scholarly journals Introduction

2003 ◽  
Vol 358 (1430) ◽  
pp. 277-280 ◽  
Author(s):  
Uta Frith ◽  
Elisabeth L. Hill
Keyword(s):  
Brain Research ◽  
Neurodevelopmental Disorder ◽  
Signs And Symptoms ◽  
Autism Spectrum ◽  
Processing Style ◽  
Brain Abnormality ◽  
Fast Pace ◽  
Definition Of ◽  
High Level ◽  
Autistic Disorders

Although we know much more now than we did 50 years ago about autism, the nature, origin and even the definition of the condition are still debated and remain largely unknown. This special issue begins with a review of the facts about autistic disorders, as they are known at present. In their introduction, Elizabeth Hill & Uta Frith (2003) remind the reader that autism is no longer regarded as a rare disease. They provide examples of genetic and brain research that targets the biological causes of autism and they review the three major cognitive theories that are currently used to explain the core signs and symptoms of autism. Much more is known now about autism than was known only a few years ago, and there is justified hope that our understanding of autism will continue to accelerate at a fast pace. This issue contains examples of the cutting edge of research and highlights some of the most burning questions. Some of these relate to the diagnosis of Asperger syndrome (AS), the identification of subgroups in the autism spectrum and early signs of autistic disorder. Other questions relate to the brain abnormalities that underlie the putative cognitive deficits and whether these can be made visible through magnetic resonance imaging. The shared assumption among the contributors is that autism is a neurodevelopmental disorder that gives us a unique window on the relationship between mind and brain. The research reported elaborates the key theories that have been put forward to explain the signs and symptoms of autism. These theories try to explain the selective impact of brain abnormality on some of the most high–level mental functions, such as social insight, empathy and information processing style.

scholarly journals Mealtime Behaviors and Food Preferences of Students with Autism Spectrum Disorder

Foods ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 49
Author(s):  
Hae Jin Park ◽  
Su Jin Choi ◽  
Yuri Kim ◽  
Mi Sook Cho ◽  
Yu-Ri Kim ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Nutrition Education ◽  
Neurodevelopmental Disorder ◽  
Food Preferences ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Online Questionnaire ◽  
Mealtime Behavior ◽  
High Level

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by a lack of social communication and restrictive, repetitive behaviors or interests. This study aimed to examine the mealtime behaviors and food preferences of students with ASD. An online questionnaire on mealtime behavior and food preferences of ASD students was conducted by caregivers including parents, and the average age of ASD students was 14.1 ± 6.1. The analysis of mealtime behavior resulted in classification into three clusters: cluster 1, the “low-level problematic mealtime behavior group”; cluster 2, the “mid-level problematic mealtime behavior group”; and cluster 3, the “high-level problematic mealtime behavior group”. Cluster 1 included older students than other clusters and their own specific dietary rituals. Meanwhile, cluster 3 included younger students than other clusters, high-level problematic mealtime behavior, and a low preference for food. In particular, there were significant differences in age and food preference for each subdivided ASD group according to their eating behaviors. Therefore, the content and method of nutrition education for ASD students’ needs a detailed approach according to the characteristics of each group.

scholarly journals Neurodevelopmental Disorder

2019 ◽  
Keyword(s):  
Neurodevelopmental Disorder ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Special Educational Needs ◽  
Border Area ◽  
Current Definition ◽  
Definition Of ◽  
Neurodevelopment Disorders

An approach to define a neurodevelopment disorders, intellectual, neuromotor and autism spectrum disabilities, but also of that wide border area that falls within the current definition of Special Educational Needs (SEDs), through a comparison between neuropsychiatric and pedagogical perspectives, focusing on two complementarity disciplines, which can enrich each other by making contact with the tensions of their respective fields, in a broader vision that can include together therapy, care and education.

scholarly journals Central Auditory and Vestibular Dysfunction Are Key Features of Autism Spectrum Disorder

2021 ◽  
Vol 15 ◽  
Author(s):  
Yusra Mansour ◽  
Alyson Burchell ◽  
Randy J. Kulesza
Keyword(s):  
Autism Spectrum Disorder ◽  
Auditory Evoked Potentials ◽  
Motor Coordination ◽  
Neurodevelopmental Disorder ◽  
Vestibular Function ◽  
Signs And Symptoms ◽  
Autism Spectrum ◽  
Vestibular Dysfunction ◽  
Repetitive Behaviors ◽  
Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by repetitive behaviors, poor social skills, and difficulties with communication. Beyond these core signs and symptoms, the majority of subjects with ASD have some degree of auditory and vestibular dysfunction. Dysfunction in these sensory modalities is significant as normal cognitive development depends on an accurate representation of our environment. The hearing difficulties in ASD range from deafness to hypersensitivity and subjects with ASD have abnormal sound-evoked brainstem reflexes and brainstem auditory evoked potentials. Vestibular dysfunction in ASD includes postural instability, gait dysfunction, and impaired gaze. Untreated vestibular dysfunction in children can lead to delayed milestones such as sitting and walking and poor motor coordination later in life. Histopathological studies have revealed that subjects with ASD have significantly fewer neurons in the auditory hindbrain and surviving neurons are smaller and dysmorphic. These findings are consistent with auditory dysfunction. Further, the cerebellum was one of the first brain structures implicated in ASD and studies have revealed loss of Purkinje cells and the presence of ectopic neurons. Together, these studies suggest that normal auditory and vestibular function play major roles in the development of language and social abilities, and dysfunction in these systems may contribute to the core symptoms of ASD. Further, auditory and vestibular dysfunction in children may be overlooked or attributed to other neurodevelopmental disorders. Herein we review the literature on auditory and vestibular dysfunction in ASD. Based on these results we developed a brainstem model of central auditory and vestibular dysfunction in ASD and propose that simple, non-invasive but quantitative testing of hearing and vestibular function be added to newborn screening protocols.

scholarly journals Features of the influence of playing activities on preschool children with a spectrum of autistic disorders in the process of adaptive physical education

2020 ◽  
pp. 53-59
Author(s):  
L. Kuznetsova ◽  
M. Brychuk ◽  
L. Pogasiy ◽  
K. Zhizhkun
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Physical Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Psychomotor Development ◽  
Adaptive Physical Education ◽  
Spectrum Disorders ◽  
Definition Of ◽  
Autistic Disorders

The article deals with the peculiarities of the mental development of children with autism spectrum disorders, their psychophysical abilities, the formation of cognitive functions, the means of communication, the development of the emotional-volitional sphere, behavior in society. Features  of correctional and pedagogical work with autistic children at the present stage are considered. A detailed definition of the definition of "autism", a modern classification of autism, the main features of autistic disorders in all its clinical variants are presented. Statistics on the incidence of autism in the world are provided. The characteristics and peculiarities of psychomotor development in preschool children with autism spectrum disorders and the logic of psychomotor development, the features of psychomotor development, the offered educational and correction tasks are presented. Importance and place of mobile games as the main means of adaptive physical education of preschool children with this nosology have been determined. Mobility games are distributed in the focus on the development of motor skills of preschool children with autism spectrum disorders. A modified classification of mobile games, entertainment, and entertainment that can be used in adaptive physical education and extracurricular forms of preschool-age  children with autism spectrum disorders is presented.

Autism - A Comprehensive Array of Prominent Signs and Symptoms

2021 ◽  
Vol 27 ◽  
Author(s):  
Muhammad Shahid Nadeem ◽  
Bibi Nazia Murtaza ◽  
Mariam A. Al-Ghamdi ◽  
Akbar Ali ◽  
Mazin A. Zamzami ◽  
...  
Keyword(s):  
Clinical Symptoms ◽  
Present Report ◽  
Critical Role ◽  
Signs And Symptoms ◽  
Autism Spectrum ◽  
Psychological Therapies ◽  
Gastrointestinal Problems ◽  
Wide Range ◽  
Poor Cognitive Function ◽  
High Level

Background: Autism Spectrum Disorder (ASD) is a multifaceted neurodevelopmental condition characterized by multiple psychological and physiological impairments in young children. According to the recent reports 1 out of every 58 newly born children is suffering from autism. The aetiology of disorder is complex and poorly understood, hindering the adaptation of targeted and effective therapies. There are no well-established diagnostic biomarkers for autism, hence the analysis of symptoms by the pediatricians play a critical role in the early intervention. Methods: In the present report we have emphasized on 24 behavioral, psychological and clinical symptoms of autism. Results: Impaired social interaction, restrictive and narrow interests, anxiety, depression; aggressive, repetitive, rigid and self-injurious behavior, lack of consistency, short attention span, fear, shyness and phobias, hypersensitivity and rapid mood alterations, high level of food and toy selectivity; inability to establish friendships or follow the instructions; fascination by round spinning objects and eating non-food materials are common psychological characteristics of autism. Speech or hearing impairments, poor cognitive function, gastrointestinal problems, weak immunity, disturbed sleep and circadian rhythms, weak motor neuromuscular interaction, lower level of serotonin and neurotransmitters, headache and body pain include common physiological symptoms. Conclusion: A variable qualitative and quantitative impact of these wide range of symptoms is perceived in each autistic individual making him/her distinct, incomparable and exceptional. Selection and application of highly personalized medical and psychological therapies are therefore recommended for the management and treatment of autism.

scholarly journals Four Social Brain Regions, Their Dysfunctions, and Sequelae, Extensively Explain Autism Spectrum Disorder Symptomatology

2019 ◽  
Vol 9 (6) ◽  
pp. 130 ◽  
Author(s):  
Charles S. E. Weston
Keyword(s):  
Autism Spectrum Disorder ◽  
Brain Research ◽  
Inferior Frontal Gyrus ◽  
Research Question ◽  
Neurodevelopmental Disorder ◽  
Repetitive Behavior ◽  
Brain Regions ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Brain

Autism spectrum disorder (ASD) is a challenging neurodevelopmental disorder with symptoms in social, language, sensory, motor, cognitive, emotional, repetitive behavior, and self-sufficient living domains. The important research question examined is the elucidation of the pathogenic neurocircuitry that underlies ASD symptomatology in all its richness and heterogeneity. The presented model builds on earlier social brain research, and hypothesizes that four social brain regions largely drive ASD symptomatology: amygdala, orbitofrontal cortex (OFC), temporoparietal cortex (TPC), and insula. The amygdala’s contributions to ASD largely derive from its major involvement in fine-grained intangible knowledge representations and high-level guidance of gaze. In addition, disrupted brain regions can drive disturbance of strongly interconnected brain regions to produce further symptoms. These and related effects are proposed to underlie abnormalities of the visual cortex, inferior frontal gyrus (IFG), caudate nucleus, and hippocampus as well as associated symptoms. The model is supported by neuroimaging, neuropsychological, neuroanatomical, cellular, physiological, and behavioral evidence. Collectively, the model proposes a novel, parsimonious, and empirically testable account of the pathogenic neurocircuitry of ASD, an extensive account of its symptomatology, a novel physiological biomarker with potential for earlier diagnosis, and novel experiments to further elucidate the mechanisms of brain abnormalities and symptomatology in ASD.

scholarly journals A IMPORTÂNCIA DO PROFISSIONAL ENFERMEIRO NO DIAGNÓSTICO DO AUTISMO: uma revisão integrativa da literatura

2020 ◽  
Vol 6 (2) ◽  
pp. 235-245
Author(s):  
Marcelo Cerilo dos Santos-Filho ◽  
◽  
Lais Edvirgens Lima da Cruz ◽  
Bruna Stefany Rocha do Nascimento ◽  
Julyana Constância Feitoza Marinho ◽  
...  
Keyword(s):  
Neurodevelopmental Disorder ◽  
Signs And Symptoms ◽  
Research Problem ◽  
Autism Spectrum ◽  
Diagnostic Process ◽  
Sample Number ◽  
And Behavior ◽  
First Contact ◽  
Nursing Professional

Autism is a neurodevelopmental disorder that damages social interactions, in terms of communication and behavior. As the professional who has the first contact with the child, the nurse must evaluate child development, highlighting the signs that Autism Spectrum Disorder (ASD) presents. Based on what was presented, the current study had as objecitve to present the relevance of the role of nurse in the diagnosis of autism. This research is an integrative and descriptive literature review, and with a qualitative approach of articles published between 2012 and 2019. A search was carried out in the Lilacs, Scielo, Capes Journals and Google Scholar databases. Data collection was carried out between April and October 2019. 908 articles were found, however only 8 responded to the research problem and became the sample number. It was identified that the attention of the nursing professional can not be directed only to the person with autism, but also to their family; it must try to reduce fear, prejudice and the feeling of inferiority towards society. It is the role of nurse to guide family members to communicate with the child, to stimulate their interaction with people. With this, the nurse is essential in the diagnostic process of autism, being aware of the signs and symptoms of autism, providing good nursing care to the child and their relatives, encouraging, transmitting security and tranquility to everyone.

scholarly journals A Need for Consistency in Behavioral Phenotyping for ASD: Analysis of the Valproic Acid Model

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Olivia Larner ◽  
Jane Roberts ◽  
Jeffery Twiss ◽  
Linnea Freeman
Keyword(s):  
Valproic Acid ◽  
Neurodevelopmental Disorder ◽  
Signs And Symptoms ◽  
Autism Spectrum ◽  
Rodent Models ◽  
Behavioral Tests ◽  
The Us ◽  
Behavioral Method ◽  
Underlying Mechanisms ◽  
Diagnostic Measurement

Autism spectrum disorder (ASD) is a highly prevalent and impairing neurodevelopmental disorder that affects 1 : 54 persons. Over the last several decades, the reported incidence of ASD in the US has increased potentially due to increased awareness and improved diagnostic measurement. Although ASD prevalence is increasing, the etiology of ASD remains relatively unknown. To better understand the neurological basis of ASD, rodent models of ASD have been developed for research. Currently, there is not a standardized set of behavioral tests to quantify ASD-like behavior in rodents. The goal of this review is to present an overview of the methodologies used to analyze ASD-like behaviors in rodents, focusing on the valproic acid (VPA) model, and illustrate inconsistencies between different approaches. Despite that the in utero VPA rodent model for ASD is widely used and extensively characterized, behaviors vary substantially between different researchers. Moving forward, consistency in behavioral method analytics would benefit progress in evaluating interventions for all models of ASD and help to uncover unique qualities underlying mechanisms causing ASD signs and symptoms.

scholarly journals Aging with autism spectrum disorder: an emerging public health problem

2016 ◽  
Vol 29 (4) ◽  
pp. 695-697 ◽  
Author(s):  
Ana Hategan ◽  
James A. Bourgeois ◽  
Jeremy Goldberg
Keyword(s):  
Autism Spectrum Disorder ◽  
First Generation ◽  
Neurodevelopmental Disorder ◽  
Public Health Problem ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Medical Community ◽  
Patterns Of Behavior ◽  
Communication Impairments ◽  
Autistic Disorders

From 1943, when Leo Kanner originally described autism, and to the first objective criteria for “infantile autism” in DSM-III and the inclusion of Asperger's disorder in DSM-IV, the subsequent classification scheme for autistic disorders has led to a substantial change with the 2013 issuance of the DSM-5 by including subcategories into one umbrella diagnosis of autism spectrum disorder (ASD) (Baker, 2013). ASD is a lifelong neurodevelopmental disorder, characterized by social and communication impairments and restricted, stereotypical patterns of behavior (Baker, 2013). It is currently expected that most, or all of the actual cases of ASD, are identified in a timely way (i.e. in early childhood). However, there are many undiagnosed older adults who may have met the current diagnostic criteria for ASD as children, but never received such a diagnosis due to the fact it had yet to be established. In addition, some patients with relatively less impairing phenotypes may escape formal diagnosis in childhood, only to later be diagnosed in adulthood. Nevertheless, the first generation of diagnosed patients with ASD is now in old age. Many such ASD patients have needed family and institutional support for their lives subsequent to childhood diagnosis. Due to aging and death of their parents and other supportive figures leading to a loss of social structures, there is no better time than now for the medical community to act.

scholarly journals The role of the MTG in negative emotional processing in young adults with autistic traits: a fMRI task study

2019 ◽  
Author(s):  
Yaxu Yu ◽  
Xiaoqin Wang ◽  
Jamie Ward ◽  
Qiu Jiang
Keyword(s):  
Functional Connectivity ◽  
Emotional Processing ◽  
Negative Emotion ◽  
Neurodevelopmental Disorder ◽  
Emotion Processing ◽  
Autistic Traits ◽  
Autism Spectrum ◽  
Autism Spectrum Quotient ◽  
The Right ◽  
High Level

Abstract Individuals with autistic traits are those within the normal population who demonstrate social, communication, and cognitive impairments but who do not meet the clinical threshold for autism spectrum disorder (ASD). ASD is a pervasive neurodevelopmental disorder associated with deficits in high-level cognitive functions such as negative emotion processing and social cognitive processing, and people with autistic traits also have these impairments. Few previous studies have explored negative emotion processing in people with autistic traits using task-based functional magnetic resonance imaging (fMRI). In this study, we focused on the behaviors of a large sample (N=104) of Chinese individuals with different levels of autistic traits, who we tested using a popular questionnaire called the autism spectrum quotient (AQ). We then applied task fMRI to determine negative emotion processing and social cognition associated with differences in brain activation and functional connectivity. The results mainly showed significantly positive activation in the right middle temporal gyrus (MTG), and the right hippocampus gyrus (HG) in multiple regression analysis. More importantly, mediation analysis showed that the right MTG suppresses the relationship between AQ (total) score and negative emotional processing, showing that a higher autistic trait score in individuals leads to a smaller difference between the rating of negative images and the neutral images. Furthermore, generalized psychophysiological interaction analyses (gPPI) analysis also suggested that the right MTG shows significant functional connectivity (FC) with the left parahippocampal gyrus (PHG), suggesting that individuals with autistic traits have high level of spontaneous negative emotion. According to these findings, we assumed that the MTG might have a specific effect on processing negative emotion in individuals with autistic traits related to weaker to social emotion ability. The emotion perception mechanisms in the MTG region may be affected by atypical negative emotion processing in other brain regions such as HG and PHG, during a negative emotion processing task with socially emotion-relevant information in individuals with autistic traits.

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