Multimodal Developmental Neurogenetics of Females with ASD ...ace.loni.usc.edu/wp-content/uploads/2012/11/ImagingMOP.pdf · Multimodal Developmental Neurogenetics of Females with

Multimodal Developmental Neurogenetics of Females with ASD:

Imaging Manual of Operating Procedures

Allison Jack

May 28, 2013

Contents

Notes about this document. 1

1 Promoting safe, successful scans 11.1 Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11.2 Desensitization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1.2.1 Social stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21.2.2 Audio clips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21.2.3 Video clips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31.2.4 Instructions to parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31.2.5 Mock scan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

1.3 Comfort during the scan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.3.1 Presence of parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.3.2 Use of blankets and cushions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.3.3 Goggles, headphones, and button boxes . . . . . . . . . . . . . . . . . . . . . . . . . . 51.3.4 Communicating with the participant while in the magnet . . . . . . . . . . . . . . . . 51.3.5 Bored, fatigued, or upset participants . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2 Imaging parameters 62.1 Functional slice prescription. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72.2 Discarded acquisitions (disdaqs). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

3 Using the VisuaStim system 93.1 Care and safety notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

3.1.1 Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93.1.2 Care of video goggles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93.1.3 Care for fiber optic cables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103.1.4 Care for transducer box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3.2 System Operation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

4 Experimental paradigms 154.1 Ordering of paradigms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154.2 Biological Motion Paradigm (BioPoint) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

4.2.1 Filepath to experimental paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154.2.2 Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154.2.3 Pre-scan instruction outside of scanner . . . . . . . . . . . . . . . . . . . . . . . . . . . 164.2.4 Participant instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

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4.2.5 Controlling the experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164.3 Social Reward Paradigm (Reward) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

4.3.1 Filepath to experimental paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164.3.2 Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174.3.3 Counterbalancing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174.3.4 Interpreting .edat files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174.3.5 Pre-scan instruction outside of scanner . . . . . . . . . . . . . . . . . . . . . . . . . . . 184.3.6 Participant instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184.3.7 Controlling the experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

4.4 Implicit Language Learning Paradigm (Language) . . . . . . . . . . . . . . . . . . . . . . . . 194.4.1 Filepaths to paradigms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194.4.2 Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194.4.3 Counterbalancing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194.4.4 Pre-scan instruction outside of scanner . . . . . . . . . . . . . . . . . . . . . . . . . . . 204.4.5 Volume . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204.4.6 Participant instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214.4.7 Controlling the experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

4.5 Ahmad Hariri Faces Paradigm (Faces) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214.5.1 Filepath to experimental paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214.5.2 Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214.5.3 Pre-scan instruction outside of scanner . . . . . . . . . . . . . . . . . . . . . . . . . . . 224.5.4 Participant instruction in the scanner . . . . . . . . . . . . . . . . . . . . . . . . . . . 224.5.5 Controlling the experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

4.6 Resting state . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244.6.1 Filepath to paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244.6.2 Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244.6.3 Pre-scan instruction outside of scanner . . . . . . . . . . . . . . . . . . . . . . . . . . . 244.6.4 Participant instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244.6.5 Controlling the experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

5 Troubleshooting 245.1 Troubleshooting checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245.2 Reporting bugs in E-Prime files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255.3 VisuaStim System Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Notes about this document.

This document frequently refers the reader to additional files (e.g. E-Prime experiment files, Siemens .edxfiles). These files are available on the shared folder ~/Dropbox/ACE protocol. The finalized folder shouldbe downloaded in its entirety to a local machine. Altering the directory structure or file names maydisrupt the performance of experiment files.

This document also refers to data quality supervisors at each site. In writing this MOP, it became clearto me that such a role was needed. A responsible individual below the level of the site’s fMRI PI, but abovethe level of an RA, should be assigned to this role. A graduate student or postdoc is probably appropriate.This individual is responsible for training research staff to implement the ACE imaging protocol with fidelity,and for screening data as it is gathered to ensure that research staff are, for example, consistently prescribingfunctional slices according to guidelines. Their role is detailed at various points throughout this document.

Within this pdf file, all URLs are clickable links as are the section and subsection headings within the tableof contents, and all figure references in text.

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1 Promoting safe, successful scans

Our first priority is to ensure the safety and comfort of our participants. Extensive preparation and com-munication with parents is essential for a successful scan.

1.1 Safety

All participants entering the magnet room shall be screened three times, first over the phone, and thentwice on the day of.

1. Phone screen. Please see “fMRI Screening Questions” section of the phone screener. This sectionincludes standard language regarding the presence of any ferromagnetic material in the body, claus-trophobia, etc. Any questionable cases will be forwarded to Kevin for review.

2. MRI safety screener on day of. Standard MRI safety questionnaire to be completed by parent (orteen if old enough/high functioning enough) and reviewed by research staff conducting scan as well asthe technologist on duty.

While uncommon, sometimes parents will assume an item on the screener is “not a big deal” and maynot report it. Thus it is good practice to do a final verbal check for the most serious items prior tomagnet entry, e.g., “So no metal in eye? No aneurysm clip, pacemaker?” During the consent process,the importance of full disclosure regarding items on the screener should be made clear to parentswithout scaring them.

3. Metal detector on day of. Either a walk-through or hand-held metal detector will be used to screenfor metal prior to entering the magnet room.

If there are any questions regarding magnet safety, DO NOT PROCEED.

The participant should be reminded frequently about the location of the “panic” button (the large, blue-litbutton where the headphone cords join). Remind them, “Press your chest if you have an emergency.” (Oralternate language suitable for their functioning level.)

For legal reasons, a child should never be left alone with one RA. There should always be at least twomembers of the staff present, or one member of the staff and a parent. This way the child is protected andstaff are protected against potential allegations of misconduct.

1.2 Desensitization

Desensitization procedures and materials can and, in fact, should vary somewhat from site to site so thatparticipants have a detailed idea of what to expect at that site. Consequently, preparatory materials likesocial stories and introductory videos should use photographs and movie clips that are site-specific: the staffand locations that the child will actually see should be depicted.

Nevertheless, there are some general guidelines to which all sites should adhere. All parents should beprovided with, at minimum, a social story and examples of scanner noises. These can be combined into avideo format if desired.

1.2.1 Social stories

Social stories including both words and photographs should be made available to parents at the time thatscheduling for the fMRI visit (or the mock scan visit) occurs. Content should be framed in age-appropriate

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language (see Raschle...Gaab et al., 2012, Ann. N.Y. Acad. Sci) and should include a description of whatan MRI scan is and a step-by step description of what the child will encounter on the day of the scan.

It may be helpful to develop two versions of the social story: one for teens and/or individuals with higherverbal ability and one for children and/or individuals with a lower verbal ability.

An example social story used by the Pelphrey lab is available in the Dropbox folder.

1.2.2 Audio clips

Audio clips of the sequences to be used should be provided at least a week in advance of the actual scan.These should include:

• Sounds from an MPRAGE sequence• Sounds from an EPI sequence• Sounds from a DTI sequence

Audio files are available for download from the Dropbox folder. They may be embedded on your lab’s websitefor parents to access at their convenience or they may be included as a portion of a preparatory video.

1.2.3 Video clips

An introductory movie can combine elements of both the social story and exposure to sounds to be expectedin the scanner. Such a movie can be uploaded to your lab’s website and parents can be directed to viewthe movie with their children. An example movie used by the Pelphrey lab can be viewed at: http:

//www.yale.edu/cnl/walkthrough.html

1.2.4 Instructions to parents

Parent involvement in preparing the child is important. Parents may be advised to help their childrenpractice for the scan by having them lie down and play the “statue game” while listening to the examplescanner sounds. They may also be asked to read the social story with their child and/or view the video withthem.

Parents should be reminded to have children dress in comfortable clothes. If the participant is a teenagegirl, ask the parents to remind the participant to wear a sports bra or other non-underwire bra to the scan.

1.2.5 Mock scan

Sites that possess a mock scanner will make a successful mock a prerequisite to the actual scan. Individualswith autism should be provided with a schedule outlining the steps of the mock scan, e.g.:

• Sit on scanner• Put in earplugs• Put on headphones• Lie down• Go in scanner• Watch movies• Finished – get a prize!

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http://www.yale.edu/cnl/walkthrough.html

http://www.yale.edu/cnl/walkthrough.html

Younger and lower-functioning individuals may use a visual schedule with icons and words together. Iconsthat attach with velcro and can be removed as the mock scan progresses may be useful for these participants.Older and higher-functioning individuals may use a fully written schedule, and items may be crossed off bythe participant as completed. Adaptations to the schedule may be made depending on functioning level, buta schedule should always be used with participants with ASD.

Scanner noises should be played during the mock scan. The child may also watch a short movie. Mockscanner performance may be incentivized in younger children by use of a prize box with stickers, etc. for agood attempt.

Parents can and should be present for the mock scan. However, please ask parents to stand out of line ofsight and minimize speech to child once the child is in the “tunnel”, so that distraction can be minimizedand the experience of being in the scanner can be replicated as closely as possible. If the parent wishes tospeak to the child, ask them to speak through the microphone.

If a MoTrak system or similar is available, the child should be fitted with the headband prior to entryand movie playback should be linked to head movement; greater than 3mm movement should pause movieplayback. At this point, the RA should prompt the child to remain still using appropriate cues, e.g. “Quietmouth,” “Quiet body,” “Remember, we’re playing the statue game.” RAs should save the MoTrak outputand forward to a designated data quality supervisor (e.g., head RA, grad student, postdoc) for authorizationto schedule the actual scan.

A successful mock scan is characterized by:

• Calm affect. Child is able to stay in the “tunnel” without visible anxiety or excessive excitement.

• Minimal movement. If quantifiable, the child should be able to maintain, at minimum, less than 3mmmovement for 5 minutes (the approximate average length of a sequence). Ideally, child should be ableto maintain less than 3 mm movement for 10 minutes (length of longest sequence).

• Appropriate communication with the experimenter. Child “uses their words” to respond to questionsdelivered over the headphones.

• At least 15 minutes in mock while calm and still.

If families are willing, a participant can be scheduled for multiple mock scanning sessions to work up tosuccessful tolerance of the scanner environment.

1.3 Comfort during the scan

Prior to the scan, every participant should be prompted to use the restroom. If the participant respondsthat they do not need to, prompt them, “Well, since the scan will take about an hour, I’d like you to go inand try anyway.”

It is preferable to have a female RA present when female participants are run. This can ease discomfort if,e.g., the participant is wearing an underwire bra and needs to change. A private changing room and gownfor the scan should be available if needed.

Please check that participants do not have gum or hard candy in their mouths prior to the scan.

1.3.1 Presence of parents

It is generally preferable for parents to remain in a waiting area during the scan. However, some participantsmay refuse to enter the scanner without the parent present; some parents may also be uneasy allowing theirchild to undergo this process without witnessing it themselves.

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As a general rule, ask parents to remain in the waiting area.

When absolutely necessary, one parent may enter the magnet room if they have filled out an MRI safetyscreening questionnaire and been screened with a hand-held or walk-through metal detector. Ear plugs anda magnet-safe chair or stool should be provided. Parents may place a hand on the leg of their child duringa structural sequence. Ask parents not to touch their children during functional sequences; this can bedistracting, and affective touch influences brain activity.

Parents may not wait in the MRI control room.

1.3.2 Use of blankets and cushions

Younger and more fidgety participants should be wrapped if they will tolerate it. Wrapping involves coveringthe participant with a sheet or blanket and tucking it in tightly along the sides of the body and snugly aboutboth legs to minimize motion, leaving the hands free to use the button boxes for responding. The sheet orblanket serves mostly as a reminder not to move; the participant should be able to dislodge it if they reallywish to. Wrapping should be tried out (in the mock scanner if one is available) prior to the actual scanso that participant response may be gauged. Some participants find it comforting, but for others it mayprovoke anxiety.

A cushion should be provided beneath the participant’s knees unless the participant finds this uncomfortable.A cushion should be placed beneath the participant’s head if this does not interfere with positioning withinthe head coil. Participants may remove shoes if they wish. Participants should remove any kind of hairbandor clip.

Foam head stabilizers should be wedged into the head coil to minimize head motion.

1.3.3 Goggles, headphones, and button boxes

Give the participant earplugs and help them to insert the plugs if necessary. Have the participant try lyingdown to ensure that their head will be positioned correctly (it is difficult to adjust their position once theyhave the goggles on, as they will be effectively blind.)

Experimenter should look through the goggles prior to putting them on the participant to ensure that stimuliare being properly projected. Use the elasticized headband to place the goggles on the participant’s headand adjust the strap to a snug but comfortable fit. Add corrective lenses into the goggles if necessary.

Add headphones and adjust position of mic. Coordinate with second experimenter in control room tocommunicate with participant. If they will tolerate touch, place hand behind head to help guide them intoa reclining position.

Put the 1x4 inline button box in the participant’s right hand once they are lying down. Place their indexfinger on the yellow button and their middle finger on the green button (Figure 1).

If your button box is a different model, you will need to know what the keyboard mappings are for each buttonand for the trigger; if you send this information to our E-Prime guru Jeff Eilbott ([email protected]), heshould be able to help you adjust the mappings in the experiment files to match your box.

The technologist may now snap in the 12-channel head coil.

1.3.4 Communicating with the participant while in the magnet

Verbal check-in should occur at the beginning and end of each sequence. The participant should be asked,“How are you?” And then told, “Okay, you just finished . Next you will be doing . It’s going to

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mailto:[email protected]

Figure 1: Keyboard mappings and finger placement for 1x4 box.

take about minutes.”

Virtual visual schedules that can be displayed on the stimulus laptop for the participant to view while inthe magnet between sequences are available on Dropbox in the folder “Visual schedules.” These are availablein both .pptx and .pdf format, and there are versions available for each of the four experiment orderings towhich participants could be assigned (Figure 2).

Figure 2: Example slide from virtual visual schedule.

1.3.5 Bored, fatigued, or upset participants

Our participants constitute a vulnerable population because they are minors and many are on the autismspectrum. Consequently, it is important to bear in mind that these participants may have more difficultyasserting themselves if they wish to terminate participation in the study. At the same time, some degreeof boredom, complaining, or whining is to be expected from many children, and does not necessarily meanthat the experiment should be terminated.

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The participant must always be monitored both visually and via verbal check-in throughout the scan. Somechildren may become very anxious or uncomfortable without saying “I want to stop.” They may havedifficulty expressing their needs to the relatively unfamiliar people in authority who are running the scan,or they may be very worried about letting their parents down. In this case it is the duty of the researcherrunning the scan to be vigilant for those signals of excessive anxiety or discomfort and terminate the scan.

For children who do not appear to be excessively uncomfortable or upset, but who complain of boredom orfatigue, termination may not be necessary, and the experimenter may try different techniques to motivateperformance. Experimental paradigms may be interlaced with 2 or 3 minutes of a preferred video. Theresearcher may tell the child, “We’re going to take turns. First we’ll watch my video, then some of your video,then my video.” A visual schedule presented on the stimulus presentation computer between experimentalparadigms can be very helpful for children on the autism spectrum.

2 Imaging parameters

Imaging is conducted on a Siemens 3T Tim Trio magnet with a 12-channel head coil.

The imaging protocol includes a localizer, MPRAGE, T2-weighted in-plane structural, four experimentalparadigms, a resting state run, and a DTI sequence. Parameters for these sequences are listed in figures 4and 5.

All parameters are located on the .edx file provided in the Dropbox folder under ACE protocol/Sequences.

2.1 Functional slice prescription.

All sites will use an oblique prescription from the mid-sagittal image such that the bottom slice is positionedaccording to a plane that runs from right below the frontal lobe to right below the cerebellum (Figure 3).

We anticipate that the imaging parameters for our functional runs, having been developed and tested foradults, should allow for full brain coverage for most children and adolescents.

It is critical that structures of interest, including the temporal pole, amygdala, and cerebellum are preserved.

The data quality supervisor at each site will provide initial training in functional slice prescription to eachmember of the research staff running scans. This individual will also review functional images from eachscan to ensure that staff are correctly following procedure for slice prescription.

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Figure 3: Example of correct functional slice prescription.

Length TR (ms) Vols Series: Name: Min Sec 1 Localizer 0 13 8.6 2 T1 MPRAGE 6 03 2530 3 T2-weighted in-plane structural 1 30 5000 * BioPoint 5 08 2000 154 * Social Reward 6 00 2000 180 * Implicit Language Learning 9 00 2000 264 * Faces 5 44 2000 172 8 Resting State 5 30 2000 165 9 DTI 9 56 9000 !*!Order!of!these!runs!will!be!counterbalanced!using!a!Latin!Square!design.!!!!!

Figure 4: Summary of sequences. Length does not include initial delay for disdaqs.

2.2 Discarded acquisitions (disdaqs).

The functional sequences used in this protocol are custom sequences that hard-drop four volumes prior tosending a TTL pulse to initiate the experimental paradigm. There are two primary consequences of thisapproach. First, a delay will occur between the initiation of the sequence and the initiation of experiment.Second, no volumes will need to be dropped during data analysis.

Particularly during early phases of the project, data quality supervisors should examine mean intensity pervolume to ensure that equilibrium is being achieved prior to data collection.

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Parameters Localizer T1 (MPRAGE) T2-weighted in-plane structural

BOLD DTI

Position: Iso/Iso/Iso Oblique prescription <-Match this Orientation: Sag/Transv/Cor Sagittal Transv. # Slices: 3 176 34 34 60 Phase enc. dir. A>>P/A>>P/R>>L A>>P A>>P A>>P A>>P Thickness/spacing: 7mm 1mm 4mm 4mm 2mm TR (ms) 8.6 2530 5000 2000 9000 TE (ms) 4 3.31 34 30 93 NEX 2 1 4 1 1 Flip 20° 7° 90° 90° Bandwidth 320 Hz/Px 200 Hz/Px 1302 Hz/Px 1420 Hz/Px 2264 Hz/Px Matrix (Base res. 256,

Phase res. 90%) 256 x 256 128 x 128 64 x 64 96 x 96

FOV (mm) 250 256 192 192 190 R>>L (mm) 350 176 192 192 190 A>>P (mm) 263 256 192 192 190 F>>H (mm) 350 256 136 136 120 Voxel dim. (mm) 1.1x1.0x7.0 1.0 x 1.0 x 1.0 1.5 x 1.5 x 4.0 3.0 x 3.0 x 4.0 2.0 x 2.0 x 2.0 TI (ms) 1100 Series Interleaved Interleaved Interleaved Interleaved Interleaved Multi-slice mode Sequential Single shot Interleaved Interleaved Interleaved Echo spacing (ms) 7.6 0.89 0.79 0.69 Excitation Slice-sel. Non-sel. EPI factor 33 64 96 RF pulse type Normal Fast Normal Normal Normal Gradient mode Normal Fast* Fast Fast Fast* Part. phase Fourier Off Off Off Off 6/8 Diffusion mode MDDW Diffusion directions 64 b-value 1 0 s/mm2 b-value 2 1000 s/mm2

!Figure 5: Imaging parameters.

3 Using the VisuaStim system

3.1 Care and safety notes

Research and imaging center staff not specifically trained in care and use of the VisuaStim system are notpermitted to touch the equipment. In particular, the transducer box should never be opened except bytrained personnel.

3.1.1 Safety

• Be cognizant of the MR safety status of all components of the VisuaStim system (Figures 6–8).• Transducer power supply located outside magnet room must be OFF before plugging or unplugging:

Fiber link cablePower supply cableAudio headsetVideo goggles

3.1.2 Care of video goggles

• Do not display still images on the goggles for more than 30 minutes.

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Figure 6: MR safe VisuaStim components.

• If goggles will be unattended for more than 30 minutes, ensure that goggle power is off or that changingimages will be presented on the displays.

• Do not expose goggles to direct sunlight or extreme heat.

3.1.3 Care for fiber optic cables

Fiber optics are delicate. Do not bend cables containing fiber optic components to an angle less than 90degrees, as shown in Figure 9.

3.1.4 Care for transducer box

Always power up the VisuaStim controller before turning on the power supply to the transducer.Failure to observe the proper order of operations may fry the transducer.

3.2 System Operation

1. Power up the controller using the switch on the rear left-hand side of the box.

2. Power up the transducer using the switch on the power supply in the control room.

3. Plug in the VisuaStim video and audio cables to the stimulus presentation computer. We are not usingthe VisuaStim pulse trigger cable; instead, plug in the USB cable from the Current Designs (CRS)interface box and ensure it is set to HID 12345 > HHSC - 1x4 - L.

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Figure 7: MR conditionally safe VisuaStim components.

4. Check that the following options are selected through the Tech Remote (see Figure 10):

Video Mode: MONO-R (default)

Video RES: 60hz800x600 (default)

COMM Mode: Manual

VISOR PWR: ON (default)

Adjustments can be made using Function Select Wheel #4.

5. Use fn + F8 to clone the laptop display to the video goggle display.

6. Check the LED lights on the transducer box to ensure that controller and transducer are synced andall inputs/outputs are good (Figure 11). All lights should be blue and the light behind the middle logoshould rotate clockwise. It should not take more than one minute for the system to properly initialize.

7. Begin playing the movie you will play for the participant during their structurals. Look through gogglesand listen to headphones to ensure volume and video quality are good.

8. Adjust participant headset volume using Adjustment Wheel #1, participant microphone volume usingWheel #2, and control room volume using Wheel #3 (Figure 10).

9. When the session is complete, first turn off the power supply to the transducer, then power down thecontroller (never the reverse). Ensure that headset and video goggles are properly stored.

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Figure 8: MR unsafe VisuaStim components.

If video goggles are to be stored in a separate location:

10. Open the top of the transducer box by unscrewing the two black screws with finger and thumb.NEVER open the transducer box while its power supply is on.

11. Gently squeeze the black tabs on either side of the video connector and pull straight up. Never rockthe plug from side to side.

12. Coil the video goggle cord loosely, being sure not to bend the cord past a 90 degree angle.

13. Return the top plate to the transducer box and fasten the black screws.

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Figure 9: Bending cables too severely will crush internal fiber optics.

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Resonance Technology, Inc P a g e | 27 Part Number: RTC-VS Rev. 10

Below is an illustration of the Technologist Remote Control. This unit allows the

technologist to control various aspects of the system.

Adjustment Wheel #1 - Controls the Patient Headset Audio Level.

Scrolling the wheel up increases the headset volume.

Scrolling the wheel down decreases the headset volume.

Adjustment Wheel #2 - Controls the Patient Microphone Audio Level.

Scrolling the wheel up increases the patient microphone volume.

Scrolling the wheel down decreases the patient microphone volume.

Adjustment Wheel #3 - Controls the System Audio Level.

Scrolling the wheel up increases the control room volume.

Scrolling the wheel down decreases the control room volume.

Function Select Wheel #4 - Controls the System Settings:

Pressing down on the wheel enters the system menu.

Scrolling the wheel up or down rotates through the system functions.

To select a desired menu function, press down on the wheel.

To select sub-menu functions scroll the wheel up/down and press down

again.

Technologist Remote Control with built-in microphone volume adjustment – Push and hold

the talk button then scroll up or down Adjustment Wheel #1. This adjustment is to change the

Technologist Remote Control built-in microphone volume that the patient will hear during the two-way

channel communication.

Figure 10: Guide to tech remote.

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Figure 11: Guide to LED indicators on transducer box.

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4 Experimental paradigms

This section provides details regarding the ordering of experimental paradigms, any instructions or prac-tice to be provided to the participant, how the paradigms are controlled through E-Prime, and their filedependencies.

Please note that although not all paradigms use the button box, in order for triggering to properly occur,the USB cable from the CRS interface box must be plugged into the stimulus presentation computer andset to AUTOCONFIG > HID 12345 > HHSC - 1x4 - L.

If you are using a different type of button box, be in touch with Jeff Eilbott ([email protected]) to adjustyour button-press and trigger mappings.

4.1 Ordering of paradigms

The overall structure of the imaging session can be seen in Figure 1. The experimental runs themselves arecounterbalanced according to a Latin square design. Participants are not randomly assigned an order, butare instead sequentially assigned to orders 1 through 4 (see Figure 3) as they come in for scans, i.e.:

• First participant: Order 1

• Second participant: Order 2

• Third participant: Order 3

• Fourth participant: Order 4

• Fifth participant: Order 1...

...And so on. Counterbalancing will occur within site.

Latin&Square&ACE&Task&Ordering&! !Order!#!

! ! ! !1! BioPoint! Reward! Language! Faces!2! Faces! Language! BioPoint! Reward!3! Language! Faces! Reward! BioPoint!4! Reward! BioPoint! Faces! Language!

!Figure 12: Counterbalancing orders for experimental paradigms.

4.2 Biological Motion Paradigm (BioPoint)

4.2.1 Filepath to experimental paradigm

ACE protocol/ACE BIOPOINT/biopoint.ebs2

4.2.2 Description

Created from live motion capture data, the coherent biological motion displays feature an adult male actorperforming movements relevant to children, such as jumping jacks. Scrambled motion animations were

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created by randomly selecting points from the biological motion displays and plotting trajectories on a blackbackground (Kaiser...Pelphrey et al., 2010, PNAS ).

Movies' Description'0389BIOP_movie.avi1 Scrambled1motion10397BIOP_movie.avi1 Biological1motion10391BIOP_movie.avi1 Scrambled1motion10400BIOP_movie.avi1 Biological1motion10390BIOP_movie.avi1 Scrambled1motion10399BIOP_movie.avi1 Biological1motion10394BIOP_movie.avi1 Scrambled1motion10396BIOP_movie.avi1 Biological1motion10393BIOP_movie.avi1 Scrambled1motion10398BIOP_movie.avi1 Biological1motion10392BIOP_movie.avi1 Scrambled1motion10395BIOP_movie.avi1 Biological1motion11

Figure 13: Files called by BioPoint.

4.2.3 Pre-scan instruction outside of scanner

None.

4.2.4 Participant instructions

Instructions are embedded in the E-Prime file and should be read verbatim:

You are about to view movie clips. Please keep your body and your head as still as possible.

4.2.5 Controlling the experiment

To advance from instruction screen: Spacebar.

Trigger: When “Waiting for trigger...” appears, ask tech to initiate sequence. E-Prime waits for“5” (TTL pulse) from response box. Approximately 10 seconds elapse before paradigm begins.

To abort experiment: Ctrl + alt + shift

When experiment concludes: Press any key to exit.

4.3 Social Reward Paradigm (Reward)


ACE protocol/ACE REWARD/task/AceReward.ebs2

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4.3.2 Description

This task (Scott-Van Zeeland, Dapretto, Ghahremani, Poldrack, & Bookheimer, 2010, Autism Res) is basedon a simplified adaptation of an implicit categorical learning (weather prediction) paradigm with reward-based feedback. Participants view target stimuli (probabilistically [83%] or randomly [50%] related to oneof two outcomes) and press a button to indicate their predicted outcome, subsequently receiving neutralfeedback (neutral face + “That’s correct” or neutral face + “That’s incorrect”) or social feedback (happyface + “That’s correct” or sad face + “That’s incorrect.”)

4.3.3 Counterbalancing

Counterbalancing is performed at run-time, and therefore differs every time the E-Prime file is run. Thereare four parameters on which counterbalancing is performed; in all four cases the permutation that will beused for the run is randomly selected.

• Stimulus set. There are two separate sets of six abstract images (task/stimuli/set1 and task/stimuli/set2);one is randomly chosen. The folder of each set contains six abstract images named “1.bmp” through“6.bmp”.

• Procedure. The order in which event types are presented, along with inter-trial interval timingare chosen both randomly and pseudorandomly. There are two pre-created, pseudorandomized listscontaining the aforementioned parameters (provided by the Dapretto lab). Of those two lists, one israndomly selected for presentation.

• Stimulus order. The mapping of the six abstract images onto events is also randomly selected. Inthe ordering lists (described above), there are placeholders (“abs1,” “abs2,” “abs3,” “abs4,” “abs5,”and “abs6”) for six images. After the set of abstract images is selected, “abs1” through “abs6” arepopulated with image files from that set, which contains files “1.bmp” through “6.bmp.” An initialimage from those files is randomly selected and mapped to “abs1.” The mapping then proceeds bysequentially iterating through the set files. For example, if “4.bmp” was randomly selected as the firstimage, the mapping would proceed as follows:

abs1: 4.bmpabs2: 5.bmpabs3: 6.bmpabs4: 1.bmpabs5: 2.bmpabs6: 3.bmp

• Gender. As stated in the description of the paradigm, positive, negative, and neutral feedback is givento participants during each event. While there are several types of events, when looking at feedbackthere are only two, one in which the person on the screen has an expression that matches the feedbackand one in which the expression is neutral regardless of feedback. Throughout the experiment, half ofthe faces are male and the other half female, independent for each feedback type. Whether the face ismale or female is randomly selected for each event, while maintaining the 50% distribution.

4.3.4 Interpreting .edat files

After each run of the experiment, an “*.edat2” file will be created based on the subject ID and sessionnumber inputted by the experimenter at runtime. For example if Subject == “1234” and Session == “1”,the resulting file will be “AceReward-1234-1.edat2”, located in “ACE protocol/ACE REWARD/task/”.

After opening the file, youll see a row for each event and a column for every parameter used to constructthat event. In order to determine the four counterbalancing options (described above) chosen, follow thisprocedure:

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• Stimulus set. Under the column “stim set” will be either “set1” or “set2”. This column is static, thesame in every row.

• Procedure. To determine which pseudorandomized set was chosen, look under the column headed“onset list” — it will read either “Onsets1” or “Onsets2.” While this column is static, it affects afew of the columns of each row, leading to the different event conditions. The most salient columnsare “Condition,” “CorrectAnswer,” “InterTrialDelay,” “CorrectAnswer,” and “InCorrectAnswer.” Itsimportant to note that in subjects with the same “onset list” these columns will be identical, leadingto identical timing and condition ordering.

• Stimulus order. Look at the column “abs1” — the name of the mapped “*.bmp” will be there. Themapping procedure is described above. This column, along with “abs2” through “abs6,” are static.

• Gender. To determine the gender of the feedback face displayed for a given event, look under thecolumn “CorrectFeed nest” or “IncorrectFeed nest.” There will be the name of the face file displayed,the beginning of which will be dependent upon the condition type and can be ignored. However, theend of the file will read either “ M.bmp” or “ F.bmp,” corresponding to male and female, respectively.Because the gender is the same no matter which feedback is given in an event, there is no need to takeaccuracy into account.

• Subject responses and accuracy. For each event, a “CorrectAnswer” and an “InCorrectAnswer” isgiven by the Procedure (see above). These values are either “2” or “3”, corresponding to the buttonspressed by subjects’ index and middle fingers, respectively. The accuracy of the subject’s responsefor each is determined by comparing the response to the “CorrectAnswer” and then represented in the“StimObject.ACC” column; a 0 indicates an incorrect response and a 1 indicates a correct response.


Before the child enters the scanner, the child will be given instructions and an opportunity to practice thesocial reward paradigm. Open up a version of the social reward paradigm and say to the child:

In this game you will see some pictures and I want you to guess whether each picture is eithera ‘1’ or a ‘2’. So each time you see a picture, press down your pointer finger if you think thepicture is a ‘1’ (demonstrate putting your right index finger on the ‘1’ of the stimulus laptop’skeyboard) or press down your middle finger if you think the picture is a ‘2’ (demonstrate puttingyour right middle finger on the ‘2’ of the stimulus laptop’s keyboard) and we’ll tell you whetheryour answer was correct or not after you make a choice. They will come fairly quickly so it’simportant you try to answer each time and answer only once. At the beginning you will just haveto guess and that’s okay. There is a bug/glitch in the computer program so sometimes it will tellyou you’re right even if you think you’re wrong, or that you are wrong when you are right. Don’tworry about that for now, just keep guessing which team each picture is on.

Have the child practice a few trials until it’s clear he/she has got it—approximately 30-60 seconds. (Cor-rect/incorrect responses are actually mapped to “2” and “3” in the real paradigm, but since we have toldthem there is a glitch anyway, this should be okay just to give them a feel for what to do.)

Stress the importance of keeping their head still while pressing the buttons. Have them pretend to pressbuttons with arms at their side while keeping their head still.


Just before running the task, while the participant is in the scanner, open a blank text file and ask the childto press on their index (should be “2”) and middle (should be “3”) fingers to ensure that their fingers arestill in the correct place.

Say the following:

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This is the guessing game we showed you earlier, where you see which picture is either a ‘1’ or a‘2’...remember that? After you choose, you will be told whether your answer was right or wrong.Now you will use your button boxes to choose, but you will still use your pointing finger if youthink the picture is a ‘1’ and your middle finger if you think the picture is a ‘2’. Answer asquickly as you can, only once for each picture and do your best to keep your head still. Okay?


To advance from instruction screen: Space

Trigger: “Get Ready...” appears, ask tech to initiate sequence. E-Prime waits for “5” (TTLpulse) from response box. Approximately 10 seconds elapse before paradigm begins.


When experiment concludes: “GOOD JOB!” appears. Experiment terminates on its ownafter 3 seconds.

4.4 Implicit Language Learning Paradigm (Language)

4.4.1 Filepaths to paradigms

Root filepath: ACE protocol/ACE LANGUAGE/...

Experiment versions:

• LangB v1 1R.ebs2• LangB v2 2U.ebs2• LangB v3 3S.ebs2• LangB v4 2R.ebs2• LangB v5 3U.ebs2• LangB v6 1S.ebs2• LangB v7 3R.ebs2• LangB v8 1U.ebs2• LangB v9 1U.ebs2

4.4.2 Description

This adaptation of a developmental word segmentation paradigm (McNealy, Mazziotta, & Dapretto, 2006,J Neurosci) utilizes statistical and prosodic cues to segment continuous speech streams into three distinctstreams of concatenated syllables (Unstressed Language condition, Stressed Language condition, and Ran-dom Syllable condition).

4.4.3 Counterbalancing

Each site will cycle through the nine versions of the experimental paradigm. Each site is responsible forkeeping track of counterbalancing Language at their institution and ensuring that roughly equal numbers ofgirls with ASD, boys with ASD, unaffected girl sibs, unaffected boy sibs, control girls, and control boys geteach version of the paradigm.

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!Images' Description'Alien1.tif! Accompanies!“Zarp”!language!files.!Alien2.tif! Accompanies!“Squeeg”!language!files.!Alien3.tif! Accompanies!“Gurk”!language!files.!spaceship>down.tif! Image!of!spaceship!pointed!down.!Accompanies!

“You!have!now!landed!on!planet…”!slides.!spaceship>up.tif! Image!of!spaceship!pointed!up.!Accompanies!

“Rest…”!slides.!!Audio'files' Description'Instructions!Pre!>!Gurk.wav! “You!have!now!landed!on!planet!Gurk.!Stay!still!and!

listen!carefully!to!what!the!alien!says!to!you.”!Instructions!Pre!>!Squeeg.wav! “You!have!now!landed!on!planet!Squeeg.!Stay!still!and!

listen!carefully!to!what!the!alien!says!to!you.”!Instructions!Pre!>!Zarp.wav! “You!have!now!landed!on!planet!Zurk.!Stay!still!and!

listen!carefully!to!what!the!alien!says!to!you.”!Listen!Stream!Gurk.wav! “Now!listen!to!the!alien!from!planet!Gurk.”!Listen!Stream!Squeeg.wav! “Now!listen!to!the!alien!from!planet!Squeeg.”!Listen!Stream!Zarp.wav! “Now!listen!to!the!alien!from!planet!Zarp.”!REST!NEXT!PLANET.wav! “Rest!as!you!travel!to!the!next!planet.”!REST!EARTH.wav! “Rest!on!your!way!back!to!earth.”!L1B>Random.wav! “Gurk”!language!(L1);!random!speech!stream.!L1B>Stressed.wav! “Gurk”!language!(L1);!statistical!+!prosodic!cues.!!L1B>Unstressed.wav! “Gurk”!language!(L1);!statistical!cues.!L2B>Random.wav! “Squeeg”!language!(L2);!random!speech!stream.!L2B>Stressed.wav! “Squeeg”!language!(L2);!statistical!+!prosodic!cues.!!L2B>Unstressed.wav! “Squeeg”!language!(L2);!statistical!cues.!L3B>Random.wav! “Zarp”!language!(L3);!random!speech!stream.!L3B>Stressed.wav! “Zarp”!language!(L3);!statistical!+!prosodic!cues.!!L3B>Unstressed.wav! “Zarp”!language!(L3);!statistical!cues.!!

Figure 14: Image Files called by Language.

!Images' Description'Alien1.tif! Accompanies!“Zarp”!language!files.!Alien2.tif! Accompanies!“Squeeg”!language!files.!Alien3.tif! Accompanies!“Gurk”!language!files.!spaceship>down.tif! Image!of!spaceship!pointed!down.!Accompanies!

“You!have!now!landed!on!planet…”!slides.!spaceship>up.tif! Image!of!spaceship!pointed!up.!Accompanies!

“Rest…”!slides.!!Audio'files' Description'Instructions!Pre!>!Gurk.wav! “You!have!now!landed!on!planet!Gurk.!Stay!still!and!

listen!carefully!to!what!the!alien!says!to!you.”!Instructions!Pre!>!Squeeg.wav! “You!have!now!landed!on!planet!Squeeg.!Stay!still!and!

listen!carefully!to!what!the!alien!says!to!you.”!Instructions!Pre!>!Zarp.wav! “You!have!now!landed!on!planet!Zurk.!Stay!still!and!

listen!carefully!to!what!the!alien!says!to!you.”!Listen!Stream!Gurk.wav! “Now!listen!to!the!alien!from!planet!Gurk.”!Listen!Stream!Squeeg.wav! “Now!listen!to!the!alien!from!planet!Squeeg.”!Listen!Stream!Zarp.wav! “Now!listen!to!the!alien!from!planet!Zarp.”!REST!NEXT!PLANET.wav! “Rest!as!you!travel!to!the!next!planet.”!REST!EARTH.wav! “Rest!on!your!way!back!to!earth.”!L1B>Random.wav! “Gurk”!language!(L1);!random!speech!stream.!L1B>Stressed.wav! “Gurk”!language!(L1);!statistical!+!prosodic!cues.!!L1B>Unstressed.wav! “Gurk”!language!(L1);!statistical!cues.!L2B>Random.wav! “Squeeg”!language!(L2);!random!speech!stream.!L2B>Stressed.wav! “Squeeg”!language!(L2);!statistical!+!prosodic!cues.!!L2B>Unstressed.wav! “Squeeg”!language!(L2);!statistical!cues.!L3B>Random.wav! “Zarp”!language!(L3);!random!speech!stream.!L3B>Stressed.wav! “Zarp”!language!(L3);!statistical!+!prosodic!cues.!!L3B>Unstressed.wav! “Zarp”!language!(L3);!statistical!cues.!!

Figure 15: Audio Files called by Language.


Before the child gets in the scanner, say:

During one of the MRI scans, you’ll pretend you are traveling to a different galaxy where youwill meet 3 different aliens from 3 different planets. They will be talking to you in their ownlanguages. These sound a little bit like English but you are not going to be able to understandthem. Your job is just to listen carefully to what the aliens are saying. Each alien will talk toyou for about 3 minutes.

4.4.5 Volume

In pilot testing, we have found this paradigm to be difficult to hear over the scanner noises, so it is importantto take the following steps to manage volume for the paradigm.

First, check that volume on the stimulus laptop is all the way up. Double-click on the speaker icon andensure that all volume controls are at their maximum setting; one common issue is that “Volume Control”is all the way up but “Wave” is not.

Second, use wheel #1 on the tech remote to set the headset volume to 95. Based on piloting, we have found

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this level to be adequate to hear both the instructions and the syllable sequences. Note that this setting ishigher than the recommended maximum volume (80) for the headset. Because our participants are wearingearplugs inside the headphones, they are experiencing additional muffling of the sound, so in this case asetting higher than 80 is acceptable.

Finally, use the Lang volume test file (see below) to double-check that audio from the stimulus laptop isbeing properly received through the headset.

Filepath: ACE protocol/ACE LANGUAGE/Lang volume.ebs2

Dependencies: ACE protocol/ACE LANGUAGE/L1C-UnstressedConcatenated.wav

Before opening the experiment file, run this short E-Prime file. This file calls a clip from Language C(not used by either EEG or fMRI). You can start and stop play of the audio using the spacebar.


Before triggering the experiment, say:

This is the task where you will hear 3 aliens speak their alien languages. Your job is just to listen(and see if you can figure out something about what they’re saying). Please pay attention and tryhard not to fall asleep. Okay?


Trigger: Experiment opens with “Waiting for trigger” slide. Ask tech to initiate sequenceimmediately. E-Prime waits for “5” (TTL pulse) from response box. 10 seconds elapse beforeparadigm begins.


When experiment concludes: Press “q” to quit.

4.5 Ahmad Hariri Faces Paradigm (Faces)


ACE protocol/ACE FACES/task/AceFace.ebs2

4.5.2 Description

In this paradigm (Hariri, Bookheimer, & Mazziotta, 2000, Neuroreport), participants view three differenttypes of blocks in a matching task. During “match emotion” blocks, participants view a trio of faces andmatch one of two faces that are identical to the target face. Each “match emotion” block contains exemplarsof angry, fearful, surprised or neutral emotional expressions. During “match forms” blocks, participantsview a trio of shapes and select one of two shapes that matches the target. During “label emotion” blocks,participants select the word (“AFRAID,” “SURPRISED,” or “ANGRY”) that matches the target face.

The paradigm begins with 30 seconds of fixation; two blocks of “match emotion” and two blocks of “la-bel emotion” are interleaved with “match forms” blocks (i.e. forms, match emotion, forms, matchemotion, forms, label emotion, forms, label emotion, forms, or vice versa). Each stimulus is

23

presented for exactly 5 seconds regardless of when during stimulus presentation the participant responds.The paradigm concludes with 20 seconds of fixation.

Paradigm is pseudorandomized such that E-Prime will randomly select whether “match emotion” or “labelemotion” blocks are presented first, and within each block stimuli of that category are sampled randomlywithout replacement.


Filepath: ACE protocol/ACE FACES/task/AceFace practice.ebs2

Dependencies:

• ACE protocol/ACE FACES/task/stimuli/FaceLabelPractice.JPG• ACE protocol/ACE FACES/task/stimuli/FacePractice.jpg• ACE protocol/ACE FACES/task/stimuli/OvalPractice.jpg

Before the child enters the scanner, call up the AceFace practice file. This file uses happy and sad NimStimphotos and blue ovals for practice purposes so as not to overlap with stimuli seen during the actual paradigm.Instruct the participant to place their right index finger on the “2” key and their right middle finger on the“3” key during practice. Then read instructions embedded in the practice file verbatim. Use the spacebarto advance through instruction slides.

Slide 1: “You will see some faces and some shapes. Sometimes, you will need to pick which faceon the bottom of the screen has the same expression as the face on the top of the screen. Let’spractice...”

Slide 2: This slide contains an example of the “match emotions” condition. If necessary, promptparticipant to use their left buttom to pick the lower-left-hand face or the right button to pickthe lower-right-hand face. Slide will advance when participant has responded.

Slide 3: “Sometimes, you will need to pick which shape on the bottom of the screen matchesthe shape on the top of the screen. Let’s practice...”

Slide 4: This slide contains an example of the “match shapes” condition. Slide will advancewhen participant has responded.

Slide 5: “Sometimes, you will need to pick which word on the bottom of the screen describesthe face at the top of the screen. Let’s practice...”

Slide 6: This slide contains an example of the “label emotions” condition. Slide will advancewhen participant has responded.

Slide7: “Any questions?” Answer any questions the participant may have.

4.5.4 Participant instruction in the scanner

Say, “Remember what we practiced with the faces?” and assess child’s memory of what to do. If necessary,practice file may be rerun (but in general, we would like to reduce time spent in scanner wherever possible).Open a text file and ask the child to press the buttons under their pointer (should be “2”) and middle(should be “3”) fingers to make sure button boxes are still positioned correctly.

Immediately before running, say:

Just like we practiced earlier, in this game you’ll see some faces and some shapes, and you’regoing to pick the item on the bottom that matches the one on top. Sometimes, you’re going tomatch the face on the bottom that has the same expression as the face on the top. Sometimes,

24

you’ll match the word on the bottom that labels the facial expression on top. And sometimesyou’ll pick the shape on the bottom that matches the shape on the top. You’ll use your pointingfinger to pick the bottom left item and your middle finger to pick the bottom right item. Okay?

!

Image&files*& Description&FEI!#1A.bmp! Female;!emotion!identification!(Ekman)!

FEI!#2B.bmp! Female;!emotion!identification!(Ekman)!

FEI!#3A.bmp! Female;!emotion!identification!(Ekman)!

FEI!#4.bmp! Female;!emotion!identification!(Ekman)!



FEM!#1A.bmp! Female;!emotion!matching!(Ekman)!

FEM!#2.bmp! Female;!emotion!matching!(Ekman)!





FORM!1.bmp! “Match!forms”!stimulus!






MEI!#1B.bmp! Male;!emotion!identification!(Ekman)!

MEI!#2A.bmp! Male;!emotion!identification!(Ekman)!

MEI!#3A.bmp! Male;!emotion!identification!(Ekman)!

MEI!#4.bmp! Male;!emotion!identification!(Ekman)!



MEM!#1.bmp! Male;!emotion!matching!(Ekman)!

MEM!#2A.bmp! Male;!emotion!matching!(Ekman)!





*Images!are!located!in!ACE_protocol/ACE_FACES/task/stimuli!

!Figure 16: Image Files called by Faces.


To advance through instruction slides: Space

Trigger: When “waiting for trigger” slide appears, ask tech to initiate sequence. E-Prime waitsfor “5” (TTL pulse) from response box. 10 seconds should elapse before paradigm begins.


When experiment concludes: Experiment should terminate on its own after final fixation.

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4.6 Resting state

Resting state is our lowest priority sequence. After all other experimental paradigms have been run, you willneed to make a judgement as to whether the participant will be able to make it through both resting stateand DTI. If the participant seems very bored/fatigued/cranky, skip resting state and move straight to DTI.

4.6.1 Filepath to paradigm

ACE protocol/ACE RESTING STATE/resting state.ebs2

4.6.2 Description

Five and a half minutes of eyes-open resting state.


None.


Embedded as an instruction slide in the E-prime file. Read the instructions verbatim: “Please keep youreyes open and stay awake. Just rest quietly and look at the cross in the middle of the screen.”


To advance from instruction slide: Space

Trigger: When “waiting for trigger” slide appears, ask tech to initiate sequence. E-Prime waitsfor “5” (TTL pulse) from response box. 10 seconds should elapse before paradigm begins.


When experiment concludes: Experiment should terminate on its own after five and a halfminutes.

5 Troubleshooting

5.1 Troubleshooting checklist

• Did you wait eight seconds after the tech initiated the sequence for the magnet to finish discardingacquisitions?

• Are all the files called by E-Prime present in the correct directory?• Is E-Prime matching the desktop resolution? (Edit > Experiment > Devices > Display > Edit... >

Match desktop resolution at runtime: Yes).• Is the volume up on the stimulus laptop?• Is the USB from the CRS interface box plugged into the stimulus laptop?• Is the CRS interface box set to HHSC - 1x4 - L?

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• Are all lights on the VisuaStim transducer box in the magnet room lit blue? Does the logo rotateclockwise?

5.2 Reporting bugs in E-Prime files

If an E-Prime error occurs and none of the troubleshooting methods addresses the problem, save the entiretext of the error message and email it with a description of the events surrounding the error (which paradigm,at what point in the paradigm error occurred, etc.) to [email protected] and CC [email protected].

5.3 VisuaStim System Support

Support for the VisuaStim system is available by phone between Mon-Fri 8am-5pm Pacific Standard Time at818-882-1997, or by email at [email protected]. For Yale and Seattle, the point of contact for ResonanceTechnologies is Olivia Shayesteh at 818-882-6091 or [email protected].

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Multimodal Developmental Neurogenetics of Females with ASD ...ace.loni.usc.edu/wp-content/uploads/2012/11/ImagingMOP.pdf · Multimodal Developmental Neurogenetics of Females with