Exploratory investigation of bilingualism, executive function, and brain organization in children with autism

自闭症儿童双语、执行功能和大脑组织的探索性调查

• 批准号: 10742472
• 负责人: Lucina Qazi Uddin
• 金额: $ 43.18万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-15 至 2025-08-14
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10742472
• 关键词: 10 year old; 12 year old; Address; Adult; Affect; Age; Aging; Attention; Behavior; Behavioral; Brain; Brain region; Buffers; Child; Child Language; Clinical; Cognitive; Cognitive aging; Communication; Competence; Data; Dementia; Development; Developmental Disabilities; Dimensions; Disease; Environment; Equipment and supply inventories; Exhibits; Family; Frequencies; Functional Magnetic Resonance Imaging; Heterogeneity; Hispanic; Home; Impaired cognition; Impairment; Individual; Intervention; Investigation; Laboratories; Language; Language Development; Lateral; Latino; Link; Literature; Los Angeles; Neurodevelopmental Disorder; Neurosciences Research; Oral; Parents; Participant; Performance; Population; Public Health; Quality of life; Questionnaires; Recommendation; Reporting; Research; Rest; Sampling; Severities; Socioeconomic Status; Sorting; Strategic Planning; Surveys; Time; United States; United States National Institutes of Health; Work; autism spectrum disorder; autistic children; behavioral study; bilingualism; cognitive ability; cognitive benefits; cognitive development; cognitive enhancement; cognitive neuroscience; endophenotype; executive function; experience; flexibility; improved; informant; low socioeconomic status; neural; neuroimaging; recruit; sex; social learning; verbal

Project Summary Autism spectrum disorder (ASD) is associated with marked heterogeneity with respect to the development of executive function (EF) abilities. In the United States, 12 million children primarily speak a language other than English in the home, suggesting that 1 in 4 children with ASD are being raised in a bilingual environment. Individuals who speak two languages fluently sometimes perform better on tasks of EF than monolingual individuals. Despite the potential advantages that bilingualism may confer, clinical practitioners commonly advise against providing a bilingual environment for children with developmental disabilities. The rationale for this recommendation is that concentrating on one language should better support a child’s language development. Yet, a growing body of work suggests there are no negative effects of being raised in a bilingual environment for children with neurodevelopmental disorders. Preliminary evidence even suggests possible associations between bilingualism and enhanced EF in some children with ASD. Still, there is little research specific to bilingualism in children with ASD, leaving clinicians struggling to develop informed recommendations for families of children with the disorder. Currently, there is no research characterizing the relationship between bilingualism, EF abilities, and brain network organization in children with ASD. This project will investigate these links for the first time. This exploratory project will examine the neural basis of EF in 50 monolingual and 50 bilingual children with ASD between the ages of 8-12 years with two aims: 1) to characterize associations between bilingualism and EF abilities in children with ASD using an informant-report indicator of EF and performance-based laboratory tasks, and 2) to characterize associations between bilingualism and brain functional organization underlying EF abilities in children with ASD using both task- based fMRI and resting-state functional connectivity dynamics. The project will be conducted in Los Angeles, where nearly 60% of the population is bilingual. This research addresses the strategic plan from the Interagency Autism Coordinating Committee that aspires to understand alterations in brain function in ASD to better enable the development of targeted interventions and societal accommodations that improve quality of life for individuals on the spectrum.

项目摘要 自闭症谱系障碍（ASD）与明显的异质性有关 执行功能（EF）能力。在美国，有1200万儿童小学以外的语言 在家中的英语表明，在双语环境中抚养了四分之一的ASD儿童。 说两种语言流利的人有时在EF的任务上表现更好，而不是单语 个人。尽管双语可能会召开双语，但临床从业人员通常 建议不要为发育障碍儿童提供双语环境。理由 该建议是，专注于一种语言应该更好地支持孩子的语言 发展。然而，越来越多的工作表明，在双语中没有产生负面影响 神经发育障碍儿童的环境。初步证据甚至表明可能 一些ASD儿童的双语和增强EF之间的关联。不过，很少有研究 特定于ASD儿童的双语主义，使临床医生努力发展知情 对患有该疾病的儿童家庭的建议。目前，没有研究 ASD儿童的双语，EF能力和大脑网络组织之间的关系。这 项目将首次研究这些链接。这个探索性项目将检查EF的神经基础 在50个单语和50个双语儿童中，ASD年龄在8-12岁之间，有两个目标：1） 表征双语和使用线人报告的儿童双语和EF能力之间的关联 EF和基于绩效的实验室任务的指标，以及2）表征 双语主义和大脑功能组织在ASD儿童中具有EF的能力，都使用这两个任务 - 基于fMRI和静止状态功能连接动力学。该项目将在洛杉矶进行 几乎60％的人口是双语的。这项研究探讨了来自 机构间自闭症协调委员会愿意了解ASD中大脑功能的改变 更好地实现有针对性的干预措施和社会住宿的发展，以提高质量 个人的生活。