Autism Spectrum Disorder (ASD) is a heterogeneous disorder characterized by specific behavioral deficits. However, its altered developmental trajectory can also lead to cognitive strengths, particularly in the domains of mathematical and analytical problem solving. Mathematical cognition is critical not only for success in science and engineering but also as an important skill in everyday life, second only to reading. Despite its importance, numerical and mathematical reasoning is a grossly understudied cognitive domain in ASD. Here, we propose to initiate the first systematic study of mathematical cognition in children with ASD, focusing initially on children with High Functioning Autism (HFA). The overarching goal of this proposal is to investigate number sense, mathematical reasoning and problem solving abilities in children with HFA using a cognitive and systems neuroscience approach.
The specific aims of this project are: (1) To behaviorally characterize mathematical abilities in children with ASD using a battery of standardized and novel cognitive tests, (2) To investigate the cognitive and brain processes underlying basic number sense in children with ASD and compare them to typically developing (TD) children, (3) To investigate the cognitive and brain processes underlying arithmetic problem solving abilities in children with ASD and compare them to TD children, and (4) To examine the integrity of functional and structural networks supporting mathematical cognition in children with ASD compared to TD children. We will test the hypotheses that (i) mathematical cognition is an islet of relative ability in some children with ASD and (ii) children with ASD, whether they exhibit superior, equivalent, or poorer performance levels as TD controls, will deploy atypical brain processes during numerical and mathematical problem solving. Our proposed studies will provide new insights into the neural basis of mathematical abilities in children with ASD, and the extent to which brain networks supporting mathematical information processing are altered in these children. If, as we predict, mathematical skills are an islet of ability in some children with ASD, the proposed studies will provide novel insights into the neurobiological mechanisms underlying cognitive and behavioral heterogeneity in children with ASD. Our research will not only lead to a more thorough understanding of the neural systems mediating heterogeneity of cognitive functioning and problem solving abilities in ASD, but it will also have important implications for designing appropriate interventions to improve academic, vocational and professional achievement in individuals with ASD by identifying their unique strengths and weaknesses at an early age.

Public Health Relevance

The long-term goal of our research is to better understand mathematical, analytic and logical reasoning abilities, and their neurobiological bases, in children and adults with autism. Our proposed studies will provide the first and most detailed analysis of mathematical skills and problem solving abilities in children with autism. Characterizing potentially intact cognitive abilities and areas of relative strength in children with autism is profoundly important not only for defining and more fully characterizing the nature of autism but also for facilitating academic and professional success.

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Research Project (R01)
Project #
5R01MH084164-04
Application #
8617866
Study Section
Child Psychopathology and Developmental Disabilities Study Section (CPDD)
Program Officer
Gilotty, Lisa
Project Start
2011-06-01
Project End
2016-02-29
Budget Start
2014-03-01
Budget End
2015-02-28
Support Year
4
Fiscal Year
2014
Total Cost
$623,389
Indirect Cost
$228,839
Name
Stanford University
Department
Psychiatry
Type
Schools of Medicine
DUNS #
009214214
City
Stanford
State
CA
Country
United States
Zip Code
94305
Menon, Vinod (2018) The Triple Network Model, Insight, and Large-Scale Brain Organization in Autism. Biol Psychiatry 84:236-238
Skeide, Michael A; Evans, Tanya M; Mei, Edward Z et al. (2018) Neural signatures of co-occurring reading and mathematical difficulties. Dev Sci 21:e12680
Dickie, Erin W; Ameis, Stephanie H; Shahab, Saba et al. (2018) Personalized Intrinsic Network Topography Mapping and Functional Connectivity Deficits in Autism Spectrum Disorder. Biol Psychiatry 84:278-286
Supekar, Kaustubh; Kochalka, John; Schaer, Marie et al. (2018) Deficits in mesolimbic reward pathway underlie social interaction impairments in children with autism. Brain 141:2795-2805
Padmanabhan, Aarthi; Lynch, Charles J; Schaer, Marie et al. (2017) The Default Mode Network in Autism. Biol Psychiatry Cogn Neurosci Neuroimaging 2:476-486
Escovar, Emily; Rosenberg-Lee, Miriam; Uddin, Lucina Q et al. (2016) The Empathizing-Systemizing Theory, Social Abilities, and Mathematical Achievement in Children. Sci Rep 6:23011
Hiniker, Alexis; Rosenberg-Lee, Miriam; Menon, Vinod (2016) Distinctive Role of Symbolic Number Sense in Mediating the Mathematical Abilities of Children with Autism. J Autism Dev Disord 46:1268-81
Chang, Ting-Ting; Metcalfe, Arron W S; Padmanabhan, Aarthi et al. (2016) Heterogeneous and nonlinear development of human posterior parietal cortex function. Neuroimage 126:184-95
Abrams, Daniel A; Chen, Tianwen; Odriozola, Paola et al. (2016) Neural circuits underlying mother's voice perception predict social communication abilities in children. Proc Natl Acad Sci U S A 113:6295-300
Odriozola, Paola; Uddin, Lucina Q; Lynch, Charles J et al. (2016) Insula response and connectivity during social and non-social attention in children with autism. Soc Cogn Affect Neurosci 11:433-44

Showing the most recent 10 out of 24 publications