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  • While these concurrent structure arcuate function reading

    2018-11-09

    While these concurrent structure (arcuate)–function (reading skill) relationships have been consistently demonstrated in sizable samples of children across a wide age range, the results from longitudinal investigations of the whole arcuate have been mixed. found that while initial FA in the left superior longitudinal fasciculus (explicitly stated to include the arcuate) was related to initial word identification standard scores for control participants, it was not predictive of longitudinal changes in standard scores over 2.5 years in either dyslexics or controls. Right hemisphere superior longitudinal fasciculus coherence, however, was predictive of reading gains in children with dyslexia, potentially reflecting compensatory use of right hemisphere systems parallel to those typically found on the left side (e.g., ). However, this study examined the tract as a whole without segmenting it into subsections: if only particular protease inhibitor cocktail of the arcuate support reading, its longitudinal impact may not be seen when coherence is collapsed across segments. More recently, found that Time 2 good readers (initial ages 7–12) tend to show increases in arcuate connectivity across the three-year testing period, while poor readers showed decreases in connectivity, indicating that the arcuate\'s role in reading may be preserved and even strengthened with practice and experience. While an individuals’ rate of arcuate FA change was predictive of reading scores (both initial and average across time points), the predictive power of initial FA on final reading score or change in ability was not tested. These developmental changes were also not related to subsections. Similarly, demonstrated that change in temporo-parietal coherence from kindergarten to third grade were related to outcome reading scores; post-hoc tractography demonstrated that one of the significant clusters contained both superior corona radiata and direct arcuate fasciculus fibers; anterior streamlines were also included in a subsample of their subjects. The second cluster contained posterior arcuate fibers. This work indicates that changes in the arcuate are critical for successful early reading. However, the impact of initial coherence itself on behavioral outcomes or reading improvement was not examined. As such, early arcuate connectivity may impact later reading ability, but this relationship has not yet been clearly described. To our knowledge, no studies have compared the prospective impact of individual differences in subdivision connectivities on reading outcome, which may be critical for reconciling the previous conflicting whole arcuate results.
    Introduction Social deficits are the cornerstone of behavioral symptoms in children with autism spectrum disorder (ASD; Wing and Gould, 1979). Such social deficits include abnormal eye contact or body language and difficulty engaging in normal back-and-forth conversation (APA, 2013). As one can imagine, these atypical social behaviors make children with ASD particularly vulnerable to ostracism by peers (Symes and Humphrey, 2010). However, because of deficits in understanding nonverbal communication, it is difficult to assess whether children with ASD process peer rejection (which is often communicated through actions instead of words) in a manner that it similar to typically developing youth. The typical experience of being socially excluded has profound effects on basic psychological needs such as feelings of belonging, control, meaningful existence, and self-esteem (Williams et al., 2000; Williams, 2007). The distress of social exclusion has distinct neural correlates that are robust among healthy children, adolescents, and adults (Bolling et al., 2011a,c; Eisenberger et al., 2003; Krill and Platek, 2009; Masten et al., 2009; Moor et al., 2012; Onoda et al., 2009; Sebastian et al., 2011). Abnormal brain responses to social exclusion have been noted in children and adolescents with ASD (Bolling et al., 2011b; Masten et al., 2011). These abnormal brain responses to social exclusion (compared to social inclusion) manifest as hypoactivation in several regions including anterior insula and anterior cingulate cortex (ACC; Bolling et al., 2011b; Masten et al., 2011). However, it is unknown whether these atypical brain responses arise from the neurodevelopmental etiology of ASD or result from the unique social experiences afforded by growing up with ASD. Building on previously established evidence of neural hypoactivation in response to social exclusion in youth with ASD, the current study attempts to identify regions of trait differences, where the hypoactivation found in ASD is also found in a group of unaffected siblings (UAS) of children with ASD who share the genetic risk for developing ASD, but who have not experienced first-hand the social struggles faced by their brother or sister. In this way, we can dissociate biological from environmental influences on the neural response to social rejection in ASD.