Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations.
Statistical modeling analysis reveal that attention skills mediate the relationship between brain measures of sensory processing (measured by electroencephalography) and behavioral sensory processing in young adults with and without autism. Thus, attention abilities facilitate brain mechanisms to better process sensory stimuli to perform everyday sensory processing activities and social skills. Results suggest that therapy emphasizing attention skills in autism can modify sensory and social participation.
Primary Author and Speaker: Jewel Elias Crasta
Additional Authors and Speakers: Patricia Davies
Contributing Authors: William J. Gavin
PURPOSE: Research on the neural basis of attention and sensory processing in autism spectrum disorder (ASD) is increasing. However, translational research bridging neuroscience and daily participation issues is limited. This study used structural equation modeling to examine the relationship between brain measures of sensory processing and behavioral measures of attention, sensory processing, and social responsiveness in young adults with ASD and neurotypical (NT) peers.
DESIGN: Cross-sectional quantitative design.
METHOD: Participants included 24 young adults with ASD (M age = 23.3 years, SD = 3.8) and 24 age-matched NT adults. To assess neural sensory processing, electroencephalography (EEG) data were recorded while participants heard random presentations of 4 auditory stimuli (50 ms in duration) at two frequencies (1 and 3 kHz) and two intensities (50 and 70 dB). Participants completed two attention conditions; the passive condition involved only listening to the stimuli, followed by the active condition, wherein participants were instructed to press a button only to the 1 kHz 50 dB tone. For each condition, participants heard 80 trials of each tone in a pseudo-random order with a two-second inter-stimulus interval. Participants completed the self-report forms, the Adolescent/Adult Sensory Profile (AASP), and Social Responsiveness Scale 2 (SRS-2) and were administered the Test of Everyday Attention (TEA), a performance-based attention measure. Analysis: Latent variable mediation analysis was used to examine the hypothesis that attention (TEA total score) mediates the relationship between brain measures of sensory processing (EEG) and behavioral measures of sensory processing (low registration quadrant score), which in turn predict social responsiveness (SRS-2 total score). EEG measures (N1 latency) derived from high-frequency tones of passive and active conditions were combined to obtain a latent variable describing brain measures of sensory processing. The analysis included participants from both groups.
RESULTS: The ASD group had significantly delayed N1 latencies during both attention conditions than NT peers. The latent EEG measure significantly predicted attention scores, β = -.49, p = .03, and attention abilities significantly predicted behavioral sensory processing, β = -.55, p < .0005. These results support the mediational hypothesis. The direct effect of EEG measure predicting sensory processing, β = -.04, was not significant but the indirect coefficient was significant, β = .16, p = .047. Lastly, sensory processing significantly predicted social responsiveness, β = .83, p < .0005. This model yielded excellent fit statistics, χ2(13) = 13.47, p = .41, RMSEA = .03, 90% CI [.00, .15], p = .53; CFI = .99; SRMR = .06.
CONCLUSION: In young adults with and without ASD, attention abilities mediated the relationship between brain measures of sensory processing and behavioral sensory processing, specifically low registration. Thus, attention abilities can facilitate brain mechanisms to better process sensory stimuli to perform everyday sensory processing activities and social skills. Data suggest that statistical modeling can be beneficial in interpreting the nature of brain-behavior relationships in ASD.
IMPACT: Attention is a fundamental ability that impacts everyday sensory and social behaviors in ASD. The results indicate that therapy emphasizing attention skills in ASD can potentially modify sensory and social participation in young adults with ASD.
References
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