Social impairments are a hallmark of Autism Spectrum Disorders (ASD), but empirical evidence for early brain network alterations in response to social stimuli is scant in ASD. We recorded the gaze patterns and brain activity of toddlers with ASD and their typically developing peers while they explored dynamic social scenes. Directed functional connectivity analyses based on electrical source imaging revealed frequency specific network atypicalities in the theta and alpha frequency bands, manifesting as alterations in both the driving and the connections from key nodes of the social brain associated with autism. Analyses of brain-behavioural relationships within the ASD group suggested that compensatory mechanisms from dorsomedial frontal, inferior temporal and insular cortical regions were associated with less atypical gaze patterns and lower clinical impairment. Our results provide strong evidence that directed functional connectivity alterations of social brain networks is a core component of atypical brain development at early stages of ASD.
Keywords: ASD; EEG; Granger causality; directed connectivity; human; neuroscience; social brain; toddlers.
Newborns are attracted to voices, faces and social gestures. Paying attention to these social cues in everyday life helps infants and young children learn how to interact with others. During this period of development, a network of connections forms between different parts of the brain that helps children to understand other people’s social behaviors. During their first year of life, infants who later develop autism spectrum disorders (ASD) pay less attention to social cues. This early indifference to these important signals leads to social deficits in children with ASD. They are less able to understand other people’s behaviors or engage in typical social interactions. It’s not yet clear why children with ASD are less attuned to social cues. But is likely that the development of brain networks essential for understanding social behavior suffers as a result. Studying how such networks develop in typical very young children and those with ASD may help scientist learn more. Now, Sperdin et al. confirm there are differences in the social brain-networks of very young children with ASD compared with their typical peers. In the experiment, 3-year-old children with ASD and without watched videos of other children playing, while Sperdin et al. recorded what they looked at and what happened in their brains. Eyemovements were measured with a tracker, and the brain activity was recorded using an electroencephalogram (EEG), which uses sensors placed on the scalp to measure electrical signals. What children with ASD looked at was different than their typical peers, and these differences corresponded with alterations in the brain networks that process social information. Children with ASD who had less severe symptoms had stronger activity in these brain networks. What they looked at also was more similar to typical children. This suggests less severely affected children with ASD may be able to compensate that way. Identifying ASD-like behaviors and brain differences early in life may help scientists to better understand what causes the condition. It may also help clinicians provide more individualized therapies early in life when the brain is most adaptable. Long-term studies of these brain-network differences in children with ASD are necessary to better understand how therapies can influence these changes.
© 2018, Sperdin et al.