and age- and sex-matched typically developing peers (n = 24) at kindergarten entry performed a child-friendly Go/NoGo task while 64-channel electroencephalography was recorded. Time-frequency approaches were employed to assess the magnitude of mediofrontal theta oscillations immediately after error (vs. correct) responses (early theta) as well as later emerging theta oscillations (late theta). We tested whether error-related mediofrontal theta oscillations differed as a function of diagnosis (ASD/typical) and timing (early/late theta). In addition, links to social and academic outcomes were tested.
Results: Overall, children showed increased theta power after error versus correct responses. Compared with typically developing children, children with ASD exhibited a selective reduction in error-related mediofrontal theta power during the late time window. There were no significant group differences for early theta power. Moreover, reduced error-related theta power during the late, but not early, time window significantly predicted poorer academic and social skills.
Conclusions: Kindergarteners with ASD demonstrated a selective reduction in error-related mediofrontal theta power during a relatively late time window, which is consistent with impairments in specific cognitive processes that recruit top-down control. Targeting these particular cognitive control processes via intervention prior to school entry may promote more successful functional outcomes for children with ASD.
(Copyright © 2021 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.)
Comment in: Biol Psychiatry Cogn Neurosci Neuroimaging. 2022 Jun;7(6):532-533. (PMID: 35680344)
