Autism spectrum disorders and epilepsy: dual diagnosis and therapeutic strategies (literature review)

Autism spectrum disorders (ASD) are characterized by significant genetic and clinical polymorphism, comorbidity with neurological and mental disorders. In children with ASD, hotbeds of epileptiform and specific epileptic activity are often registered on the electroencephalogram (EEG), which have a causal relationship with behavioral and emotional disorders. The presence of specific epileptic activity on the EEG, impaired social reciprocity and repetitive behavior may be manifestations of a single pathological process, that results in developmental disorder. The course of ASD can be complicated by epileptic seizures, in particular with the use of neurometabolic drugs. According to the results of some controlled studies, antiepileptic drugs (AED) have shown their effectiveness in the treatment of mental disorders in ASD, including emotional instability, irritability, inhibition of movement. AED which stimulate neurotransmission of γ-aminobutyric acid, are more effective in ASD than blockers of the glutamatergic system. Thymoisoleptic properties of some AED, in particular carbamazepine, valproate acid, lamotrigine in some controlled studies have shown efficacy in the regulation of mood disorders in both children with ASD and children with epilepsy. With the use of carbamazepine, topiramate in children with ASD, there may be impaired attention and cognitive activity; deterioration of attention may be accompanied by increased hyperactivity, impulsivity, motor deceleration. The use of AEDs should be expected to increase the frequency and severity of side effects, including cognitive impairment, motor development, which may lead to impaired general functioning and premature disability, even with seizure control. Specific data on alternative treatments for ASD with seizures such as diet (ketogenic, modified Atkins) are discussed.

A common variant of CNTNAP2 is associated with sub-threshold autistic traits and intellectual disability

Sub-threshold autistic traits are common in the general population. Children with sub-threshold autistic traits have difficulties with social adaptation. Contactin-associated protein-like 2 (CNTNAP2) is associated with the development of Autism spectrum disorder (ASD) and the single-nucleotide polymorphism rs2710102 (G/A) of CNTNAP2 is suggested to contribute to sub-threshold social impairments and intellectual disabilities. We recruited 67 children with Autistic disorder (AD) (49 boys, 18 girls, aged 38–98 months) and 57 typically developing (TD) children (34 boys, 23 girls, aged 53–90 months). We assessed the participants’ intelligence and social reciprocity using the Kaufman Assessment Battery for Children (K-ABC) and the Social Responsiveness Scale (SRS), respectively. Genomic DNA was extracted from the buccal mucosa and genotyped for rs2710102. A chi-square test revealed a significant association between genotype and group [χ2(2) = 6.56, p = 0.038]. When a co-dominant model was assumed, the results from linear regression models demonstrated that TD children with A-carriers (AA + AG) presented higher SRS T-scores [t(55) = 2.11, p = 0.039] and lower simultaneous processing scale scores of K-ABC [t(55) = -2.19, p = 0.032] than those with GG homozygotes. These associations were not significant in children with ASD. TD children with the rs2710102 A-allele may have more sub-threshold autistic traits than those with GG homozygotes, reflected in higher SRS scores and lower simultaneous processing scale scores. These results support the use of genetic evidence to detect sub-threshold autistic traits.

‘Skoolordes’ in stede van ‘bedelordes’: ’n Heroorweging van die toepaslikheid van die begrip mendīcāns in die (Afrikaanse) Middeleeuse vakregister

‘Skoolordes’ instead of ‘bedelordes’: A reconsideration of the applicability of the term mendīcāns in the (Afrikaans) Medieval register. In this article the applicability of the Latin present participle mendīcāns in the (Afrikaans) Medieval register, with reference to the development of the four mendicant orders in the Medieval Latin West from the early 13th century onward, is reconsidered. The term mendīcāns is customarily translated as mendicant in English and as bedelend in Afrikaans (including the terminological transition to bedelordes and bedelmonnike) and familial languages such as Dutch (bedelorden and bedelmonniken) and German (Bettelorden and Bettelmönche). While the English application is by its Latinised nature subtle and not explicitly value-laden (referring not to begging but to the Latin participle mendīcāns), this is not the case in the latter languages. In the translation and terminological application of mendīcāns as bedelend in these languages, the profoundly condescending and Medievalist-patronising notion of ‘begging’ (which is wholly different from ‘receiving alms’) becomes prevalent. When, however, the idea-historical development of the term mendīcāns is reconsidered (particularly in the context of the Franciscan interpretation of the relation between usus [sustainable use within the milieu of idealised corporate poverty; ordo habeat usum, per Bonaventure]) and dominium [private ownership]), and taking into account that bedel refers not to social reciprocity (as it should in this context) but to a form of static and unilateral economic action, it seems sensible to review the term, at least in the latter languages, by a less value-determined alternative, such as skool (school). The four mendicant orders originating in the first decades of the 13th century (the Augustinians, Carmelites, Dominicans and Franciscans), shared a prominent feature, apart from not allowing themselves to own private property and the fact that they were indeed dependent on local communities for material (explicitly non-financial) support, namely the administration and conservation of a unique educational system of studia or local ‘boarding schools’, which functioned in a Venn-diagrammatical relationship with the young universities of the 12th century onward. The studia contributed in an unparalleled way to the academic formation of undergraduate students throughout the Medieval West. Rather than fixating on a static and arbitrary economic notion such as bedel, the vibrant academic achievements of the mendicant orders should instead be considered as their epitomising common feature – and should accordingly be reflected as such in the term describing them.Contribution: This re-evaluation of the applicability of the Latin term mendīcāns in the Medieval register contributes to the development and ongoing refinement of the Medieval register in specifically the Afrikaans language, whereby the English translations ‘mendicant friar’ and ‘mendicant orders’, translated and applied from mendīcāns as bedelmonnike and bedelordes in Afrikaans, be henceforth instead referred to as skoolmonnike and skoolordes.

Multifaceted empathy differences in children and adults with autism

Although empathy impairments have been reported in autistic individuals, there is no clear consensus on how emotional valence influences this multidimensional process. In this study, we use the Multifaceted Empathy Test for juveniles (MET-J) to interrogate emotional and cognitive empathy in 184 participants (ages 8–59 years, 83 autistic) under the robust Bayesian inference framework. Group comparisons demonstrate previously unreported interaction effects between: (1) valence and autism diagnosis in predictions of emotional resonance, and (2) valence and age group in predictions of arousal to images portraying positive and negative facial expressions. These results extend previous studies using the MET by examining differential effects of emotional valence in a large sample of autistic children and adults with average or above-average intelligence. We report impaired cognitive empathy in autism, and subtle differences in emotional empathy characterized by less distinction between emotional resonance to positive vs. negative facial expressions in autism compared to neurotypicals. Reduced emotional differentiation between positive and negative affect in others could be a mechanism for diminished social reciprocity that poses a universal challenge for people with autism. These component- and valence- specific findings are of clinical relevance for the development and implementation of target-specific social interventions in autism.

Why Disaster Subcultures Matter: A Tale of Two Communities: How and Why the 2007 Western Solomon Islands Tsunami Disaster Led to Different Outcomes for Two Ghizo Communities

At 07:45 a.m. on 2 April 2007, a tsunami hit Ghizo Island, western Solomon Islands in the south-west Pacific. Thirty-three people died on Ghizo, of whom 31 originated from a relatively small migrant Gilbertese community (transmigrated in the 1950s–1970s from Kiribati), while only two were from the majority Melanesian community. This paper documents an extensive 4-year study that addresses the potential core reasons for this asymmetrical casual impact. Community-participatory social science research was undertaken in two Gilbertese villages and two Melanesian villages. The four villages had similar spatial vulnerabilities due to their coastal location, although they had variable access to the safer higher ground. Gilbertese villages had less diverse ocean-reliant livelihoods, a limited knowledge of hinterland bush resource utilisation, uncertainties regarding land rights, and perceived ethnic discrimination. Melanesian villages had strong wantok and kastom social reciprocity cultures, a diverse set of livelihoods, wider social capital with other Melanesian communities, and greater security regarding land rights. This paper argues that these key factors—linked to the lower status as a migrant community of the Gilbertese, a limited sharing of knowledge between communities, government blind spots and power hierarchies—explain both the disproportionate impacts of the disaster and issues that impact longer-term aid intervention and social cohesion.

Absence of covert face valuation in Autism

Autism is a neurodevelopmental condition defined on clinical criteria related to diminished social reciprocity and stereotyped behavior. An influential view explains autism as a social motivation disorder characterized by less attention paid to the social environment and less pleasure experienced with social rewards. However, experimental attempts to validate this theory, by testing the impact of social reward on behavioral choice and brain activity, has yielded mixed results, possibly due to variations in how explicit instructions were about task goals. Here, we specified the putative motivation deficit as an absence of spontaneous valuation in the social domain, unexplained by inattention and correctible by explicit instruction. Since such deficit cannot be assessed with behavioral measures, we used functional neuroimaging (fMRI) to readout covert subjective values, assigned to social and nonsocial stimuli (faces and objects), either explicitly asked to participants (during a likeability judgment task) or not (during age or size estimation tasks). Value-related neural activity observed for objects, or for faces under explicit instructions, was very similar in autistic and control participants, with an activation peak in the ventromedial prefrontal cortex (vmPFC), known as a key node of the brain valuation system. The only difference observed in autistic participants was an absence of the spontaneous valuation normally triggered by faces, even when they were attended for age estimation. Our findings, therefore, suggest that in autism, social stimuli might fail to trigger the automatic activation of the brain valuation system.

Virgil’s Eclogues as Meditation

This chapter argues that Virgil’s Eclogues give literary form to Rome’s solitary sphere and make solitude their central social and literary problem. A meditation on Virgil’s use of the verb meditari (“to meditate, contemplate, practice”) and on the fourth Eclogue provides background for a formulation of Virgil’s model of “loveful reading” that, in its solitude, nuances readings of the Eclogues as representing dreams of social reciprocity and communal (pastoral) humanism. Drawing on multiple genealogical and comparative sources, and the whole of the Eclogues book, it argues that the first, fifth, and tenth Eclogues privilege the solitary over the private and public. Finally, it shows how Virgil confounds the commonplace assignment of the pastoral of solitude to later literary periods, in ways appreciated by two of Virgil’s closest readers: John Milton and Andrew Marvell.

Enhancing Flexibility: A Biosocial Model for Resilience to Adversity in Youth With Autism

Flexibility is often associated with resilience from adversity. Youth with autism spectrum disorder (ASD) are at risk of stress and trauma yet have inherent difficulties with flexibility, including rigid behaviors, routines, “insistence on sameness,” and lack of social reciprocity. This review highlights literature of physiological and psychological processes related to inflexibility in ASD and proposes a heuristic model to understand mechanisms of resilience in the aftermath of adversity. This article presents the Biosocial Model for Resilience, which posits that interventions that target changes in central, autonomic, and endocrine dysregulation may in turn enhance processes of psychological flexibility (i.e., executive cognitive, emotional, and interpersonal regulation) that increase the likelihood of resilient adjustment in response to stressful experiences. This model of resilience is optimistic in positing that, in addition to critical programs on the prevention of social adversity, future research on flexibility can inform intervention programs that target this specific mechanism to minimize harmful aftereffects in youngsters with ASD.

INTERVENTION APPROACHES IN PHYSICAL EDUCATION IN ORDINARY SCHOOL TO ENHANCE SOCIAL INTERACTION IN A STUDENT WITH AUTISTIC SPECTRUM DISORDER: A CASE STUDY

Co-education of students with Autistic Spectrum Disorder (ASD) during the lesson of Physical Education (PE) in the Greek School constitutes contemporary educational reality. However, its success depends on many factors, with the most important being the effective employment of cooperative physical education methods for students with disabilities or no disabilities. The purpose of this case study was to analyze the impact of a physical education intervention program on the reinforcement of the social interaction of a student with ASD, aged 10, in the ordinary school. The intervention exercise program included the following specific educational approaches and intervention strategies: a) game with the support of an adult (adult support game) b) integrated playgroups with guided involvement (Integrated Play Groups Model) and c) games between peers providing a model to imitate. The duration of the program was eight weeks, with a frequency of three times per week, each lesson of PE (Physical Education) lasting 45 minutes. The data collection tools that were used in the pre-intervention program were the semi-structured interview and the «Autism Social Skills Profile» scale (Bellini & Hopf, 2007), which was adapted in the Greek Language by Syriopoulou- Delli, Agaliotis and Papaefstathiou (2016). It was used before and after the intervention. The results of the research study showed that the student with ASD had positive experiences through his relationship with his classmates, increased his level of participation in the lesson of Physical Education (PE) throughout the implementation of the intervention program, and improved his social reciprocity through interaction and collaboration with his peers, without displaying improper or detrimental social behavior patterns. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0884/a.php" alt="Hit counter" /></p>

ADVANTAGES OF DIGITAL EDUCATION FOR TEENAGERS WITH MUSCULOSPHOTAL DISORDERS

Online technologies offer many positive social and behavioral opportunities for students with special needs and allow you to develop correctional and developmental programs in accordance with the age and individual characteristics of children, their state of mental and somatic health. Children with special educational needs, such as those with musculoskeletal disorders, often experience significant deficits in social reciprocity and communication skills, but these children are very sensitive to technology.