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Attentive brain states in infants with and without later autism

Psychology

Attentive brain states in infants with and without later autism

A. Gui, G. Bussù, et al.

This study by Anna Gui, Giorgia Bussù, Charlotte Tye, Mayada Elsabbagh, Greg Pasco, Tony Charman, Mark H. Johnson, and Emily J. H. Jones explores how brain engagement in social settings influences learning and development in infants, especially those at risk for ASD. Findings reveal key differences in brain response patterns that predict social skills, shedding light on neurodevelopmental mechanisms of ASD.

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~3 min • Beginner • English
Abstract
Early difficulties in engaging attentive brain states in social settings could affect learning and have cascading effects on social development. We investigated this possibility using multichannel electroencephalography during a face/non-face paradigm in 8-month-old infants with (FH, n = 91) and without (noFH, n = 40) a family history of autism spectrum disorder (ASD). An event-related potential component reflecting attention engagement, the Nc, was compared between FH infants who received a diagnosis of ASD at 3 years of age (FH-ASD; n = 19), FH infants who did not (FH-noASD; n = 72) and noFH infants (noFH-noASD; n = 40). ‘Prototypical’ microstates during social attention were extracted from the noFH-noASD group and examined in relation to later categorical and dimensional outcome. Machine-learning was used to identify the microstate features that best predicted ASD and social adaptive skills at three years. Results suggested that whilst measures of brain state timing were related to categorical ASD outcome, brain state strength was related to dimensional measures of social functioning. Specifically, the FH-ASD group showed shorter Nc latency relative to other groups, and duration of the attentive microstate responses to faces was informative for categorical outcome prediction. Reduced Nc amplitude difference between faces without gaze and non-social stimuli and the strength of the attentive microstate to faces contributed to the prediction of dimensional variation in social skills. Taken together, this provides consistent evidence that atypical cortical activation precedes the emergence of difficulties in socialization and indicates that using the spatiotemporal characteristics of whole-brain activation to define brain states in infancy provides an important new approach to understanding the neurodevelopmental mechanisms that lead to ASD.
Publisher
Translational Psychiatry
Published On
Authors
Anna Gui, Giorgia Bussù, Charlotte Tye, Mayada Elsabbagh, Greg Pasco, Tony Charman, Mark H. Johnson, Emily J. H. Jones
Tags
ASD
infants
EEG
social development
brain activation
attention engagement
learning
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