Autism: The Movement Sensing Perspective

Title Page -- Copyright Page -- Contents -- Preface -- Foreword -- Contributors -- I. The Big Question Why Study Movement? -- 1. Why Study Movement Variability in Autism? -- Introduction -- Movements as Richly Layered Reafference -- Reafference Principle -- Movements as Output Revealing Many Layered Influences -- Movements as Input Revealing What Must Be Coped With -- Continuous Reentrant Historicity, Integration, and (Voluntary) Control -- Voluntary Control and Stability: How Being Still on Command Is Itself an Accomplishment -- New Data and New Analyses Are Needed -- Using Movement Variability to Move Autism Research Forward -- Methodological and Conceptual Barriers -- Institutional Barriers: Clinical Assessments and Conflicts of Interest -- Warning Against Motor Reductionism and Neat CognitiveModularity -- Conclusion and Take-home Message -- References -- 2. The Autism Phenotype -- Introduction -- The ASD Phenotype: Role of Associated SecondarySymptoms -- Autism Spectrum Disorder: Psychological versus Physiological -- Behavior: A Physiological Stance -- Development of Behavior -- ASD: A By-Product of Underdeveloped Nervous Systems? TheDevelopmental Trajectory -- Associated Sensory Symptoms -- Associated Motor Symptoms -- Parallels With Physiologically Grounded Disorders: Parkinson's Disease-A Model for ASD? -- ASD and PD: The Missing Link? -- ASD: Does the Evidence Suggest It Is Time for a New Model? -- References -- 3. Can Cognitive Theories Help to Understand Motor Dysfunction in Autism Spectrum Disorder? -- Motor Functioning in Autism Spectrum Disorder -- Cognitive Theories in ASD -- Movement Organization and Sequencing -- How do Children with ASD Sequence their Movements? -- Can Motor Sequencing Patterns in ASD Be Interpreted in the Context of Cognitive Theory? -- Visuomotor Integration -- Handwriting in ASD

Assessment of Handwriting Proficiency -- Features of Poor Handwriting -- Characterizing Handwriting Difficulties in ASD -- Predictors of Handwriting Impairment in ASD -- Can Handwriting Impairment Be Explained within Cognitive Theoretical Frameworks? -- Conclusion -- References -- Concluding Remarks to Section I -- REFERENCES -- II. Basic Research Movement as a Social Model -- 4. Dissecting a Social Encounter from Three Different Perspectives -- Introduction -- Dissecting a Social Encounter through the Eyes of Different Research Areas -- Behaviorist Account from a Psychological Perspective -- Physiologist Account -- Computational Neuroscientist Account -- Guessing Mental States of the Other Party Is Hard andHighlySubjective -- Integrating All Three Accounts to Explore Deeper Layers of Detail -- References -- 5. More Than Meets the Eye -- What are Social Skills? -- Social Skills in Autism Spectrum Disorders -- The Origins of Social Skills -- Social Dialogue: Content Interdependence -- Definition and Conceptualization of the Mirror Neuron System -- The Social Dance: Temporal Interdependence -- Role of Active Movement in Development -- How Do We Measure Social Interaction? -- Specialized Techniques to Examine Microlevel Evolving Social Dyadic Interactions (i.e., Synchronicity) -- The Motor Perspective: A New Model to Examine Levels ofSocialExchange in ASD -- Conclusion -- References -- 6. Action Evaluation and Discrimination as Indexes of Imitation Fidelity in Autism -- Introduction -- Investigating the Relationship between Imitation and Autism -- Measuring Imitation -- Using Kinematics -- Object Movement Reenactment -- An Investigation in Autism -- Outcome Variables -- Facial Imitation -- Investigating the Relationship between Imitation and Autism: Copying Values -- Conclusions -- References -- 7. ADOS -- Introduction

Definition and Working Conceptualization of Social Skills -- Multilayered, Bidirectional Approach to Social Dynamics in Autism Spectrum Disorder -- Combining the Psychological and Physiological Perspectives: An Objective Exploration into the Social Dyad -- SPIBA and the Micromovement Data Type -- Affect versus Motor Control? -- Conclusion: What Can This Tell Us? -- References -- 8. On the Brainstem Origin of Autism -- Introduction: Motor Control of the Embodied Self Mediates Autopoesis of Conscious Experience, and Its Consensual Sharing -- Characteristics of Prospective Control of Movement -- Disrupted Movements in Autism -- Movement at the Root of Human Communication and Social Understanding -- Locating Motor-affective Intelligence in the Integrative Work of the Brainstem -- Central Role of Timing and Serial Ordering in Intelligent Moving -- Brainstem Neurophysiological System for Motor Control andCommunication ofMotives -- Neurological Evidence of Brainstem Abnormality Affecting Motor Timing in Autism: The Inferior Olive -- Brainstem Center for Regulation of Social and Emotional Expressions: The Nucleus Ambiguus and Related Systems -- Additional Evidence That Brainstem Disruption in ASD Also Affects Arousal and Social Engagement: The Locus Coeruleus and Related Systems -- Intrinsic and Environmental Factors Affecting ASD through the Course of Development -- Conclusions: Identifying and Supporting Problems Arising from Disruption of Motives for Development of Cognition and Interpersonal Relations -- Methods of Therapy and Education That Support Hopes for Movement -- Questions at the Forefront of Understanding How the Brain for Purposeful Movement Develops and How It Learns -- Appendix: Case History of Case 1 (ReproducedFromBaileyetal. 1998) -- References -- 9. The Gap between Intention and Action -- Introduction -- Diagnostic Considerations

External Behavior versus Internal States of Mind -- Connectivity and GABA-mediated Synchrony -- Altered Connectivity in Autism -- Altered GABA-mediated Synchrony in Autism -- Perspectives -- Instructional Strategies: Playing to Strengths -- Presuming Competence -- References -- III. Let's Get the Math Right to Improve Diagnosis, Research, and Treatment Outcomes -- Preface to Section III -- References -- 10. Non-Gaussian Statistical Distributions Arising in Large-Scale Personalized Data Sets from Biophysical Rhythms of the Nervous Systems -- Introduction -- Gaussian Distribution -- Poisson Random Process -- Gamma Additive Distribution Function -- Weibull Additive Distribution Function -- General Additive Probability Distribution Function -- Lognormal Multiplicative Distribution Function -- Kolmogorov-Smirnov Test -- Law of Large Numbers and the Central Limit Theorem -- Conclusions -- Acknowledgments -- References -- 11. Excess Success for a Study on Visual Search and Autism -- Excess Success in Gliga et al. (2015) -- Trust Your Data, But Not Too Much -- An Alternative Approach -- References -- 12. Contemporary Problems with Methods in Basic Brain Science Impede Progress in ASD Research and Treatments -- Introduction -- Problem 1: Linear, Static Models Imposed on Neurodevelopmental Data That Are Inherently Nonlinear and have Complex Dynamics -- Why Is This Important to Consider in ASD? -- Problem 2: Imposition of Normality in Data That Are Not Normally Distributed -- Why Is This Important to Consider in ASD? -- Problem 3: Activity Required for Spontaneously Self-Supervised and Self-Corrective Internal Models -- Why Is This Important to Consider in ASD? -- From Neuromotor Control to Predictive Social Behavior -- Orderly Development of Control Levels in the Infant's Nervous System

Problem 4: Lack of a Proper Taxonomy of Control Levels in Motor Research -- Why Is This Important to Consider in ASD? -- Problem 5: Lack of Models to Assess and Track Social Interactionsin a Disorder Defined as a Social Communication Deficit -- Conclusions and Take-Home Message -- References -- 13. Inherent Noise Hidden in Nervous Systems' Rhythms Leads to New Strategies for Detection and Treatments of Core Motor Sensing Traits in ASD -- Introduction -- Background on Motor Dysfunction Assessment in ASD -- Why Choose Pointing and Gait in Our Examples? -- New Data Type: From Discrete Segments to Continuous, Naturalistic Behaviors -- Noise in the Periphery -- Deafferented Subject IAN Waterman -- Can We Shift from Random and Noisy Motor Patterns in ASD to Predictable Motor Signals? -- Take-Home Lesson: Disconnected Brain Science Needs to Bridge the Mind-Body Dichotomy in ASD Definition, Research, andTreatments -- References -- 14. Micromovements -- Introduction -- From Continuous Signals to "Spiking" Information -- Simulating Patterns and Empirically Verifying Them -- Random versus Periodic Behavior of Motor Output Fluctuations -- Conclusions and Take-Home Message -- References -- IV. The Therapeutic Model Movement as a Percept to Awaken the Mind -- Preface to Section IV -- References -- 15. Rhythm and Movement for Autism Spectrum Disorder -- Introduction -- Rhythm for Motor Movement -- Music and Cortical Plasticity -- Music Therapy for Autism Spectrum Disorder -- Clinical Case Vignettes -- Gross Motor -- Example of Naturally Evoking Sustained Motor Output through Music -- Example of Improving Initiation of Motor Output -- Example of Treating Issues with Motor Inhibition -- Speech -- Example of the Use of Music Therapy to Help with Functional Speech Communication -- Example of the Use of Music Therapy to Help with Phoneme Production

Example of the Use of Music Therapy to Help with Speech Pacing