scholarly journals The influence of calcium signaling on the development of autism spectrum disorders

2020 ◽  
pp. 106-117
Author(s):  
Н.В. Соловьева ◽  
С.В. Чаусова ◽  
И.В. Кичук ◽  
Е.В. Макарова
Keyword(s):  
Autism Spectrum Disorders ◽  
Calcium Signaling ◽  
Signaling Pathway ◽  
Neuronal Damage ◽  
Long Term Potentiation ◽  
Autism Spectrum ◽  
Future Research ◽  
Calcium Signaling Pathway ◽  
Neuropsychiatric Diseases ◽  
Spectrum Disorders

Расстройства аутистического спектра (РАС) являются сложной группой нейропсихиатрических заболеваний с точки зрения этиопатогенеза. В основе нейрональных нарушений, приводящих к аутистической симптоматике, лежат дисфункции сигнальных путей. Согласно последним исследованиям одним из наиболее значимых сигнальных путей в развитии данной группы заболеваний является кальциевый сигнальный путь. Кальциевая сигнализация тесно связана с такими сигнальными путями, как MAPK-, Wnt-, PI3K/AKT/mTOR-, нарушение в работе которых приводит к нарушениям серотонинергической, дофаминергической, опиоидной, холинергической, глутаматергической, ГАМКергической передачи и влечет за собой эксайтотоксичность за счёт гиперактивации NMDA- и AMPA-рецепторов, повреждение и гибель нейронов. Все эти процессы в нейрональных клетках напрямую связаны с формированием долговременного потенцирования и депрессии, а нарушения в этих клетках приводят к дисфункции базисных психических процессов. С клинической точки зрения кальциевый сигнальный путь может стать одной из основных мишеней для фармакологической коррекции симптоматических проявлений РАС. Очевидно, что дальнейшие исследования на животных моделях и электрофизиологические клинические исследования необходимы для понимания патогенетических особенностей развития РАС, а также какое именно место занимает сигнальный путь Ca 2+ в данных состояниях. Дальнейшие исследования необходимы, для прояснения потенциальной роли сигнализации Ca 2+в изменениях социального или стериотипического поведении пациентов, что является основной обенностью РАС. Autism spectrum disorders (ASDs) are a group of neuropsychiatric diseases with a complex etiopathogenesis. Neuronal disorders leading to autistic symptoms are determined by dysfunction of signaling pathways. Recent studies have demonstrated that the calcium signaling pathway is one of the major significant pathways for this group of disorders. Calcium signaling is closely linked to MAPK-, Wnt-, and PI3K/AKT/mTOR -pathways, which abnormalities lead to dysfunction of serotonergic, dopaminergic, opioidergic, cholinergic, glutamatergic, and GABAergic transmission and result in excitotoxicity due to hyperactivation of NMDA and AMPA receptors and neuronal damage and death. These processes in neuronal cells are associated with formation of long-term potentiation and depression, and disturbances in these cells lead to failure of basic mental processes. From a clinical point of view, the calcium signaling pathway can become one of major targets for the pharmacological treatment of symptomatic ASD. Obviously, further animal studies and electrophysiological human studies are required for understanding pathogenetic mechanisms of ASD and the contribution of Ca 2+ signaling. Future research will clarify a potential role of Ca 2+ signaling in social or stereotypic behavior, which constitutes a main feature of ADS.

Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders

2021 ◽  
pp. 108835762110282
Author(s):  
Sarah N. Douglas ◽  
Yan Shi ◽  
Saptarshi Das ◽  
Subir Biswas
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Sensor System ◽  
Sensor Data ◽  
Sensor Technology ◽  
Future Research ◽  
Social Proximity ◽  
Children With Asd ◽  
Spectrum Disorders

Children with autism spectrum disorders (ASD) struggle to develop appropriate social skills, which can lead to later social rejection, isolation, and mental health concerns. Educators play an important role in supporting and monitoring social skill development for children with ASD, but the tools used by educators are often tedious, lack suitable sensitivity, provide limited information to plan interventions, and are time-consuming. Therefore, we conducted a study to evaluate the use of a sensor system to measure social proximity between three children with ASD and their peers in an inclusive preschool setting. We compared video-coded data with sensor data using point-by-point agreement to measure the accuracy of the sensor system. Results suggest that the sensor system can adequately measure social proximity between children with ASD and their peers. The next steps for sensor system validation are discussed along with clinical and educational implications, limitations, and future research directions.

Fostering Inclusion of Children and Adolescents With Autism Spectrum Disorders in Daily Settings Through Technological Supports

2021 ◽  
pp. 224-245
Author(s):  
Fabrizio Stasolla ◽  
Alessandro O. Caffò ◽  
Viviana Perilli
Keyword(s):  
Autism Spectrum Disorders ◽  
Assistive Technology ◽  
Communication Skills ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Future Research ◽  
The Third ◽  
Children With Asd ◽  
Adolescents With Autism ◽  
Spectrum Disorders

This chapter emphasizes a selective overview of the newest empirical contributions available in the literature within the last decade (i.e., 2008-2019) regarding the use of assistive technology for the inclusion of children with autism spectrum disorders (ASD) in daily settings. According to the including and excluding criteria, 40 studies were retained and grouped in five main categories, namely (1) communication skills, (2) adaptive and/or social skills, (3) life skills, (4) challenging behaviors, and (5) academic performance. The first aim of the chapter was to outline strengths and weaknesses of the aforementioned studies. The second objective of the chapter was to provide some practical and illustrative examples of assistive technology-based programs aimed at the integration of children with ASD in daily settings. Finally, the third purpose was to discuss the findings pointing out some useful guidelines for future research and practice. Results were fairly positive, although some failure occurred. Clinical, educational, psychological, and rehabilitative implications were critically discussed.

Assistive Technologies and Design for People With Autism Spectrum Disorders

2022 ◽  
pp. 48-70
Author(s):  
Denise Gulino
Keyword(s):  
Autism Spectrum Disorders ◽  
Job Performance ◽  
Assistive Technology ◽  
Academic Skills ◽  
Autism Spectrum ◽  
Assistive Technologies ◽  
Future Research ◽  
Spectrum Disorders ◽  
Positive Results ◽  
Specific Technology

This chapter has the aim to provide a concise overview of which assistive technology tools can be used to implement interventions for people with autism spectrum disorders and what developers and designers must take into account when they want to approach to the development of these technologies. Four areas of intervention have been identified: (1) treatment of phobias, (2) social interactions, (3) academic skills, (4) job performance. Ten contributions have been reviewed for a total of 216 participants. Positive results and limits of various studies have been identified. In each session a specific technology will be analyzed, and some general guidelines will be provided. Some suggestions will be emphasized for future research.

scholarly journals INCREASING HAIRDRESSING COMPLIANCE WITH A CHILD WITH AUTISM SPECTRUM DISORDERS

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Anja Gajić ◽  
Bojana Arsić ◽  
Aleksandra Bašić ◽  
Dragana Maćešić-Petrović ◽  
Ružica Zdravković Parezanović
Keyword(s):  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Future Research ◽  
Training Procedure ◽  
Everyday Functioning ◽  
Sensory Stimuli ◽  
Shaping Procedure ◽  
Spectrum Disorders ◽  
Two Phases ◽  
Present Case Study

The diagnosis of autism spectrum disorders (ASD) itself can include problems with hyper responsiveness to different sensory stimuli. These difficulties can lead to different maladaptive behavioral manifestations and prevent children diagnosed with ASD from participating in certain activities. The aim of the present case study was to examine the effectiveness of shaping procedure application in order to increase compliance with haircutting with a six year old boy diagnosed with ASD. The procedure used for increasing compliance while getting a haircut was shaping and we divided the intervention into two phases. Phase one involved teaching the participant to tolerate the presence of the hair clipper on his head, while phase two consisted of increasing participant’s toleration of the sound emitted by the hair clipper. Generalization probe involved taking the participant into a hair salon, where he would receive hair grooming performed by a professional hair stylist. The child mastered phase one in 54 trials that were conducted during five sessions and mastered the goal time in phase two in 89 trials that were conducted during four sessions. In conclusion, shaping procedure appears to be an effective and efficient training procedure for teaching skills that are important for future everyday functioning in society of children with ASD, as well as basic hygiene skills, such as hair cutting. Study limitations and future research implications are discussed. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0758/a.php" alt="Hit counter" /></p>

Assistive Technology-Based Programs to Support Adaptive Behaviors by Children with Autism Spectrum Disorders

2017 ◽  
pp. 140-159 ◽  
Author(s):  
Fabrizio Stasolla ◽  
Adele Boccasini ◽  
Viviana Perilli
Keyword(s):  
Autism Spectrum Disorders ◽  
Assistive Technology ◽  
Communication Skills ◽  
Life Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
Practical Applications ◽  
The Third ◽  
Spectrum Disorders

This chapter provides readers with an overview regarding empirical evidences available in the literature within the last decade (i.e., 2005-2015) concerning the use of assistive technology for children with autism spectrum disorders. According to the including and excluding criteria, 36 studies were retained and grouped in four main categories, namely: (a) communication skills, (b) adaptive and/or social skills, (c) life skills, and (d) challenge behaviors. The first aim of the chapter was to outline strengths and weaknesses of the aforementioned studies. The second objective of the chapter was to emphasize practical applications of assistive technology-based programs. Finally, the third purpose was to discuss the findings pointing out some useful guidelines for future research. Results were fairly positive, although some failures occurred. Clinical, educational, psychological and rehabilitative implications were also discussed.

Augmentative and Alternative Communication for Learners with Autism Spectrum Disorders

2015 ◽  
pp. 1449-1466
Author(s):  
Jody M. Pirtle ◽  
Elizabeth A. West
Keyword(s):  
Autism Spectrum Disorders ◽  
Support Services ◽  
Augmentative And Alternative Communication ◽  
Autism Spectrum ◽  
School Age Children ◽  
Future Research ◽  
Alternative Communication ◽  
Current State ◽  
Prominent Component ◽  
Spectrum Disorders

Augmentative and Alternative Communication (AAC) is a prominent component in the development of support services for learners with Autism Spectrum Disorders (ASD). In this chapter, the authors provide parents, educators, researchers, academics, and other professionals with the most up to date and innovative information as well as practical resources regarding AAC for learners with ASD. Emphasis will be on school-age children diagnosed with ASD. Features of AAC systems as well as the benefits and challenges are presented to provide the reader with information on the current state of the field. The chapter concludes with directions for future research and provides a comprehensive list of resources and organizations.

Conclusion

2017 ◽  
pp. 320-324
Keyword(s):  
Quality Of Life ◽  
Young Adults ◽  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Future Research ◽  
Life Outcomes ◽  
Adults With Autism ◽  
Spectrum Disorders ◽  
Adults With Asd

Adolescents and young adults with autism spectrum disorders face a multitude of challenges and are experiencing poor life outcomes. This book has summarized the research on practices designed to mitigate these challenges and to improve their life outcomes. There are two recurrent and interconnected themes that have been present throughout the book. The first is that there is immense heterogeneity across individuals with ASD. The second is that the tools for improving outcomes for this population exist, but they may not have been systematically researched with this population. Given the current outcomes for this population, continued research all areas is essential for discovering approaches that will improve the outcomes and quality of life for young adults with ASD. This chapter summarizes the book and provides suggestions for future research.

Providing Interventions for Young Children With Autism Spectrum Disorders

2011 ◽  
Vol 33 (4) ◽  
pp. 321-332 ◽  
Author(s):  
Phillip S. Strain ◽  
Ilene S. Schwartz ◽  
Erin E. Barton
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
The Past ◽  
Children With Asd ◽  
Comprehensive Service ◽  
Spectrum Disorders ◽  
The One

Over the past 25 years, we have learned a great deal about the diagnosis, treatment, and impact of autism spectrum disorders (ASD) on young children and their families. The authors describe several overarching themes that have emerged in the educational research on young children with ASD. The focus of their article is on education-based research because public education remains the one comprehensive service to which all children with ASD are entitled to free of charge. Four themes (i.e., inclusion, systematic and effective instruction, intensity, and social context) are described in terms of the major findings and impact on policy and practices. The authors conclude with a summary of implications for future research for the next 25 years.

Parent Reports of Treatments and Interventions Used With Children With Autism Spectrum Disorders (ASD): A Review of the Literature

2014 ◽  
Vol 38 (1) ◽  
pp. 63-90 ◽  
Author(s):  
Sarah Carlon ◽  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Autism Spectrum Disorders ◽  
Speech Therapy ◽  
Empirical Support ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
Review Of The Literature ◽  
Dietary Interventions ◽  
Spectrum Disorders ◽  
Number Of Treatment

With the increasing number of treatment and intervention options for parents of children with autism spectrum disorders (ASD) in recent years, the number and types of interventions that parents are choosing to use has become of interest. In the present paper, the authors review 41 articles (describing 42 studies) presenting quantitative data on intervention choices of parents of children with ASD. Speech therapy was the most commonly reported intervention for both current and lifetime use. Across the studies, parents were reported to be using a variety of interventions, from those with strong empirical support, such as applied behaviour analysis (ABA), to others that lacked such support, such as dietary interventions. Some differences in the data presented across studies may be attributed to the range of different methodologies used to collect the data. Recommendations for future research, including those related to collecting treatment usage data more consistently, are discussed.

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