Autism Research |
Research Team |
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The Brain Dynamics of Multisensory Integration (MSI) study was designed to examine possible deficits in unisensory and multisensory processing in ASD using 124-channel event related potentials (ERPs) and reaction time (RT) to visual (V), auditory (A), and somatosensory (S) stimuli delivered at the same location, alone or in simultaneous combination. Fifty-five 11-13 year old children (36 with ASD, 19 with typical development (TD)) were tested. RT and ERP differences between multisensory and the summed responses to unisensory stimuli were used as measures of multisensory integration (MSI). We are investigating if differences in sensory processing and integration possibly contribute to the social communication challenges for ASD children.
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Principal Investigator:
Clifford Saron, Ph.D. (Research Scientist) Current Trainees: Patrick Dwyer (co-supervise with Susan Rivera, Ph.D.) Current Collaborators: Susan Rivera, Ph.D. Yukari Takarae, Ph.D. (Associate Research Scientist) Former Staff and Trainees: Rosanna De Meo, Ph.D. (Post-Doc) Yukari Takarae, Ph.D. (Associate Research Scientist) Sevan Harootonian (Junior Specialist) Sarah Huffman (Junior Specialist) Fernanda Vieira (Junior Specialist) Iman M. Rezazadeh, Ph.D. (Post-Doc) Joshua Martin (Undergraduate RA) Nancy Huynh (Undergraduate RA) Tom McClennan (Undergraduate RA) Anais Stepanian (Undergraduate RA) |
Areas of Inquiry
According to DSM-V, individuals diagnosed with autism have two core deficits: 1) impairments in reciprocal social interactions; and 2) repetitive behaviors and a narrowed range of interests. The severity of these impairments in different individuals, and their relative contributions to behavior, is strikingly variable. The term Autism Spectrum Disorder (ASD) is used to encompass this range and includes other diagnostic categories such as Asperger’s Syndrome and Pervasive Developmental Disorder – Not Otherwise Specified, usage of which is being phased out with the adoption of the new DSM-V diagnostic criteria.
Multisensory Integration (MSI) is the synthesis of multiple sensory inputs in order to improve perception, stimulus detection, and response speed. Normative individuals use their senses both singly and in combination to better understand the world around them. Because this kind of integration is so essential to our perception, it isn’t surprising that individuals lacking in MSI ability demonstrate significantly compromised perception and response to their environment. According to DSM-5, Autism Spectrum Disorder (ASD) is linked with persistent deficits in social and communication behavior across contexts, plus unusual reactivity to sensory inputs. Many individuals with ASD also have an idiosyncratic fascination with one or more sensory inputs. By examining the neural basis of sensory issues, and thus beginning to explore and detail MSI deficits in children with ASD, we hope to provide ground for the development of resources that foster improvements in social and communication behavior.
The Brain Dynamics of Multi-Sensory Integration on Autism Spectrum Disorder study has three major objectives. Through recording and analyzing reaction times (RT) and event-related potentials (ERPs), we investigate differences in response to brief sensory stimuli, as well as differences in single modality sensorimotor integration between typically developing (TD) children and ASD children. Thirdly, specific to the ASD group, we are investigating the relationship among symptom severity, single sensorimotor integration, and multi-sensory integration. Our study uses sight, sound, touch, and various combinations of the three to examine single modality sensorimotor integration and multisensory integration, while using neuropsych evaluations and self-report measures to assess symptom severity in ASD children. Through examination of behavioral RT and temporal and spatial patterns of neural activity in brain regions associated with processing and integration of sensory information, we can thoroughly examine cross-sensory integration in children with ASD. By establishing the brain basis of sensory problems in ASD, we hope to lay the foundation for future treatment studies and improve the quality of life for affected individuals.
Multisensory Integration (MSI) is the synthesis of multiple sensory inputs in order to improve perception, stimulus detection, and response speed. Normative individuals use their senses both singly and in combination to better understand the world around them. Because this kind of integration is so essential to our perception, it isn’t surprising that individuals lacking in MSI ability demonstrate significantly compromised perception and response to their environment. According to DSM-5, Autism Spectrum Disorder (ASD) is linked with persistent deficits in social and communication behavior across contexts, plus unusual reactivity to sensory inputs. Many individuals with ASD also have an idiosyncratic fascination with one or more sensory inputs. By examining the neural basis of sensory issues, and thus beginning to explore and detail MSI deficits in children with ASD, we hope to provide ground for the development of resources that foster improvements in social and communication behavior.
The Brain Dynamics of Multi-Sensory Integration on Autism Spectrum Disorder study has three major objectives. Through recording and analyzing reaction times (RT) and event-related potentials (ERPs), we investigate differences in response to brief sensory stimuli, as well as differences in single modality sensorimotor integration between typically developing (TD) children and ASD children. Thirdly, specific to the ASD group, we are investigating the relationship among symptom severity, single sensorimotor integration, and multi-sensory integration. Our study uses sight, sound, touch, and various combinations of the three to examine single modality sensorimotor integration and multisensory integration, while using neuropsych evaluations and self-report measures to assess symptom severity in ASD children. Through examination of behavioral RT and temporal and spatial patterns of neural activity in brain regions associated with processing and integration of sensory information, we can thoroughly examine cross-sensory integration in children with ASD. By establishing the brain basis of sensory problems in ASD, we hope to lay the foundation for future treatment studies and improve the quality of life for affected individuals.
