Autism Spectrum Disorder
Conditions
Keywords
Autism Spectrum Disorder, Theory of Mind, Visual Perspective Taking, Facial Emotion Recognition
Brief summary
This study aims to employ a longitudinal tracking research to investigate the effects of a visual perspective taking intervention on the development of theory of mind in children with autism. Additionally, the investigators seek to examine modifications in the neural mechanisms linked to facial emotion recognition in children both before and after intervention by using the functional Near-Infrared Spectroscopy (fNIRS) to record the relative changes in blood oxygen levels in the cerebral cortex with the oddball Face-Periodic Visual Stimulation (FPVS) paradigm.
Detailed description
The deficiency or delayed development of Theory of Mind (ToM) stands as a significant contributing factor to social disorders observed in children with Autism Spectrum Disorder (ASD). Consequently, improving ToM ability is considered pivotal way to improve the development of social function of children with ASD. This study aims to improve ToM ability of children with ASD, and the purpose of this study are as follows: 1. Reveal the development mechanism of theory of mind of children with ASD, based on embodied cognition theory. Explore whether visual perspective taking training can improve the development of Theory of Mind in children with ASD, and if such enhancement exhibits long-term stability. 2. Undertake a longitudinal investigation to assess the stability of visual perspective taking training in improving the development of Theory of Mind in children with ASD. Additionally, the study aims to compare the differential effects and stability of various intervention programs in improving the Theory of Mind in children with ASD. 3. Explore potential disparities in the brain mechanisms of facial emotion recognition between children with ASD and typically developing children before and after the intervention. Specifically, the study seeks to discern whether the intervention can enhance facial emotion recognition abilities in children with ASD and assess the longevity of such enhancements. The study consists of two parts. In Study 1, participants will be randomly assigned to distinct training groups based on baseline task performance, undergoing three sessions per week for a duration of 4 weeks. In Study 2, the investigators will mainly use the fNIRS with the oddball FPVS paradigm to test children's ability to distinguish facial emotion pictures before and after the intervention, assessing whether the intervention enhances facial emotion recognition ability and if effects vary across different training methods.
Interventions
BEHAVIORALVisual perspective taking training
Participants will be instructed to utilize small building blocks for the construction of diverse three-dimensional models, with a particular emphasis on employing various perspectives. The visual perspective taking training sessions will be conducted three times weekly over a period of 4 weeks.
BEHAVIORALBlock building training
Participants will be instructed to utilize unit building blocks to construct diverse three-dimensional models. The block building training sessions will be conducted three times weekly over a period of 4 weeks.
BEHAVIORALThought-bubble training
Participants will be instructed in the comprehension of mental states through the utilization of cartoon thought-bubbles as a representational tool. The thought-bubble training sessions will be conducted three times weekly over a period of 4 weeks.
BEHAVIORALTreatment as usual
Participants will continue to receive treatment as usual during the trial.
Sponsors
Zhuhai Fudan Innovation Institute
Second Affiliated Hospital of Guangxi Medical University
Nanjing Normal University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
QUADRUPLE (Subject, Caregiver, Investigator, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
3 Years to 8 Years
Healthy volunteers
Yes
Inclusion criteria
ASD group: * With a diagnosis of ASD. * Age between 3 and 8 years old. * Monolinguals, Chinese native speakers. * Providing written informed consent sighed by parents. Control group: * No diagnosis of ASD (including individuals who are typically developing, have attention deficit hyperactivity disorder, etc.) * Age between 3 and 8 years old. * Monolinguals, Chinese native speakers. * Providing written informed consent sighed by parents.
Exclusion criteria
* Language or motor impairments hindering participation in the study.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Theory of Mind scale | The test will be measured before, after immediately and three months after the intervention. | This scale comprises seven subtests reflecting the sequential development of these concepts throughout the preschool years, including diverse desires, diverse beliefs, knowledge-ignorance or access, contents false belief, explicit false belief, belief emotion and real-apparent emotion. |
| The Chinese version of Theory of Mind Inventory-2 (ToMI-2-C) | The test will be measured before, after immediately and three months after the intervention. | The ToMI-2 is a questionnaire filled by parents or guardians. It encompasses 60 items, which are categorized into three empirically derived subscales-Early, Basic, and Advanced-to comprehensively measure ToM abilities. |
| The Chinese version of Theory of Mind Task Battery (ToMTB) | The test will be measured before, after immediately and three months after the intervention. | The ToMTB encompasses nine tasks, including an emotion recognition task, a desire-based emotion task, a seeing-leads-to-knowing task and so forth. |
| Visual perspective taking | The test will be measured before, after immediately and three months after the intervention. | A small toy will be placed on a square turntable, which has distinct colored sides. The child will be presented with a laminated card representing four images of the toy, each captured from the front, back, left, and right perspectives. The experimenter will randomly place a small doll in different positions (left, right, or the distant side). The child will be asked, 'This is a little seahorse. When the seahorse is here, which view will the seahorse have?' The child's response will be recorded and scored. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Spatial ability | The test will be measured before, after immediately and three months after the intervention. | Spatial ability will be assessed using the Block Design subtest from the Wechsler Preschool and Primary Scale of Intelligence,4th ed. (WPPSI-IV) |
| Mental rotation | The test will be measured before, after immediately and three months after the intervention. | A small toy will be placed on a square turntable, which has distinct colored sides. The child will be presented with a laminated card representing four images of the toy, each captured from the front, back, left, and right perspectives. After the child correctly identifies the starting direction of the toy, the toy will be covered with an opaque cup. Subsequently, the examiner will randomly rotate the turntable by 90 degrees. The child is then tasked with identifying what the toy will look like when the cup is unveiled. The child's response will be recorded and scored. |
| Facial emotion recognition | The test will be measured before, after immediately and three months after the intervention. | fNIRS recordings of relative changes in blood oxygen levels in the cerebral cortex under the oddball FPVS paradigm were employed to assess the recognition of emotional facial images in children with ASD. |
Countries
China
Outcome results
None listed