Anhédonie et hyperhédonie dans l'autisme et les troubles neurodéveloppementaux associés

Aperçu: G.M.

Bien que le "trouble du spectre de l'autisme" (TSA) soit défini par une communication sociale altérée et des comportements et intérêts restreints et répétitifs, le TSA se caractérise également par des processus motivationnels altérés. La « théorie de la motivation sociale de l'autisme » décrit comment les perturbations de la motivation sociale dans les TSA dans la petite enfance peuvent entraver la volonté de s'engager dans des comportements sociaux réciproques et finalement interférer avec le développement de réseaux de neurones essentiels à la communication sociale (Chevallier et al., Trends Cogn Sci 16:231-239, 2012b). Il est important de noter que les études cliniques et la recherche préclinique utilisant des organismes modèles pour les TSA indiquent que les troubles de la motivation dans les TSA ne sont pas limités aux récompenses sociales, mais sont également évidents en réponse à une gamme de récompenses non sociales. De plus, des études translationnelles sur certains troubles neurodéveloppementaux génétiquement définis associés aux TSA indiquent que ces formes syndromiques de TSA sont également caractérisées par des déficits motivationnels et des troubles dopaminergiques mésolimbiques. 

Dans ce chapitre, nous résumons les recherches cliniques et précliniques pertinentes pour les troubles du traitement des récompenses dans les TSA et les troubles neurodéveloppementaux connexes. Nous proposons également une nosologie pour décrire les troubles du traitement des récompenses dans ces troubles qui utilise un modèle à trois axes.
Dans cette nosologie triaxiale, le premier axe définit la direction de la réponse de récompense (c'est-à-dire anhédonique, hyperhédonique); le deuxième axe définit la construction du processus de récompense (par exemple, aimer la récompense, vouloir la récompense); et le troisième axe définit le contexte de la réponse de récompense (par exemple, social, non social).
Une nosologie plus précise pour décrire les troubles du traitement des récompenses dans les TSA et les troubles neurodéveloppementaux connexes facilitera la traduction de la recherche préclinique en investigations cliniques qui contribueront finalement à accélérer le développement d'interventions ciblant les systèmes de motivation pour les TSA et les troubles neurodéveloppementaux connexes.

. 2022 Apr 10.

doi: 10.1007/7854_2022

Anhedonia and Hyperhedonia in Autism and Related Neurodevelopmental Disorders

Gabriel S Dichter  ^{1   2   3} , Jose Rodriguez-Romaguera  ^{4   5   6}

Affiliations

• PMID: 35397066
• DOI: 10.1007/7854_2022_312

Abstract

Although autism spectrum disorder (ASD) is defined by impaired social communication and restricted and repetitive behaviors and interests, ASD is also characterized by impaired motivational processes. The "social motivation theory of autism" describes how social motivation disruptions in ASD in early childhood may impede the drive to engage in reciprocal social behaviors and ultimately interfere with the development of neural networks critical for social communication (Chevallier et al., Trends Cogn Sci 16:231-239, 2012b). Importantly, clinical studies and preclinical research using model organisms for ASD indicate that motivational impairments in ASD are not constrained to social rewards but are evident in response to a range of nonsocial rewards as well. Additionally, translational studies on certain genetically defined neurodevelopmental disorders associated with ASD indicate that these syndromic forms of ASD are also characterized by motivational deficits and mesolimbic dopamine impairments. In this chapter we summarize clinical and preclinical research relevant to reward processing impairments in ASD and related neurodevelopmental disorders. We also propose a nosology to describe reward processing impairments in these disorders that uses a three-axes model. In this triaxial nosology, the first axis defines the direction of the reward response (i.e., anhedonic, hyperhedonic); the second axis defines the construct of the reward process (e.g., reward liking, reward wanting); and the third axis defines the context of the reward response (e.g., social, nonsocial). A more precise nosology for describing reward processing impairments in ASD and related neurodevelopmental disorders will aid in the translation of preclinical research to clinical investigations which will ultimately help to speed up the development of interventions that target motivational systems for ASD and related neurodevelopmental disorders.

Keywords: Autism; Dopamine; Preclinical; Reward; Social motivation.

© 2022. The Author(s), under exclusive license to Springer Nature Switzerland AG.

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Comorbidité du trouble déficitaire de l'attention avec hyperactivité et des "troubles du spectre de l'autisme" : situation actuelle et orientations prometteuses

Aperçu: G.M.

Des taux élevés de troubles concomitants du déficit de l'attention avec hyperactivité (TDAH) et des "troubles du spectre de l'autisme" (TSA) suggèrent des voies causales communes, qui attendent d'être élucidées.
Ce qui est bien établi, cependant, est l'impact négatif du TDAH et du TSA comorbides sur les résultats de la vie quotidienne, en particulier dans l'interaction sociale et la communication et sur la psychopathologie plus large.
Les approches neurocognitives suggèrent que les corrélats de la comorbidité sont enracinés dans les réseaux de connectivité fonctionnelle associés au contrôle exécutif. Il existe un soutien pour les origines familiales, avec des études de génétique moléculaire suggérant un rôle causal des gènes pléiotropes. Des recherches plus approfondies sont nécessaires pour élucider pleinement comment le risque génétique de TDAH et de TSA affecte le développement neurologique et pour identifier les corrélats neuronaux structurels et fonctionnels et leurs séquelles comportementales.
L'identification des phénotypes intermédiaires est nécessaire pour faire progresser la compréhension, ce qui nécessite des études qui incluent le spectre complet de la gravité des symptômes de TSA et de TDAH, utilisent des conceptions longitudinales et des méthodes multivariées pour sonder de larges constructions, telles que la fonction exécutive et sociale, et prennent en compte d'autres sources d'hétérogénéité, tels que l'âge, le sexe et d'autres psychopathologies.
Des essais d'efficacité randomisés ciblant la symptomatologie comorbide sont nécessaires pour atténuer les résultats négatifs sur le développement.

2022 Apr 10.

doi: 10.1007/7854_2022_334. 

Comorbidity of Attention-Deficit Hyperactivity Disorder and Autism Spectrum Disorders: Current Status and Promising Directions

Chandan J Vaidya  ^{1   2} , Christoph Klein  ^{3   4   5}

Affiliations

• PMID: 35397063
• DOI: 10.1007/7854_2022_334

Abstract

High rates of co-occurring Attention-Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorders (ASD) suggest common causal pathways, which await elucidation. What is well-established, however, is the negative impact of comorbid ADHD and ASD on outcomes for everyday living, particularly in social interaction and communication and on broader psychopathology. Neurocognitive approaches suggest correlates of comorbidity are rooted in functional connectivity networks associated with executive control. There is support for familial origins, with molecular-genetic studies suggesting a causal role of pleiotropic genes. Further investigation is needed to elucidate fully how genetic risk for ADHD and ASD affects neurodevelopment and to identify structural and functional neural correlates and their behavioral sequelae. Identification of intermediate phenotypes is necessary to advance understanding, which requires studies that include the full spectrum of ASD and ADHD symptom severity, use longitudinal designs and multivariate methods to probe broad constructs, such as executive and social function, and consider other sources of heterogeneity, such as age, sex, and other psychopathology. Randomized efficacy trials targeting comorbid symptomatology are needed to mitigate negative developmental outcomes.

Keywords: Brain imaging; Executive control; Functional connectivity; Genetic.

Autisme : physiopathologie et plantes médicinales prometteuses

Aperçu: G.M.

L'autisme est une anomalie de croissance globale dans laquelle les compétences sociales, le langage, la communication et les compétences comportementales sont développées avec retard et comme diversion. Les causes de l'autisme ne sont pas claires, mais diverses théories sur la génétique, l'immunité, les facteurs biologiques et psychosociaux ont été proposées. En fait, l'autisme est un trouble complexe avec des causes distinctes qui coexistent généralement. Bien qu'aucun médicament n'ait été reconnu pour traiter ce trouble, les traitements pharmacologiques peuvent être efficaces pour réduire ses signes, tels que l'automutilation, l'agressivité, les comportements répétitifs et stéréotypés, l'inattention, l'hyperactivité et les troubles du sommeil. 

Récemment, des approches complémentaires et alternatives ont été envisagées pour traiter l'autisme. Le Ginkgo biloba est l'une des plantes les plus efficaces avec une longue histoire d'applications dans les troubles neuropsychologiques qui est récemment utilisée pour l'autisme. 

La présente revue traite des découvertes récentes, de la physiopathologie et de l'étiologie de l'autisme, puis aborde les résultats prometteurs des remèdes à base de plantes.

2016;22(3):277-85.

doi: 10.2174/1381612822666151112151529.

Autism: Pathophysiology and Promising Herbal Remedies

Mahmoud Bahmani, Amir Sarrafchi, Hedayatollah Shirzad, Mahmoud Rafieian-Kopaei  ¹

Affiliations

• PMID: 26561063
• DOI: 10.2174/1381612822666151112151529

Abstract

Autism is a comprehensive growth abnormality in which social skills, language, communication, and behavioral skills are developed with delay and as diversionary. The reasons for autism are unclear, but various theories of genetics, immunity, biological, and psychosocial factors have been proffered. In fact, autism is a complex disorder with distinct causes that usually co-occur. Although no medicine has been recognized to treat this disorder, pharmacological treatments can be effective in reducing its signs, such as self-mutilation, aggression, repetitive and stereotyped behaviors, inattention, hyperactivity, and sleeping disorders. Recently, complementary and alternative approaches have been considered to treat autism. Ginkgo biloba is one of the most effective plants with an old history of applications in neuropsychological disorders which recently is used for autism. The present review discusses the recent findings, pathophysiology, and etiology of autism and thereafter addresses the promising results of herbal remedies.

Association entre les "troubles du spectre de l'autisme" et les changements dans le traitement auditif central chez les enfants

Aperçu: G.M.

Objectif :
Vérifier les preuves scientifiques sur l'association entre le "trouble du spectre de l'autisme" et le trouble du traitement auditif central chez les enfants, visant à répondre à la question de recherche suivante : quelle est l'association entre le "spectre de l'autisme" et l'altération du traitement auditif chez les enfants ?

Méthodes :
Les études ont été choisies grâce à la combinaison basée sur les termes de titre de sujet médical (MeSH) : [(traitement auditif) et (enfants) et (autisme) et (troubles neurologiques)]. Les bases de données MEDLINE (PubMed), LILACS et SciELO ont été utilisées. Les articles analysés couvraient une période de dix ans, de 2010 à 2020. Nous avons sélectionné des études descriptives, transversales, de cohorte et de cas. Nous avons évalué la qualité des articles, qui avaient un score minimum de six dans l'échelle modifiée de la littérature. 

Résultats :
126 articles ont été récupérés après la phase d'exclusion, et 17 d'entre eux ont suivi les critères d'inclusion. Seuls deux articles ont répondu à la question directrice avec des résultats audiologiques.

Conclusions :
Les patients diagnostiqués avec un "trouble du spectre de l'autisme" peuvent présenter des troubles du traitement auditif central, étant donné que des changements ont été trouvés à la fois dans les latences absolues et inter-pics dans l'audiométrie de réponse évoquée du tronc cérébral, ainsi que dans la latence et la latéralité de l'amplitude de l'onde N1c.
En outre, il y avait des changements dans le traitement auditif comportemental de l'évaluation. Ainsi, les troubles du traitement auditif central sont fréquents chez les enfants avec un diagnostic de "troubles du spectre de l'autisme".  

. 2021 Jun 9;S0104-42302021005002209.  doi: 10.1590/1806-9282.67.01.20200588. 

Association between autism spectrum disorder and changes in the central auditory processing in children

Laura Faustino Gonçalves  ¹ , Karina Mary Paiva  ¹ , Fernanda Soares Aurélio Patatt  ² , Janaina Viana Stolz  ³ , Patrícia Haas  ¹

Affiliations

• PMID: 34133699
• DOI: 10.1590/1806-9282.67.01.20200588

Abstract

Objective: To verify the scientific evidence on the association between Autistic Spectrum Disorder and Central Auditory Processing Disorder in children, aiming to answer the following research question: What is the association between Autistic Spectrum and Alteration of Auditory Processing in Children?

Methods: Studies were chosen through the combination based on the Medical Subject Heading Terms (MeSH): [(auditory processing) and (children) and (autism) and (neurological disorders)]. The MEDLINE (PubMed), LILACS, and SciELO databases were used. The analyzed papers covered a ten-year period, from 2010 to 2020. We selected descriptive, cross-sectional, cohort, and case studies. We evaluated the quality of the papers, which had a minimum score of six in the modified scale of the literature.

Results: 126 papers were retrieved after the exclusion phase, and 17 of them followed the inclusion criteria. Only two papers answered the guiding question with audiological results.

Conclusions: Patients diagnosed with autistic spectrum disorder may have disturbance central auditory processing, considering that changes were found both in absolute and interpeak latencies in the brainstem evoked response audiometry, as well as in latency and laterality of the N1c wave amplitude. In addition, there were changes in the assessment behavioral auditory processing. Thus, disturbance central auditory processing is common in children with autistic spectrum disorder.

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Une étude de validation de l'échelle LABIRINTO pour l'évaluation des "troubles du spectre de l'autisme" chez les enfants âgés de 2 à 4 ans

Aperçu: G.M.

Objectif :
Trouver des preuves du contenu, et de la validité des critères de l'échelle LABIRINTO pour le diagnostic des "troubles du spectre de l'autisme" (TSA) chez les enfants âgés de 24 à 59 mois. 

Méthodes :
L'échelle a été construite en quatre étapes : 

1. les éléments ont été définis sur la base d'un examen approfondi de la littérature et de discussions avec des spécialistes de l'autisme et du développement de l'enfant ; 
2. des spécialistes du développement de l'enfant ont évalué chaque élément ; 
3. une version préliminaire de l'échelle a été appliquée aux enfants diagnostiqués avec un TSA pour permettre les ajustements nécessaires ; 
4. l'échelle a ensuite été appliquée à 27 enfants avec un développement typique et sans trouble neurodéveloppemental et 48 enfants avec un diagnostic de TSA. Selon la 5e édition du Manuel diagnostique et statistique des troubles mentaux (DSM-5) et la Childhood Autism Rating Scale (CARS), le diagnostic clinique constitue l'étalon-or. 

Résultats :
Les indices psychométriques de l'échelle étaient appropriés pour la validité de construit, avec Kaiser-Meyer-Olkin = 0,94 et une erreur quadratique moyenne d'approximation = 0,000. Un seul facteur de l'échelle avait un alpha de Cronbach de 0,97. La courbe caractéristique de fonctionnement du récepteur indiquait un seuil de 12, avec une sensibilité de 100 % et une spécificité de 100 % pour distinguer les enfants ayant un développement autistique de ceux ayant un développement typique. 

Conclusion :
Cette étude a confirmé la validité de l'échelle LABIRINTO.

. 2021 Jun 15.  doi: 10.47626/2237-6089-2020-

A validation study of the LABIRINTO scale for the evaluation of autism spectrum disorder in children aged 2 to 4 years

Milena Pereira Pondé  ¹ , Daniele de Brito Wanderley  ² , Laise Dodô de Menezes  ³ , Fernanda Lima Gomes  ³ , Gustavo Marcelino Siquara  ¹

Affiliations

• PMID: 34139117
• DOI: 10.47626/2237-6089-2020-0141

Abstract

Objective: To find evidence of the content, construct, and criterion validity of the LABIRINTO scale for the diagnosis of autism spectrum disorder (ASD) in children aged 24-59 months.

Methods: The scale was constructed in four stages: 1) items were defined based on an extensive literature review and discussions with autism and child development specialists; 2) child development specialists evaluated each item; 3) a preliminary version of the scale was applied to children diagnosed with ASD to enable any necessary adjustments; 4) the scale was then applied to 27 children with typical development and no neurodevelopmental disorder and 48 children with ASD. According to the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and the Childhood Autism Rating Scale (CARS), clinical diagnosis constitutes the gold standard.

Results: The scale's psychometric indexes were appropriate for construct validity, with Kaiser-Meyer-Olkin = 0.94 and root mean square error of approximation = 0.000. Only one factor on the scale had a Cronbach alpha of 0.97. The receiver operating characteristic curve indicated a cutoff of 12, with a sensitivity of 100% and specificity of 100% for distinguishing children with ASD from those with typical development.

Conclusion: This study confirmed the validity of the LABIRINTO scale.

Keywords: Autism; diagnostic evaluation; psychometrics; validation.

Évaluation des professeurs de langue dans les classes d'enseignement général et spécialisé au service des élèves autistes du primaire

Aperçu: G.M.

Cette étude a examiné comment les enseignants et les paraprofessionnels de 126 classes d'enseignement général et spécialisé de la maternelle à la deuxième année ont parlé avec leurs 194 élèves autistes, et en outre, comment les caractéristiques individuelles des élèves en termes de langage, de symptômes de l'autisme et de capacités sociales ont influencé cette conversation. 

À l'aide de méthodes d'observation systématiques et d'analyses factorielles, nous avons identifié un modèle unidimensionnel de langage des enseignants pour les classes d'enseignement général et spécialisé, tout en observant des différences entre les paramètres, avec plus de langage observé dans les classes d'enseignement spécialisé, dont une grande partie comprenait des directives et des questions fermées. 

Le vocabulaire réceptif des élèves expliquait une quantité significative de variance dans le langage des enseignants au-delà de sa covariance partagée avec les troubles sociaux et les problèmes de comportement dans les classes d'enseignement général, mais n'était pas significatif dans les classes d'enseignement spécialisé. Les implications pour la recherche sont discutées.

. 2021 Jun 9.   doi: 10.1007/s10803-021-05115-4. 

Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism

Nicole Sparapani  ^{1   2} , Vanessa P Reinhardt  ^{3   4} , Jessica L Hooker  ⁴ , Lindee Morgan  ^{4   5} , Christopher Schatschneider  ⁶ , Amy M Wetherby  ⁴

Affiliations

• PMID: 34106392
• DOI: 10.1007/s10803-021-05115-4

Abstract

This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed.

Keywords: Autism; Autism spectrum disorder; Measurement invariance; Student characteristics; Teacher language.

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