Preface to Special Issue Entitled “Autism Spectrum Disorder; the Past, the Present, and the Future”

Abstract Introduction Sleep dysfunction is prevalent in autism spectrum disorder (ASD) and can have major daytime behavioral consequences. Emerging evidence suggests that physical activity may be associated with improved sleep in children, including those with ASD. We aimed to determine if there was an association between physical activity and sleep duration in American youth and if the association was consistent in children with and without ASD. Methods We analyzed data from children ages 6–17 years whose caregivers completed the 2018 National Survey of Children’s Health (N=20,980). ASD was self-reported (N=687), and we determined if reported ASD was mild, moderate, or severe, and if reported ASD occurred with intellectual disability (ID). Participants self-reported their weekday sleep duration and days of physical activity in the past week. We classified children as sleep sufficient or insufficient based on age-specific recommendations. Logistic regression was used to determine if physical activity and ASD were associated with sleep sufficiency. Physical activity-by-ASD interaction terms were used to determine if any physical activity association was modified by ASD status. Covariates included: age, sex, race, Hispanic ethnicity, highest caregiver education level, and overweight status. Results Compared to children without ASD, children with ASD were 29% less likely to have sufficient sleep (OR=0.71; 95% CI: 0.52–0.99), but this association attenuated to the null after adjusting for physical activity (OR=0.77; 95% CI: 0.55–1.07). Compared to zero days, being physically active for 1–3, 4–6 or 7 days in the past week was associated with increased odds of sufficient sleep, even with adjustment for ASD status (e.g., 4–6 days: OR=1.85; 95% CI: 1.48–2.32). We did not observe a statistically significant interaction between physical activity and ASD status with respect to sleep sufficiency (P-interaction=0.571), which remained consistent when using ASD severity and ASD with ID exposure variables. Conclusion Physical activity was associated with increased odds of meeting age-specific sleep duration recommendations in children with and without ASD. Our observations support pursuing physical activity in future studies as a potential intervention target to improve sleep duration in children, including those with ASD. Support (if any) NIH T32HL07713 and University of Pennsylvania’s Institute for Translational Medicine and Therapeutics

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The link between autism spectrum disorder and gut microbiota: A scoping review

Autism ◽

10.1177/1362361320913364 ◽

2020 ◽

Vol 24 (6) ◽

pp. 1328-1344 ◽

Cited By ~ 4

Author(s):

Amanda Nitschke ◽

Raywat Deonandan ◽

Anne TM Konkle

Keyword(s):

Autism Spectrum Disorder ◽

Gut Microbiota ◽

Scoping Review ◽

Bacterial Species ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Exclusion Criteria ◽

The Past ◽

Gastrointestinal Distress ◽

Special Diets

Gut dysfunction and microbial dysbiosis comorbidities are of particular interest in recent autism research, as gastrointestinal distress is present in up to 90% of autism spectrum disorder cases and therefore may play a key role in the pathogenesis of this disorder. This scoping review aims to integrate the results of studies conducted in the past 6 years examining the association between gut microbiota and autism spectrum disorder, specifically with regard to the characterization of autism spectrum disorder microbiota and potential therapeutic interventions. Studies related to the gastrointestinal microbiome of subjects with autism spectrum disorder were identified through PubMed, SCOPUS, PsycInfo, and Google Scholar databases. Studies were screened and selected based on defined inclusion and exclusion criteria; 19 studies were included. Research continues to report differences between microbiota of individuals with autism spectrum disorder and controls; however, the types and abundances of bacteria present remain inconsistent. Promising treatment interventions for autism spectrum disorder, including special diets, dietary supplementation, and of particular interest, microbiota transfer therapy, are also being explored. Research regarding the link between gut microbiota and autism spectrum disorder renders exciting results; however, it is still in its infancy of investigation. Rigorous methodologies are required to support and strengthen the reliability of existing results, and to further our understanding of the pathogenesis of autism spectrum disorder. Lay abstract Gastrointestinal distress and gut microbial imbalances are commonly found in children with autism spectrum disorder, and therefore may play a key role in the development of the disorder. This scoping review aimed to examine the extent, range and nature of research conducted in the past 6 years that focused on furthering our understanding of autism spectrum disorder and its association with gut microbiota. A literature review was performed with predetermined key words. Studies were screened and selected based on defined inclusion and exclusion criteria. A total of 19 studies were included for final analysis. While there are continuous reports of differences in gut microbiota between autism spectrum disorder and neurotypical individuals, knowledge about the consistency in the presence and abundance of bacterial species, as well as metabolites, remains deficient. Treatments such as special diets, vitamin, prebiotic, probiotic, and microbiota transfer therapy show promising therapeutic potential, yet are in their infancy of investigation. Overall, further research with rigorous methodologies is required to support and strengthen the reliability of existing findings. Future research should aim to increase sample sizes, eliminate biases, and subgroup autism spectrum disorder groups to help accommodate for inter-individual variation. As increasing evidence of a unique autism spectrum disorder microbiome and metabolome is acquired, autism spectrum disorder-specific biomarkers can be identified. These biomarkers have great implications in terms of elucidating the molecular mechanisms of autism spectrum disorder, preventing the onset of autism spectrum disorder, and improving treatments for individuals with autism spectrum disorder.

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Computer- and Robot-Assisted Therapies to Aid Social and Intellectual Functioning of Children with Autism Spectrum Disorder

Medicina ◽

10.3390/medicina55080440 ◽

2019 ◽

Vol 55 (8) ◽

pp. 440 ◽

Cited By ~ 3

Author(s):

Joan DiPietro ◽

Arpad Kelemen ◽

Yulan Liang ◽

Cecilia Sik-Lanyi

Keyword(s):

Autism Spectrum Disorder ◽

Social Skills ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Computer Assisted ◽

Robot Assisted ◽

The Past ◽

Children With Asd ◽

The Social

Background and objectives: Children with autism spectrum disorder (ASD) experience challenges with social interactions, a core feature of the disorder. Social skills therapy has been shown to be helpful. Over the past several years, computer-assisted and robot-assisted therapies have been infiltrating the social skills teaching environment. Rapid progress in the field of technology, especially in the robotics area, offers tremendous possibilities for innovation and treatment or even education for individuals with ASD. This paper’s purpose is to drive awareness of these innovative interventions in order to support the social lives of children with ASD. The aims of the paper are identifying (1) the types of Information Technology platforms that are being evaluated in computer and robot-assisted therapies for children with ASD; (2) the various disciplines or professions studying and utilizing these computer and robot-assisted social skill therapies; (3) the outcomes being evaluated in each trial; and (4) if results demonstrate benefits to children with autism. Materials and Methods: PubMed, CINAHL, Science Direct, and Web of Science databases were searched for clinical trials published over the past five years. Search terms incorporated the subject intersection of autism, and computer or robot-assisted therapy. Results were mined for pediatric populations only and study designs establishing controlled comparisons. Results: Eighteen unique international studies were identified that utilize robot interventions (11 studies) and serious computer game interventions (seven studies). Most demonstrated promising results in improving outcomes for children with ASD. Study implications reveal a rapidly evolving assistive technology for ASD social skills therapy. Conclusions: These interventions show considerable promise, but more effectiveness and cost effectiveness research of high quality should be carried out with larger numbers of children. Also, further studies are necessary to evaluate these technologies’ effectiveness amongst adults with ASD and within unique subsets of the higher functioning autism population.

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Group-based social skills interventions for adolescents with higher-functioning autism spectrum disorder: a review and looking to the future

Adolescent Health Medicine and Therapeutics ◽

10.2147/ahmt.s25402 ◽

2013 ◽

pp. 23 ◽

Cited By ~ 13

Author(s):

Matthew Lerner ◽

Camilla McMahon ◽

Noah Britton

Keyword(s):

Autism Spectrum Disorder ◽

Social Skills ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Social Skills Interventions ◽

The Future ◽

Higher Functioning Autism ◽

Higher Functioning

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Creating Visually Appropriate Classroom Environments for Students With Autism Spectrum Disorder

Intervention in School and Clinic ◽

10.1177/10534512211014882 ◽

2021 ◽

pp. 105345122110148

Author(s):

Rebekah Martin ◽

Julia Wilkins

Keyword(s):

Autism Spectrum Disorder ◽

Empirical Studies ◽

Similar Rate ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Classroom Environments ◽

The Past ◽

Students With Autism ◽

Practical Information ◽

Physical Layout

The likelihood of teaching a student with autism spectrum disorder (ASD) has steadily increased over the past two decades. However, the practical information about working with students with ASD has not increased at a similar rate. Teachers may therefore be unaware of simple modifications they can make to their classrooms to meet the needs of students with ASD. This article is based on a review of empirical studies about environmental factors that influence the way individuals with ASD attend to and process information. Findings from these studies indicate that individuals with ASD rely on vision to gather information more than any other sense. Based on these findings, the authors outline simple physical adjustments teachers can make to the visual displays, physical layout, and lighting in the classroom.

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