Search Abstracts | Symposia | Slide Sessions | Poster Sessions
Neurophysiological Effects of a Visual-Auditory Language Intervention in Children with Autism Spectrum Disorder (ASD): Evidence from Event-Related Potentials (ERPs)
Poster Session C, Saturday, September 13, 11:00 am - 12:30 pm, Field House
DAI XUAN LIN1,2, SHIH MING WENG2,3; 1Cathay General Hospital, Taipei, Taiwan, 2National Taipei University of Nursing and Health Sciences, 3Taipei Municipal Wanfang Hospital, Taiwan
Communication difficulties are commonly observed in individuals with autism spectrum disorder (ASD) (Soong, 2000). Among various language intervention strategies, picture books are frequently utilized as effective tools in speech-language therapy, while music-based activities have also been shown to enhance language development in children with ASD (Geretsegger, Elefant, Mössler, & Gold, 2014; Simpson & Keen, 2011). Importantly, previous research has identified atypical auditory and visual processing in individuals with ASD, including delayed or diminished event-related potential (ERP) responses (Bonnel et al., 2010). ERPs thus provide a powerful method to evaluate neurophysiological changes following targeted interventions. This study aimed to examine changes in vocabulary comprehension and ERP responses before and after a 6-week hybrid intervention program incorporating both picture books and music activities. Ten children with ASD (aged 4–9 years) participated in two sessions per week, totaling 12 sessions. Standardized language comprehension was assessed using the Peabody Picture Vocabulary Test (PPVT), and both visual and auditory ERP recordings were obtained one week before and after the intervention. Our findings revealed the following: (a) although no statistically significant improvement was observed in group-level PPVT scores, 7 of the 10 participants demonstrated individual gains; (b) in the visual modality, P300 latency was significantly reduced following the intervention, suggesting enhanced visual cognitive processing; (c) in contrast, no significant changes were observed in the latency of the auditory P200 and N200 components. These preliminary results provide insight into the neural basis of intervention effects in ASD and suggest potential avenues for refining language therapies. Future studies should further explore how combining visual and auditory modalities through picture books and music may differentially support language development in children with ASD.
Topic Areas: Speech-Language Treatment, Disorders: Developmental