Recent Research on Autism Spectrum Disorders

Many recent research studies have focused on finding the earliest signs of Autism Spectrum Disorders (ASD). These studies aim to help pediatricians diagnose kids at a younger age so they can get needed interventions as quickly as possible. 

One early sign of an Autism Spectrum Disorder may be increased head size or rapid head growth. Brain imaging studies have shown that abnormal brain development beginning in the child’s first months may have a role in Autism Spectrum Disorders. This theory proposes that genetic defects in growth factors (which direct proper brain development) cause the brain abnormalities seen in ASD. It's possible that the child’s sudden, rapid head growth may be an early warning signal, and this can help in early diagnosis and treatment or possible prevention of Autism Spectrum Disorders.



Current studies on Autism Spectrum Disorder treatment are exploring many approaches, such as:

• New social interventions that can be used in the classroom or other everyday settings
• An intervention moms and dads can follow to reduce and prevent Autism-related disability in kids at high risk for the disorder
• A medication that may help improve functioning in kids with Fragile X syndrome
• A computer-based training program designed to teach kids with Autism Spectrum Disorders how to create and respond to facial expressions appropriately

For more information about clinical trials on Autism Spectrum Disorders, see “Featured Studies” below.

The Interagency Autism Coordinating Committee is a Federal advisory committee that coordinates all efforts within the Department of Health and Human Services concerning Autism Spectrum Disorders. Through its inclusion of both Federal and public members, the Interagency Autism Coordinating Committee helps to ensure that a wide range of ideas and perspectives are represented and discussed in a public forum.

The Interagency Autism Coordinating Committee mission is to:

• Facilitate the exchange of information on and coordination of Autism Spectrum Disorder activities among the member agencies and organizations
• Increase public understanding of the member agencies' activities, programs, policies, and research by providing a public forum for discussions related to Autism Spectrum Disorder research and services
• Provide advice to the Secretary of Health and Human Services regarding Federal activities related to Autism Spectrum Disorders

Interagency Autism Coordinating Committee meetings are open to the public and include presentations and discussions on a variety of topics (e.g., activities and projects of the Interagency Autism Coordinating Committee, recent advances in science and autism policy issues).

Featured Studies—

These studies include only those currently recruiting participants:

1. A Study of the Association Between Autism and Immune Changes in the Brain.
   Evaluation study. Background: - People with autism and autism spectrum disorders have problems with communication, behavior, and socializing, and many also have intellectual and developmental disabilities. Ages 18-45. Location in Bethesda, MD.
2. Assessing Suicide Risk in Adolescents With Developmental Delays.
   Evaluation study. Background: - Currently, there is no standard method to study suicide risk in youth with developmental delays or intellectual disabilities (DD/ID). Ages 12-21. Location in Toronto, Canada.
3. Brain Imaging Study of Adults With Autism Spectrum Disorders.
   Interventional study. This research study investigates the effects of oxytocin and vasopressin on brain activity in adults with Autism Spectrum Disorders using functional magnetic resonance imaging (fMRI). Ages 18-40. Location in Bethesda, MD.
4. Clinical and Immunological Investigations of Subtypes of Autism.
   Evaluation study. The purpose of this study is to learn more about autism and its subtypes. Ages 1 year-6. Location in Bethesda, MD.
5. Cognitive Neuroscience of Autism Spectrum Disorders.
   Evaluation study. Background: - Autism spectrum disorders (Autism Spectrum Disorders) are a group of developmental disorders that affect communication, social interaction, and behavior. Ages 5-89. Location in Bethesda, MD.
6. Comparing Parent-Implemented Interventions for Toddlers With Autism Spectrum Disorders.
   Interventional study. This study will compare the effectiveness of two parent-based programs for helping young kids at risk of autism. Ages 16 months-20 months. Locations in Tallahassee, FL; Ann Arbor, MI.
7. Effectiveness of Atomoxetine in Treating ADHD Symptoms in Children and Adolescents With Autism.
   Interventional study. This study will evaluate the effectiveness of atomoxetine in treating kids with attention deficit hyperactivity disorder symptoms associated with autistic disorder, Asperger's syndrome, and pervasive developmental disorder, not otherwise specified. Ages 5-15. Location in Indianapolis, IN.
8. Evaluating the Effectiveness of Aripiprazole and D-Cycloserine to Treat Symptoms Associated With Autism.
   Interventional study. This study will determine the effectiveness of aripiprazole and D-Cycloserine in treating symptoms associated with autism in kids. Ages 5-17. Location in Indianapolis, IN.
9. Identification of Characteristics Associated With Symptom Remission in Autism.
   Evaluation study. Autism is defined as a lifelong pervasive developmental disability, as such, symptom recovery is considered rare. Ages 7-17. Location in Bethesda, MD.
10. Long-Term Olanzapine Treatment in Children With Autism.
    Interventional study. This study will determine the short- and long-term safety and effectiveness of the drug olanzapine (Zyprexa®) for reducing symptoms of autism in kids. Ages 3-12. Location in Philadelphia, PA.
11. Methylphenidate for Attention Deficit Hyperactivity Disorder and Autism in Children.
    Interventional study. This study will first examine the cognitive and behavioral differences in kids who have an autism spectrum disorder (Autism Spectrum Disorder) and who do and do not have additional symptoms of attention deficit hyperactivity disorder (ADHD). Ages 7-12. Location in Houston, TX.
12. Screening for Studies on Autism Spectrum Disorders.
    Evaluation study. This study will screen kids and adolescents (and their parents) to determine the youngster's eligibility for participation in NIMH research studies on autism spectrum disorders, such as autism and Rett's Disorder. Ages up to 20. Location in Bethesda, MD.
13. Study of Toddlers With Language Delay.
    Evaluation study. The purpose of this study is to learn more about risk factors for autism by studying the behavior and brain functioning of toddlers with early communication delays and typically developing toddlers. Ages 10 months-20 months. Location in Bethesda, MD.

==> The Aspergers Comprehensive Handbook 

The True Causes of Autism Spectrum Disorders

"What are the true causes of Autism Spectrum Disorders?  I hear so many different theories from so-called experts, which seem to muddy the waters rather than shed light on the topic. Also, are the rates of ASD increasing as rapidly as the 'experts' say they are?"

This is a very hot topic, because so many people have their own pet theory based on a limited amount of research and hear-say.

Studies measuring Autism Spectrum Disorders (ASD) prevalence (i.e., the number of kids affected by Autism Spectrum Disorders over a given time period) have reported varying results, depending on when and where the studies were conducted and how the studies defined Autism Spectrum Disorders.



In a 2009 government survey on Autism Spectrum Disorders prevalence, the Centers for Disease Control and Prevention (CDC) found that the rate of Autism Spectrum Disorders was higher than in past U.S. studies. Based on health and school records of 8-year-olds in 14 communities throughout the country, the CDC survey found that around 1 in 110 kids have an Autism Spectrum Disorder. However, more recent research suggests that the prevalence rates are much higher than 1 in 110. Males face about four to five time’s higher risk than females (although there is varying opinion of this statistic as well).

Researchers disagree about whether this shows a true increase in Autism Spectrum Disorders prevalence. Since the earlier studies were completed, guidelines for diagnosis have changed. Also, more moms and dads and pediatricians now know about Autism Spectrum Disorders, so they are more likely to take their kids to be diagnosed, and more pediatricians are able to properly diagnose Autism Spectrum Disorders. These and other changes may help explain some differences in prevalence numbers. Even so, the CDC report confirms other recent studies showing that more kids are being diagnosed with Autism Spectrum Disorders than ever before.

Scientists don't know the exact causes of Autism Spectrum Disorders, but studies suggest that both genes and environment play important roles:

Heredity—

In identical twins who share the exact same genetic code, if one has an Autism Spectrum Disorder, the other twin also has it in nearly 9 out of 10 instances. If one child has an Autism Spectrum Disorder, his/her other siblings have 35 times the normal risk of also developing the disorder. Researchers are starting to identify particular genes that may increase the risk for Autism Spectrum Disorders. Still, researchers have only had some success in finding exactly which genes are involved.

Most individuals who develop an Autism Spectrum Disorder have no reported family history of autism, suggesting that random, rare, and possibly many gene mutations are likely to affect an individual's risk. Any change to normal genetic information is called a “mutation.” Mutations can be inherited, but some come about for no reason. Mutations can be helpful, harmful, or have no effect at all.

Having increased genetic risk does not mean a youngster will definitely develop an Autism Spectrum Disorder. Many scientists are focusing on how various genes interact with each other and environmental factors to better understand how they increase the risk of this condition.

Environment—

“Environment" refers to anything outside the body that can affect one’s health (e.g., the air we breathe, the water we drink and bathe in, the food we eat, the medicines we take, etc.). Environment also includes the child’s surroundings in the womb, when his/her mom's health directly affects growth and earliest development. Researchers are studying many environmental factors (e.g., family medical conditions, parental age and other demographic factors, exposure to toxins, complications during birth or pregnancy, etc.).

As with genes, it's likely that more than one environmental factor is involved in increasing risk for an Autism Spectrum Disorder. And, like genes, any one of these risk factors raises the risk by only a small amount. Most individuals who have been exposed to environmental risk factors do not develop an Autism Spectrum Disorder.

Scientists are studying how certain environmental factors may affect certain genes (e.g., turning them on or off, or increasing or decreasing their normal activity). This process is called “epigenetics” and is providing scientists with many new ways to study how disorders like Asperger’s and High-Functioning Autism develop and possibly change over time.

Vaccines—

Doctors recommend that kids receive a number of vaccines early in life to protect against dangerous, infectious diseases (e.g., measles). Since doctors in the U.S. started giving these vaccines during regular checkups, the number of kids getting sick, becoming disabled, or dying from these diseases has dropped dramatically.

Young people in the U.S. receive several vaccines during their first 2 years of life (around the same age that Autism Spectrum Disorder symptoms often appear or become noticeable). A minority of moms and dads suspect that vaccines are somehow related to their youngster's disorder. Some may be concerned about these vaccines due to the unproven theory that Autism Spectrum Disorders may be caused by “thimerosal.” Thimerosal is a mercury-based chemical once added to some vaccines to help extend their shelf-life. However, except for some flu vaccines, no vaccine routinely given to preschool kids in the U.S. has contained thimerosal since 2001. Despite this change, the rate of kids diagnosed with Autism Spectrum Disorders has continued to rise.

Other moms and dads believe their youngster's disorder could be linked to vaccines designed to protect against more than one disease (e.g., the measles-mumps-rubella vaccine), which never contained thimerosal.

Many studies have been conducted to try to determine if vaccines are a possible cause of autism. As of 2010, none of the studies have been able to link autism and vaccines. Following extensive hearings, a special court of Federal judges ruled against several test cases that tried to prove that vaccines containing thimerosal, either by themselves or combined with the MMR vaccine, caused autism.

==> The Aspergers Comprehensive Handbook

The Mark Hutten Show - Episode 2

Getting Your Child's School To Take You Seriously

"My son with autism (high functioning) has really been floundering during his first year of school. He's in the 1st grade and having all kinds of run-ins with his teacher and is making mostly D's and F's so far. The teacher asserts that the problem is 'his behavior'. What can I do to control this damage before it's beyond control?"

Parents should start by speaking with their high-functioning autistic (HFA) or Aspergers youngster's teachers, school counselors, or the school's student support team to begin an evaluation. Each U.S. state has a Parent Training and Information Center and a Protection and Advocacy Agency that can help parents get an evaluation.

A team of professionals conducts the evaluation using a variety of tools and measures. The evaluation will look at all areas related to the youngster's abilities and needs.

Once the youngster has been evaluated, she has several options depending on the specific needs. If the youngster needs special education services and is eligible under the Individuals with Disabilities Education Act (IDEA), the school district (or the government agency administering the program) must develop an individualized education plan (IEP) specifically for the youngster within 30 days. IDEA provides free screenings and early intervention services to kids from birth to age 3. IDEA also provides special education and related services from ages 3 to 21.



If the youngster is not eligible for special education services (and not all kids with Aspergers or High-Functioning Autism are eligible), he can still get free public education suited to his needs, which is available to all public-school kids with disabilities under Section 504 of the Rehabilitation Act of 1973, regardless of the type or severity of the disability. The U.S. Department of Education's Office for Civil Rights enforces Section 504 in programs and activities that receive Federal education funds.

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

Here is a list of techniques that moms and dads can use to create a successful partnership with their child’s school:

1. Bring in a portfolio of your youngster’s work from home to meetings with the school to demonstrate your youngster’s overall strengths and weakness.

2. Set up the best method to communicate with the educator to share brief updates and information about your youngster’s progress.

3. Lend a helping hand in the classroom!  Be prepared to support other kids too, as this frees up more time for the educator to work directly with your youngster.

4. When registering your youngster for school, indicate in writing that he has special needs.

5. Meet with the principal to ask questions related to school safety, routines, resources and steps that will be taken to address your youngster’s special needs.

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

6. Meet with the educator as soon as possible – and definitely before the first IEP meeting. Use this time to introduce yourself and share information about your youngster.

7. If needed, provide constructive feedback. Indicate what has worked best for your youngster and what hasn’t. Educators reflect daily on their practice and make changes according to their students’ success.

8. Be prepared for the IEP meeting by making sure you arrive on time and knowing what the goals of the meeting. Write down questions and concerns you have, regardless of how certain you are that you will remember them.





9. Notify the school of any outside evaluations, medical information or support services that can help school personnel continue to provide a strong educational program.

10. Create a folder of handouts, articles, written strategies, or website addresses that you believe will be useful to the education of your youngster.

Parents’ active participation in the education of their youngster is invaluable. By sharing knowledge, resources and time, you can help ensure that your "little professor" is in the best possible learning environment. Together, parents and educators of HFA and Aspergers students can create pathways to school success.

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

Critical Early Intervention Strategies for Aspergers Children

While there is no cure for Aspergers (High Functioning Autism), treating it early with the proper parenting techniques as well as school-based programs can greatly reduce Aspergers symptoms and increase the youngster's ability to grow and learn new skills.

Research has shown that intensive behavioral therapy during the toddler or preschool years can significantly improve cognitive and language skills in younger kids with Aspergers.



There is no single best treatment for all “Aspies,” but some of the common features of effective early intervention include:

1. Encouraging activities that include typically developing (i.e., neurotypical) kids, as long as such activities help meet a specific learning goal
2. Guiding the youngster in adapting learned skills to new situations and settings and maintaining learned skills
3. Having small classes to allow each youngster to have one-on-one time with the therapist or teacher and small group learning activities
4. Having special training for moms and dads and other family members
5. Measuring and recording each youngster's progress and adjusting the intervention program as needed
6. Providing a high degree of structure, routine, and visual cues (e.g., posted activity schedules, clearly defined boundaries, etc.) to reduce distractions
7. Providing focused and challenging learning activities at the proper developmental level for the youngster for at least 25 hours per week and 12 months per year
8. Starting as soon as a youngster has been diagnosed with Aspergers
9. Using a curriculum that focuses on:

• Cognitive skills (e.g., pretend play, seeing other people's point of view, etc.)
• Language and communication
• Research-based methods to reduce challenging behaviors (e.g., aggression, tantrums, etc.)
• Self-help and daily living skills (e.g., dressing, grooming, etc.)
• Social skills (e.g., joint attention, looking at other people to draw attention to something interesting and share in experiencing it, etc.)
• Typical school-readiness skills (e.g., letter recognition, counting, etc.)

One type of a widely accepted treatment is applied behavior analysis (ABA). The goals of ABA are to shape and reinforce new behaviors (e.g., learning to speak and play) and reduce undesirable ones. ABA, which can involve intensive, one-on-one youngster-teacher interaction for up to 40 hours a week, has inspired the development of similar interventions that aim to help children with Aspergers reach their full potential.

ABA-based interventions include:

• Pivotal Response Training: Aims at identifying pivotal skills (e.g., initiation and self-management) that affect a broad range of behavioral responses. This intervention incorporates parent and family education aimed at providing skills that enable the youngster to function in inclusive settings.
• Verbal Behavior: Focuses on teaching language using a sequenced curriculum that guides kids from simple verbal behaviors (i.e., echoing) to more functional communication skills through techniques like errorless teaching and prompting.

Other types of early interventions include:

• TEACCH (Treatment and Education of Autistic and related Communication handicapped Children): Emphasizes adapting the youngster's physical environment and using visual cues (e.g., having classroom materials clearly marked and located so that children can access them independently). Using individualized plans for each “Aspie,” TEACCH builds on the youngster's strengths and emerging skills.
• Interpersonal Synchrony: Targets social development and imitation skills, and focuses on teaching kids how to establish and maintain engagement with others.
• Developmental, Individual Difference, Relationship-based (DIR)/Floortime Model: Aims to build healthy and meaningful relationships and abilities by following the natural emotions and interests of the youngster. One particular example is the Early Start Denver Model, which fosters improvements in communication, thinking, language, and other social skills and seeks to reduce atypical behaviors. Using developmental and relationship-based approaches, this therapy can be delivered in natural settings (e.g., home, pre-school, etc.).

For Aspergers kids younger than age 3, these interventions usually take place at home or in a daycare center. Because moms and dads are the youngster's earliest educators, more programs are beginning to train moms and dads to continue the therapy at home.

Children with Aspergers often benefit from social skills training programs. These programs seek to increase and improve skills necessary for creating positive social interactions and avoiding negative responses. For example, Children's Friendship Training focuses on improving kid's conversation and interaction skills and teaches them how to make friends, be a good sport, and respond appropriately to teasing.

Working with Teachers—

Start by speaking with your Aspergers youngster's teacher, school counselor, or the school's child support team to begin an evaluation. Each state has a Parent Training and Information Center and a Protection and Advocacy Agency that can help you get an evaluation. A team of professionals conducts the evaluation using a variety of tools and measures. The evaluation will look at all areas related to your youngster's abilities and needs.

Once your Aspie has been evaluated, he/she has several options, depending on the specific needs. If your boy or girl needs special education services and is eligible under the Individuals with Disabilities Education Act (IDEA), the school district (or the government agency administering the program) must develop an individualized education plan, or IEP specifically for him/her within 30 days. IDEA provides free screenings and early intervention services to kids from birth to age 3. IDEA also provides special education and related services from ages 3 to 21.

If your youngster is not eligible for special education services (not all kids with Aspergers are eligible) he/she can still get free public education suited to his/her needs, which is available to all public-school kids with disabilities under Section 504 of the Rehabilitation Act of 1973, regardless of the type or severity of the disability.

During middle and high school years, your youngster's educators will begin to discuss practical issues (e.g., work, living away from a parent’s home, hobbies, etc.). These lessons should include gaining work experience, using public transportation, and learning skills that will be important in community living.

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism