Schuetze Manuela, Rohr Christiane S, Dewey Deborah, McCrimmon Adam, Bray Signe
Child and Adolescent Imaging Research Program, University of Calgary, Calgary, AB, Canada.
Behaviour and the Developing Brain, Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada.
Front Psychol. 2017 Nov 21;8:2035. doi: 10.3389/fpsyg.2017.02035. eCollection 2017.
Early behavioral interventions are recognized as integral to standard care in autism spectrum disorder (ASD), and often focus on reinforcing desired behaviors (e.g., eye contact) and reducing the presence of atypical behaviors (e.g., echoing others' phrases). However, efficacy of these programs is mixed. Reinforcement learning relies on neurocircuitry that has been reported to be atypical in ASD: prefrontal-sub-cortical circuits, amygdala, brainstem, and cerebellum. Thus, early behavioral interventions rely on neurocircuitry that may function atypically in at least a subset of individuals with ASD. Recent work has investigated physiological, behavioral, and neural responses to reinforcers to uncover differences in motivation and learning in ASD. We will synthesize this work to identify promising avenues for future research that ultimately can be used to enhance the efficacy of early intervention.
早期行为干预被认为是自闭症谱系障碍（ASD）标准护理的重要组成部分，通常侧重于强化期望的行为（如眼神交流）并减少非典型行为的出现（如模仿他人的话语）。然而，这些项目的效果参差不齐。强化学习依赖于据报道在ASD中表现异常的神经回路：前额叶-皮层下回路、杏仁核、脑干和小脑。因此，早期行为干预所依赖的神经回路在至少一部分ASD个体中可能功能异常。最近的研究调查了对强化物的生理、行为和神经反应，以揭示ASD患者在动机和学习方面的差异。我们将综合这项工作，以确定未来研究的有前景的途径，最终可用于提高早期干预的效果。
