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A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
Published on: July 31, 2017
EEG abnormalities and clinical phenotypes in pre-school children with autism spectrum disorder
Marina Romero-González1, Patricia Navas-Sánchez1, Ester Marín-Gámez1
1Hospital Universitario Regional de Málaga, IBIMA, Avenida Carlos Haya, 84, 29010 Málaga, Spain; Universidad de Málaga, Unidad de Salud Cerebral, Facultad de Medicina, Centro de Investigaciones Médico Sanitarias, C/Marqués de Beccaria, 3, 29010 Málaga, Spain.
Background:
Abnormalities on electroencephalography (EEG) results have been reported in a high percentage of children with Autism Spectrum Disorder (ASD). The purpose of this study was to explore the prevalence of EEG abnormalities in a clinical population of pre-school children with Autism Spectrum Disorder and the differences in terms of the following phenotypic characteristics: adaptive behavior, executive functioning, severity of Autism Spectrum Disorder core symptoms, and comorbidity symptoms.
Methods:
A cross-sectional analysis of 69 children who attended the Autism Spectrum Disorder early diagnosis program with electroencephalography and clinical diagnosis was performed. A battery of questionnaires was also made to parents to evaluate emotions, behavior, and functional skills for daily living.
Results:
Out of 69 pre-school children with Autism Spectrum Disorder, twenty nine (42%) had abnormalities in electroencephalography results. The group with abnormal epileptiform electroencephalography exhibited more impairment in executive functioning and social-relationship coexisting symptoms.
Conclusions:
The presence of an abnormal epileptiform electroencephalography in pre-school children with ASD already suggests a worse development in clinical features.
