Feedback Related Negativity Amplitude is Greatest Following Deceptive Feedback in Autistic Adolescents.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Nathan T Riek, Busra T Susam, Caitlin M Hudac, Caitlin M Conner, Murat Akcakaya, Jane Yun, Susan W White, Carla A Mazefsky, Philip A Gable
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Abstract

The purpose of this study is to investigate if feedback related negativity (FRN) can capture instantaneous elevated emotional reactivity in autistic adolescents. A measurement of elevated reactivity could allow clinicians to better support autistic individuals without the need for self-reporting or verbal conveyance. The study investigated reactivity in 46 autistic adolescents (ages 12-21 years) completing the Affective Posner Task which utilizes deceptive feedback to elicit distress presented as frustration. The FRN event-related potential (ERP) served as an instantaneous quantitative neural measurement of emotional reactivity. We compared deceptive and distressing feedback to both truthful but distressing feedback and truthful and non-distressing feedback using the FRN, response times in the successive trial, and Emotion Dysregulation Inventory (EDI) reactivity scores. Results revealed that FRN values were most negative to deceptive feedback as compared to truthful non-distressing feedback. Furthermore, distressing feedback led to faster response times in the successive trial on average. Lastly, participants with higher EDI reactivity scores had more negative FRN values for non-distressing truthful feedback compared to participants with lower reactivity scores. The FRN amplitude showed changes based on both frustration and reactivity. The findings of this investigation support using the FRN to better understand emotion regulation processes for autistic adolescents in future work. Furthermore, the change in FRN based on reactivity suggests the possible need to subgroup autistic adolescents based on reactivity and adjust interventions accordingly.

自闭症青少年受到欺骗性反馈后,反馈相关负性振幅最大。
本研究旨在探讨反馈相关负性(FRN)能否捕捉到自闭症青少年瞬间升高的情绪反应。通过测量升高的反应性,临床医生可以为自闭症患者提供更好的支持,而无需进行自我报告或口头传达。该研究调查了 46 名自闭症青少年(12-21 岁)在完成 "情感波斯纳任务"(Affective Posner Task)时的反应性。FRN 事件相关电位(ERP)可作为情绪反应性的瞬时定量神经测量。我们使用 FRN、连续试验中的反应时间和情绪失调量表 (EDI) 反应性评分,比较了欺骗性和令人痛苦的反馈与真实但令人痛苦的反馈,以及真实但不令人痛苦的反馈。结果显示,与真实的非压抑性反馈相比,欺骗性反馈的 FRN 值最为负面。此外,令人沮丧的反馈平均会导致连续试验中更快的反应时间。最后,与反应性得分较低的参与者相比,EDI 反应性得分较高的参与者对非压抑性真实反馈的 FRN 值更消极。FRN 振幅在挫折感和反应性的基础上都发生了变化。这项研究结果支持在今后的工作中使用 FRN 来更好地了解自闭症青少年的情绪调节过程。此外,基于反应性的 FRN 变化表明,可能需要根据反应性对自闭症青少年进行分组,并相应调整干预措施。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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