Abstract: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition characterized by significant challenges in social communication and interaction. Despite the profound impact of these challenges on the lives of individuals with ASD and their families, the underlying mechanisms that contribute to these social communication deficits remain not fully understood. A key aspect of social cognition is self-awareness, which is essential for comprehending the thoughts, feelings, and perspectives of others. This self-awareness forms the basis of our social interactions and is a critical component of empathy and social competence.
Against this backdrop, our study proposes a novel perspective—that atypical self-processing, or the way individuals with ASD process information about themselves, may be a key factor contributing to the social communication difficulties that are hallmarks of the disorder. This hypothesis is grounded in the recognition that self-awareness is fundamental to social cognition, and disruptions in this process could lead to the social challenges observed in ASD.
To explore this hypothesis, we have designed and will conduct a series of self-processing experiments specifically tailored to children with ASD. These experiments will integrate a diverse array of data collection methods, including behavioral assessments, eye-tracking technology, electrodermal activity measurements, and EEG recordings. Each of these methods offers a unique window into the cognitive and neural processes underlying self-processing, allowing us to construct a comprehensive profile of how children with ASD process self-related information.
The behavioral assessments will provide insights into the overt actions and responses of children with ASD in controlled settings, shedding light on their social and communicative behaviors. Eye-tracking technology will allow us to monitor where children direct their visual attention, particularly in response to social cues, offering valuable information about how they perceive and process social information. Electrodermal activity will give us a measure of the children's physiological arousal and stress levels in response to various stimuli, which can be indicative of emotional regulation challenges often associated with ASD. Finally, EEG data will offer a direct measure of the brain's electrical activity, providing real-time insights into the cognitive processes involved in self-processing.
The objective of this multi-modal approach is to elucidate the self-processing characteristics in ASD with greater precision and depth than has been possible with single-modal studies. By understanding these characteristics, we aim to develop a cognitive-neural intervention program that leverages the brain's inherent plasticity to enhance self-processing abilities in children with ASD. This intervention program will be designed to target the specific self-processing deficits identified in our experiments, with the ultimate goal of improving social competence in children with ASD.
The intervention will involve a series of self-cognitive training sessions, carefully crafted to stimulate and reinforce the self-processing mechanisms in children with ASD. These sessions will be adapted to meet the individual needs and abilities of each participant, ensuring that the training is both effective and accessible. We will rigorously assess the impact of this training on the social competence of the children, using a variety of outcome measures to capture the full range of potential benefits.
By constructing a multi-modal framework that elucidates the relationship between self-processing and social competence, we aim to establish a robust theoretical foundation for clinical diagnosis and intervention in ASD. This framework will not only advance our understanding of the disorder but also inform the development of more effective, targeted intervention strategies. Our hope is that by improving self-processing abilities in children with ASD, we can enhance their social competence, thereby improving their quality of life and their ability to connect with others on a deeper level.
In conclusion, this study represents a significant advancement in the field of ASD research. Our innovative approach, which combines multi-modal data analysis with targeted cognitive-neural interventions and the development of a comprehensive model, has the potential to revolutionize our understanding of ASD and the way we approach interventions for children with the disorder. Through this work, we aim to not only enhance the social competence of children with ASD but also contribute to the broader understanding of the neurodevelopmental mechanisms underlying social cognition and communication.

Key words: self cognition, self reference, autism spectrum disorder, sense of ownership