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Beaurenaut M, Kovarski K, Destais C, Mennella R, Grèzes J. Spontaneous instrumental approach-avoidance learning in social contexts in autism. Mol Autism 2024; 15:33. [PMID: 39085896 PMCID: PMC11293119 DOI: 10.1186/s13229-024-00610-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Accepted: 07/17/2024] [Indexed: 08/02/2024] Open
Abstract
BACKGROUND Individuals with Autism Spectrum Condition (ASC) are characterized by atypicalities in social interactions, compared to Typically Developing individuals (TD). The social motivation theory posits that these difficulties stem from diminished anticipation, reception, and/or learning from social rewards. Although learning from socioemotional outcomes is core to the theory, studies to date have been sparse and inconsistent. This possibly arises from a combination of theoretical, methodological and sample-related issues. Here, we assessed participants' ability to develop a spontaneous preference for actions that lead to desirable socioemotional outcomes (approaching/avoiding of happy/angry individuals, respectively), in an ecologically valid social scenario. We expected that learning abilities would be impaired in ASC individuals, particularly in response to affiliative social feedback. METHOD We ran an online social reinforcement learning task, on two large online cohorts with (n = 274) and without (n = 290) ASC, matched for gender, age and education. Participants had to indicate where they would sit in a waiting room. Each seat was associated with different probabilities of approaching/avoiding emotional individuals. Importantly, the task was implicit, as participants were not instructed to learn, and emotional expressions were never mentioned. We applied both categorical analyses contrasting the ASC and TD groups and dimensional factor analysis on affective questionnaires. RESULTS Contrary to our hypothesis, participants showed spontaneous learning from socioemotional outcomes, regardless of their diagnostic group. Yet, when accounting for dimensional variations in autistic traits, as well as depression and anxiety, two main findings emerged among females who failed to develop explicit learning strategies: (1) autism severity in ASC correlated with reduced learning to approach happy individuals; (2) anxiety-depression severity across both ASC and TD participants correlated with reduced learning to approach/avoid happy/angry individuals, respectively. CONCLUSIONS Implicit spontaneous learning from socioemotional outcomes is not generally impaired in autism but may be specifically associated with autism severity in females with ASC, when they do not have an explicit strategy for adapting to their social environment. Clinical diagnosis and intervention ought to take into account individual differences in their full complexity, including the presence of co-morbid anxiety and depression, when dealing with social atypicalities in autism.
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Affiliation(s)
- Morgan Beaurenaut
- Laboratoire sur les Interactions Cognition, Action, Émotion (LICAÉ), Université Paris Nanterre, 200 avenue de La République, Nanterre Cedex, 92001, France.
| | - Klara Kovarski
- Sorbonne Université, INSPE, Paris, France
- Laboratoire de Psychologie du Développement et de l'Éducation de l'enfant (LaPsyDÉ), Université Paris Cité, CNRS, 46 rue Saint-Jacques, Paris, 75005, France
| | - Constance Destais
- Cognitive and Computational Neuroscience Laboratory (LNC2), Inserm U960, Department of Cognitive Studies, École Normale Supérieure, PSL University, 29 rue d'Ulm, Paris, 75005, France
| | - Rocco Mennella
- Laboratoire sur les Interactions Cognition, Action, Émotion (LICAÉ), Université Paris Nanterre, 200 avenue de La République, Nanterre Cedex, 92001, France
- Cognitive and Computational Neuroscience Laboratory (LNC2), Inserm U960, Department of Cognitive Studies, École Normale Supérieure, PSL University, 29 rue d'Ulm, Paris, 75005, France
| | - Julie Grèzes
- Cognitive and Computational Neuroscience Laboratory (LNC2), Inserm U960, Department of Cognitive Studies, École Normale Supérieure, PSL University, 29 rue d'Ulm, Paris, 75005, France.
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Adams KL, Mandy W, Catmur C, Bird G. Potential mechanisms underlying the association between feeding and eating disorders and autism. Neurosci Biobehav Rev 2024; 162:105717. [PMID: 38754718 DOI: 10.1016/j.neubiorev.2024.105717] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2024] [Revised: 03/26/2024] [Accepted: 05/07/2024] [Indexed: 05/18/2024]
Abstract
There is a reliable association between autism and Feeding and Eating Disorders. Concerningly, where these two conditions co-occur, clinical outcomes of Feeding and Eating Disorders are significantly worse, and treatment less effective, than when the Feeding and Eating Disorders occur in neurotypical individuals. Problematically, the reason for the association between autism and Feeding and Eating Disorders is poorly understood, which constrains advances in clinical care. This paper outlines several possible mechanisms that may underlie the observed association and suggests ways in which they may be empirically tested. Mechanisms are split into those producing an artefactual association, and those reflecting a genuine link between conditions. Artefactual associations may be due to conceptual overlap in both diagnostic criteria and measurement, Feeding and Eating Disorders causing transient autistic traits, or the association being non-specific in nature. A genuine association between autism and Feeding and Eating Disorders may be due to common causal factors, autism directly or indirectly causing Feeding and Eating Disorders, and Feeding and Eating Disorders being a female manifestation of autism.
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Affiliation(s)
- Kiera Louise Adams
- Department of Experimental Psychology, University of Oxford, Oxford, UK.
| | - William Mandy
- Division of Psychology and Language, University College London, London, UK
| | - Caroline Catmur
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Geoffrey Bird
- Department of Experimental Psychology, University of Oxford, Oxford, UK
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Thapa R, Garikipati A, Ciobanu M, Singh NP, Browning E, DeCurzio J, Barnes G, Dinenno FA, Mao Q, Das R. Machine Learning Differentiation of Autism Spectrum Sub-Classifications. J Autism Dev Disord 2023:10.1007/s10803-023-06121-4. [PMID: 37751097 DOI: 10.1007/s10803-023-06121-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/19/2023] [Indexed: 09/27/2023]
Abstract
PURPOSE Disorders on the autism spectrum have characteristics that can manifest as difficulties with communication, executive functioning, daily living, and more. These challenges can be mitigated with early identification. However, diagnostic criteria has changed from DSM-IV to DSM-5, which can make diagnosing a disorder on the autism spectrum complex. We evaluated machine learning to classify individuals as having one of three disorders of the autism spectrum under DSM-IV, or as non-spectrum. METHODS We employed machine learning to analyze retrospective data from 38,560 individuals. Inputs encompassed clinical, demographic, and assessment data. RESULTS The algorithm achieved AUROCs ranging from 0.863 to 0.980. The model correctly classified 80.5% individuals; 12.6% of individuals from this dataset were misclassified with another disorder on the autism spectrum. CONCLUSION Machine learning can classify individuals as having a disorder on the autism spectrum or as non-spectrum using minimal data inputs.
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Affiliation(s)
- R Thapa
- Montera, Inc dba Forta, 548 Market St, PMB 89605, San Francisco, CA, USA
| | - A Garikipati
- Montera, Inc dba Forta, 548 Market St, PMB 89605, San Francisco, CA, USA
| | - M Ciobanu
- Montera, Inc dba Forta, 548 Market St, PMB 89605, San Francisco, CA, USA
| | - N P Singh
- Montera, Inc dba Forta, 548 Market St, PMB 89605, San Francisco, CA, USA
| | - E Browning
- Montera, Inc dba Forta, 548 Market St, PMB 89605, San Francisco, CA, USA
| | - J DeCurzio
- Montera, Inc dba Forta, 548 Market St, PMB 89605, San Francisco, CA, USA
| | - G Barnes
- Montera, Inc dba Forta, 548 Market St, PMB 89605, San Francisco, CA, USA
| | - F A Dinenno
- Montera, Inc dba Forta, 548 Market St, PMB 89605, San Francisco, CA, USA
| | - Q Mao
- Montera, Inc dba Forta, 548 Market St, PMB 89605, San Francisco, CA, USA.
| | - R Das
- Montera, Inc dba Forta, 548 Market St, PMB 89605, San Francisco, CA, USA
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Riddiford JA, Enticott PG, Lavale A, Gurvich C. Gaze and social functioning associations in autism spectrum disorder: A systematic review and meta-analysis. Autism Res 2022; 15:1380-1446. [PMID: 35593039 PMCID: PMC9543973 DOI: 10.1002/aur.2729] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Revised: 03/08/2022] [Accepted: 03/28/2022] [Indexed: 12/11/2022]
Abstract
Autism spectrum disorder (ASD) is characterized by significant social functioning impairments, including (but not limited to) emotion recognition, mentalizing, and joint attention. Despite extensive investigation into the correlates of social functioning in ASD, only recently has there been focus on the role of low‐level sensory input, particularly visual processing. Extensive gaze deficits have been described in ASD, from basic saccadic function through to social attention and the processing of complex biological motion. Given that social functioning often relies on accurately processing visual information, inefficient visual processing may contribute to the emergence and sustainment of social functioning difficulties in ASD. To explore the association between measures of gaze and social functioning in ASD, a systematic review and meta‐analysis was conducted. A total of 95 studies were identified from a search of CINAHL Plus, Embase, OVID Medline, and psycINFO databases in July 2021. Findings support associations between increased gaze to the face/head and eye regions with improved social functioning and reduced autism symptom severity. However, gaze allocation to the mouth appears dependent on social and emotional content of scenes and the cognitive profile of participants. This review supports the investigation of gaze variables as potential biomarkers of ASD, although future longitudinal studies are required to investigate the developmental progression of this relationship and to explore the influence of heterogeneity in ASD clinical characteristics.
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Affiliation(s)
- Jacqueline A Riddiford
- Department of Psychiatry, Central Clinical School, Monash University, Melbourne, Victoria
| | - Peter G Enticott
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia
| | - Alex Lavale
- Department of Psychiatry, Central Clinical School, Monash University, Melbourne, Victoria
| | - Caroline Gurvich
- Department of Psychiatry, Central Clinical School, Monash University, Melbourne, Victoria
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Hens K, Van Goidsenhoven L. Developmental diversity: Putting the development back into research about developmental conditions. Front Psychiatry 2022; 13:986732. [PMID: 36684021 PMCID: PMC9854343 DOI: 10.3389/fpsyt.2022.986732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/05/2022] [Accepted: 12/16/2022] [Indexed: 01/07/2023] Open
Abstract
The dominant discourse surrounding neurodevelopmental conditions such as autism and ADHD emphasizes biological explanations. Neurodevelopmental conditions are conceived as different types of brains, the result of different types of genes. This way of thinking is present both in medical research and in clinical practice. Indeed, it is widely acknowledged that the idea of having a biological diagnosis helps people see beyond blame and guilt. It aids acceptance. However, simplistic approaches to biology risks neglecting the experiences and stories of autistic people in favor of finding etiological causes. At the same time, there is growing awareness that risks, functioning, and resilience are not solely defined by genes and brains but have a cultural and experiential component as well. Furthermore, atypical cognitive trajectories are not straightforwardly associated with poor outcomes. In this paper we describe the concept of developmental diversity as an alternative to more categorical approaches to neurodevelopmental conditions. We explore how dynamic models of life offer possibilities to look at neurodevelopmental conditions differently: rather than seeing autistic people as people with fundamental flaws in their genes or software faults in their brains that have to be explained, autism appears as a phenomenon that exists in interaction with the context, as a meaningful reaction to the environment. We explore what it would mean for research to go from a diagnosis-based approach to a developmental diversity approach that will define wellbeing and functioning in a more granular way across developmental trajectories. We argue that this would mean incorporating lived experiences into biological research and going beyond genes-environment dichotomies. Next to yielding a more complete picture on the phenomenon of autism, we describe how an approach that takes developmental diversity as a starting point offers a new way to look at existing challenges of autism research, such as how to deal with the significant overlap between diagnosis. Our hypothesis is that thinking with developmental diversity rather than categorical difference both represents an opportunity for a more inclusive society, and fundamentally can alter the way we perform research. As such, it is in line with requests of neurodiversity and disability movements.
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Affiliation(s)
- Kristien Hens
- Department of Philosophy, University of Antwerp, Antwerp, Belgium
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Koi P. Genetics on the neurodiversity spectrum: Genetic, phenotypic and endophenotypic continua in autism and ADHD. STUDIES IN HISTORY AND PHILOSOPHY OF SCIENCE 2021; 89:52-62. [PMID: 34365317 DOI: 10.1016/j.shpsa.2021.07.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 07/05/2021] [Accepted: 07/08/2021] [Indexed: 06/13/2023]
Abstract
How we ought to diagnose, categorise and respond to spectrum disabilities such as autism and Attention Deficit/Hyperactivity Disorder (ADHD) is a topic of lively debate. The heterogeneity associated with ADHD and autism is described as falling on various continua of behavioural, neural, and genetic difference. These continua are varyingly described either as extending into the general population, or as being continua within a given disorder demarcation. Moreover, the interrelationships of these continua are likewise often vague and subject to diverse interpretations. In this paper, I explore geneticists' and self-advocates' perspectives concerning autism and ADHD as continua. These diagnoses are overwhelmingly analysed as falling on a continuum or continua of underlying traits, which supports the notion of "the neurodiversity spectrum", i.e., a broader swath of human neural and behavioural diversity on which some concentrations of different functioning are diagnosed. I offer a taxonomy of conceptions of the genetic, phenotypic, and endophenotypic dimensionality within and beyond these diagnostic categories, and suggest that the spectrum of neurodiversity is characteristically endophenotypic.
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Affiliation(s)
- Polaris Koi
- Philosophy Unit, University of Turku, FI-20014 Turun Yliopisto, Finland.
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Children and adolescents with neurodevelopmental disorders show cognitive heterogeneity and require a person-centered approach. Sci Rep 2021; 11:18463. [PMID: 34531454 PMCID: PMC8445997 DOI: 10.1038/s41598-021-97551-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Accepted: 07/09/2021] [Indexed: 11/15/2022] Open
Abstract
We aimed to identify patterns of cognitive differences and characterize subgroups of Mexican children and adolescents with three neurodevelopmental disorders (NDD): intellectual disability (ID), autism spectrum disorders (ASD) and attention deficit/hyperactivity disorder (ADHD). The sample included 74 children and adolescents 6–15 years; 34% had ID, ASD or ADHD, 47% had ID in comorbidity with ASD, ADHD or both, 11% had ASD + ADHD, 8% were children without NDD. We applied WISC-IV, Autism Diagnostic Interview-Revised, Mini-International Neuropsychiatric Structured Interview, Child Behavior Checklist, and UNICEF Child Functioning Module. We evaluated the normality of the WISC-IV sub-scales using the Shapiro-Francia test, then conducted a latent class analysis and assessed inter-class differences in terms of household, parent and child characteristics. The following four-class solution best fit the data: “Lower Cognitive Profile” (LCP), “Lower Working Memory” (LWM), “Higher Working Memory” (HWM), “Higher Cognitive Profile” (HCP). LCP included most of the children with ID, who had a low Working Memory (WM) index score. LWM included mainly children with ASD or ID + ADHD; their Perceptual Reasoning (PR) and Processing Speed (PS) index scores were much higher than those for Verbal Comprehension (VC) and WM. HWM included children with ASD or ADHD; their scores for PR, PS and VC were high with lower WM (although higher than for LWM). HCP included children without NDD and with ASD or ADHD or both and had the highest scores on all indices. Children with NDD show cognitive heterogeneity and thus require individualized treatment plans.
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Sonuga-Barke E, Thapar A. The neurodiversity concept: is it helpful for clinicians and scientists? Lancet Psychiatry 2021; 8:559-561. [PMID: 33984295 DOI: 10.1016/s2215-0366(21)00167-x] [Citation(s) in RCA: 39] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Accepted: 04/21/2021] [Indexed: 01/04/2023]
Affiliation(s)
- Edmund Sonuga-Barke
- School of Psychiatry, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Anita Thapar
- Child and Adolescent Psychiatry Section, Division of Psychological Medicine and Clinical Neurosciences and MRC Centre for Neuropsychiatric Genetics and Genomics, Cardiff University School of Medicine, Cardiff, UK.
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Jacobs D, Steyaert J, Dierickx K, Hens K. Parents' multi-layered expectations when requesting an Autism Spectrum Disorder assessment of their young child: an in-depth interview study. BMC Psychiatry 2020; 20:440. [PMID: 32912176 PMCID: PMC7488345 DOI: 10.1186/s12888-020-02806-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/18/2020] [Accepted: 08/03/2020] [Indexed: 12/27/2022] Open
Abstract
BACKGROUND Parents are valued stakeholders in research, clinical practice and policy development concerning autism spectrum disorder (ASD). However, little is known about what drives and moves parents besides their obvious worries and help request when they ask for a diagnostic ASD assessment of their child. METHODS Seventeen Flemish parents of 11 young children participated in a longitudinal study consisting of three in-depth interviews before and after their child's diagnostic ASD assessment. Data were analysed in Nvivo 11 according to the procedures of Interpretative Phenomenological Analysis. RESULTS In this paper we report the results of the first series of interviews which were conducted after parents had asked for an ASD assessment of their young child, and before this assessment started. The pre-assessment experiences of the parents were dominated by the anticipation of various implications of an ASD diagnosis, comprising both positive and negative expectations. The theme of positive expectations consisted of two equally prominent subthemes: treatment-related implications but also expectations pertaining to their psychological and relational experiences. CONCLUSIONS This study suggests important issues for clinicians to bear in mind during a consultation with parents who request an ASD assessment of their young child. We argue that attending to and communicating about parents' expectations prior to their child's ASD assessment may help clinicians to better understand parents' requests for help, and to address their needs more effectively.
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Affiliation(s)
- Delphine Jacobs
- Faculty of Medicine, Centre for Biomedical Ethics and Law - KU Leuven, Kapucijnenvoer 35 box 7001, 3000, Leuven, Belgium.
| | - Jean Steyaert
- Centre for Autism Expertise, Child and Youth Psychiatry - University Hospitals Leuven, Herestraat 49, 3000, Leuven, Belgium
| | - Kris Dierickx
- Faculty of Medicine, Centre for Biomedical Ethics and Law - KU Leuven, Kapucijnenvoer 35 box 7001, 3000, Leuven, Belgium
| | - Kristien Hens
- Department of Philosophy, Faculty of Arts, University of Antwerp, Prinsstraat 13, 2000, Antwerpen, Belgium
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Parents' views and experiences of the autism spectrum disorder diagnosis of their young child: a longitudinal interview study. Eur Child Adolesc Psychiatry 2020; 29:1143-1154. [PMID: 31686239 DOI: 10.1007/s00787-019-01431-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/30/2019] [Accepted: 10/24/2019] [Indexed: 01/16/2023]
Abstract
Parents are valuable stakeholders in research, clinical practice and policy development concerning autism spectrum disorder (ASD). Little is known, however, about how parents view and experience an ASD diagnosis. We investigated the evolution of parents' views and experiences of the ASD diagnosis before, right after and 12 months after their child was diagnosed. Seventeen Flemish parents waiting for their young child's diagnostic ASD assessment participated in a longitudinal study consisting of three in-depth interviews. They described their views and experiences concerning their child's ASD diagnosis at three separate moments: (T1) prior to a diagnostic ASD assessment; (T2) immediately after their final feedback session at the end of the assessment; and (T3) 12 months later. Interviews were digitally recorded, transcribed and analysed in Nvivo 11 according to the procedures of interpretative phenomenological analysis. We extracted three themes from the interview material throughout the parental journey: (T1) expecting certainty and exculpation; (T2) vulnerabilisation of the child; and (T3) pragmatic attitude and some disappointment. At T3, the parents overall had come to value the diagnosis because of two reasons: they were satisfied with their child's entitlement to ASD-related support at school, and with the diagnosis' impact on the child's relationships with parents and teachers. Many parents experienced their child with an ASD diagnosis as vulnerable, and themselves as acutely responsible for his development and future. Our findings may lead to a higher satisfaction with the clinical trajectory in both clinician and parents by inspiring a conversation between them about parents' evolving views, hopes and concerns related to their child's ASD diagnosis.
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11
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Trevisan DA, Foss-Feig JH, Naples AJ, Srihari V, Anticevic A, McPartland JC. Autism Spectrum Disorder and Schizophrenia Are Better Differentiated by Positive Symptoms Than Negative Symptoms. Front Psychiatry 2020; 11:548. [PMID: 32595540 PMCID: PMC7301837 DOI: 10.3389/fpsyt.2020.00548] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/04/2020] [Accepted: 05/28/2020] [Indexed: 01/01/2023] Open
Abstract
Autism spectrum disorder (ASD) and schizophrenia (SZ) are heterogenous neurodevelopmental disorders that overlap in symptom presentation. The purpose of this study was to specify overlapping symptom domains and to identify symptoms that can reliably differentiate adults with ASD (n = 53), SZ (n = 39), and typical development (TD; n = 40). All participants regardless of diagnosis were administered gold-standard diagnostic assessments of ASD and SZ characteristics including the Autism Diagnostic Observation Schedule (ADOS-2) and the Positive and Negative Syndrome Scale (PANSS). Sensitivity and specificity of the ADOS were assessed using diagnostic cut-off scores. The degree of symptom overlap on these measures between participant groups was analyzed using Analyses of Variance (ANOVAs), Receiver Operating Characteristic (ROC) Curves, and Analyses of Covariance (ANCOVAs) to control for group differences in IQ and sex distributions. The ADOS reliably discriminated ASD and TD adults, but there was a high rate of "false positives" in SZ patients who did not meet the DSM-5 criteria for ASD. To identify the reasons for low specificity in the SZ sample, we categorized ASD and SZ symptoms into 'positive' (presence of atypical behaviors) and 'negative' (absence of typical behaviors) symptoms. ASD and SZ groups overlapped on negative symptoms largely related to the absence of typical social and communicative behaviors, whereas disorder-specific positive symptoms differentiated ASD and SZ. For example, those with ASD scored higher on restricted and repetitive behaviors and stereotyped language, whereas those with SZ scored higher on psychotic symptoms such as delusions and hallucinations. These results suggest that, when making a differential diagnosis between ASD and SZ, clinicians may benefit from focusing on the presence or absence of positive ASD and SZ symptoms. Standardized measures to classify ASD symptoms into positive and negative symptoms have not yet been developed but represent a potentially viable clinical tool.
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Affiliation(s)
- Dominic A Trevisan
- Child Study Center, Yale University School of Medicine, New Haven, CT, United States
| | - Jennifer H Foss-Feig
- Department of Psychiatry, Mount Sinai Icahn School of Medicine, New York, NY, United States.,Seaver Autism Center for Research and Treatment Mount Sinai Icahn School of Medicine, New York, NY, United States
| | - Adam J Naples
- Child Study Center, Yale University School of Medicine, New Haven, CT, United States
| | - Vinod Srihari
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT, United States
| | - Alan Anticevic
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT, United States
| | - James C McPartland
- Child Study Center, Yale University School of Medicine, New Haven, CT, United States
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Trump CE, Ayres KM. Autism, Insurance, and Discrimination: The Effect of an Autism Diagnosis on Behavior-Analytic Services. Behav Anal Pract 2019; 13:282-289. [PMID: 32231991 DOI: 10.1007/s40617-018-00327-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Abstract
This paper discusses variables contributing to behavior analysis's growth within the autism community and the effect of an autism diagnosis on behavior-analytic services and access to those services. Recent insurance reforms in 47 states, the District of Columbia, and the U.S. Virgin Islands require insurance companies to offer, or cover, behavior-analytic services to individuals diagnosed with autism spectrum disorder. However, despite many benefits associated with increased coverage for individuals with autism, potential limitations exist, such as age and disability discrimination. Furthermore, this paper examines factors influencing the growing number of behavior analysts practicing in the area of autism and steps to ensure the field's growth beyond autism.
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Affiliation(s)
- Cary E Trump
- Department of Communication Sciences and Special Education, University of Georgia, 514 Aderhold, 110 Carlton St, Athens, GA 30602 USA
| | - Kevin M Ayres
- Department of Communication Sciences and Special Education, University of Georgia, 514 Aderhold, 110 Carlton St, Athens, GA 30602 USA
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Campos R, Nieto C, Núñez M. Research domain criteria from neuroconstructivism: A developmental view on mental disorders. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2018; 10:e1491. [PMID: 30585702 DOI: 10.1002/wcs.1491] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2018] [Revised: 11/09/2018] [Accepted: 11/17/2018] [Indexed: 11/11/2022]
Abstract
Neuroconstructivism can provide Research Domain Criteria (RDoC) with a developmental framework to understand mental disorders. Neuroconstructivism proposes that mental disorders are the outcome of a developmental trajectory. Based on this assumption, symptoms would reveal the system's adaptation to optimize functioning according to the system's experience of the physical and social contexts. RDoC adopts a translational research approach with the aim of detecting, curing, and preventing mental illness. More specifically this involves to: (a) identify early signs of mental disorders, (b) find the optimal patient-treatment fit, and (c) design efficient interventions to prevent the system's eventual pathological functioning. We propose that meeting RDoC's threefold objective necessarily involves predicting the system's developmental trajectory. Such endeavor requires counting with assessment tools that are sensitive to both the process of development and its different contexts; the measures provided by these tools will allow identifying the risk and protective factors that make the system vulnerable to depart from a typical developmental trajectory. Including vectors relative to time and contexts in a relevant part of the matrix will make of RDoC a truly integrative model, which considers the relationships between behavior and neural circuits throughout the developmental pathway. This article is categorized under: Psychology > Brain Function and Dysfunction Neuroscience > Clinical Neuroscience Neuroscience > Development.
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Affiliation(s)
- Ruth Campos
- Department of Basic Psychology, Universidad Autónoma de Madrid, Madrid, Spain
| | - Carmen Nieto
- Department of Basic Psychology, Universidad Autónoma de Madrid, Madrid, Spain
| | - María Núñez
- Department of Basic Psychology, Universidad Autónoma de Madrid, Madrid, Spain
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Bölte S, Richman KA. Hard talk: Does autism need philosophy? AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2018; 23:3-7. [PMID: 30354189 DOI: 10.1177/1362361318808181] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Affiliation(s)
- Sven Bölte
- Karolinska Institutet and Stockholm County Council, Sweden
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