Event-related potential response to auditory social stimuli, parent-reported social communicative deficits and autism risk in school-aged children with congenital visual impairment. (October 2017)

• Record Type: Journal Article
• Authors: Bathelt, Joe; Dale, Naomi; de Haan, Michelle
• Is Part Of: Developmental cognitive neuroscience. Volume 27(2017)
• Page Start: 10
• Page End: 18
• Publication Date: 2017-10
• Subjects: Social development -- Childhood -- Visual impairment -- Autism spectrum disorder -- Event-related potentials; Cognitive neuroscience -- Periodicals; Developmental neurobiology -- Periodicals; Neuropsychology -- Periodicals; Neuropsychiatry -- Periodicals; 612.8233
• DOI: 10.1016/j.dcn.2017.07.003
• Languages: English
• ISSNs: 1878-9293

Abstract

Abstract: Communication with visual signals, like facial expression, is important in early social development, but the question if these signals are necessary for typical social development remains to be addressed. The potential impact on social development of being born with no or very low levels of vision is therefore of high theoretical and clinical interest. The current study investigated event-related potential responses to basic social stimuli in a rare group of school-aged children with congenital visual disorders of the anterior visual system (globe of the eye, retina, anterior optic nerve). Early-latency event-related potential responses showed no difference between the VI and control group, suggesting similar initial auditory processing. However, the mean amplitude over central and right frontal channels between 280 and 320 ms was reduced in response to own-name stimuli, but not control stimuli, in children with VI suggesting differences in social processing. Children with VI also showed an increased rate of autistic-related behaviours, pragmatic language deficits, as well as peer relationship and emotional problems on standard parent questionnaires. These findings suggest that vision may be necessary for the typical development of social processing across modalities.