Social Communication Difficulties Research Articles

Autism in Children

Austic spectrum disorder is a very common presentation where children present with social communication difficulties. They can have behavioural problems and other times anxiety. Every autistic child is different and they may come anywhere in the autistic spectrum, ranging from sensory difficulties, social adjustment to food, sleep and concentration challenges. The main aim of this article to bring awareness about autism to the society and to give Austic children help and support to be able to maintain a safe and healthy lifestyle. It is very important to involve a health care practitioner and get the necessary care and advice from the doctor. It is equally important to organize fun interactive games, activities and book reading for children with Autism to help and support them with their difficulties. All of these things can be done with family support and encouragement, however, it can be very challenging and Children with Autism need professional diagnosis, support in community and teachers to guide them.

An Empirical Qualitative Investigation into Psychosexual Development in and Sex Education for Autistic Youth: Insights from Autistic and Non-Autistic Young Adults.

The present study was designed to examine autistic and non-autistic young adults' lived experience in psychosexual development and sex education and to solicit recommendations on how to improve sex education programs. Participants included 10 autistic young adults and 10 non-autistic young adults aged 18 to 24 years. The two groups were matched for sex and education level. One-on-one semi-structured interviews were conducted. Participants' responses were analyzed using comparative interpretative phenomenological analysis. Four superordinate themes emerged: (1) "Who am I as a sexual being"; (2) Making sense of psychosexual development; (3) Sources of information; and (4) "Dear developers of sex education programs". Most autistic participants shared feelings of intense anxiety about romantic and sexual relationships, in part due to anticipated difficulties in social communication. Interestingly, although interview questions mostly focused on sex and adolescence, issues surrounding romantic relationships and their links to current self-concept were prominent themes in many autistic participants' responses, suggesting that autism-friendly sex education programs need to address issues related to romance and should target not only adolescents but also young adults. Also, autistic participants learned from peer interactions within the autistic community, highlighting the importance of facilitating peer exchanges and continuous learning beyond completing a program. Regarding delivery format, autistic participants valued concreteness and a mixed-sex small-group setting, and recommended using visual cues, real life examples, and role play. Autistic individuals have unmet psychosexual educational needs. Further research may consider their needs, lived experience, and recommendations when developing new autism-friendly sex education programs.

Coinfection of pulmonary lophomoniasis, tuberculosis, and hydatid cyst in a pediatric autism patient: a case report and literature review

IntroductionAutism Spectrum Disorder (ASD) is a neurodevelopmental condition marked by difficulties in social interaction, communication, and repetitive behaviors or restricted interests. Although research on the link between ASD and parasitic diseases is limited, immune deficiency and inflammation may contribute to the development of parasitic infections.Case reportWe admitted a 14-year-old boy to the hospital who had a known history of ASD because he was presenting with respiratory symptoms, including cough and hemoptysis. During his time in the hospital, after conducting a series of tests and evaluations, we made a critical diagnosis of co-infection of lophomonas, tuberculosis, and hydatid cyst. In response to this diagnosis, we initiated a treatment plan that involved administering appropriate antibiotics as well as preparing for surgical intervention.ConclusionThis case report highlights the complexities and challenges of managing such a rare combination of co-infections with TB, pulmonary hydatid disease and lophomonas in a pediatric patient with underlying developmental considerations such as ASD.

Probiotics and Other Supplements for Autism Spectrum Disorder (ASD): A Comprehensive Review

Introduction: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition characterized by social interaction challenges, communication difficulties, and repetitive behaviors. While ASD lacks a cure, there is a growing interest in supplements, notably probiotics, for potential benefits. Probiotics are live microorganisms with health potential due to their role in the gut microbiome. Gut-brain axis is a bi-directional communication system that connects the gastrointestinal (GI) tract and the brain. Objective: This comprehensive review systematically searched scientific databases up to September 2023 to examine the use of supplements, particularly probiotics, in individuals with ASD. The review focused on addressing gut-related issues and improving behavior, speech, and overall well-being. Methods: A systematic search across databases such as PubMed, PsycINFO, and Cochrane library was conducted using keywords like "probiotics," "supplements," "ASD," "gut dysbiosis," and "therapeutic interventions." Studies meeting inclusion criteria, including clinical trials, observational studies, and case reports, were considered. Results: Several studies suggest that probiotics may improve behavior, brain activity, and eye contact in individuals with ASD by addressing gut dysbiosis. Lactobacillus reuteri and specific Bifidobacterium strains are recommended probiotics, but more research is needed to confirm their efficacy. This review also explores supplements like Vitamin B6, magnesium, Vitamin B12, Vitamin C, and Omega-3 fatty acids, which show potential in supporting speech and overall well-being in individuals with ASD. However, they are not a cure and should be used under professional guidance. The article also discusses supplements for adults with ASD, underlining the importance of consulting healthcare professionals before use and the necessity for further research to determine effectiveness and optimal dosages. Conclusion: Probiotics and supplements offer potential benefits for individuals with ASD, but they should be seen as complementary therapies rather than cures. A holistic approach, including medical supervision, therapy, and dietary considerations, is crucial for addressing the complex needs of individuals with ASD. Further research is necessary to uncover the precise mechanisms and therapeutic potential of these supplements in enhancing the lives of those with ASD. Categories: Neurology, Gastroenterology, Nutrition

Exploring cascading effects of sensory processing on language skills and social-communicative difficulties through play in young children at elevated likelihood for autism.

This study investigated the association between Sensory processing (SP) (i.e., hyporesponsiveness, Sensory Seeking (SS) and hyperresponsiveness) at 10months (M) and language/social-communicative difficulties at 24M, mediated through object play at 14M in young children at elevated likelihood for autism (EL). Parent-report instruments were used to measure all variables in younger siblings of children with autism (siblings, n=74) and children born before 30 gestational weeks (preterms, n=38). Higher scores of object play fully mediated the association between more SS and better language/less social-communicative difficulties. Hypo- and hyperresponsiveness at 10M did not seem to predict language heterogeneity at 24M, but more hypo- and less hyperresponsiveness at 10M were associated with more social-communicative difficulties at 24M. The explained variance in social-communicative difficulties and language was limited (15.25%-16.39%). Similar associations were found for siblings and preterms. This highlights that high frequency of SP behaviors does not necessarily negatively affect communication in young EL-children as is commonly assumed. Early object play skills play a role in the association between early SS and later language/social communicative difficulties. This implies that some criteria of the two core domains of characteristics of autism are interrelated in EL-children, and this may have implications for early intervention programs.

Analyzing the influence of physical exercise interventions on social skills in children with autism spectrum disorder: insights from meta-analysis.

Children diagnosed with autism spectrum disorder (ASD) commonly encounter difficulties in social interactions and communication, significantly affecting their overall wellbeing. One proposed strategy to address these challenges is through physical exercise interventions. This study aims to conduct a meta-analysis to assess the impact of physical exercise interventions on the social skills of children with ASD. To perform this meta-analysis, we followed the Preferred Reporting Items of Systematic Reviews and Meta-Analyses (PRISMA) Statement and the practical guide for transparent reporting of systematic reviews. Eligible studies included randomized controlled trials or quasi-experimental studies investigating the effects of physical exercise interventions on social skills among children with ASD. We used the standardized mean difference (SMD) to measure effect size. Sixteen studies were included in the meta-analysis. The results indicated a significant improvement in social skills among children with ASD following physical exercise interventions (SMD = -0.54, 95% CI = [-0.63; -0.44]). The moderator analysis underscored the crucial role of age in explaining the intervention outcomes for enhancing social skills, with interventions lasting more than 12 weeks recommended for better social skills improvement. The findings of this meta-analysis provide robust evidence supporting the efficacy of physical exercise interventions in enhancing the social skills of children with ASD. The moderator analysis underscores the importance of considering both the mean age and duration of interventions when implementing such programs. These results underscore the significance of physical exercise as a viable option for improving social skills in this population.

Functional assessment of children and adolescents with autism spectrum disorder in Argentina: ICF-ASD multicenter study.

Introduction. Autism spectrum disorder (ASD) is characterized by difficulties in social communication and repetitive and stereotyped behaviors. In addition to the diagnostic category, the activities performed by children and adolescents and their social involvement are the main aspects to be considered according to the International Classification of Functioning, Disability, and Health (ICF) proposed by the World Health Organization to describe health status. In a previous study, we developed the first version of a pediatric tool based on the ICF called ICF-ASD for the functional assessment of children and adolescents with ASD to capture functional characteristics adapted to our cultural setting. Our subsequent objective was to apply the ICF-ASD in a multicenter format to assess children and adolescents from different regions, review, and update it, and identify barriers and facilitators. Population and methods. The ICF-ASD version 1.0 was administered to children and adolescents younger than 16 years with a confirmed diagnosis of ASD (as per DSM-5 criteria), who were receiving follow-up at 5 children's health centers across Argentina. Results. Version 2.0 of the ICF-ASD was obtained, which included 34 categories (10 under body function, 15 under activities and participation, and 9 under environmental factors). A functional profile was developed for the whole sample (n = 308). Conclusions. The updated version of the ICF-ASD helps to standardize and systematize the collection of necessary data for an adequate follow-up of children and adolescents with ASD at a national level. It also allows to identify barriers to overcome and facilitators to be generalized.

Individual differences in emotion prediction and implications for social success.

The social world requires people to predict others' thoughts, feelings, and actions. People who successfully predict others' emotions experience significant social advantages. What makes a person good at predicting emotions? To predict others' future emotional states, a person must know how one emotion transitions to the next. People learn how emotions transition from at least two sources: (a) internal information, or one's own emotion experiences, and (b) external information, such as the social cues detected in a person's face. Across five studies collected between 2018 and 2020, we find evidence that both sources of information are related to accurate emotion prediction: individuals with atypical personal emotion transitions, difficulty understanding their own emotional experiences, and impaired emotion perception displayed impaired emotion prediction. This ability to predict others' emotions has real-world social implications. Individuals who make accurate emotion predictions have better relationships with their friends and communities and experience less loneliness. In contrast, disruptions in both internal and external information sources explain prediction inaccuracy in individuals with social difficulties, specifically with social communication difficulties common in autism spectrum disorder. These findings provide evidence that successful emotion prediction, which relies on the perception of accurate internal and external data about how emotions transition, may be key to social success. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Role of Thioredoxin System in Shank3 Mouse Model of Autism.

Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder characterized by difficulties in social interaction and communication, repetitive behaviors, and restricted interests. Unfortunately, the underlying molecular mechanism behind ASD remains unknown. It has been reported that oxidative and nitrosative stress are strongly linked to ASD. We have recently found that nitric oxide (NO•) and its products play an important role in this disorder. One of the key proteins associated with NO• is thioredoxin (Trx). We hypothesize that the Trx system is altered in the Shank3 KO mouse model of autism, which may lead to a decreased activity of the nuclear factor erythroid 2-related factor 2 (Nrf2), resulting in oxidative stress, and thus, contributing to ASD-related phenotypes. To test this hypothesis, we conducted in vivo behavioral studies and used primary cortical neurons derived from the Shank3 KO mice and human SH-SY5Y cells with SHANK3 mutation. We showed significant changes in the levels and activity of Trx redox proteins in the Shank3 KO mice. A Trx1 inhibitor PX-12 decreased Trx1 and Nrf2 expression in wild-type mice, causing abnormal alterations in the levels of synaptic proteins and neurotransmission markers, and an elevation of nitrosative stress. Trx inhibition resulted in an ASD-like behavioral phenotype, similar to that of Shank3 KO mice. Taken together, our findings confirm the strong link between the Trx system and ASD pathology, including the increased oxidative/nitrosative stress, and synaptic and behavioral deficits. The results of this study may pave the way for identifying novel drug targets for ASD.

Study protocol of a randomized control trial on the effectiveness of improvisational music therapy for autistic children.

Music therapy is the clinical use of musical interventions to improve mental and physical health across multiple domains, including social communication. Autistic children, who have difficulties in social communication and often increased anxiety, tend to show a strong preference for music, because it can be structured and systematic, and therefore more predictable than social interaction. This makes music therapy a promising medium for therapeutic support and intervention. Previous clinical trials of music therapy compared to traditional therapy for autistic children have shown encouraging but nevertheless mixed results. The primary aim is to conduct a randomised controlled trial (RCT) of improvisational music therapy for autistic children and test its effectiveness in at improving social communication and wellbeing, and to reduce anxiety. The RCT will be conducted with 200 autistic children in the UK aged 7 to 11 years old. Participants will be randomly assigned to either improvisational music therapy or support as usual. The trial will be an assessor-blind, pragmatic two-arm cluster RCT comparing the impact of 12-weeks of improvisational music therapy in addition to support as usual, vs. support as usual for autistic children. Researchers who are blind to which arm the children are in will conduct assessments and obtain data via caregiver reports. The primary outcome will be the absolute change in the total score of the Brief Observation of Social Communication Change (BOSCC) assessed at baseline, T1 (13weeks) and T2 (39weeks) follow-ups. The BOSCC consists of specific items that were developed to identify changes in social-communication behaviours. Secondary outcome measures include: (1) Parent reported anxiety scale for youth with ASD (Note that we do not use the term 'ASD' or Autism Spectrum Disorder, because many autistic people feel it is stigmatising. Instead, we use the term 'autism')(PRAS-ASD) (2) Young Child Outcome Rating Scale, for wellbeing (YCORS), (3) Strengths and Difficulties Questionnaire (SDQ); and (4) Vineland Adaptive Behaviour Scale (VABS). (5) The Children's Communication Checklist-2 (CCC-2) will be completed to evaluate pragmatic speech with fluent speakers only; (6) The Music Engagement Scale (MES); and (7) Assessment of the Quality of Relationship (AQR) will be used to evaluate the child-therapist relationships using video-analysis of music therapy sessions. Additional data will be collected by administering the Wechsler Abbreviated Scale of Intelligence (WASI-II), Music at Home Questionnaire (M@H), and children's versions of the Empathy Quotient (EQ) and Systemizing Quotient (SQ). Audio and video data from the therapy sessions will be collected and analysed (using both human and computer-based feature-coding, e.g., machine learning and AI-driven methods) to identify how music and non-musical interactions foster change throughout the therapy. This study aims to observe if the interactions, engagement, and therapeutic modalities fostered during music therapy sessions can translate to non-musical contexts and improve autistic children's social communication skills, identifying possible mediating factors contributing to the effectiveness of music therapy, potentially informing policy making and governance. This randomised control trial is registered with the NIH U.S. National Library of Medicine: https://clinicaltrials.gov/search?term=NCT06016621 , clinicalTrials.gov Identifier: NCT0601662, Registration Date 19th August 2023.

Groups and Subgroups in Autism Spectrum Disorder (ASD) Considering an Advanced Integrative Model (AIM).

Autism spectrum disorder (ASD) is related to social communication difficulties, repetitive behaviors, and highly restricted interests beginning early in life. Currently, ASD is more diagnosed than in the past, and new models are needed. The Advanced Integrative Model (AIM) is a new model in which genes and concomitant medical problems to diagnosis (CMPD) and the impact of their rigorous and adequate treatment are considered. The role of a dynamic encephalopathy from which the individual response, susceptibilities in the brain and outside the brain, gut barrier and brain-blood-barrier permeabilities, and the plastic nature of the brain is proposed as a tool for diagnosis. The concomitant medical problems (CMP) are those at and outside the brain. The individual response to treatments of CMP is analyzed. The AIM allows for classification into 3 main groups and 24 subgroups. The groups and subgroups in ASD are obtained taking into account CMPD treatments and individual response.

Exploring Dietary Interventions in Autism Spectrum Disorder.

Autism spectrum disorder (ASD) involves social communication difficulties and repetitive behaviors, and it has a growing prevalence worldwide. Symptoms include cognitive impairments, gastrointestinal (GI) issues, feeding difficulties, and psychological problems. A significant concern in ASD is food selectivity, leading to nutrient deficiencies. Common GI issues in ASD, such as constipation and irritable bowel syndrome, stem from abnormal gut flora and immune system dysregulation. Sensory sensitivities and behavioral challenges exacerbate these problems, correlating with neurological symptom severity. Children with ASD also exhibit higher oxidative stress due to low antioxidant levels like glutathione. Therapeutic diets, including ketogenic, high-antioxidant, gluten-free and casein-free, and probiotic-rich diets, show potential in managing ASD symptoms like behavior, communication, GI issues, and oxidative stress, though the evidence is limited. Various studies have focused on different populations, but there is increasing concern about the impact among children. This review aims to highlight the food preferences of the ASD population, analyze the effect of the physicochemical and nutritional properties of foods on the selectivity in its consumption, GI problems, and antioxidant deficiencies in individuals with ASD, and evaluate the effectiveness of therapeutic diets, including diets rich in antioxidants, gluten-free and casein-free, ketogenic and essential fatty acids, and probiotic-rich diets in managing these challenges.

Harmonizing Insights: LR-FFT Feature Extraction for Alzheimer’s and Autism Spectrum Disorder Detection in EEG Signals

Alzheimer’s Disease (AD) and Autism Spectrum Disorder (ASD) represent two distinct but equally impactful challenges in the field of neurology and cognitive health. AD is a degenerative neurological condition characterized by its progressive nature, typically affecting individuals in later stages of life. The hallmark features include cognitive impairment, mem- ory deterioration, and alterations in behavior. In contrast, ASD is a developmental disorder typically diagnosed in childhood, marked by difficulties in social interaction, communication, and repetitive behaviors. This paper explores the potential of the time-frequency feature extraction model known as the Left-Right Fast Fourier Transform (LR-FFT) in the context of these two disorders. While AD and ASD differ significantly in their onset, presentation, and demographic affected, both necessitate early and accurate diagnosis to enable timely intervention and tailored treatment strategies. Our research yields promising results, with classification accuracies reaching 88.26% for AD and 99.86% for ASD, demonstrating the LR-FFT’s potential to enhance diagnostic accuracy. By contributing to improved differentiation between these complex neurological conditions, this work aims to advance our understanding and management of AD and ASD, ultimately benefiting patients, their families, and healthcare practitioners.

The use of air abrasion method to treat caries in autistic patients at the age of 6 years: A non-randomized controlled trial.

Autism Spectrum Disorders (ASD) encompass a range of conditions characterized by difficulties in social interaction and communication. Managing dental treatment for children with autism presents challenges due to their reluctance to interact with dentists, which can be as high as 65%. This prospective non-randomized study, conducted at the Kazakh-Russian Medical University from January 15, 2023, to June 20, 2023, aimed to assess the efficacy of air abrasion caries treatment (AAbCT) compared to the standard method. The intervention involved applying air abrasion (AAb) treatment without anesthesia using aluminum oxide powder in the AAbCT group, while the control group received cavity preparation with local anesthesia. In this study, it was noted that the AAb method of tooth preparation was not different in efficacy from the traditional method for a population of children with autism, and could be used without anesthesia. A greater willingness to cooperate was noted (p=.0372). The AAb is an effective and safe treatment for children with ASD. Further studies needed to investigate its efficacy and safety in combination with behavioral interventions.

Mendelian randomization analysis of maternal coffee consumption during pregnancy on offspring neurodevelopmental difficulties in the Norwegian Mother, Father and Child Cohort Study (MoBa).

Previous observational epidemiological studies have suggested that coffee consumption during pregnancy may affect fetal neurodevelopment. However, results are inconsistent and may represent correlational rather than causal relationships. The present study investigated whether maternal coffee consumption was observationally associated and causally related to offspring childhood neurodevelopmental difficulties (NDs) in the Norwegian Mother, Father and Child Cohort Study. The observational relationships between maternal/paternal coffee consumption (before and during pregnancy) and offspring NDs were assessed using linear regression analyses (N = 58694 mother-child duos; N = 22 576 father-child duos). To investigate potential causal relationships, individual-level (N = 46 245 mother-child duos) and two-sample Mendelian randomization (MR) analyses were conducted using genetic variants previously associated with coffee consumption as instrumental variables. We observed positive associations between maternal coffee consumption and offspring difficulties with social-communication/behavioral flexibility, and inattention/hyperactive-impulsive behavior (multiple testing corrected p < 0.005). Paternal coffee consumption (negative control) was not observationally associated with the outcomes. After adjusting for potential confounders (smoking, alcohol, education and income), the maternal associations attenuated to the null. MR analyses suggested that increased maternal coffee consumption was causally associated with social-communication difficulties (individual-level: beta = 0.128, se = 0.043, p = 0.003; two-sample: beta = 0.348, se = 0.141, p = 0.010). However, individual-level MR analyses that modelled potential pleiotropic pathways found the effect diminished (beta = 0.088, se = 0.049, p = 0.071). Individual-level MR analyses yielded similar estimates (heterogeneity p = 0.619) for the causal effect of coffee consumption on social communication difficulties in maternal coffee consumers (beta = 0.153, se = 0.071, p = 0.032) and non-consumers (beta = 0.107, se = 0.134, p = 0.424). Together, our results provide little evidence for a causal effect of maternal coffee consumption on offspring NDs.

Neurological Validation of ASD Diagnostic Criteria Using Frontal Alpha and Theta Asymmetry.

Background/Objectives: Diagnosis of Autism Spectrum Disorder (ASD) relies on the observation of difficulties in social communication and interaction, plus the presence of repetitive and restrictive behaviors. The identification of neurological correlates of these symptoms remains a high priority for clinical research, and has the potential to increase the validity of diagnosis of ASD as well as provide greater understanding of how the autistic brain functions. This study focused on two neurological phenomena that have been previously associated with psychiatric disorders (alpha- and theta-wave asymmetry across the frontal region of the brain), and tested for their association with the major diagnostic criteria for ASD. Methods: A total of 41 male autistic youth underwent assessment with the Autism Diagnostic Observation Schedule (ADOS-2) and 3 min of eyes-closed resting EEG to collect alpha- and theta-wave data from right and left frontal brain sites. Results: Different associations were found for theta versus alpha asymmetry and the ADOS-2 subscales, across different brain regions responsible for a varying range of cognitive functions. In general, theta asymmetry was associated with conversation with others, sharing of enjoyment, and making social overtures, whereas alpha asymmetry was linked with making eye contact, reporting events to others, and engaging in reciprocal social communication. Specific brain regions involved are identified, as well as implications for clinical practice. Conclusions: Specific autism symptoms may be associated with selected brain region activity, providing a neurological basis for diagnosis and treatment.

Educational Dilemmas and Challenges for Students with Autism under the Learning in Regular Classroom Policy: A Qualitative Study Based on the Perspectives of Two Parents in Beijing

Learning in Regular Classroom（LRC）is a crucial approach for addressing the educational placement of children with special needs and implementing the philosophy of inclusive education. However, children with autism face significant challenges in inclusive settings due to difficulties in social interaction, communication, and behaviors. This study employs a qualitative research method, interviewing parents of children with autism whose children have completed compulsory education in regular schools in Beijing, to explore the practical challenges of implementing LRC policy the findings reveal conflicts between the ideal and the reality of policy implementation. Families of children with autism encounter challenges related to school placement, adaptation, and support due to incomplete policy regulations, inadequate policy execution, and insufficient educational support. To ensure the effective implementation of inclusive education, a deeper reflection and adjustment of the LRC policy are necessary. This study provides valuable insights from a parental perspective into the challenges faced by children with autism in China under the LRC policy, aiming to inform future policy development and implementation.

Preparing for adulthood: perspectives of young people with SEND on the transition from education to employment

ABSTRACT Further education (FE) is an under-represented area in educational psychology practice. As young people move from education to employment, those who have received support for an additional need which is not then recognised as a disability by the 2010 Equality Act; special educational need (“SEN”) rather than special educational need and disability (“SEND”) are at a significant disadvantage. Research into young people’s views of their experience and hopes for the future is underexplored in this area. This small scale study used Q-methodology to investigate the views of ten young people with SEN (n2) and SEND (n8) as they leave further education. Three extracted factors, characterised broadly by need; social communication, physical needs, and learning difficulties, highlight different perspectives on the question of “what is important to you as you begin to prepare to leave college?”. Findings demonstrate some parity between young people with and without a disability recognised under the 2010 Equality Act, emphasising the importance of continued educational psychology involvement within the 16–25 age range. Implications for educational psychology practice are discussed.

Developmental Impacts of Early Sensory Patterns on School-Age Adaptive, Maladaptive, and Participation Outcomes in Autistic and Non-autistic Children.

Early sensory differences may cascade into later social-communication difficulties in autism, yet their impacts on broader functional outcomes have remained understudied. This study aimed to conduct a comprehensive investigation into the longitudinal impacts of sensory patterns, including sensory hyperresponsiveness, hyporesponsiveness, and sensory repetitions/seeking behavior, on various school-age outcome domains among a community sample of children with autistic and non-autistic conditions. We prospectively followed 1,517 children with caregiver-reported sensory questionnaires across three timepoints from infancy to school age. A subsample (n = 389; 88 with reported autism diagnosis/concerns) was further assessed with adaptive, maladaptive and participation outcome measures at age 6-7. Structural equation modeling approaches were used to evaluate the multivariate associations between latent growth parameters (i.e., intercepts and slopes) of sensory patterns and school-age outcomes. Increasing sensory hyperresponsiveness was directly associated with poorer adaptive/maladaptive outcomes and indirectly with lower participation in activities with higher functional demands across settings at school age. Elevated sensory hyporesponsiveness was associated with lower adaptive functioning, more externalizing problems, and lower classroom participation. Trajectories of sensory patterns accounted for more unique variances in adaptive functioning and participation in daily life settings with higher functional and environmental demands among autistic children compared to their non-autistic peers.

The neurobiological mechanisms underlying the effects of exercise interventions in autistic individuals.

Autism spectrum disorder is a pervasive and heterogeneous neurodevelopmental condition characterized by social communication difficulties and rigid, repetitive behaviors. Owing to the complex pathogenesis of autism, effective drugs for treating its core features are lacking. Nonpharmacological approaches, including education, social-communication, behavioral and psychological methods, and exercise interventions, play important roles in supporting the needs of autistic individuals. The advantages of exercise intervention, such as its low cost, easy implementation, and high acceptance, have garnered increasing attention. Exercise interventions can effectively improve thecore features and co-occurring conditions of autism, buttheunderlying neurobiological mechanisms are unclear. Abnormal changes in the gut microbiome, neuroinflammation, neurogenesis, and synaptic plasticity may individually or interactively be responsible for atypical brain structure and connectivity, leading to specific autistic experiences and characteristics. Interestingly, exercise can affect these biological processes and reshape brain network connections, which may explain how exercise alleviates core features and co-occurring conditions in autistic individuals. In this review, we describe the definition, diagnostic approach, epidemiology, and current support strategies for autism; highlight the benefits of exercise interventions; and call for individualized programs for different subtypes of autistic individuals. Finally, the possible neurobiological mechanisms by which exercise improves autistic features are comprehensively summarized to inform the development of optimal exercise interventions and specific targets to meet the needs of autistic individuals.