scholarly journals Spontaneous visual preference for face-like stimuli is impaired in newly-hatched domestic chicks exposed to valproic acid during embryogenesis

2021 ◽  
Author(s):  
Alice Adiletta ◽  
Samantha Pedrana ◽  
Orsola Rosa-Salva ◽  
Paola Sgadò
Keyword(s):  
Valproic Acid ◽  
Autism Spectrum ◽  
Social Deficits ◽  
Biological Mechanisms ◽  
Social Stimuli ◽  
Social Orienting ◽  
Domestic Chicks ◽  
The Social ◽  
Spectrum Disorders ◽  
Preference Responses

One of the most fascinating properties of the human brain is the capacity of newborn babies to recognize and orient to faces and simple schematic face-like patterns since the first hours of life. A striking feature of these social orienting mechanisms is their transversal appearance in remarkably diverse vertebrate species. Similar to newborn babies, also non-human primates and domestic chicks have been shown to express orienting responses to faces and schematic face-like patterns. More importantly, existing studies have hypothesized that early disturbances of these mechanisms represent one of the earliest biomarkers of social deficits in autism spectrum disorders (ASD). Recent data suggest that newborns at high risk for the disorder express altered responses to schematic face-like configurations. Here we modeled ASD in domestic chicks using the anticonvulsant valproic acid (VPA), and tested the animals for their predisposed preference towards schematic face-like configuration stimuli. We found that VPA impairs the chicks' preference responses to the social stimuli. Based on the results shown here and in previous studies, we propose the domestic chicks as elective animal models to study early-emerging neurobehavioural markers and to investigate the biological mechanisms underlying face processing deficits in ASD.

scholarly journals Spontaneous Visual Preference for Face-Like Stimuli Is Impaired in Newly-Hatched Domestic Chicks Exposed to Valproic Acid During Embryogenesis

2021 ◽  
Vol 15 ◽  
Author(s):  
Alice Adiletta ◽  
Samantha Pedrana ◽  
Orsola Rosa-Salva ◽  
Paola Sgadò
Keyword(s):  
Relevant Information ◽  
Mental States ◽  
Domestic Chick ◽  
Autism Spectrum ◽  
Social Deficits ◽  
Social Stimuli ◽  
Domestic Chicks ◽  
Spectrum Disorders ◽  
Preference Responses ◽  
Socially Relevant

Faces convey a great amount of socially relevant information related to emotional and mental states, identity and intention. Processing of face information is a key mechanism for social and cognitive development, such that newborn babies are already tuned to recognize and orient to faces and simple schematic face-like patterns since the first hours of life. Similar to neonates, also non-human primates and domestic chicks have been shown to express orienting responses to faces and schematic face-like patterns. More importantly, existing studies have hypothesized that early disturbances of these mechanisms represent one of the earliest biomarker of social deficits in autism spectrum disorders (ASD). We used VPA exposure to induce neurodevelopmental changes associated with ASD in domestic chicks and tested whether VPA could impact the expression of the animals’ approach responses to schematic face-like stimuli. We found that VPA impairs the chicks’ preference responses to these social stimuli. Based on the results shown here and on previous studies, we propose the domestic chick as animal model to investigate the biological mechanisms underlying face processing deficits in ASD.

Autism Spectrum Disorders: A Research Review for School Counselors

2013 ◽  
Vol 16 (4) ◽  
pp. 2156759X1501604
Author(s):  
Richard W. Auger
Keyword(s):  
Autism Spectrum Disorders ◽  
School Counselors ◽  
Autism Spectrum ◽  
Research Literature ◽  
Research Review ◽  
Social Deficits ◽  
Increased Risk ◽  
The Social ◽  
Students With Autism ◽  
Spectrum Disorders

The number of students with autism spectrum disorders (ASD) has risen significantly in recent years (CDC, 2012), and students with ASD present unique challenges to schools and school counselors. This article presents a synthesis of recent research literature related to ASD for the purpose of providing school counselors with assistance in understanding and addressing the needs of students with ASD. Specific areas of focus include the prevalence, developmental course, and defining characteristics of ASD, and research on the effectiveness of interventions for students with ASD. Students with ASD are at increased risk for a range of problems, including social deficits and limitations, anxiety, aggression, peer victimization, and underachievement (Ashburner, Ziviani, & Rodger, 2010). Interventions to address the social deficits of students with ASD have shown promise but also have been found to lack results that are generalizable and that persist over time (Schreiber, 2011). This article provides specific recommendations for school counselors.

Autism Spectrum Disorders: A Research Review for School Counselors

2012 ◽  
Vol 16 (2_suppl) ◽  
pp. 2156759X1201600
Author(s):  
Richard W. Auger
Keyword(s):  
Autism Spectrum Disorders ◽  
School Counselors ◽  
Autism Spectrum ◽  
Research Literature ◽  
Research Review ◽  
Social Deficits ◽  
Increased Risk ◽  
The Social ◽  
Students With Autism ◽  
Spectrum Disorders

The number of students with autism spectrum disorders (ASD) has risen significantly in recent years (CDC, 2012), and students with ASD present unique challenges to schools and school counselors. This article presents a synthesis of recent research literature related to ASD for the purpose of providing school counselors with assistance in understanding and addressing the needs of students with ASD. Specific areas of focus include the prevalence, developmental course, and defining characteristics of ASD, and research on the effectiveness of interventions for students with ASD. Students with ASD are at increased risk for a range of problems, including social deficits and limitations, anxiety, aggression, peer victimization, and underachievement (Ashburner, Ziviani, & Rodger, 2010). Interventions to address the social deficits of students with ASD have shown promise but also have been found to lack results that are generalizable and that persist over time (Schreiber, 2011). This article provides specific recommendations for school counselors.

scholarly journals Adaptation to Vocal Expressions and Phonemes Is Intact in Autism Spectrum Disorder

2018 ◽  
Vol 6 (3) ◽  
pp. 372-381
Author(s):  
Patricia E. G. Bestelmeyer ◽  
Bethan Williams ◽  
Jennifer J. Lawton ◽  
Maria-Elena Stefanou ◽  
Kami Koldewyn ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Social Stimuli ◽  
Adaptation Mechanism ◽  
Identity Recognition ◽  
Children With Asd ◽  
The Social ◽  
Vocal Expressions

Several recent studies have demonstrated reduced visual aftereffects, particularly to social stimuli, in autism spectrum disorder (ASD). This putative impairment of the adaptive mechanism in ASD has been put forward as a possible explanation for some of the core social problems experienced by children with ASD (e.g., facial emotion or identity recognition). We addressed this claim in children with ASD and typically developing children by using an established methodology and morphed auditory stimulus set for eliciting robust aftereffects to vocal expressions and phonemes. Although children with ASD were significantly worse at categorizing the vocal expressions compared with the control stimuli (phoneme categorization), aftereffect sizes in both tasks were identical in the two participant groups. Our finding suggests that the adaptation mechanism is not universally impaired in ASD and is therefore not an explanation for the social perception difficulties in ASD.

scholarly journals Diagnosis of Autism Spectrum Disorder in Adolescents with Complex Clinical Presentations: A Montreal Case Series

2019 ◽  
Vol 9 (1) ◽  
pp. 33-43
Author(s):  
Nicolas Garel ◽  
Patricia Garel
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Young Children ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Deficits ◽  
High Functioning ◽  
Intellectual Abilities ◽  
Spectrum Disorders

Background: Despite increased attention and recognition of autism spectrum disorders, many patients suffering from these disorders remain undiagnosed or are diagnosed late due to their subtle clinical presentation. The challenge for clinicians working in the field of mental health is not in screening and diagnosing young children showing typical signs of autism spectrum disorders, but rather in identifying patients at the high-functioning end of the spectrum whose intellectual abilities mask their social deficits. Objective: Because therapeutic interventions differ radically once the diagnosis of ASD has been made, it is important to understand the trajectory of those adolescents and identify clues that could help raise the diagnosis of ASD earlier. Methods: Records of eight adolescents with a late diagnosis of ASD were retrospectively reviewed to identify relevant clinical features that were overlooked in childhood and early adolescence. Results: The patients were previously misdiagnosed with multiple mental health disorders. These cases showed striking similarities in terms of developmental history, reasons for misdiagnosis, and the clinical picture at the time of ASD recognition. The cases were characterized by complex and fluctuating symptomatology, including depression, anxiety, behavioural problems, self-injurious behaviour and suicidal thoughts. Their Autism Spectrum Disorder (ASD) went previously undiagnosed due to the individual’s intelligence and learning abilities, which masked their social deficits and developmental irregularities. Signs of ASD were continuously present since childhood in all the eight cases. Once the developmental histories and the psychiatric evaluation of these adolescents were done by psychiatrists with appropriate knowledge of autism, the diagnosis of ASD was made. Conclusion: The ASD hypothesis should be raised in the presence of confusing symptoms that do not respond to usual treatment and are accompanied by an irregular developmental background. It is indeed a difficult diagnosis to make; however, the focused clinician can note subtle signs of ASD despite the intellectual learning of social codes. Family history, developmental irregularities, rigidity, difficulty in spontaneously understanding emotions, discomfort in groups and the need to be alone are significant indicators to recognize. Once the diagnosis has been considered, it must be confirmed or rejected by an experienced multidisciplinary team. The challenge for clinicians working in the field of mental health is not in screening and diagnosing young children showing typical signs of ASD, but rather in identifying patients who are at high-functioning end of the spectrum whose intellectual abilities mask their social deficits.

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