Approach For Autism Research Articles

Probing heterogeneity to identify individualized treatment approaches in autism: Specific clusters of executive function challenges link to distinct co-occurring mental health problems.

Many autistic people struggle with mental health problems like anxiety, depression, inattention, and aggression, which can be challenging to treat. Executive function challenges, which impact many autistic individuals, may serve as a risk factor for mental health problems or make treating mental health conditions more difficult. While some people respond well to medication or therapy, others do not. This study tried to understand if there are different subgroups of autistic young people who may have similar patterns of executive function strengths and challenges-like flexibility, planning, self-monitoring, and emotion regulation. Then, we investigated whether executive function subgroups were related to mental health problems in autistic youth. We found three different types of executive function subgroups in autistic youth, each with different patterns of mental health problems. This helps us identify specific profiles of executive function strengths and challenges that may be helpful with identifying personalized supports, services, and treatment strategies for mental health conditions.

Untargeted urine metabolomics and machine learning provide potential metabolic signatures in children with autism spectrum disorder.

Complementary to traditional biostatistics, the integration of untargeted urine metabolomic profiling with Machine Learning (ML) has the potential to unveil metabolic profiles crucial for understanding diseases. However, the application of this approach in autism remains underexplored. Our objective was to delve into the metabolic profiles of autism utilizing a comprehensive untargeted metabolomics platform coupled with ML. Untargeted metabolomics quantification (UHPLC/Q-TOF-MS) was performed for urine analysis. Feature selection was conducted using Lasso regression, and logistic regression, support vector machine, random forest, and extreme gradient boosting were utilized for significance stratification. Pathway enrichment analysis was performed to identify metabolic pathways associated with autism. A total of 52 autistic children and 40 typically developing children were enrolled. Lasso regression identified ninety-two urinary metabolites that significantly differed between the two groups. Distinct metabolites, such as prostaglandin E2, phosphonic acid, lysine, threonine, and phenylalanine, were revealed to be associated with autism through the application of four different ML methods (p<0.05). The alterations observed in the phosphatidylinositol and inositol phosphate metabolism pathways were linked to the pathophysiology of autism (p<0.05). Significant urinary metabolites, including prostaglandin E2, phosphonic acid, lysine, threonine, and phenylalanine, exhibit associations with autism. Additionally, the involvement of the phosphatidylinositol and inositol phosphate pathways suggests their potential role in the pathophysiology of autism.

Community-guided, autism-adapted group cognitive behavioral therapy for depression in autistic youth (CBT-DAY): Preliminary feasibility, acceptability, and efficacy.

Depression in youth is a significant public health problem worldwide, particularly for autistic youth who are over twice as likely to experience depression than their non-autistic peers. Although pathways to depression are complex, emotional reactivity and negative self-esteem are two risk factors for depression in autistic and non-autistic youth. Although autistic youth are more likely to experience depression than their non-autistic peers, psychotherapy options for autistic youth are very limited; community guidance in the development and testing of psychotherapy programs is a promising approach in autism. Therefore, in this study, we designed an autism-adapted CBT-DAY, in collaboration with autistic community members. Specifically, CBT-DAY combined neurodiversity-affirming and cognitive behavioral approaches to target emotional reactivity and self-esteem in youth to improve depressive symptom severity in a group setting across 12 weeks. We examined the preliminary feasibility, acceptability, and efficacy of CBT-DAY in a pilot non-randomized trial. In addition, we implemented a rigorous protocol for assessing, monitoring, and addressing potential harms in this intervention. Results from 24 autistic youth (11-17 years old) suggest that CBT-DAY may be feasible to use in an outpatient clinical setting and generally acceptable to youth and their caregivers. Participation in CBT-DAY may be associated with significant improvements in youth emotional reactivity and self-esteem, as well as depressive symptom severity per self-report only. Exploratory analyses showed that participation in CBT-DAY may also be associated with significant improvements in internalizing symptoms. Findings demonstrate the potential promise of neurodiversity-affirming and cognitive behavioral approaches to treating depressive symptoms in some autistic youth.

A Different Conversation: Psychological Research and the Problem of Self in Autism

Observations about peculiarities in the autistic population concerning type and frequency of references to subjective states, and lack of perspective taking, have been on the whole referred to as the paradox of the autistic self, i.e. a co-presence of ego-centeredness and weak self-referentiality (Lombardo & Baron Cohen 2010). Prevalent approaches in autism ascribe these peculiarities to high order disfunctions caused by neurological factors, such as defective self-encoding processes. Two narratives told by an adult man with Asperger during counselling are examined with Conversation Analysis; the analysis identifies features that may lead to descriptions like the paradox of autistic self, but also reveals competences related to perspective-taking and narrative construction. Drawing on Bruner’s narrative theory, as well on recent interactional research on autism and the psychology of self, it is suggested that a relatively limited practice with narrative co-construction might be at the origin of the peculiarities observed. A socio-developmental approach to the understanding of autism not only can provide explanations compatible with first and second person accounts of life with autism, but can also open new paths for researching ways of self-construction that are less reliant on social interaction. The article finally challenges assumptions in psychological research about the ability of humans to access their internal states, and discusses how such assumptions can deter understanding of atypical populations.

An Expert Discussion on Strengths-Based Approaches in Autism.

An Expert Discussion on Strengths-Based Approaches in Autism.

Auditory processing and auditory rehabilitation approaches in autism

Background and Aim: Concerning the preva­lence of autism spectrum disorder, many studies have examined the various aspects of this dis­order. One of the major problems in autism is the sensory processing deficit, and in particular the abnormalities of auditory processing. In this review article, we have tried to explain the neu­rological features of auditory processing and abnormalities in auditory evoked responses in autism, finally recount some of the main met­hods of auditory rehabilitation. Recent Findings: We searched for articles in databases with keywords of “autism,” “auditory processing” and “auditory rehabilitation.” A total of 102 articles were initially found in this field. Some articles were not about our study topic, thus in the end, only 79 articles were ent­ered the study published from 1989 to 2018. Based on these studies, autism associates with a weakness in sensory integration due to abnor­mal interactions between different neural net­works. This condition of auditory modality are being manifested as different abnormalities in evoked responses, especially for complex sti­muli at the level of the brainstem and cortex. Language and speech problems are prevalent in many patients with autism, which has already been mentioned in numerous studies. To treat these deficits, appropriate auditory rehabilitation techniques (often using music to improve the symptoms) have been developed. Conclusion: In order to know more about aut­ism and adopt appropriate interventions, doing audiometric, behavioral and electrophysiologi­cal evaluations are recommended on a regular basis. Rehabilitation in this disorder generally include music therapy, signal-to-noise enhanc­ement strategies, and cognitive behavioral the­rapies.

Toll-like receptors, NF-κB, and IL-27 mediate adenosine A2A receptor signaling in BTBR T+ Itpr3tf/J mice

Autism is a predominant neurodevelopmental disorder characterized by impaired communication, social deficits, and repetitive behaviors. Recent research has proposed that the impairment of innate immunity may play an important role in autism. Toll-like receptors (TLRs) are potential therapeutic targets against neuroinflammation. The BTBR T+ Itpr3tf/J (BTBR) mouse is a well-known model of autism, showing repetitive behaviors such as cognitive inflexibility and increased grooming as compared to C57BL/6 (B6) mice. Adenosine A2A receptor (A2AR) signaling is involved in inflammation, brain injury, and lymphocyte infiltration into the CNS, but the role of A2AR in autism remains unknown. We investigated the effect of A2AR antagonist SCH 5826 (SCH) and agonist CGS 21680 (CGS) on the expression levels of TLRs, IL-27, NF-κB p65, and IκBα in BTBR mice. Treatment of BTBR mice with SCH increased the percentage of splenic CD14+TLR2+ cells, CD14+TLR3+ cells, CD14+TLR4+ cells, and decreased the percentage of CD14+IL-27+ cells, as compared to the untreated BTBR mice. Our results reveal that BTBR mice treated with CGS had reversal of SCH-induced immunological responses. Moreover, mRNA and protein expression analyses confirmed increased expression of TLR2, TLR3, TLR4, and NF-κB p65 in brain tissue, and decreased IL-27 and IκBα expression following SCH treatment, as compared to the untreated-BTBR and CGS-treated BTBR mice. Together, these results suggest that the A2AR agonist corrects neuroimmune dysfunction observed in BTBR mice, and thus has the potential as a therapeutic approach in autism.

Missing and misdiagnosis on the autism spectrum: Potential consequences and implications for practice

he aim of this paper is to explore the current criteria for giving a diagnosis of autism, the potential benefits of diagnosis and the reasons why this may be missed or misdiagnosed and the possible consequences. It considers whether diagnosis is always necessary and if so, for whom and when. If diagnosis is made to inform intervention, does this happen and from whose perspective and what is the research evidence for current approaches in autism? As there is no definitive medical or genetic test for diagnosing autism, then it is always subjective and diagnostic rates will vary across services and within and between local authorities. The case is made that professionals need to develop ways to ensure that autistic individuals who would benefit from an autism diagnosis are identified so that their needs are met in a timely and appropriate way to prevent the development of mental health problems and to enable a good quality of life. Finally, focusing on the positive aspects of autism and enhancing the wellbeing of parents, carers and the staff in schools and settings should have positive outcomes for all.

The Object Relation and the Therapeutic Approach in Autism

The present article describes a therapeutic approach of a child aged 9 years, neurological treated (hydrocephalus and spine bifida) and with accentuated notes of autism. The therapeutic approach's objectives were the harmonization of the object relation along with the development of the self-image, the development of the ability to recognize and express verbally the feelings, learning of social behaviours, a better social networking. The results of this study case highlight the specificity of the object relations in autism in conjunction with the mental and developmental characteristics of the autistic children and suggest useful ways for future therapeutic interventions.

Educational Approaches in Autism: What we know about what we do

There has been little attempt to relate well‐known educational approaches in autism to increased psychological understanding about the condition. This paper addresses that gap. Four discrete educational approaches to autism (Higashi, Lovaas, Option, TEACCH), and two ‘eclectic’ approaches (SPELL, one LEA specific), are explored within the context of four psychological interpretations of autism. Our purpose is to better understand how the different educational approaches in autism align with, or diverge from, the core purposes of teachers, namely to develop independence and critical thought to the optimum level possible for individual pupils, irrespective of their underlying condition.

Environmental Enrichment Reverses Behavioral Alterations in Rats Prenatally Exposed to Valproic Acid: Issues for a Therapeutic Approach in Autism

Environmental enrichment has been repeatedly shown to affect multiple aspects of brain function, and is known to improve cognitive, behavioral, and histopathological outcome after brain injuries. The purpose of the present experiments was to determine the effect of an enriched environment on behavioral aberrations observed in male rats exposed to valproic acid on day 12.5 of gestation (VPA rats), and proposed on the basis of etiological, anatomical, and behavioral data as an animal model of autism. Environmental enrichment reversed almost all behavioral alterations observed in the model. VPA rats after environmental enrichment (VPA-E) compared to VPA rats reared in standard conditions have higher sensitivity to pain and lower sensitivity to nonpainful stimuli; stronger acoustic prepulse inhibition; lower locomotor, repetitive/stereotypic-like activity, and enhanced exploratory activity; decreased anxiety; increased number of social behaviors; and shorter latency to social explorations. In comparison with control animals (Con), VPA-E rats exhibited increased number of pinnings in adolescence and social explorations in adulthood, and were less anxious in the elevated plus maze. Similar differences in social behavior and anxiety were observed between control rats exposed to environmental enrichment (Con-E) and control group reared in standard conditions. These results suggest that postnatal environmental manipulations can counteract the behavioral alterations in VPA rats. We propose environmental enrichment as an important tool for the treatment of autism spectrum disorders.

Compass

Educational and psychological consultants have a long history of providing indirect school-based service delivery to students With disabilities. The need for consultants With skills in autism is necessary noW more than ever. Described as one of the most complex developmental disabilities, autism is being identified in children at a rapid rate—more so than any other loW-incidence disability, resulting in the need for trained personnel. To enhance competence of both the student and the teacher, a holistic understanding of the interactions betWeen students and their environments is necessary. A consultation frameWork With strong theoretical and conceptual support is described. The rationale for a specific consultation approach in autism is presented and components of the consultation model provided. Educational and psychological consultants are ideally positioned to act as bridges betWeen parents and school personnel for developing appropriate programs based on parent—teacher collaboration.

Facilitated communication: A response by child protection

FACILITATEZD COMMUNICATION (FC) like so many new approaches in autism generates fierce controversy and polarization of views. To protagonists it offers a way into the minds of children hitherto seen only darkly, it offers a hope that the children are not so disabled as most of their behavior leads one to expect, and it overthrows many of the established views of autism with their pessimistic prognostic implications. To skeptics it is yet another triumph of hope and wishful thinking over reason and scientific data, it is yet another cruel hoax played on parents only too eager to clutch at straws, and it is evidence more of hysteria on the part of the facilitator than of communicative ability on the part of the child. Skeptics point to the sheer implausibility of some of what is written and to the weight of experimental evidence that indicates that it is frequently the facilitator and not the child who is controlling the output. Protagonists point to the wealth of observation which indicates the facilitator could not have known the info~ation that the child was producing. The author of “Facilitated Comm~ication: A response by Child Protection” have come to the conclusion that the communication did at least emanate from their client, “Katie.”