SAE-based classification of school-aged children with autism spectrum disorders using functional magnetic resonance imaging

• Published in: Multimedia tools and applications Vol. 77; no. 17; pp. 22809 - 22820
• Main Authors: Xiao, Zhiyong, Wang, Canhua, Jia, Nan, Wu, Jianhua
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.09.2018; Springer Nature B.V
• Subjects: Autism; Autistic children; Brain; Children; Classification; Computer Communication Networks; Computer Science; Data exchange; Data Structures and Information Theory; Deep learning; Disorders; Machine learning; Magnetic resonance imaging; Multimedia Information Systems; NMR; Nuclear magnetic resonance; Special Purpose and Application-Based Systems; Subtraction; Stacked autoencoder; School-aged children; Autism spectrum disorder; Classification; Brain frequency
• ISSN: 1380-7501; 1573-7721
• DOI: 10.1007/s11042-018-5625-1

This paper employs a novel-deep learning method and brain frequencies to discriminate school-aged children with autism spectrum disorders (ASD) from typically developing (TD) school-aged children with functional magnetic resonance imaging (fMRI) data of 84 subjects from the ABIDE (Autism Brain Imaging Data Exchange) database. Firstly, the fMRI data were preprocessed, and then each subject’s dataset was decomposed into 30 independent components (IC). Secondly, some key ICs were selected and inputted into a stacked autoencoder (SAE). The SAE was adopted for features subtraction and dimensionality reduction. Finally, a softmax classifier was used to discriminate the school-aged children with ASD from TD school-aged children. The average accuracy of the work was as high as 87.21% (average sensitivity = 92.86%, average specificity = 84.32%). The results of classification demonstrated that the proposed method may have the potential to automatically discriminate school-aged children with ASD from TD school-aged children. Attempts to use deep learning-based algorithms and brain frequencies to discriminate school-aged children with ASD from TD school-aged children should likely be a key step forward in auxiliary clinical utility.