当前位置: X-MOL 学术Autism Res. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Sequence Learning in Minimally Verbal Children With ASD and the Beneficial Effect of Vestibular Stimulation.
Autism Research ( IF 4.7 ) Pub Date : 2019-11-14 , DOI: 10.1002/aur.2237
Gili Katz-Nave 1, 2 , Yael Adini 3 , Orit E Hetzroni 1 , Yoram S Bonneh 4
Affiliation  

People with autism spectrum disorder (ASD) and especially the minimally verbal, often fail to learn basic perceptual and motor skills. This deficit has been demonstrated in several studies, but the findings could have been due to the nonoptimal adaptation of the paradigms. In the current study, we sought to characterize the skill learning deficit in young minimally verbal children with ASD and explore ways for improvement. For this purpose, we used vestibular stimulation (VS) whose beneficial effects have been demonstrated in the typical population, but the data regarding ASD are limited. We trained 36 children ages 6–13 years, ASD (N = 18, 15 of them minimally verbal) and typical development (TD, N = 18), on a touch version of the visual‐motor Serial‐Reaction‐Time sequence‐learning task, in 10 short (few minutes) weekly practice sessions. A subgroup of children received VS prior to each training block. All the participants but two ASD children showed gradual median reaction time improvement with significant speed gains across the training period. The ASD children were overall slower (by ~250 msec). Importantly, those who received VS (n = 10) showed speed gains comparable to TD, which were larger (by ~100%) than the ASD controls, and partially sequence‐specific. VS had no effect on the TD group. These results suggest that VS has a positive effect on learning in minimally verbal ASD children, which may have important therapeutic implications. Furthermore, contrary to some previous findings, minimally verbal children with ASD can acquire, in optimal conditions, procedural skills with few short training sessions, spread over weeks, and with a similar time course as non‐ASD controls. Autism Res 2020, 13: 320–337. © 2019 International Society for Autism Research, Wiley Periodicals, Inc.

中文翻译:

ASD最小口语儿童的序列学习和前庭刺激的有益作用。

患有自闭症谱系障碍(ASD)的人,尤其是口头上很少说话的人,通常不会学习基本的感知和运动技能。这种缺陷已在几项研究中得到证明,但发现可能是由于范式的非最佳适应所致。在当前的研究中,我们试图描述ASD最小口语幼儿的技能学习缺陷,并探索改善方法。为此,我们使用了前庭刺激(VS),其在典型人群中已证明了其有益作用,但有关ASD的数据有限。我们训练了36位6-13岁的儿童,ASD(N = 18,其中15位儿童口语不佳)和典型发育(TD,N= 18),在视觉电机“串行反应时间”序列学习任务的触摸版上,每周进行10个简短(几分钟)的练习。在每个训练阶段之前,有一部分儿童接受了VS。除两名ASD儿童外,所有参与者在整个训练期间均显示出逐渐的中位反应时间改善以及显着的速度提升。ASD儿童总体上较慢(约250毫秒)。重要的是,那些接受VS(n= 10)显示出与TD相当的速度增益,比ASD控件更大(〜100%),并且部分是序列特定的。VS对TD组无影响。这些结果表明,VS对最小口头自闭症儿童的学习有积极作用,这可能具有重要的治疗意义。此外,与先前的发现相反,最小口头的ASD儿童可以在最佳条件下通过很少的短期培训就可以掌握程序技能,并且可以分散在数周内,并且其时程与非ASD对照者相似。Autism Res 2020,13:320–337。©2019国际自闭症研究会,Wiley Periodicals,Inc.
更新日期:2019-11-14
down
wechat
bug