The world needs more dreamers who can turn their dreams into reality.
- Hari Srinivasan
Psychophysics and Autism
The field of psychophysics explores how humans perceive and interpret sensory information, including vision, hearing, touch, taste, and smell. It investigates how changes in physical stimuli result in changes in perception, allowing researchers to measure and quantify the relationships between physical stimuli and perceptual experiences.
Psychophysical experiments often involve participants making judgments or providing responses to stimuli under controlled conditions. These experiments use psychophysical techniques to measure and analyze perceptual thresholds, discrimination abilities, response biases, and other aspects of sensory perception.
Some common psychophysical methods and measures include:
Psychophysics has contributed to our understanding of sensory perception, including concepts such as Weber's Law, Stevens' Power Law, and Fechner's Law. It has applications in various fields, such as vision science, auditory perception, psychopharmacology, and the study of human factors in design and technology.
Psychophysical experiments often involve participants making judgments or providing responses to stimuli under controlled conditions. These experiments use psychophysical techniques to measure and analyze perceptual thresholds, discrimination abilities, response biases, and other aspects of sensory perception.
Some common psychophysical methods and measures include:
- Threshold determination: Identifying the minimum or maximum level of a stimulus that can be detected or discriminated.
- Scaling: Estimating subjective perceptions using rating scales or magnitude estimation.
- Difference thresholds: Assessing the smallest detectable difference between two stimuli.
- Response time measures: Examining the speed of processing or decision-making in response to stimuli.
Psychophysics has contributed to our understanding of sensory perception, including concepts such as Weber's Law, Stevens' Power Law, and Fechner's Law. It has applications in various fields, such as vision science, auditory perception, psychopharmacology, and the study of human factors in design and technology.
Use of Psychophysics in Autism Research
- Sensory processing differences at various levels, such as visual, auditory, and tactile domains. Researchers have utilized psychophysical methods to measure thresholds, discrimination abilities, and response biases related to sensory perception. This helps in identifying specific sensory sensitivities, hypo- or hyper responsiveness, and atypical processing patterns in individuals with autism
- Perceptual integration and binding of perceptual features, such as color, motion, or shape, in autistics. By examining how autistics perceive and integrate different sensory information, researchers gain insights into potential difficulties in integrating and perceiving coherent perceptual representations.
- Face and emotion perception studies investigate perceptual thresholds, discrimination abilities, and biases related to facial features, expressions, and emotional cues. They can provide insights into the specific challenges in perceiving and interpreting social cues.
- Multisensory processing: Psychophysics has been utilized to explore how autistics integrate information from multiple sensory modalities. By measuring sensory integration and cross-modal processing abilities, researchers gain a better understanding of how individuals combine information from different sensory channels, which can contribute to their overall perceptual experiences.
Looking at the Self
In the context of disability and autism, all the terms discussed below takes on a unique significance as individuals may grapple with challenges that affect their physical, cognitive, emotional, and social attributes. Understanding one's own abilities, limitations, and unique traits can be an integral part of developing a positive self-perception and fostering self-acceptance and empowerment within the disability and autism communities.
Self-Perception: refers to how we perceive themselves, including our physical, cognitive, emotional, and social attributes. It involves forming an understanding of one's own characteristics, abilities, and behaviors. Self-perception can encompass both internal aspects, such as thoughts and emotions, and external aspects, such as appearance and social roles. It involves recognizing oneself as a distinct entity separate from others and the environment.
Self-Evaluation: refers to the process of assessing one's own abilities, performance, and worth. It involves comparing oneself to internal or external standards and making judgments about one's strengths, weaknesses, and accomplishments. Self-evaluation can be influenced by various factors, including personal goals, social comparisons, and feedback from others. It plays a crucial role in shaping self-esteem, as positive self-evaluation can enhance feelings of self-worth and competence, while negative self-evaluation can lead to self-doubt and low self-esteem.
Self-Awareness: is the conscious knowledge and recognition of one's own existence, thoughts, feelings, and sensations. It involves being cognitively and emotionally attuned to oneself. Self-awareness allows individuals to monitor and reflect upon their own internal states, behaviors, and reactions in relation to themselves and their environment. It involves recognizing one's own strengths, weaknesses, values, and beliefs. Self-awareness is a fundamental aspect of self-consciousness and is essential for introspection, self-regulation, and social interactions.
Self-Reflection: involves the process of introspection and examining one's thoughts, feelings, and experiences. It entails looking inwardly and exploring one's own inner world. Self-reflection allows individuals to gain insight into their beliefs, values, motivations, and behaviors. It often involves asking oneself questions, considering personal experiences, and analyzing one's own actions and their consequences. Self-reflection facilitates self-understanding, personal growth, and the ability to learn from past experiences.
Self-Evaluation: refers to the process of assessing one's own abilities, performance, and worth. It involves comparing oneself to internal or external standards and making judgments about one's strengths, weaknesses, and accomplishments. Self-evaluation can be influenced by various factors, including personal goals, social comparisons, and feedback from others. It plays a crucial role in shaping self-esteem, as positive self-evaluation can enhance feelings of self-worth and competence, while negative self-evaluation can lead to self-doubt and low self-esteem.
Self-Awareness: is the conscious knowledge and recognition of one's own existence, thoughts, feelings, and sensations. It involves being cognitively and emotionally attuned to oneself. Self-awareness allows individuals to monitor and reflect upon their own internal states, behaviors, and reactions in relation to themselves and their environment. It involves recognizing one's own strengths, weaknesses, values, and beliefs. Self-awareness is a fundamental aspect of self-consciousness and is essential for introspection, self-regulation, and social interactions.
Igniting Inner Light
Igniting Inner Light
Revive engine, ignite inner light
Action potential of this mind
Chuck this fickle body behind
SCQ - Social Communication Questionnaire
Lexicon [Measures] - SCQ
Limitations:
- The SCQ is a screening tool and should not be used as a standalone diagnostic instrument. A comprehensive evaluation by a trained clinician using multiple assessment methods is necessary for a formal autism diagnosis.
- Co-occurring Conditions: Many individuals with ASD may have co-occurring conditions such as intellectual disabilities, language impairments, ADHD, anxiety, or sensory processing difficulties. The SCQ focuses specifically on social communication and interaction and may not fully capture the range of challenges associated with co-occurring conditions such as language challenges, ADHD, anxiety or sensory processing.
- Caregiver reports are subject to biases and inaccuracies, as they rely on the caregiver's observations and interpretations of the individual's behaviors.
- Caregivers' ability to accurately report on specific social communication behaviors and experiences of nonspeaking autistics may be limited.
- The SCQ is not designed to assess other developmental disabilities apart from ASD.
Psychiatry Symposium
https://www.vumc.org/psychiatry/AcademicPsychiatry2023
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Schedule
| 10:45-10:50am | Welcome and Introduction |
| 10:50-11:50am | Oral Session #1 |
| 11:50am-12:00pm | Break |
| 12:00-1:00pm | Collaboration Talks |
| 1:00-1:10pm | Break |
| 1:10-2:10pm | Poster Session |
| 1:10-1:40pm | Group A |
| 1:40-2:10pm | Group B |
| 2:10-2:20pm | Break |
| 2:20-3:20pm | Oral Session #2 |
| 3:20-3:25pm | Closing Remarks |
| 3:25-4:00pm | Ice Cream Social |
Berkeley News
UC Berkeley Chancellor Christ retires next year.
Can't help but remember that had handed me my University Medal finalist award on stage at convocation along with a lovely message. I think she became chancellor around the time I joined Cal.
NASEM: Cultivating Accessible Educational Pathways and Spaces
Event by National Academies of Sciences, Engr and Medicine.
Disrupting Ableism and Advancing STEM:
Cultivating Accessible Educational Pathways and Spaces
THURSDAY, JUNE 15, 2023,
I was on the the panel that runs from 1:35pm ET - 2:15pm ET
Recording link
"This virtual session is a critical element of Disrupting Ableism and Advancing STEM: Cultivating Accessible Educational Pathways and Spaces, the fourth event in the five-part Disrupting Ableism and Advancing STEM conversation series. Overall, this event in the series will focus on the important role of education in preparing students with disabilities as they enter the STEM ecosystem. Discussions will focus on the need to challenge assumptions about who can learn and succeed in STEM and the need to make direct changes to policies and practices to facilitate positive educational experiences for students. Examples will include asset based approaches to learning in classrooms, laboratories, online, and in the field.
Got a nice feedback email today.
"My name is ____ and I work at a medical university in a northern town in ___Ontario Canada. I saw your presentation today on cultivating accessible educational pathways and spaces. I was completely blown away by your presentation. What you have accomplished is incredibly impressive. I not only applaud you but the professors who went out of their way to make labs accessible for you. I think as a medical school, we are behind the ball so to speak with regards to accommodating the needs of those with different abilities....... This entire series has been fascinating to me. Thank you for sharing."====
On behalf of the planning committee, I want to thank you for being part of the NASEM Disrupting Ableism and Advancing STEM discussion series. This event was very well received, and your panel’s discussion was truly fantastic. Thank you for your leadership and for taking time to share your insight and expertise.
It feels like a historic and meaningful inflection point for people with disabilities in STEM, and we are grateful for your role in driving that change.
======
On behalf of the planning committee for the Disrupting Ableism and Advancing STEM conversation series and the National Academies staff, I wanted to express my sincere gratitude to each of you for an informative and engaging panel session. We are proud to have brought together such an amazing group of individuals to speak about Lived Experiences: Listening, Learning, and Acting. I am certain that your discussion was greatly appreciated by the over 320 who attended on June 15th to learn about issues related to Cultivating Accessible Educational Pathways and Spaces.
Your expertise and insights were invaluable, and we are so grateful for the time and effort that you put into preparing and delivering your remarks.
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Review v Meta Analysis
I continue to learn....as I navigate grad school
Review vs Meta-Analysis
A review paper /literature review, provides a comprehensive overview and evaluation of existing research on a particular topic. It involves gathering information from multiple sources, such as research articles, books, and other relevant publications, and synthesizing the findings to summarize the current state of knowledge on the topic. Review papers typically do not involve statistical analysis or original data collection.A meta-analysis is a specific type of research synthesis that involves combining and analyzing quantitative data from multiple studies to generate more robust conclusions. Researchers identify relevant studies, extract relevant data from each study, and statistically analyze the combined data to derive overall effect sizes or estimates of the relationship between variables. Meta-analyses often include a systematic review of the literature as a first step to identify relevant studies for inclusion.
Ed Levels and dx age
I came across an intriguing fact today.
Individuals who get an ADHD diagnosis in childhood tend to attain lower levels of education than individuals who get an ADHD in adulthood (Wymbs & Dawson-2015).
I wonder if there is a parallel in autism too. Do autistics who get dx in childhood have lower ed levels than autistics who get dx in adulthood. (though I could not see much research on this)I would think so - cuz despite the claim that you get better access to childhood autism therapy (most of which does not work by the way), you also end up facing a lot of gatekeeping from an educational system that fundamentally starts off with a view of lower exceptions of anyone with a disability dx, which means you are often kept out of mainstream education, gatekeeped out of opportunities than those without a dx would have access to if they chose to pursue it. We are not even given that option of opportunities as everything and everyone around you indicates over and over that you are incapable of more than just surviving and being pushed up and out of the school system (parallels to the school-prison pipeline in minority communities).
All this constant stigma and discrimination takes a toll on mental health, self-esteem, and motivation. If the ed foundational legs at the basic school level is non-supportive and discouraging, there is no motivation to complete and attempt yet another potentially demotivating/discouraging environment.
Ironically I find that though it's a lot more work/effort (the disability part), ed is actually much more non-judgmental and freeing at college level compared to school, but you have to first navigate the school system; a step many may not be able to cross, to even make it to college.
Proprioceptive feedback
Proprioceptive feedback has been studied in the context of Autism to understand its potential role in the motor impairments and sensory processing differences and altered personal space.
Proprioception is mediated by specialized receptors known as proprioceptors, which are found in muscles, tendons, ligaments, and joints. These proprioceptors detect changes in muscle length, muscle tension, joint angles, and joint pressure. They provide constant input to the central nervous system, particularly the brain and spinal cord, enabling us to have a continuous sense of our body's position and movement.
Examples of proprioceptors
- the muscle spindle located within skeletal muscles, responds to changes in muscle length. When a muscle is stretched or contracted, the muscle spindle sends signals to the CNS, providing information about the degree and speed of muscle stretch. This information helps the brain monitor and control muscle activity, contributing to coordinated movement.
- Golgi tendon organ, located at the junction between muscles and tendons, responds to changes in muscle tension or force exerted on the tendon. When muscle tension increases, the Golgi tendon organ detects this change and sends signals to the central nervous system, allowing for adjustments in muscle force and preventing excessive muscle contraction.
- Joint receptors found in the capsules and ligaments surrounding joints, detect changes in joint position and movement. There are different types of joint receptors, including Ruffini corpuscles, Pacinian corpuscles, and free nerve endings, each specialized for different aspects of joint movement. These receptors provide information about joint angles, joint velocity, and joint pressure, allowing for precise control of limb movements.
Research has shown that proprioception plays a vital role in motor control, coordination, and balance. Impairments in proprioceptive feedback can lead to difficulties in performing precise movements, maintaining balance, and coordinating multiple body parts. For example, individuals with certain neurological conditions or injuries affecting proprioceptive pathways may experience problems with coordination and a reduced awareness of their body's position, potentially leading to increased risk of falls or accidents.
Citations around Proprioceptive Feedback
Proske U, Gandevia SC. The Proprioceptive Senses: Their Roles in Signaling Body Shape, Body Position and Movement, and Muscle Force. Physiol Rev. 2012;92(4):1651-1697. doi:10.1152/physrev.00048.2011
Gandevia SC, McCloskey DI. Joint Sense, Muscle Sense, and Their Combination as Position Sense, Measured at the Elbow. J Physiol. 1976;260(2):387-407. doi:10.1113/jphysiol.1976.sp011306
Roll JP, Vedel JP. Kinaesthetic Role of Muscle Afferents in Man, Studied by Tendon Vibration and Microneurography. Exp Brain Res. 1982;47(2):177-190. doi:10.1007/BF00239352
Gandevia SC. Kinesthesia: Roles for afferent signals and motor commands. In: Comprehensive Physiology. John Wiley & Sons, Inc.; 2011. doi:10.1002/cphy.c100058
Specific to Autism
Marco, E. J., Hinkley, L. B., Hill, S. S., & Nagarajan, S. S. (2011). Sensory processing in autism: a review of neurophysiologic findings. Pediatric Research, 69(5 Pt 2), 48R-54R. doi: 10.1203/PDR.0b013e3182130c54
Torres, E. B., & Donnellan, A. M. (2013). Autism: the micro-movement perspective. Frontiers in Integrative Neuroscience, 7, 32. doi: 10.3389/fnint.2013.00032
Haswell, C. C., Izawa, J., Dowell, L. R., Mostofsky, S. H., & Shadmehr, R. (2009). Representation of internal models of action in the autistic brain. Nature Neuroscience, 12(8), 970-972. doi: 10.1038/nn.2356
Glazebrook, C. M., Gonzalez, D. A., Hansen, S., Elliott, D., & Lyons, J. (2009). Impaired visuo-motor processing contributes to altered personal space in autism. Neuropsychologia, 47(13), 2811-2817. doi: 10.1016/j.neuropsychologia.2009.06.021
Cascio, C. J., Foss-Feig, J. H., Heacock, J., & Newsom, C. R. (2012). Tactile perception in adults with autism: a multidimensional psychophysical study. Journal of Autism and Developmental Disorders, 42(11), 2270-2282. doi: 10.1007/s10803-012-1486-2
Hilton, C. L., Zhang, Y., Whilte, M. R., Klohr, C. L., & Constantino, J. N. (2012). Motor impairment in sibling pairs concordant and discordant for autism spectrum disorders. Autism, 16(4), 430-441. doi: 10.1177/1362361311435155
Glazebrook, C. M., & Elliott, D. (2010). Vision-action coupling for perceptual control of posture in children with and without autism spectrum disorders. Developmental Science, 13(5), 742-753. doi: 10.1111/j.1467-7687.2009.00941.x
Marco, E. J., Hinkley, L. B., Hill, S. S., & Nagarajan, S. S. (2011). Sensory processing in autism: a review of neurophysiologic findings. Pediatric Research, 69(5 Pt 2), 48R-54R. doi: 10.1203/PDR.0b013e3182130c54
Torres, E. B., & Donnellan, A. M. (2013). Autism: the micro-movement perspective. Frontiers in Integrative Neuroscience, 7, 32. doi: 10.3389/fnint.2013.00032
Haswell, C. C., Izawa, J., Dowell, L. R., Mostofsky, S. H., & Shadmehr, R. (2009). Representation of internal models of action in the autistic brain. Nature Neuroscience, 12(8), 970-972. doi: 10.1038/nn.2356
Glazebrook, C. M., Gonzalez, D. A., Hansen, S., Elliott, D., & Lyons, J. (2009). Impaired visuo-motor processing contributes to altered personal space in autism. Neuropsychologia, 47(13), 2811-2817. doi: 10.1016/j.neuropsychologia.2009.06.021
Cascio, C. J., Foss-Feig, J. H., Heacock, J., & Newsom, C. R. (2012). Tactile perception in adults with autism: a multidimensional psychophysical study. Journal of Autism and Developmental Disorders, 42(11), 2270-2282. doi: 10.1007/s10803-012-1486-2
Hilton, C. L., Zhang, Y., Whilte, M. R., Klohr, C. L., & Constantino, J. N. (2012). Motor impairment in sibling pairs concordant and discordant for autism spectrum disorders. Autism, 16(4), 430-441. doi: 10.1177/1362361311435155
Glazebrook, C. M., & Elliott, D. (2010). Vision-action coupling for perceptual control of posture in children with and without autism spectrum disorders. Developmental Science, 13(5), 742-753. doi: 10.1111/j.1467-7687.2009.00941.x
Comparing the ABC and CATI Autism Measures
Autism Assessments & Measures
The Aberrant Behavior Checklist (ABC) and the Comprehensive Autistic Trait Inventory (CATI) are both tools used to assess behaviors and traits associated with autism, but they differ in their specific focus, structure, and use cases. Here’s a comparison to highlight the differences between the two:
[Posts on other Assessment Tools and Diagnostic Measures]
Aberrant Behavior Checklist (ABC)
Purpose: Designed to assess the presence and severity of problem behaviors in individuals with developmental disabilities, including autism.
Structure: Consists of 58 items divided into five subscales:
- Irritability
- Lethargy/Social Withdrawal
- Stereotypic Behavior
- Hyperactivity/Noncompliance
- Inappropriate Speech
Administration:
- Completed by caregivers, teachers, or clinicians who are familiar with the individual's behavior.
- Uses a Likert scale (0-3) to rate the severity of each behavior.
Focus:
- Measures the severity and frequency of specific problem behaviors.
- Used to track changes over time and assess treatment effectiveness.
Advantages:
- Provides detailed information about specific behavioral issues.
- Useful for treatment planning and monitoring progress.
Limitations:
- Subjective responses from raters.
- Does not provide a comprehensive assessment of autism traits.
Comprehensive Autistic Trait Inventory (CATI)
Purpose: Designed to provide a detailed assessment of the range of autistic traits across various domains, specifically for research and clinical purposes.
Structure: The exact structure may vary, but typically includes multiple domains that cover:
- Social Interaction
- Communication
- Restricted and Repetitive Behaviors
- Sensory Sensitivities
- Cognitive Traits
- Emotional Regulation
Administration:
- Can be completed by individuals with autism (self-report), parents, or clinicians, depending on the version.
- Uses a comprehensive rating scale to assess the frequency and intensity of various autistic traits.
Focus:
- Provides a broad and detailed overview of autistic traits across multiple domains.
- Aims to capture the full spectrum of autism-related characteristics for both diagnostic and research purposes.
Advantages:
- Offers a comprehensive assessment of a wide range of autistic traits.
- Useful for identifying strengths and areas of need in individuals with autism.
Limitations:
- Can be more time-consuming due to its comprehensive nature.
- May require detailed knowledge of the individual’s behaviors and traits.
Key Differences
Focus:
- ABC: Focuses on assessing and quantifying specific problem behaviors.
- CATI: Focuses on providing a comprehensive assessment of a wide range of autistic traits across multiple domains.
Structure:
- ABC: 58 items across five subscales related to problem behaviors.
- CATI: Multiple domains covering social interaction, communication, repetitive behaviors, sensory sensitivities, cognitive traits, and emotional regulation.
Administration:
- ABC: Typically completed by caregivers or teachers.
- CATI: Can be completed by individuals with autism, parents, or clinicians, depending on the version.
Purpose:
- ABC: Used for identifying problem behaviors, planning treatment, and monitoring changes over time.
- CATI: Used for a detailed assessment of autistic traits for both diagnostic and research purposes.
Rating Scale:
- ABC: Uses a Likert scale (0-3) to rate the severity of each behavior.
- CATI: Uses a comprehensive rating scale to assess the frequency and intensity of various autistic traits.
In Essence, while the ABC is focused on problem behaviors and is useful for clinical treatment planning, the CATI provides a broad and detailed assessment of the full range of autistic traits, making it valuable for both clinical and research applications.
For Related Posts on other Measures in Autism
Posts on Aberrant Behavior Checklist (ABC)
Posts on Comprehensive Autistic Trait Inventory (CATI)
To create is discover a world within yourself
Towards a more Humane Society. Contemplation one line a day. #MentalHealth.
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