scholarly journals A Revolutionizing Approach to Autism Spectrum Disorder Using the Microbiome

Nutrients ◽  
2020 ◽  
Vol 12 (7) ◽  
pp. 1983
Author(s):  
Dinyadarshini Johnson ◽  
Vengadesh Letchumanan ◽  
Sivakumar Thurairajasingam ◽  
Learn-Han Lee

The study of human microbiota and health has emerged as one of the ubiquitous research pursuits in recent decades which certainly warrants the attention of both researchers and clinicians. Many health conditions have been linked to the gut microbiota which is the largest reservoir of microbes in the human body. Autism spectrum disorder (ASD) is one of the neurodevelopmental disorders which has been extensively explored in relation to gut microbiome. The utilization of microbial knowledge promises a more integrative perspective in understanding this disorder, albeit being an emerging field in research. More interestingly, oral and vaginal microbiomes, indicating possible maternal influence, have equally drawn the attention of researchers to study their potential roles in the etiopathology of ASD. Therefore, this review attempts to integrate the knowledge of microbiome and its significance in relation to ASD including the hypothetical aetiology of ASD and its commonly associated comorbidities. The microbiota-based interventions including diet, prebiotics, probiotics, antibiotics, and faecal microbial transplant (FMT) have also been explored in relation to ASD. Of these, diet and probiotics are seemingly promising breakthrough interventions in the context of ASD for lesser known side effects, feasibility and easier administration, although more studies are needed to ascertain the actual clinical efficacy of these interventions. The existing knowledge and research gaps call for a more expanded and resolute research efforts in establishing the relationship between autism and microbiomes.

2017 ◽  
Vol 15 (03) ◽  
pp. 115-122 ◽  
Author(s):  
Mariangela Gulisano ◽  
Carla Domini ◽  
Maria Ferro ◽  
Paolo Curatolo ◽  
Renata Rizzo

AbstractAutism spectrum disorder (ASD) and Tourette syndrome (TS) are neurodevelopmental disorders. ASD and TS are traditionally considered to be separate conditions. Nevertheless, these disorders have a high degree of overlap, and “pure” cases are rare in both clinical and population-based studies. The aim of the present review was to analyze the similarities and differences between ASD and TS on the basis of genetic and neuroradiological findings.


Author(s):  
Bettoni Roberta ◽  
Valentina Riva ◽  
Chiara Cantiani ◽  
Elena Maria Riboldi ◽  
Massimo Molteni ◽  
...  

AbstractStatistical learning refers to the ability to extract the statistical relations embedded in a sequence, and it plays a crucial role in the development of communicative and social skills that are impacted in the Autism Spectrum Disorder (ASD). Here, we investigated the relationship between infants’ SL ability and autistic traits in their parents. Using a visual habituation task, we tested infant offspring of adults (non-diagnosed) who show high (HAT infants) versus low (LAT infants) autistic traits. Results demonstrated that LAT infants learned the statistical structure embedded in a visual sequence, while HAT infants failed. Moreover, infants’ SL ability was related to autistic traits in their parents, further suggesting that early dysfunctions in SL might contribute to variabilities in ASD symptoms.


Gut Microbes ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 1-16
Author(s):  
Zhi Liu ◽  
Xuhua Mao ◽  
Zhou Dan ◽  
Yang Pei ◽  
Rui Xu ◽  
...  

2019 ◽  
Vol 40 (6) ◽  
pp. 1421-1454 ◽  
Author(s):  
Tamar Kalandadze ◽  
Valentina Bambini ◽  
Kari-Anne B. Næss

AbstractIndividuals with autism spectrum disorder (ASD) often experience difficulty in comprehending metaphors compared to individuals with typical development (TD). However, there is a large variation in the results across studies, possibly related to the properties of the metaphor tasks. This preregistered systematic review and meta-analysis (a) explored the properties of the metaphor tasks used in ASD research, and (b) investigated the group difference between individuals with ASD and TD on metaphor comprehension, as well as the relationship between the task properties and any between-study variation. A systematic search was undertaken in seven relevant databases. Fourteen studies fulfilled our predetermined inclusion criteria. Across tasks, we detected four types of response format and a great variety of metaphors in terms of familiarity, syntactic structure, and linguistic context. Individuals with TD outperformed individuals with ASD on metaphor comprehension (Hedges’ g = −0.63). Verbal explanation response format was utilized in the study showing the largest effect size in the group comparison. However, due to the sparse experimental manipulations, the role of task properties could not be established. Future studies should consider and report task properties to determine their role in metaphor comprehension, and to inform experimental paradigms as well as educational assessment.


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