Abstract

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that begins early in life and continues lifelong with strong personal and societal implications. It affects about 1%–2% of the children population in the world. The absence of auxiliary methods that can complement the clinical evaluation of ASD increases the probability of false identification of the disorder, especially in the case of very young children. In this study, analytical models for auxiliary diagnosis of ASD in children and adolescents, based on the analysis of patients’ blood serum ATR-FTIR (Attenuated Total Reflectance-Fourier Transform Infrared) spectra, were developed. The models use chemometrics (either Principal Component Analysis (PCA) or Partial Least Squares Discriminant Analysis (PLS-DA)) methods, with the infrared spectra being the X-predictor variables. The two developed models exhibit excellent classification performance for samples of ASD individuals vs. healthy controls. Interestingly, the simplest, unsupervised PCA-based model results to have a global performance identical to the more demanding, supervised (PLS-DA)-based model. The developed PCA-based model thus appears as the more economical alternative one for use in the clinical environment. Hierarchical clustering analysis performed on the full set of samples was also successful in discriminating the two groups.

Highlights

  • Autism spectrum disorder (ASD) is a neurodevelopmental disorder that begins early in life and continues lifelong

  • We developed chemometrics models based on FTIR data, which can be used as complementary diagnostic tools of ASD in children and adolescents

  • The data seems to indicate that the blood serum of the ASD patients have an increase of protein average IRof spectra of blood serumgroup, of the ASD

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Summary

Introduction

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that begins early in life and continues lifelong. It affects about 1%–2% of the children population in the world. Symptoms mainly appear as difficulties in social interaction and communication, as well as limited and repetitive patterns of behavior [1,2,3,4,5,6]. Current diagnosis of ASD is based only on the clinical evaluation of the behavioral signs and symptoms. The absence of auxiliary methods that can complement the clinical evaluation increases the probability of false identification of the disorder, especially in the case of very young children

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