This dissertation examines event-related potentials (ERPs), measured from electroencephalogram (EEG) recordings, of social and nonsocial reward processing in a predominantly Latinx group of autistic children and teens before and after intervention. Additionally, this investigation proposes using objective, neuroscientific techniques to measure clinical trial effects of oxytocin administration, a neuropeptide associated with social behaviors. Chapter 1 investigates neural response and attenuation of social and nonsocial rewards via the reward positivity component (RewP) in autistic and non-autistic adolescents before and after participation in the Program for the Education and Enrichment of Relational Skills (PEERS) intervention. Increased reward sensitivity was observed during the first half of trials in the autistic group after intervention. Neural correlates of reward also predicted improvements in social behavior. This suggests that participating in PEERS increases reward system sensitivity in autistic teens and that PEERS may be most effective for teens who have “room to grow” in their social reward responsivity. Chapter 2 examines individual differences in anticipation of and response to rewards in autistic and non-autistic teens before and after PEERS. Older adolescents and those with lower parent-reported social motivation prior to participation in PEERS displayed increased social reward anticipation (more robust stimulus-preceding negativity; SPN) from pre- to post-intervention. Participants who displayed more parent-reported social motivation before intervention and were more actively engaged in the PEERS intervention, evidenced by increased social reward processing (more robust RewP) from pre- to post-intervention. Findings support a ‘precision model’ approach to autism intervention with an emphasis on brain-based outcomes. Chapter 3 reviews the therapeutic effects of oxytocin on social behaviors in autistic individuals, focusing on functional outcomes from neuroimaging investigations. Additionally, this chapter proposes a model for clinical trials that includes simultaneous behavioral intervention and oxytocin administration and the hypothesized role of the neural reward system on intervention outcomes. In sum, this dissertation examines neural measures of reward-related brain activity as an outcome measure of intervention in autistic populations and proposes methods for future studies examining combined treatment effects of behavioral and oxytocin interventions.

As the number of young autistic students increases in the general education setting, a critical relationship that fosters positive academic, behavioral, social, and emotional outcomes in all students is the student-teacher relationship (STR). Autistic students are at greater risk of experiencing poorer STRs, with less closeness and more conflict, compared to other student populations. Individual differences in autistic students’ biological and behavioral characteristics and their interaction with the environment may play unique roles in understanding STR quality. Moreover, as numerous studies have investigated factors related to teacher-reported STRs, it is essential to consider autistic students’ perspectives in the STR dyad. Thus, this study aimed to examine what student, parent, and teacher characteristics may be associated with teacher- and student-reported STRs. The current study included a sample of 122 young (aged 4-7 years) autistic students, their parents, and their teachers. Student, parent, and teacher factors contributing to teacher- and student-reported STR quality were explored using regression and moderation analyses. Findings suggested that better social skills and less negative parenting behaviors were significantly associated with STR closeness, over and above other student characteristics; whereas poorer social skills and more time spent in the general education classroom were significant contributors to STR conflict. Regarding student-reported STRs, higher IQ was related to less student-reported negativity with their teachers; more frequent use of teacher praise and incentives was also related to more negativity with their teachers. On the other hand, better social skills and more positive parenting were significantly related to student-reported positivity with their teachers. Lastly, a moderation analysis was conducted to explore the interaction effect between student oxytocin receptor gene (OXTR) and parenting behaviors on STR quality. Results showed that student OXTR rs53576 allele variations were not significant moderators of the relationship between parenting behaviors and STRs. These findings provide new insights into the importance of not only individual student characteristics but also how parenting and teacher behaviors contribute to teacher- and student-reported STR quality.

Current literature suggests that there is a potential for intranasal oxytocin to have therapeutic benefits on stress response, physiological symptoms, and emotion regulation. The literature suggests that oxytocin is involved in social bonding, modulating the HPA axis, reducing stress, improving emotion regulation, and enhancing social cognition within neurotypical individuals. Despite this, there is limited research investigating the therapeutic benefits that intranasal oxytocin can provide on these same systems in autistic individuals. This proposed study aims to address that gap by comparing stress response after intranasal oxytocin versus placebo through salivary cortisol and alpha-amylase, heart rate, electroencephalography, and galvanic skin response. Participants will be randomly assigned to either an active oxytocin nasal spray or a placebo spray during each visit. Participants will then undergo an adapted version of the peer interaction paradigm (PIP). Measures of stress will be collected before and after the paradigm to look at the effects that the intranasal oxytocin had on an overall stress reduction compared to the placebo. Findings from the study could have the potential to clarify the positive effects of intranasal oxytocin on stress response in autistic adolescents.

Autism spectrum disorder (ASD) is a heterogeneous disorder characterized by social communication deficits and the presence of repetitive and restrictive behaviors. Early ASD diagnosis results in earlier interventions and is linked to a better long-term prognosis. The gold standard assessment tool for ASD evaluations is the ADOS-2, an in-person evaluation that elicits specific behavioral responses to predefined activities. However, the COVID-19 pandemic led to a need for telehealth-based ASD assessments. Several ASD assessment tools were developed; however, many were designed to assess young children. This preliminary study aimed to evaluate the accuracy and effectiveness of two telehealth assessment tools, TELE-ASD-PEDS and TELE-ASD-KIDS, compared to the ADOS-2. Clinician diagnostic impressions were further analyzed to determine if child and family variables influenced diagnostic impressions and clinician diagnostic confidence levels at the telehealth appointment. Additionally, family experiences were collected after each appointment to understand the assessment experience. The participants were assessed twice, once through telehealth and once in-person (N = 27), and were randomly assigned to one of the assessment styles first. The results showed promising outcomes for telehealth ASD assessments. There was an overall agreement between in-person and telehealth initial diagnostic impressions (66.7%). Accuracy varied with participant characteristics, as the telehealth assessments were more accurate in identifying true ASD diagnoses for younger and less verbal participants and more accurate in rejecting ASD diagnoses for older and more verbal participants. Regarding clinician confidence for diagnostic impressions, only a caregiver-reported ASD questionnaire significantly differed between certain and uncertain confidence levels of telehealth diagnostic impressions. These results indicate that more obvious ASD-related behaviors were related to higher clinician confidence in their telehealth diagnostic impressions. As for social validity responses, caregivers reported overall positive experiences of their telehealth experience. Family and participant characteristics did not impact the family’s assessment experience. These preliminary findings support the continued use of telehealth ASD appointments as a valuable option for families seeking ASD evaluations. Telehealth assessments may facilitate timely diagnoses for all families, regardless of location and background. Future research is necessary to validate and expand on these preliminary findings.

Despite extensive research on parental involvement, gaps remained in understanding the quality of parental engagement and its longitudinal implications for various developmental outcomes. This study investigated the relationship between parental involvement and children's academic performance and overall development during the critical early years of education (K-2). Utilizing data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K: 2011), this study examined how parental involvement—as reflected in practices such as helping with homework, attending parent-teacher conferences, and fostering a positive learning environment—related to children's interest in learning, interpersonal skills, persistence, and performance in math and science. The participants included 18,526 children (average age of 5.70 years at the start), their parents, and teachers. The study design was longitudinal, tracking these participants from kindergarten through second grade. The findings revealed that while parental involvement generally declined as children progressed through early elementary school, positive relationships between PI and various developmental outcomes remained significant. Specifically, active parental engagement was associated with higher motivation, improved interpersonal skills, greater persistence, and enhanced performance in math and science assessments. The study highlighted the importance of fostering strong home-school partnerships and developing strategies to engage parents. These insights aimed to inform educational policies and practices that support children's holistic development, emphasizing the need for early interventions and ongoing parental involvement to ensure long-term academic success and personal growth.