Autism Spectrum Disorders: Current research and future directions

Autism Spectrum Disorders: Current research and future directions

1. Introduction

In more than 50% of severe, sporadic ASD cases, genomic alterations in the genes essential for normal nervous system development are implicated, in contrast to about 20% in conditions with moderate ASDs. Such mutations are usually ultrarare or absent in normal individuals and, when disrupted, are frequently transmitted by non-autistic parents. Collectively, these data indicate that, at least in severe forms of ASDs, highly penetrant and/or ultrarare variants could be implicated.

In most cases, these rare variants are implicated in de novo mutations and illnesses of sporadic forms; when found in a familial context, recent studies have shown an incomplete genetic penetrance. Incomplete penetrance is associated with a modifying system, of which epigenetics plays a role, in particular, DNA methylation.

In recent years, there has been enormous progress in the understanding of the genetic component of these conditions. Indeed, studies of rare copy number variants (CNVs) have provided a major breakthrough and have identified a richer molecular genetic architecture for ASDs than could be anticipated. CNVs associated with autism have been found on almost all chromosomes and are in many cases implicated in other traits.

The initial conceptualization of ASDs was based primarily on severe developmental disorders described in modern research around the middle of the 20th century, which were thought to be constitutional conditions having no plausible environmental causes. Besides a strong genetic basis, several familial aggregation studies have demonstrated an increased risk associated with environmental factors during pregnancy and birth.

Autism Spectrum Disorders (ASDs) have been increasingly studied in the last two decades, leading to substantial progress in the understanding of both their neurobiological basis and their behavioral manifestations. This is reflected in the inclusion of several ASD domains of functioning and deficits in the DSM-5 diagnostic manual, formulated by the American Psychiatric Association.

2. Understanding Autism Spectrum Disorders

ASDs are often present at birth. Sometimes they may be present at birth, but the symptoms are so slight that parents do not notice them until later. Each child with an ASD is unique, so each ASD patient will need a different treatment plan. Having an early diagnosis helps the parents and the specialists plan and look into what type of treatment will be best for the child and family. While ASDs are not usually diagnosed before a child reaches the age of 2 years, we are learning more and more about the symptoms of ASDs. This means that we can sometimes get a diagnosis at a younger age. Some children are beginning treatment well before the age of 2 years. In some severe cases, we can sometimes diagnose ASDs as early as 1 year. Even a diagnosis at such a young age does not lead to the end of a child’s ASD worries and challenges. However, when we help a child with ASD early, before he or she turns 2, the challenges are significantly less.

Autism Spectrum Disorders (ASDs) are a group of disorders marked by some similar features. For example, all children with ASDs have difficulties in communicating and with social relationships. Looking at a group, these social or relation problems are the most distinctive feature of ASDs. All children with an ASD have some problems in these areas. Not all children with ASD show the same types of problems. Some children with ASDs, for example, have difficulty with social relationships only. Other children may have more difficulty in communication and less apparent problems in their social relationships. This is why the name “Autism Spectrum Disorders” is used. Just as there are differences between teenagers, adults or children, there are differences across children and adults who have an ASD.

3. Current Research on Autism Spectrum Disorders

Other research trends are taking a longer view of individuals and the disorder. Neuroimaging research in autism for several years has focused on differences in the brain, predominantly seen in boys with autism when compared with same-age, same-sex controls. However, this research interest is expanding to consider the longitudinal course of the disorder to better understand how accelerated head growth may mark earlier or more severe neural differences in those children who develop ASD. Another long-term goal is the creation of a ‘toolbox’ of biological markers from genetics, endophenotypes, and brain imaging that could enable early differential diagnosis of autism. The consortium’s long-term goal is to collect and analyze longitudinal multimodal imaging data, in children aged 6–36 months.

Several major themes and directions currently dominate the autism field. One continued area of focus is early diagnosis, identification, and intervention for autism. Given the societal burden of the high prevalence rate of the disorder, early identification is critical to provide children and their families with developmental services for improvement in functioning. And although we now think in terms of an ‘autism spectrum,’ with milder expressions of the disorder seen in children with an AS diagnosis, epidemiologists continue to find that the parent of a child with one autism diagnosis has a 2-22 fold increased risk of having autism, schizophrenia, and other related conditions, and the sibling of an affected proband has a 3-11% risk. Thus, these milder spectral diagnoses continue to draw research attention as part of an important etiological puzzle.

4. Future Directions in Autism Spectrum Disorders Research

The importance of seeing the individual before the disorder is extremely important, and there is no universal method of assessment and no single outcome for all when it comes to autism research.

Much progress remains in establishing universal definitions for autism, in particular making a clear distinction among the different degrees of severity in the symptoms experienced by those with autism. Based on the most recent research and scientific consensus, a preschool age at the very least, if not at around two years of age, can be believed to give a reliable diagnosis of the condition. Asperger’s Syndrome and PDD-NOS appear to point to the milder, more problematic conditions, and higher-functioning conditions within this category of disorders, which should be diagnosed early. Much more standardized testing will be needed to further categorize such neurological differences.

Scientists have made great strides in the search for the biological basis of autism spectrum disorders. Findings, together with clinical assessment, genetic counseling, and careful treatment planning, could help clinicians effectively prevent and treat the symptoms of autism.

This autism special series has showcased a diversity of methods and populations that are used in autism-related research. This series has also showcased research that is descriptive and aimed at identifying risk factors or potential protective factors. In addition, a subset of intervention programs have shown preliminary efficacy and effectiveness. Questions before this research series began include the differential effects of general and targeted interventions, questions on what age to initiate intervention that have not been addressed in this series.

5. Conclusion

During the past 5-10 years, much has been learned concerning the neurobiological mechanisms underlying autism spectrum disorders. There have also been advances in treatment. All available studies show treatments applying ABA principles are more likely efficacious than any other known treatment, and that effects will be maximized when ABA training periods are intensive and commenced as soon as possible after diagnosable behavior becomes evident. Furthermore, the field has a much better grip on which of the many interventions “sold” in the public domain should best be avoided. There are still, however, two major challenges. The first concerns why early programs have not been initiated as early as 1-year post-natally in order to maximize eventual functioning in affected children. The second challenge is understanding the processes that underlie the normal developmental trajectory characterized by a long synergy of axons disappearing and more specific ones forming. In addition, while learning why affected children recover function, it is important that lessons learned of the mechanism underlying that reappearance also be made, in the expectation that parallel processes of heightened brain function will also commence. With that increased level of functioning as a starting point, ABA training periods might then be shortened to something more manageable in a public health format. There are also other issues needing human investigation only obtainable from epidemiology studies, and for that kind of study design as with other intervention studies, the need for much better phenotype measures than are currently available.

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