Implicit Learning Abilities Predict Treatment Response in Autism Spectrum Disorders
Annual rept. 20 Aug 2014-19 Aug 2015
CORNELL UNIV MEDICAL COLL (WEILL) NEW YORK
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Intensive early behavioral interventions are the most effective treatment for Autism Spectrum Disorder ASD, but almost half of the children do not make significant gains. Implicit learning skills are integral to behavioral interventions in ASD. Yet there is inconsistency in the literature as to whether individuals with ASD have difficulties with such learning. In this pilot award, we use multiple levels of inquiry to address implicit learning abilities in a heterogeneous sample of young children with ASD. Preliminary data from the learning task suggests that when data is averaged together from children with ASD and compared to typically developing TD children, it appears that children with ASD are not able to learn implicitly. However, while the sample is still small, we have observed individual differences in the expression of learning, with some but not all children with ASD learning on the task. Determining individual variability for learning in ASD is consistent with the primary goal of the project and it is the hope that this information can be used in the future to tailor behavioral interventions for children with ASD.
- Anatomy and Physiology
- Medicine and Medical Research