Neurotransmitter May Be Linked to Autistic Behavior

ASHA Leader ◽  
2016 ◽  
Vol 21 (6) ◽  
pp. 14-14
Keyword(s):  
2010 ◽  
Vol 41 (02) ◽  
Author(s):  
GM Stettner ◽  
B Auber ◽  
M Shoukier ◽  
C Höger ◽  
K Brockmann

2021 ◽  
pp. 1-11
Author(s):  
Denis Pavăl ◽  
Ioana Valentina Micluția

Autism spectrum disorder (ASD) comprises a group of neurodevelopmental disorders characterized by social deficits and stereotyped behaviors. Despite intensive research, its etiopathogenesis remains largely unclear. Although studies consistently reported dopaminergic anomalies, a coherent dopaminergic model of ASD was lacking until recently. In 2017, we provided a theoretical framework for a “dopamine hypothesis of ASD” which proposed that autistic behavior arises from a dysfunctional midbrain dopaminergic system. Namely, we hypothesized that malfunction of 2 critical circuits originating in the midbrain, that is, the mesocorticolimbic and nigrostriatal pathways, generates the core behavioral features of ASD. Moreover, we provided key predictions of our model along with testing means. Since then, a notable number of studies referenced our work and numerous others provided support for our model. To account for these developments, we review all these recent data and discuss their implications. Furthermore, in the light of these new insights, we further refine and reconceptualize our model, debating on the possibility that various etiologies of ASD converge upon a dysfunctional midbrain dopaminergic system. In addition, we discuss future prospects, providing new means of testing our hypothesis, as well as its limitations. Along these lines, we aimed to provide a model which, if confirmed, could provide a better understanding of the etiopathogenesis of ASD along with new therapeutic strategies.


2014 ◽  
Vol 4 (10) ◽  
pp. e476-e476
Author(s):  
L T Lotta ◽  
K Conrad ◽  
D Cory-Slechta ◽  
N F Schor

2013 ◽  
Vol 110 (13) ◽  
pp. 5258-5262 ◽  
Author(s):  
E. B. Robinson ◽  
P. Lichtenstein ◽  
H. Anckarsater ◽  
F. Happe ◽  
A. Ronald

Author(s):  
Jane E. Roberts ◽  
Bridgette Tonnsen ◽  
Ashley Robinson ◽  
Svetlana V. Shinkareva

Abstract The present study contrasted physiological arousal in infants and toddlers with fragile X syndrome to typically developing control participants and examined physiological predictors early in development to autism severity later in development in fragile X syndrome. Thirty-one males with fragile X syndrome (ages 8–40 months) and 25 age-matched control participants were included. The group with fragile X syndrome showed shorter interbeat intervals (IBIs), lower vagal tone (VT), and less modulation of IBI. Data suggested a nonlinear effect with IBI and autistic behavior; however, a linear effect with VT and autistic behavior emerged. These findings suggest that atypical physiological arousal emerges within the first year and predicts severity of autistic behavior in fragile X syndrome. These relationships are complex and dynamic, likely reflecting endogenous factors assumed to reflect atypical brain function secondary to reduced fragile X mental retardation protein. This research has important implications for the early identification and treatment of autistic behaviors in young children with fragile X syndrome.


2019 ◽  
Vol 14 (2) ◽  
pp. 42-48
Author(s):  
N. G. Lyukshina

Pitt–Hoppkins syndrome is rare genetic disorder caused by a molecular variant of TCF4 which is involved in embryologic neuronal differentiation. The syndrome is characterized by specific facial dysmorphism, phychomotor delay, autistic behavior and intellectual disability. Other associated features include ealy-onset myopia, seizures, constipation and hyperventilation-apneic spells. We introduced a clinical case of the patient with molecularly confirmed TCF4 variant and previously undescribed combination with syndrome of the electrical status epilepticus during sleep.


2021 ◽  
Author(s):  
Felipe Lemos ◽  
Caio Prins ◽  
Raul Carpi-Santos ◽  
Ingrid Waclawiak ◽  
Sofia Santos ◽  
...  

Abstract Galectin-3 stabilizes cell-cell junctions and regulates inflammatory pathways in the gut-liver axis. Galectin-3 knockout (Lgals3−/−) mice have atypical behaviors by obscure mechanisms. Given that BALB/c mice naturally develop low-sociability, stereotypies and restrict interest, they have been included as autism experimental model. Our major aims were to investigate whether galectin-3 in the gut-liver axis interferes with autistic-like behaviors analyzing BALB/c Lgals3−/− mice or under partial inhibition of galectin-3 oral intake of cow’s milk for 7 days. Behavioral patterns were assessed using a three-chambers test, open field, and self-grooming. Histological analysis and immunohistochemistry (Galectin-3, NOS-2, Iba-1, Ki-67, Dll-4, Shank-3, Synaptophysin and Drebrin) were performed in gut, liver, and/or brain. Lgals3−/− mice amplified stereotypies, social retraction and restrict interest associated with reduction of cerebral Shank-3+ cells. In Lgals3+/+ mice, cow’s milk intake also amplified atypical behaviors, reduced galectin-3 in enterocytes and Kupffer cells, and disturbed niches of intestinal KI67+ and Dll-4+ cells and hepatic NOS2+ cells. In the brain of milk-treated mice, Iba-1+ microglial cells and NOS2+ Purkinje cells were increased whereas Shank-3+ and Drebrin+Synaptophysin+ cells were reduced suggesting, for the first time, that galectin-3 interferes with autistic behavior. Perhaps, a perspective to new therapies in genetically predisposed individuals to atypical behaviors.


2017 ◽  
Vol 1 (1) ◽  
pp. 1 ◽  
Author(s):  
Kathleen McCoy ◽  
Sarup Mathur

Teachers across the world have become barraged with various techniques to meet the educational needs of multiple subgroups, e.g., autistic, behavior disorders, English Language Learners (ELL), gifted. They have the responsibility of creating environments in which learners become more knowledgeable and skilled from the time when they entered the classroom. For the current and future generations of learners and their teachers, the emergence of technology has created new prospects for accommodating the learning styles of diverse classrooms. The versatility of technology can be used to organize and design material that promotes successful acquisition and retention of expected middle school content within the inclusive settings. In this paper, the authors provide a greater understanding of how technology can be an effective change agent for learning in middle school inclusive settings. Suggestions are included for teachers’ capacity building to integrate technology to accommodate diverse student learning needs and styles.


Sign in / Sign up

Export Citation Format

Share Document