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100 Autism Research Paper Topics

Careful selection of autism research paper topics is very important. That’s because there are many autism topics that students can research and write about. The topic that a learner chooses dictates the direction that their research and writing process will take. As such, students should select their topic ideas based on their academic goals. Ideally, what a learner opts to write about should help them accomplish their study goals.

Autism can be defined as a spectral disorder that makes a child seem to have a world of their own. Many parents misinterpret this disorder and assume that the child does not notice them. However, this is usually not the case. Parents are the first people to notice this disorder. With more children being diagnosed with this disorder, educators are asking learners to write about autism essay topics.

If you’ve been asked to write about this subject, take your time to research this disorder. You can even read the autobiographies of autistic people. If possible, meet and interact with autistic people before you start writing. This will give you an idea of what this condition is all about. Our psychology topics may also come in handy. In most cases, you will be required to focus your paper or essay on the creation of more autism awareness. This article highlights some of the topics in autism that you can consider for your paper or essay.

Basic Autism Research Paper Topics

Autism is a broad research area. Researchers have delved into this field and came up with different findings. However, you can still pick a topic for your research in this field and come up with new information. Here are some of the most interesting research topics in autism that can form the basis of your academic paper or essay.

• Why some people autistic and others are not?
• Does being autistic have advantages?
• Why is being autistic disadvantageous?
• Some people have a good memory or recall skills, explain why
• Facts that people should know about autism
• Explain the chemical brain differences between autistic and non-autistic individuals
• Discuss some of major breakthroughs in autism research
• Why do people with autism have difficulty socializing with others?
• What can normal people learn from autistic people’s brains?
• What characteristics should a person with autism have?
• How should an autistic person be trained during care provision?
• What should caregivers understand about autism to do their job right?
• Explain the behavior of autistic individuals towards family members
• Provide an average autistic individual’s overview
• How can the social interactions of autistic people be improved?
• Explain what causes autism
• What educational programs do autistic people have?
• How to diagnose autism in the early stages
• Explain the role of music in an autistic person’s life
• Is there a treatment for reducing autistic people’s disadvantages?
• What are the employment limitations and opportunities for autistic people?
• Discuss the major stories about autism that have been shared in the media
• What is yet to be discovered about autism?
• Explain how healthcare workers can help autistic individuals go through their daily life
• Describe the top 5 autistic individuals that are best known in history

These are some of the most interesting autism topics for research paper or essay. However, you should research them extensively before you start writing. That’s because each of these topics requires you to include verifiable facts in your paper or essay.

Strong Autism Dissertation Topics

With so many children being diagnosed with autism, more learners are writing dissertations on this subject. And there are many autism research topics from which a learner can choose. Here are some of the best autism thesis topics to consider.

• Is there evidence to prove that environmental triggers are responsible for rising autism cases?
• Explain the relationship between stimming self-regulator for anxiety and autism
• Why is autism prevalence in western society greater?
• How is autism related to mental health?
• How can family doctors be supported to take care of autistic people?
• Discuss autism and childhood immunization
• Discuss some of the prominent individuals in history that were most likely autistic
• How can autistic people be supported at the workplace?
• How do autistic females differ from autistic males?
• Can autistic children adapt to mainstream education?
• What are the positives and negatives of special education for autistic children?
• Should autistic children attend special schools?
• Why do people consider autism a spectrum disorder?
• What diagnostic changes have raised the concern that Asperger’s Syndrome might no longer exist
• Does lifestyle play a role in autism?

Some of these topics on autism may seem complex to research and write about. However, you can find relevant and sufficient supporting evidence from different sources. You just need the time and resources required to write about any of these topics about autism.

Autism Parent Training Topics

Raising an autistic child is not easy. Parents and caregivers should learn about autism spectrum disorder and its effects on their children. They should also learn how this disorder affects the entire family. It’s for this reason that researchers focus on research topics in autism that educate parents and caregivers about taking care of autistic children. Here are some of the best autism social learning topics.

• How to manage the parenting challenges for people with autistic children
• How to enhance the communication skills of autistic children
• How to enhance the coping skills of autistic children
• How to address the negative behaviors of autistic children
• How to increase the play skills of autistic children
• How to diagnose autism early in children
• How to increase the independence of autistic children
• How to improve self-help in autistic children
• How does autism in one child affect the other family members?
• How to solve the daily problems of autistic children

Each of these topics is meant to produce a paper or essay that can help parents of autistic children cope with the disorder. The information can also help the parents make their children lead a better life despite their condition.

Paper Topics about Autism and Education

Since it’s a complex disorder that affects brain development, autism touches on education as well. Here are some of the good research paper topics on autism and education that you can write about.

• Why is autism worth researching?
• Discuss the causes of autism
• Discuss the development realms that are affected by autism
• What resources do autistic people have access to?
• Explain how autistic children learn
• Explain how autism affects the learning process
• Explain the struggles of autistic students
• Explain parent training autism
• Discuss the major types of autism
• How does learning differ between autistic and normal students?

These topics focus on the relationship between autism and learning or education. Just like the topics in the other categories, they require extensive research to write about too.

Autism Research Proposal Topics

A lot of information about autism is being discussed by researchers across the world. This makes it hard for some learners to pick proposal topics for their autism papers. Here are some of the topics to consider if struggling to pick your proposal topic.

• What is autism therapy?
• Is autism therapy helpful?
• How should caregivers provide care to autistic persons?
• What is the best way to work for an autistic person?
• Working with an autistic person- What are the major challenges?
• How do you cope with an autistic family member?
• How should autistic people be treated in social places?
• What limitations do autistic people have in modern society?
• Is the current society considerate of autistic people?
• How does modern technology benefit autistic people?

If you pick a research topic on autism from this category, take the time to research it extensively to write a brilliant paper or essay.

Thought-Provoking Autism Debate Topics

Perhaps, you want to write a paper or essay that can form the basis of a debate about autism. In that case, consider one of these topics.

• How celebrities and pseudo-scientists have caused serious damage by claiming that autism is related to vaccinations
• How to educate society about autism
• How to change the future of autistic children with early interventions
• How school officials can help autistic children
• How to help autistic kids whose parents are uncooperative or in denial
• How autistic children can benefit from occupational therapy
• Discuss the DSM-V regarding autism
• How educational opportunities for autistic children compare to those of normal children
• How health officials can convince the public that shots don’t cause autism
• Should children that have not been vaccinated because parents believe that vaccines cause autism be taken to school?
• How to support siblings of an individual with autism
• How to transition a person with autism to community-based services from school-based services.
• How to fight for autistic people’s rights
• How to deal with the psychological struggles of autistic children
• How music affects autistic patients
• Social organizations for autistic people
• Why diagnosing autism early is important
• Can autism be prevented?
• How to interact with autistic people
• What employment options do autistic people have?
• How to manage autism in adults
• A brief history of autism
• How living with an autistic person can affect your life
• How genetics affect autism
• Can the environment cause autism?
• Can medical treatment cause autism?
• A review of autism in different countries
• A review of autism in different cultures
• What signs of autism should parents watch out for?
• How to develop a treatment plan for autism

This category has controversial topics autism researchers can explore too. Nevertheless, whether you choose parenting or autism biology topics for research paper, take the time to research extensively before you start writing. Don’t hesitate to contact us if you need thesis writing help .

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EDITORIAL article

Editorial: autism: innovations and future directions in psychological research.

• 1 Body, Eye and Movement Lab, Division of Neuroscience and Experimental Psychology, Faculty of Biology, Medicine and Health, Manchester Academic Health Science Centre, University of Manchester, Manchester, United Kingdom
• 2 Centre for Research in Autism and Education (CRAE), UCL Institute of Education, London, United Kingdom
• 3 Department of Psychiatry and Psychotherapy, Medical Faculty, LMU Munich, Munich, Germany

Editorial on the Research Topic Autism: Innovations and Future Directions in Psychological Research

Psychological research on autism has a long tradition, covering multiple fields including cognition, perception, clinical research, neuroscience, and social psychology. This Research Topic brings together the latest research in this area, mapping key developments, innovations, and future directions. In this editorial, we will discuss six themes that we have identified across the 22 contributions to this Research Topic: (1) Theories and mechanisms; (2) Characterization of autism; (3) Sensory experiences, perception and movement; (4) Language; (5) Support and interventions; and (6) Methods and technologies. We also provide thoughts on future directions in the field.

Theories and Mechanisms

Recent discussions have focused on the double-empathy theory (e.g., Milton, 2012 ; Bolis et al., 2017 ; but see Georgescu et al., 2020 ), which interprets communication “difficulties” associated with autism as a bidirectional breakdown between two interaction partners. Building on this theory, Crompton et al. conducted an innovative empirical study examining interpersonal rapport as a function of the neurology of interaction partners, and the person rating levels of rapport. When rating rapport after semi-structured conversations, homogeneous dyads of non-autistic people reported highest levels of rapport, followed by homogeneous dyads of autistic people and lastly mixed (autistic/non-autistic) dyads. Interestingly, taking an outside perspective, when rating observed rapport between interaction partners, homogeneous dyads of autistic individuals were rated highest concerning observed rapport, followed by homogeneous dyads of non-autistic individuals and lastly, again, mixed (autistic/non-autistic) dyads, supporting the double empathy theory.

Beyond specific aspects of functioning, Gernert et al. suggest that empirical and theoretical considerations should move toward a more comprehensive outlook on autism. The authors' Generalized Adaptation Account suggests potential connections between findings from genetics, neurobiology, endocrinology, cellular and neuronal connectivity levels. In this framework, aberrations of neurodevelopmental signaling pathways link up to alterations of neuronal connectivity with cascading effects on neuroendocrine dysregulations and impact on circadian functioning. Consequently, chronic distress and hyperactivation of the hypothalamus-pituitary-adrenal (HPA)-axis result in oxytocinergic downregulation linked to social functioning. This unifying account tries to capture both the complexity of presentation of autism and, in particular, its heterogeneity.

Characterization of Autism

Two articles in this Research Topic were concerned with better characterizing different aspects of autism. Li et al. used the Griffiths Mental Development Scales to characterize the cognitive, motor and social profiles of 398 autistic children (18–96 months old) in China. Findings suggested that many children showed an unbalanced profile (e.g., boys scored better than girls on eye-hand coordination, performance and practical reasoning; and differences in motor behavior became more pronounced with age). Significant aspects to take from this study were the characterization of autistic children in different regions of the world and the need to identify a child's strengths and challenges to develop personalized support.

Characterization can also be useful for predicting the future outcomes of autistic children. Forbes et al. predicted adult outcomes using an impressive dataset of participants who had been repeatedly assessed through childhood, adolescence and adulthood. Only verbal and non-verbal IQ, as well as daily living skills, could be confidently predicted from childhood data while prediction of other aspects (e.g., behavior, adult well-being, depression) was more difficult. Importantly, the authors discuss that views on what constitutes good adult outcomes for autistic children can vary. As acknowledged by the authors, this is clearly a challenging and evolving subject where stakeholder involvement is required.

Sensory Experiences, Perception and Movement

Awareness of the significance of sensory experiences and perceptual processing on the lives of autistic individuals has increased in recent years ( Torres and Donnellan, 2015 ; Autistica, 2016 ). In this Research Topic, we featured three perceptual studies that all employed rigorous, well-controlled methods to examine this topic. Mihaylova et al. used detailed psychophysical methods to progress understanding of mid-level visual processing in autistic children and adolescents. Results suggested that atypical global grouping (studied in a contour integration task), may be due to higher stimulus-dependent noise in the autistic group, leading to difficulties rejecting background noise and detecting the target.

The effect of low-mid level perceptual differences on higher level perceptual processes was elegantly shown across two studies by Lebreton et al. Here, the authors demonstrated how the commonly reported autistic preference for local compared to global detail impacted upon implicit (unconscious) and explicit (conscious) memory. This is a fascinating finding requiring replication, but has implications for understanding how perceptual style in both autistic and non-autistic individuals affects later memory recall.

Finally, Silver et al. examined whether the intense interests frequently observed in autistic individuals were related to visual processing changes for objects within that category. Contrary to expectations, there were no differences between autistic and non-autistic individuals in visual search abilities for images associated with intense interests. As such, despite enhanced time spent by autistic individuals gazing at images related to an interest, this did not seem to translate to a direct impact on visual processing ability. Linking back to Lebreton et al. , we wonder whether the degree of local-global bias in the participants may mediate any relationship between visual experience and visual search ability.

In another fascinating study featured in our Research Topic, Parmar et al. conducted qualitative work with a multidisciplinary team of Optometrists, autism researchers and autistic individuals, using focus groups to provide an in-depth understanding of visual sensory issues. As well as providing a rich description of sensory experiences, the researchers highlighted how visual issues had significant negative impacts on personal well-being and daily life, but also some positive aspects (e.g., detecting details that non-autistic individuals may overlook).

Another article in our Research Topic, by Buckle et al. , is the first to highlight Autistic Inertia—a debilitating difficulty of acting on intentions. The article was led by an autistic researcher (based on calls for research on this topic from autistic individuals) and the research highlighted how significant, and potentially common, Autistic Inertia is. Using qualitative methods, the study provided a detailed description of Inertia and the impact of it on autistic people's lives. Two particularly revealing findings were the benefit of other people in helping the individual to overcome being “stuck” and participants wanting to interact with others, but being unable to initiate interaction (which may be interpreted as a lack of social interest).

New approaches in the study of linguistic properties of autism were reported in this Research Topic. Marini et al. combined macrolinguistic (pragmatic, contextual processing) and microlinguistic (word and sentence processing) perspectives of language, which have traditionally been considered independently, showing that morphological and grammatical difficulties were related. Such findings suggest a relationship between difficulties in message planning and organization, which might impact children's grammatical production skills.

New avenues in language research were also highlighted by Sturrock et al. when considering potential gender differences in linguistic studies of autistic people. From a synthesis of previous literature, the authors concluded that there was a very specific profile of language and communication strengths and weaknesses for autistic females without intellectual disability, when compared to both autistic males and non-autistic females. The authors discuss how poorer recognition of autism in females might be influenced by female advantages in aspects of linguistic functioning (but see Lehnhardt et al., 2016 ).

In a further paper, Williams et al. demonstrated a new approach to studying communication differences between autistic and non-autistic people using relevance theory. This account posits that optimal communication is based on shared and mutually recognized relevance of utterances, which might be mismatched between autistic and non-autistic people when communicating due to differences in experiences of the world. This theoretical approach feeds into the discussions of double-empathy theory (see Theories and mechanisms).

Support and Interventions

Leadbitter et al. 's article proposes that early intervention research could and should be aligned with principles derived from autistic self-advocacy and the neurodiversity movement. Engagement with these principles would lead to, for example, intervention research focusing on changing environments (as opposed to changing autistic people), as well as intervention researchers respecting autistic developmental trajectories and priorities for intervention targets.

In line with this approach, Di Renzo et al. examined the interactions between autistic children and their parents during play, finding that parents who were more accepting of their children's autism diagnosis and who were better able to see things from their children's perspective, were more likely to be attuned with their children during play. Such work highlights the central role of parents as partners in supporting autistic children, and the importance of shared understanding between autistic people and their non-autistic communicative partners (see section Theories and Mechanisms).

Two further studies focused on the important role of parents. Papadopoulos et al. considered support and intervention for young disabled people, 41% of whom had a primary diagnosis of autism. The authors concluded that, to ensure that organized physical activities met the needs of young disabled people, there was a need for activities to be enjoyable, for the participation of siblings and parents to be promoted, and for low-income families to be supported to participate. This work again emphasizes that autism interventions can focus on changing the structures around young people, as opposed to changing the young people themselves.

Relatedly, Devenish et al. examined the effects of lower rates of community participation by autistic young people on their caregivers. Devenish et al. found that if caregivers perceived community supportiveness to be low, this predicted caregiver feelings of isolation. Findings were interpreted within a social model of disability, highlighting how autistic people are disabled by barriers in society.

Not all intervention studies featured in this Research Topic found positive effects of interventions (moving away from the publication bias that once dominated published intervention research). Brehm et al. conducted an initial evaluation of a training programme for parents of autistic children without intellectual/language impairments. The purpose of the evaluation was to evaluate how acceptable the training was for parents, and the results were positive with hardly any parents dropping out of the training programme. Yet a variety of primary outcome measures (e.g., quality of life, social communication) did not show significant improvement. Brehm et al. note that these findings can be useful for directing future work on such interventions.

Similarly, Saul and Norbury presented an alternative to Randomized Controlled Trials for research with rare/complex populations. Drawing on a research study with minimally verbal autistic children, the authors tested the efficacy of a parent-mediated app designed to support speech production, via Randomization Tests and Between Case Effect Sizes. As with Brehm et al.'s study, there was no significant effect of the intervention. Yet the research still made an important contribution to the literature; notably demonstrating the importance of robust experimental design and replicable approaches, as well as showing how it is possible to conduct rigorous intervention research with rare or complex samples.

It was also encouraging to see an example of a high-quality case study featured in the article by Courchesne et al. , which critically considered the role of interests and strengths in autism, particularly highlighting that these aspects do not necessarily link with academic potential. Courchesne et al. discussed an autistic teenager, C.A., who had above-average musical and calendar calculation abilities, along with pronounced difficulties in other areas (e.g., receptive and expressive language disorder). This discrepancy was found to lead to anxiety, frustration and some behavioral issues due to pressure to use his relative strengths to learn academic skills. Yet, an intervention package that focused on expectations, anxiety and emotional regulation through psychiatric intervention, parental coaching and psychotherapy, improved well-being and behavior. Courchesne et al. caution that while strengths and interests can lead to emotional well-being they should be seen as independent from adaptive outcomes such as academic achievement.

Methods and Technologies

A key message from studies in this theme is the need to develop and validate more ecologically valid assessments of autistic characteristics. For example, Morrison et al. administered standardized measures of social cognition, social skill, and social motivation to autistic and non-autistic adults, and assessed whether these predicted “real-world” social interaction outcomes (measured using unstructured conversations with unfamiliar social partners). While autistic adults scored lower than their non-autistic peers on the three standardized social tasks and were evaluated less favorably during the unstructured social interaction, the links between performance on the standardized measures and unstructured interaction were minimal. The authors therefore question the utility of traditional measures of social performance in autistic people, calling for more ecologically valid assessments.

In line with this approach, Schaller et al. used mobile eye-tracking glasses during autism diagnostic assessments to record gaze behavior of autistic and non-autistic children and adolescents. The authors focused on the percentage of time spent looking at different areas of interest of the face and body of the interviewer and the surrounding space. Significant group differences were found, with non-autistic participants appearing to process faces and facial expressions in a holistic way focusing on the central-face region, whereas autistic participants tended to avoid this face region. The authors stress that the results are preliminary and in need of replication, but this represents an exciting avenue for further work using an ecologically valid methodology.

Conclusions and Future Directions

Illuminating psychological science on autism from different thematic perspectives has shown several directions we can observe in the field of psychological research. For example: researchers taking a broader perspective, by incorporating previously distinct areas or methods into comprehensive studies; pairing quantitative analysis with qualitative appraisal of experience; putting forward unifying theories spanning different fields; examining an autistic person's strengths and challenges and tailoring more personalized support; developing alternative methods for evaluating interventions in more complex populations; and the implementation of a participatory approach to research. We would like to thank the contributors for their varied and stimulating contributions and hope that this Research Topic stimulates further cutting-edge psychological research that benefits the autistic community.

Author Contributions

EG drafted a first version of the Editorial. EG, LC, and CF-W wrote sections of the manuscript. All authors contributed to manuscript revision, read, and approved the submitted version.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Acknowledgments

We would particularly like to thank the authors and reviewers who contributed to this Research Topic for their valuable commitment to the field during such a trying time caused by the COVID pandemic.

Autistica (2016). Your Questions: Shaping Future Autism Research. Avalable online at: https://www.autistica.org.uk/downloads/files/Autism-Top-10-Your-Priorities-for-Autism-Research.pdf

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Lehnhardt, F. G., Falter, C. M., Gawronski, A., Pfeiffer, K., Tepest, R., Franklin, J., et al. (2016). Sex-related cognitive profile in autism spectrum disorders diagnosed late in life: implications for the female autistic phenotype. J. Autism Dev. Disord . 46, 139-154. doi: 10.1007/s10803-015-2558-7

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Torres, E. B., and Donnellan, A. M. (2015). Editorial for research topic “Autism: the movement perspective”. Front. Integr. Neurosci. 9, 1–5. doi: 10.3389/fnint.2015.00012

Keywords: autism, psychological research, cognition, perception, neuroscience, participatory research

Citation: Gowen E, Crane L and Falter-Wagner CM (2022) Editorial: Autism: Innovations and Future Directions in Psychological Research. Front. Psychol. 12:832008. doi: 10.3389/fpsyg.2021.832008

Received: 09 December 2021; Accepted: 22 December 2021; Published: 17 January 2022.

Edited and reviewed by: Irene Ceccato , University of Studies G. d'Annunzio Chieti and Pescara, Italy

Copyright © 2022 Gowen, Crane and Falter-Wagner. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Emma Gowen, emma.gowen@manchester.ac.uk

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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Autism and Developmental Disorders Research Program

Welcome to the website of the  Autism and Developmental Disorders Research Program (ADDRP) , Lucile Packard Children's Hospital at Stanford University.  This Stanford autism research program is based in the  Department of Psychiatry and Behavioral Sciences  at the Stanford University School of Medicine.

ADDRP focuses on improving the quality of life of individuals with autism spectrum disorder and/or intellectual disabilities. Through research methods that range from clinical trials, neuroimaging investigations, behavioral analysis to basic science methods, the researchers at ADDRP are committed to developing effective treatment strategies and identifying the causes of these conditions.

Our main research aim is to better understand the basic neurobiology of autism and other developmental disorders while furthering our understanding of how genetic and environmental factors may contribute to the onset and progression of these disorders. With this aim in mind, we conduct a variety of research studies and clinical trials of novel behavioral and biological therapies in hopes of developing effective interventions for the treatment of core features of these disorders.

Acknowledgements

The Stanford Autism and Developmental Disorders Research Program would like to thank the children, as well as their parents and families, for contributing to research. The joint effort to better understand and provide therapies for developmental disorders is not possible without their past and continued involvement.

Stanford ADDRP would also like to ackowledge financial support from the following organizations:

• National Institutes of Health
• Autism Speaks
• Simons Foundation
• John and Marcia Goldman Foundation
• Stanford Bio-X
• Child Health Research Institute
• The Teresa and Charles Michael Endowed Fund for Autism Research and Education
• The Mosbacher Family Fund for Autism Research
• PTEN Research Foundation
• The Bernard/Fung Family Fund for Autism Research at Stanford

In the News

2/2/22  Stanford Team Finds Benefits to Online Autism Treatment

7/16/21  Program improves resilience for parents of kids with autism

8/6/19 Stanford Trial Shows Parents Can Learn Therapy to Help Their Children With Autism Learn to Speak

8/5/19 One therapy bests others at motivating kids with autism to speak

5/1/19  Hormone reduces social impairment in kids with autism

3/6/19  Nature versus nurture in autism

2/2/18: Mechanical forces being studied by Stanford researchers may underlie brain's development and some diseases

7/12/17: Oxytocin improves social abilities in some kids with autism

4/10/17: Autism researchers seek teens, young adults for drug trial

9/21/2016: The seekers: Why parents try fringe therapies for autism

8/16/2016:  Automating genetic analysis helps keep up with rapid discovery of new diseases

7/22/2015 : Low levels of hormone linked to social deficit in autism

10/27/2014 : Group classes teach parents effective autism therapy, study finds

8/4/2014 : Blood-oxytocin levels in normal range in children with autism, study finds

11/14/2013 : Stanford drug trial seeks participants with autism spectrum disorder

8/13/2012 : Stanford researchers investigate the emotional side of autism

5/29/2012 : Antioxidant Shows Promise as Treatment for Certain Features of Autism, Study Finds (reprinted in ScienceDaily)

Spring 2012 : Autism Answers - Parents run experiments to see what works

9/2/2011 : Spotting autism's unique shape in the brain

7/30/2011 : Autism Risks: Genes May Not Play Biggest Role

1/25/2010 : Stanford/Packard autism researchers seek twins for brain-imaging study  

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165 Autism Essay Topic Ideas & Examples

Struggle with writing a research paper topics on autism? We’ve got your back covered! Below, you will find a list of 147 topics about autism as well as autism research paper examples!

🏆 Best Research Autism Topics & Essay Examples

👍 good autism essay topics, 💡 psychology research autism topics to write about, ⭐ simple & easy autism essay titles, ❓ research questions about autism.

• Autism Spectrum Disorder (ASD) Autism is a serious disorder that has the potential to disrupt the success of people living with it. This is to mean that the theory of causation regarding autism is not complete as yet.
• Autism Spectrum Disorder in a Child At the moment, M.is more verbal with his parents and siblings and reacts adequately to them, especially in repeated day-to-day situations.
• Autism Spectrum Disorder in Children and Its Impact on the Family Manning, Wainwright and Bennet argue that children with autism are faced with a big challenge because of the nature of the symptoms the disorder.
• How Christopher’s Autism Affect His Life In spite of the fact that the issue of autism is not clearly explained in the story, the condition of the narrator is referred to as high-functioning autism or Aspersers Syndrome on the cover of […]
• Analysis of Children Autism in “The Black Balloon” It is imperative to note that Charlie’s emotions are not regulated and as such, manifest in immature behaviors such as flapping of his hands.
• “Let Me Hear Your Voice: A Family’s Triumph Over Autism” by Catherine Maurice The book was published in 1994, and it was a success as parents of autistic children were waiting for someone to prove that autism was not an incurable disorder.
• Autism and Educational Process Owing to these adverse effects that can stem from autism and the shear prevalence of the condition in the country’s population, a lot of research effort has been dedicated to the early diagnosis and treatment […]
• Exploring Autism in the Drama Film Rain Man Charlie Babbitt, the brother to Raymond, is the actor who portrays Raymond’s autism on the way to Los Angeles to secure his fair share in the Babbitt’s $3 million fortunes in form of inheritance.
• Autism. Sensory Integration. Tactile Desensitization The poor development that is recorded at the early stages in life is likely to affect the development of different skills by the individuals even in the adult stages The signs that are associated with […]
• Inclusion Curriculum for Children With Autism In the given paper, the issue of children autism, the developmental issues that autism triggers and the educational prospects for children with autism are going to be considered.
• Autism Programs to Enhance Students’ Outcomes In addition to social and behavioral challenges, ASD typically hinders a learner’s ability to gain and process the necessary academic information.
• Impact of Autism Disorder on Adolescents This essay discusses the impact of autism disorder on adolescents in the community and a nursing intervention that can be used to assist adolescents in becoming prominent society members.
• Progression of Reading Ability in a Child Diagnosed With Autism The battery of assessments and interviews with parents on the participant’s socialization and early reading ability indicates the study applied the Psychometric and Social Contextual approaches.
• Analysis of Behavior of Preschool Age Child With Autism The child’s behavior in the video differs from that of a mentally healthy child, and these differences lie in the child’s other emotional state and degree of interest in talking to people.
• Autism and Disability Advocacy People with autism can contribute to the diversity of disability culture by expanding understanding of what disability is and how it can be accepted.
• Autism Spectrum Disorder Diagnosis According to DSM-5, to fit the diagnostic criteria for ASD, a child must have evident deficits in three major areas of social communication as well as 2 out of the 4 restricted or repetitive behaviors.
• Thinking in Pictures: Autism and Sensory Problems The chapter “The Squeeze Machine: Sensory Problems in Autism” in Grandin’s Thinking in Pictures presents a series of life perspectives of various individuals, including her own, regarding the sensory problems they experienced. They postulated that […]
• Therapeutic Programs for Children With Autism in K-12 Institutions In the paper, the gaps in the research of effective treatments for children with ASD are explored, after which the efficacy of a multi-system aquatic therapy and standardized equine-assisted therapy program is argued.
• Societal Issue Research Project: Autism Spectrum Disorder The first factor is the significant risk that the genetics of siblings who had ASD diagnosis will increase the chance of the disorder.
• Child-Centered Play Therapy and Autism The purpose of the discussed research was to investigate the effects of CCPT on the sample of children with autism, establishing and describing the connection between CCPT and social and emotional growth.
• Children With Autism Spectrum Disorder: The Training Program for Caregivers The latter means that many caregivers take care of children with ASD, hence the importance of equipping them with the necessary skills for effective and smooth parenting and coping with various difficulties.
• Autism Spectrum Disorder’s Impact on Child’s Learning In regards to the public-school setting, standardized testing demands youngsters to grasp and react to spoken as well as written communication at an anticipated pace and level.
• Laboratory Diagnosis of Autism Spectrum Disorders The purpose of my study is to discover which of these methods is more accurate, with the reason being the importance of early diagnosis of ASD, which leads to better treatment outcomes.
• Autism and Related Cognitive Concepts It has been suggested that children with autism show a general deficit of cognitive skills in multilevel planning and in the regulation of behavior.
• Bullying and Autism Spectrum Disorder In fact, bullying as a social phenomenon can be characterized as a social and interaction issue; therefore, it is possible to analyze the connection between autism and acts of bullying and inappropriate behavior.
• Aspects of Autism Spectrum Disorder Overall, for children with autism spectrum disorder, it is quite complicated to learn the norms within society around them, as they are having difficulties comprehending other people’s emotions and behavior.
• Face Emotion Recognition in Autism Phenotype One critical aspect of social communication is the capability to apprehend the emotions and intentions of another person. In conclusion, Autism Spectrum Disorder makes the interpretation of facial expressions difficult.
• How Does Having a Child With Autism Affects Parents’ Lifestyle? The creation of a system of psychological, pedagogical and social support can reduce the risk of a complete family life dedication to a child with autism.
• Misrepresentation of Autism in the ‘Music’ Film While the film was not centered on the topic of autism as its message, the stereotype-heavy portrayal and a lack of research make it a harmful piece of media.
• Autism Spectrum Disorder Prevalence and Impact in Society It has therefore been impossible to determine the level of increase in autism cases that is as a result of improved diagnostic measures and that which can be attributed to the real increase in autism […]
• Autism Spectrum Disorder: Diagnosis, Impact, Treatment The main diagnostic element for ASD is the evidence of difficulties, either in the present or past, which are different across the age groups.
• Autism and Vaccination Refusal Management Among Somalian Parents Somalian parents in their community in Minnesota refuse from their children being vaccinated, as they believe that vaccination causes autism.
• Everyone Has the Power to Effect Positive Change Within the Autism Community This paper presents what is autism, how every one reacts to the problem, what is the difference between the rich and the poor in their response towards the problem.”Autism is one of five developmental disorders […]
• Reducing Off-Task Behaviors Using a Token Economy System in Children With Autism Token economy is a strategy of positive reinforcement that can be provided to children in the form of tokens for completing the assigned tasks.
• Autism Spectrum Disorder: Key Points The requirement to meet these needs is supported by the fact that the rate of students with ASD is high: according to the Australian Institute of Health and Welfare, more than 83 per cent of […]
• “Theoretical Aspects of Autism” by Helen Ratajczak On the whole, it is possible to say that the standards set by Austin Hill cannot be always met, in part because the physiological aspects of this disease have not been fully investigated.
• Dr. Temple Grandin’s Argument on Visual Thinking and Autism A more in-depth analysis of visual activities can reveal the all imagery can be mentally processed and modified by children so that images are rotated and analyzed to make the brain map expand.
• Intellectual Disability: Autism In their adulthood, and because of the communication issues that most individuals with autism tend to have, they will naturally have difficulty in finding and keeping jobs.
• Hyperbaric Oxygen Therapy for Children With Autism On the positive side, it fastens the production of different types of reactive oxygen used in the body. It is arguable that the size of the samples used in the study was small.
• Occupational Therapy for Children With Autism The main reason for the appearance of autism is the disturbance of the development of the patients brain which results in the appearance of various symptoms.
• The Mitochondria and Autism – Results and Main Function The results are important in health because children with autism were more probable to have dysfunctions and abnormalities of the mitochondria such as over replication and deletion of mitochondrial DNA compared to those without the […]
• Autism Etiology, Symptoms, Beliefs, and Management To date, debate on the cause or etiology of autism still remains divided, with extant literature demonstrating that “although many hypotheses have been proposed, a singular or specific combination of causes has yet to be […]
• Quantitative Assessment of Neuromotor Function in Adolescents With High Functioning Autism: Critique The study authors did not give the benefits and/or risks associated with the study participation. The authors indicated that the ZNA was appropriate for collecting the data because it could measure the 11 parameters of […]
• Critical Appraisal on the Impact of Autism Spectrum Disorders on the Family: A Qualitative Study of Mothers’ Perspectives The study researchers established the significance of the study by outlining the social and financial implications of taking care of children with ASD.
• Autism: External Forces, Causes and Treatment The increasing prevalence of Autism in the United States and across the world is attracting great attention from the healthcare sector to design critical programs tailored to stem the disorder in terms of prevention, treatment, […]
• The Importance of Services for Children With Autism The plea of the majority of Americans for the reverse of healthcare budget allocation is well because it is wrong to interfere with services offered to children with autism. With childcare initiative in place, the […]
• Autism: General Information and Treatment She argues that the treatment of autism is through scientific proven medication that aids in controlling aggressive behaviors and that Trisperidone is the commonly used antipsychotic.
• The Issue of Autism: Task-Group Project The role of B.N.in the meeting can be seen as a summarizer, providing a summary of the minutes of the previous meeting.
• Concepts of Autism and Williams Syndrome The disorder manifests itself in the early years of a child’s life, with long-lasting effects that are not curable but controllable and easy to deal with on condition that, the concerned parties take the necessary […]
• Autism Program’s Impact Across Contexts In other words, a detailed overview of the issues that administrators face when designing the program and which the teachers have to deal with when addressing the needs of children with autism must be carried […]
• Autism: Teaching Plan for Taking All the Features Into Account For the first child, caregiver training was done at child’s bedroom, and for the second child it was done at living room, and for the third child with severe mental retardation it was carried out […]
• Education Considerations for Students With Autism Two articles under consideration consider the opposite views regarding the education of students with autism; on the basis of the information obtained from these articles, it can be stated that none of the perspectives is […]
• Autism Spectrum Disorders: Diagnostic Procedure In general, this journal is very interesting and it is an important contribution to the development of appropriate screening and identification procedures for children with ASD.
• Developmental Psychology: Autism and Vaccination Vaccination of infants is widely used today as the pattern of endemic diseases can be explained in terms of interplay of social, physical and biological factors in an area that is conducive to a continuous […]
• Social Work Methods to Treat the Child Who Is Suffering From Autism This is a clear indicator that alcohol intake by the family is costing the members and it is an issue that needs to be looked into.
• Proposal for the Organization of the Concert in Autism Support The paper will be focused on the organizational aspects of the autism support concert and the people to be invited to this meeting attendance.
• The Development of Autism Analysis The paper will disclose the interviews of this famous and significant person whom managed to give all her efforts to the development of autism charitable programs and contribute to autism support all over the world. […]
• Autism and Immunization: Vaccines and the Changing Epidemiology The interest and attention invoked by this paper were largely due to the fact that it appeared to provide a biological means through which MMR vaccine resulted in autism.
• Do Vaccinations Cause Autism in Children? Autism is defined by the Autism Society of America as ” a complex developmental disability that typically appears during the first 3 years of life and is the result of a neurological disorder that affects […]
• Autism. Child and Family Assessment The other common disorder associated with autism is that of mutism whereby it also lies under the category of speech disorder and in many cases it is difficult to be diagnosed and at the same […]
• Autism and False Belief in Psychology The theories are found to be covering the deficits of an individuals’ mind and factors relating to autism, research further indicates that a child’s behavior may be influenced by the executive functions this, therefore, brings […]
• Autism Spectrum Disorder and Interventions However, the negative side of it is that such an intervention is limited to those patients who are verbal and have limited vocabulary.
• Autism: Methods of Diagnosing and Treatment Analysis A malfunction in the neural circuitry of the brain of those with autism is the likely cause of their perceptions regarding social interaction and lack of adequate cognitive abilities.
• Autism: Symptoms, Forms, Diagnostic Instruments Autism is basically a developmental disorder of the human brain that its first symptoms are initially manifested in infancy and it follows a steady cause without relapse.
• Mercury, Vaccines and Autism: One Controversy, Three Histories In due course of time, the emergence of organomercurials as effective agents in combating bacterial contamination of vaccines slowly resulted in the research on and inclusion of thimerosal, a white crystalline powder in the form […]
• Autism Spectrum Disorder Features in Children One of the causes for the appearance of these issues is an inborn disability that might presuppose the need for specific methods to educate a child and guarantee a chance for integration with society.
• Autism Occurrence by Measles Vaccine Status The organization of information in the text follows a logical format by introducing the background for the vaccine, incorporating the issue of ASD connection, and leading up to the primary research question.
• Parental Report of Vaccine Receipt in Children With Autism Spectrum Disorder In the introduction, which is the first section, the study’s research problems and their significance to nursing are stated. The discussion section covers how the authors relate the findings to the research objective and the […]
• Teenagers With Autism Disorder Autism is seen as a spectrum disorder since its severity and symptoms vary greatly among affected individuals – from mild and occasional to persistent and interfering with all aspects of life.
• Impact of Autism Spectrum Disorders on Life However, between the ages of two and three, his lack of verbal activity and inability to “echo” simple sounds and syllables were found to be very concerning by the family.
• Risperidone in Children With Autism: ANOVA Article The variables used in the article are sufficient for the investigation, and they would not be changed. The study authors assume that risperidone and placebo treatments would have significant variations in the mental abilities of […]
• Autism Should Not Be Viewed as a Disability A good example is that the treatment of autism as a mental disorder makes it possible for pharmaceutical companies and clinics to invent new health systems or procedures that will meet the needs of the […]
• Autism Spectrum and Features of Health Conditions Nevertheless, the manifestations of the autism spectrum also depend on the intellectual abilities of the person and his or her age.
• Children With Autism Spectrum Disorder For instance, the researchers have reviewed the findings by the Centres for Disease Control and Prevention and the Government Accountability Office to present the statistics on children with ASD and the increase in the number […]
• Autism: Main Symptoms and Research Major symptoms of the disorder are repetitive behavior, abnormal communication development, and motor skills development. Major symptoms of autism are repetitive behavior, abnormal motor skills, and communication development.
• Autist Student’s Behavior and Remedial Plan In the process of reading, I would pay attention to the student’s concentration and ability to integrate what she was reading. She also took long in doing this and did not want to stop the […]
• Autism Treatment, Its Methods and Results It was appropriate to focus on the use of the DSE intervention and examine if addressed most of the challenges facing many ASD patients.
• The Physiological Impact of Autism on Children and Parents It is possible to speak about the physiological impact of ASD on children and their parents in the UK, and the detailed examination of this issue is required. To review the literature on possible barriers […]
• Autism Spectrum Disorder: Programs Effectiveness The purpose of this PE, therefore, is to evaluate and analyze the efficiency of the programs implemented by the Day Support Services.
• Autism: Characteristics, Prevalence and Interventions The symptoms of autism are noticeable in the early years of childhood. Occupational therapy is one of the non-educational interventions used to assist kids with autism.
• Students With Autism Spectrum Disorders The main goal of this paper is to present a review of relevant literature addressing the issue of helping college students with ASD prepare for workforce readiness and job placement.
• Autism Treatment Network in the PEACE Program In order to use these resources in PEACE, it is necessary to establish a budget that will cover expenditures on training courses for specialists involved in the program, educational materials, seminars, and individual counseling.
• Association Between Vaccination and Autism The study examined whether there is a link between the toxic effects of exposure to thimerosal-containing vaccines and the risk of developing ASD.
• Olfaction and Autism Spectrum Disorder Relationship These findings reveal that the sniff test can reveal both the presence and severity of ASD in young children. The link between ASD and olfaction can be used in diagnosing young children with autism.
• Vaccination Contrubution to Autism Development This anxiety has led to a civic health dispute about the civil liberties of parents to decide whether to vaccinate their children, along with the state regulation on vaccinations to guard the wellbeing of its […]
• Abu Dhabi Autism Center The Abu Dhabi Autism Center has to operate within the laws and regulations of the Zayed Higher Organization for Humanitarian Care and Special Needs.
• Applied Behavior Analysis Treatment for Autism It is the most commonly applied autism treatment remedy in the United States and several other countries in the world and the major method that schools and therapists embrace and use.
• Involving Adults With Autism Plus Learning Disability Since the method is interviewing, a particular aspect of the study that should be addressed with attention is the researchers’ perspective.
• Inclusive Education: Child With Autism and Spina Bifida It is worth mentioning that Ted’s mother is willing to cooperate with teachers, and her participation can be of great assistance to the teacher.
• Bright Not Broken: Gifted Kids, ADHD, and Autism It is possible to state that the book provides rather a high-quality review of the issues about the identification, education, and upbringing of the 2e children.
• Case Law and Case Study of a Student With Autism On reviewing the evaluation results in the presence of the student’s mother, an agreement was reached on the general education placement for the student.
• Children With Autism’ Communication in Saudi Arabia Parents of children with autism in Saudi Arabia have complained that the government has neglected the needs of autistic children by failing to finance their education and research to detect the effectiveness of the digital […]
• Autism Spectrum Disorders: Testing and Measurement It will begin with the rationale that explain why the issues are critical, followed by the reasons for unavailability of the solutions to the issues and the consequences of the issues.
• Autism Spectrum Disorders and Educational Interventions From this point, this paper aims to discuss the definition of Autism Spectrum Disorders, examine the etiology and incidence of the disorder, focus on the prevalence of autism, and analyze the effectiveness of the DTT […]
• Autism Expressed: Branding Strategy and Marketing The promise that the brand offers to the public should be in line with the desires of the clients. This firm will need to prepare this branding strategy in a way that will meet its […]
• Vaccines and Autism: Separating Facts From Fiction The advocacy groups say that thimerosal, a preservative used in vaccines, is toxic to the central nervous system and responsible for an alarming rise in rates of autism among children in the United States and […]
• Self-Injury in Autism: Applied Behavior Analysis Applied behavior analysis incorporates the utilization of direct perception, estimation, and useful investigation of the relations in the middle of the environment and conduct.
• Lesson for Learners With Autism: Reflection Observation The essay identifies the instructional methods used by the teacher during the exercise. The teacher also guided the learners to solve the mathematical problems using different visual objects.
• Autism Spectrum Disorder Concept Besides, Temple often explores her own experiences and attempts to understand the feelings of others that are unavailable to her by visualizing herself as other creatures people and animals.
• Dubai Autism Center’ Quality Management TQM employs strategies and effective communication within the organization to incorporate the quality principles into the culture and activities of the organization to ensure that all the activities are geared towards satisfying the customers.
• Vaccination and Autism in Children The problem with this case is that while it may be true that the cause for the development of autism in children have yet to be fully determined, the fact remains that there have been […]
• Video Modeling for Individuals With Autism The video model will be developed according to the needs of autistic children, with the focus on the role of visual and auditory stimuli in the teaching process.
• The Effects of Vaccines on Autism From their study, the findings demonstrate that the presence of thimerosal is one of the causes of the disorder. It is imperative to state that they have used many studies that have indicated that there […]
• Vaccination as a Cause Autism This paper borrows on the arguments of Monica Prasad and Washington and Haydn when they argue that the belief about vaccinations as a primary cause of autism stems from emotional, psychological, and behavioral barriers, as […]
• Youth With Autism Disorder: Education and Employment This includes the communication patterns of the teenager, the extent of social relations and the unusual behavioral characteristics of the teenager in the environment.
• Autism Children Education Inclusion Policy in Private Schools: Compulsory Enrollment Policy 2011 The following are the main areas will be addressed by the policy: Prohibited Private schools will be prohibited from ignoring the needs of children suffering from autism; they will be compelled by the act to […]
• Autism: Pathogenesis and Intervention Similarly, a person with autism has to be trained on the process of communicating normally and forming a relationship with objects, events and people in their lives.
• The Real Causes of Autism However, the main problem is that this association or correlation does not imply that autism is triggered by a vaccine. This is the main argument that can be put forward.
• Applied Behavior Analysis and Autism The primary subject of this study is applied behavior analysis while the secondary subject is applied behavior analysis and its effects on autism in children.
• Autism Effect on Children It is crucial to understand the behavior of children with autism in the school set up in order to understand how autism affects children and their social interactions. It is up to the teacher to […]
• Autism and Its Effects on Social Interaction The article “Social Impairment in Children with Autism Spectrum Disorder” identifies the major challenges facing many people with autism. The authors wanted to examine the social problems and difficulties encountered by individuals with Autism Spectrum […]
• Older Dads More Likely to Have Kids With Autism The author highlights autism as one of the main outcomes of late fatherhood following the release of the results of a study involving the counting of the mutations corresponding to a father’s age at the […]
• Evidenced-Based Practice: Autism Management in Children Autism largely is connected to communication abilities of a child, a situation that later results into the child experiencing disability problems in effectively encoding and decoding communicative messages.
• Miami Dance Project for Autistic Children For me, what the Miami dance project represents is in line with what is known as the concept of confidence building wherein through the development of certain talents children with autism will begin to have […]
• Autism Spectrum Disorders and Family Impact One of the greatest fears of a parent with such a child is the fact that such a child would be taken care of until the advanced stages of their lives.
• Program Models in Autism The DTT technique has been designed in such a way as to target the individual behavior of an autistic child using the available curriculum.
• Autism Spectrum Disorder in Relation to Education Attending to students having ASD in the regular classrooms requires specialized teachers and supplementary staff in order to aid in the realization of the needs of the students having ASD.
• Critical Analysis of Published Articles: Autism It was therefore the goal of the research to find out if the negative attitude of people towards autistic children can be altered to the benefit of the parents.
• Autism in Saudi Arabia This support may come in the form of modification of the curriculum to cater for the special needs of the autistic children.
• Analysis of Autism Disorder This disorder affects the brain of the child during growth so that it does not develop in the right way thus affecting the social and communication skills of the child. This is especially to the […]
• One-To-One Programs: Supporting Autistic Children The purpose of conducting this essay will be to examine the educational intervention of one-to-one support programs during normal school times within a mainstream classroom and also to discuss the challenges faced by teachers and […]
• Psychological Disorders and Their Treatment: An Overview of the Recent Progress and the Current Challenges in Treating Autism in Children In the given paper, the issue of psychological disorders is being addressed in reference to the ideas expressed in Chapter 11 “Psychological Disorders” in Carole Wade and Carol Tavris’s Invitation to Psychology.
• Early Intervention for Young Adults With Autism This is due to unavailability of information on children development stages and the importance of early detection and intervention in the case of autism.
• Different Behaviors in Children With Autism The purpose is to find out whether the co morbidity changes with the environment, and assess the influence that the environment has on the behavior of an autistic child.
• Diagnosis and Treatment for Autism Disorder Children with autism are therefore able to reason and even interpret the feelings of other people but the challenge is to communicate the response to other people.
• Autism: Qualitative Research Design Golafshani continues to argue that the use of the term “dependability” in qualitative studies is a close match to the idea of “reliability” in quantitative research.
• Autism Spectrum Disorder However, the reality is that the number of children with autism and having high intelligence is insignificant. It is apparent that, in autism, a disorder is found in the structure of the brain.
• Treatment of Autism With the Use of the Picture Exchange Communication System There are lots of types of this communication system that may be used with children, who have autism, and one of them is the Picture Exchange Communication System that is characterized by a proper picture […]
• Vaccines and Autism: A Critical Analysis of Thimerosal in Relation to Measles, Mumps, and Rubella The safety and efficacy of vaccines has been the subject of many studies in the medical field. The disorder was observed in one participant from each of the cohorts in the experiment.
• How to Recognize and Teach Students With Autism If these groups of students have to be given directions that are more than three steps, the directions have to be written down due to their inability to remember sequences.
• Autism and Visual Thought Suprisingly the quality of visual thinking according to Bogdashina is dependent on other factors like time and the state the autistic person is in.
• Do Vaccines Cause Autism? Thimerosal is alleged to increase the exposure of mercury in the vaccine to a substantiated high amount. In fact, the amount of antigens between children with autism and without is the same irrespective of the […]
• Language Development Problems in Children: An Indicative Characteristic of Autism This is because it is a time when it is expected that a majority of the kids should be able to talk.
• The Disease of Autism Origin The disorder is one of the new diagnoses of the autism. Other effects of the disorder are constipation and growth failures that may be a problem to the lives of the individual.
• Autism’s Teaching Tips for Children and Adults The present description is concerned with the role of teacher in the better management of Autism in children. Further, assessment of the interactive and developmental skills is on of the important component in the teacher […]
• What Are Autism Spectrum Disorders?
• How Does Autism Affect the Person With It and Those Around Them?
• What Are the Barriers of Learning for a Learner With Autism/Aspergers in Performing Arts?
• Does Gluten Effect Children With Autism?
• What Are the Causes of Autism?
• How Does Autism Affect a Child’s Educational Performance?
• What Can Autism Look Like and Things You Can Do to Spot It?
• Can Children With Autism Develop a Theory of Mind?
• Which Interventions Reduce Anxiety in Autistic People?
• What Influence Has the Development of Autism Had on a Diagnosed Individual?
• How Does Autism Affect the Development of a Child?
• Are Huddles the Missing Piece of the Puzzle in Implementing Clinical Innovation for the Eating Disorder and Autism Comorbidity?
• How Does Autism Start?
• Can Mouse Imaging Studies Bring Order to Autism Connectivity Chaos?
• How Does ‘Fake News’ Affect Autism Policy?
• Are There Any Relationships Between Latent Toxoplasma Gondii Infection, Testosterone Elevation, and Risk of Autism Spectrum Disorder?
• How Do People With Autism Experience the World?
• Can Robotic Systems Promote Self-Disclosure in Adolescents With Autism Spectrum Disorder?
• How Did the Media Perpetuate the Autism-Vaccine Scare?
• Are There Cultural Differences in Parental Interest in Early Diagnosis and Genetic Risk Assessment for Autism Spectrum Disorder?
• How Can the Therapist Help Autism Children?
• Can Vaccinations Cause Autism?
• Does Autism Spectrum Disorder Affect People All Around the World?
• Is There a Correlation Between Epigenetics and Autism Spectrum Disorder?
• How Does Autism Affect Regular Brain Functions as Well as Socialization Skills?
• What Can Responses to Music in Autism Tell Us About the Nature of Musical Emotions?
• Why Has the Incidence Rate of Autism Increased?
• What Are the Most Effective Ways to Support/Provide Social Care For Autistic Adults?
• Which Interventions Are Effective in the Development of Communication/Language Skills in Autism?
• How Can Parents and Family Members Be Supported/Educated to Care For and Better Understand an Autistic Relative?
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College of Education and Human Development

Department of Educational Psychology

Research topics: Autism

Identifying, preventing, and developing interventions related to autism spectrum disorder.

Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. Research in the Department of Educational Psychology focuses on early identification, prevention measures, and interventions related to ASD.

LeAnne Johnson

Johnson (special education) researches interventions to improve outcomes for a range of preschool and elementary school-aged children who are at high risk given social, emotional, behavioral, and communication needs. Johnson is focused on creating the next generation of intervention studies that support high fidelity implementation of evidence-based interventions within tiered intervention and prevention models. This includes research projects that are designed to test the efficacy of social-communication interventions for children with autism.

Jason Wolff

Wolff (special education) runs a lab funded funded in-part by the National Institute of Mental Health with two goals -- to leverage brain imaging data to characterize factors associated with the early emergence of behavioral excesses and deficits in autism spectrum disorder, and to identify potential neurodevelopmental moderators of response to early intervention. The ultimate goal of this work is to determine how brain and behavioral data may be used to inform the timing and content of early or even preventative interventions.

Panayiota Kendeou

Kendeou (psychological foundations of education) investigates how people learn new knowledge and revise pre-existing incorrect knowledge or misinformation during their reading experiences. She is currently investigating how misinformation that resists correction influences reasoning and decision making in health issues pertaining to ASD (e.g., reliance on ineffective treatments, withholding vaccinations), and explore ways for effective revision.

M.Y. Savana Bak

Bak's research focuses on measurement and analysis of language in children with ASD using language samples collected from the children’s natural environment. She strives to develop practical interventions and identify environmental factors that facilitate language development and increase social interaction in children with ASD.

Related degrees

Phd in special education.

Interested in conducting research in autism spectrum disorder? Learn more about earning your doctorate in special education .

Related labs and projects

• ALAB: A Lab for Autism Research
• Reading + Learning Lab
• Research lab: Jason Wolff

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Autism Spectrum Disorder

What is asd.

Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a “developmental disorder” because symptoms generally appear in the first 2 years of life.

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) , a guide created by the American Psychiatric Association that health care providers use to diagnose mental disorders, people with ASD often have:

• Difficulty with communication and interaction with other people
• Restricted interests and repetitive behaviors
• Symptoms that affect their ability to function in school, work, and other areas of life

Autism is known as a “spectrum” disorder because there is wide variation in the type and severity of symptoms people experience.

People of all genders, races, ethnicities, and economic backgrounds can be diagnosed with ASD. Although ASD can be a lifelong disorder, treatments and services can improve a person’s symptoms and daily functioning. The American Academy of Pediatrics recommends that all children receive screening for autism. Caregivers should talk to their child’s health care provider about ASD screening or evaluation.

What are the signs and symptoms of ASD?

The list below gives some examples of common types of behaviors in people diagnosed with ASD. Not all people with ASD will have all behaviors, but most will have several of the behaviors listed below.

Social communication / interaction behaviors may include:

• Making little or inconsistent eye contact
• Appearing not to look at or listen to people who are talking
• Infrequently sharing interest, emotion, or enjoyment of objects or activities (including infrequent pointing at or showing things to others)
• Not responding or being slow to respond to one’s name or to other verbal bids for attention
• Having difficulties with the back and forth of conversation
• Often talking at length about a favorite subject without noticing that others are not interested or without giving others a chance to respond
• Displaying facial expressions, movements, and gestures that do not match what is being said
• Having an unusual tone of voice that may sound sing-song or flat and robot-like
• Having trouble understanding another person’s point of view or being unable to predict or understand other people’s actions
• Difficulties adjusting behaviors to social situations
• Difficulties sharing in imaginative play or in making friends

Restrictive / repetitive behaviors may include:

• Repeating certain behaviors or having unusual behaviors, such as repeating words or phrases (a behavior called echolalia)
• Having a lasting intense interest in specific topics, such as numbers, details, or facts
• Showing overly focused interests, such as with moving objects or parts of objects
• Becoming upset by slight changes in a routine and having difficulty with transitions
• Being more sensitive or less sensitive than other people to sensory input, such as light, sound, clothing, or temperature

People with ASD may also experience sleep problems and irritability.

People on the autism spectrum also may have many strengths, including:

• Being able to learn things in detail and remember information for long periods of time
• Being strong visual and auditory learners
• Excelling in math, science, music, or art

What are the causes and risk factors for ASD?

Researchers don’t know the primary causes of ASD, but studies suggest that a person’s genes can act together with aspects of their environment to affect development in ways that lead to ASD. Some factors that are associated with an increased likelihood of developing ASD include:

• Having a sibling with ASD
• Having older parents
• Having certain genetic conditions (such as Down syndrome or Fragile X syndrome)
• Having a very low birth weight

How is ASD diagnosed?

Health care providers diagnose ASD by evaluating a person’s behavior and development. ASD can usually be reliably diagnosed by age 2. It is important to seek an evaluation as soon as possible. The earlier ASD is diagnosed, the sooner treatments and services can begin.

Diagnosis in young children

Diagnosis in young children is often a two-stage process.

Stage 1: General developmental screening during well-child checkups

Every child should receive well-child check-ups with a pediatrician or an early childhood health care provider. The American Academy of Pediatrics recommends that all children receive screening for developmental delays at their 9-, 18-, and 24- or 30-month well-child visits, with specific autism screenings at their 18- and 24-month well-child visits. A child may receive additional screening if they have a higher likelihood of ASD or developmental problems. Children with a higher likelihood of ASD include those who have a family member with ASD, show some behaviors that are typical of ASD, have older parents, have certain genetic conditions, or who had a very low birth weight.

Considering caregivers’ experiences and concerns is an important part of the screening process for young children. The health care provider may ask questions about the child’s behaviors and evaluate those answers in combination with information from ASD screening tools and clinical observations of the child. Read more about screening instruments   on the Centers for Disease Control and Prevention (CDC) website.

If a child shows developmental differences in behavior or functioning during this screening process, the health care provider may refer the child for additional evaluation.

Stage 2: Additional diagnostic evaluation

It is important to accurately detect and diagnose children with ASD as early as possible, as this will shed light on their unique strengths and challenges. Early detection also can help caregivers determine which services, educational programs, and behavioral therapies are most likely to be helpful for their child.

A team of health care providers who have experience diagnosing ASD will conduct the diagnostic evaluation. This team may include child neurologists, developmental pediatricians, speech-language pathologists, child psychologists and psychiatrists, educational specialists, and occupational therapists.

The diagnostic evaluation is likely to include:

• Medical and neurological examinations
• Assessment of the child’s cognitive abilities
• Assessment of the child’s language abilities
• Observation of the child’s behavior
• An in-depth conversation with the child’s caregivers about the child’s behavior and development
• Assessment of age-appropriate skills needed to complete daily activities independently, such as eating, dressing, and toileting

Because ASD is a complex disorder that sometimes occurs with other illnesses or learning disorders, the comprehensive evaluation may include:

• Blood tests
• Hearing test

The evaluation may lead to a formal diagnosis and recommendations for treatment.

Diagnosis in older children and adolescents

Caregivers and teachers are often the first to recognize ASD symptoms in older children and adolescents who attend school. The school’s special education team may perform an initial evaluation and then recommend that a child undergo additional evaluation with their primary health care provider or a health care provider who specialize in ASD.

A child’s caregivers may talk with these health care providers about their child’s social difficulties, including problems with subtle communication. For example, some children may have problems understanding tone of voice, facial expressions, or body language. Older children and adolescents may have trouble understanding figures of speech, humor, or sarcasm. They also may have trouble forming friendships with peers.

Diagnosis in adults

Diagnosing ASD in adults is often more difficult than diagnosing ASD in children. In adults, some ASD symptoms can overlap with symptoms of other mental health disorders, such as anxiety disorder or attention-deficit/hyperactivity disorder (ADHD).

Adults who notice signs of ASD should talk with a health care provider and ask for a referral for an ASD evaluation. Although evaluation for ASD in adults is still being refined, adults may be referred to a neuropsychologist, psychologist, or psychiatrist who has experience with ASD. The expert will ask about:

• Social interaction and communication challenges
• Sensory issues
• Repetitive behaviors
• Restricted interests

The evaluation also may include a conversation with caregivers or other family members to learn about the person’s early developmental history, which can help ensure an accurate diagnosis.

Receiving a correct diagnosis of ASD as an adult can help a person understand past challenges, identify personal strengths, and find the right kind of help. Studies are underway to determine the types of services and supports that are most helpful for improving the functioning and community integration of autistic transition-age youth and adults.

What treatment options are available for ASD?

Treatment for ASD should begin as soon as possible after diagnosis. Early treatment for ASD is important as proper care and services can reduce individuals’ difficulties while helping them build on their strengths and learn new skills.

People with ASD may face a wide range of issues, which means that there is no single best treatment for ASD. Working closely with a health care provider is an important part of finding the right combination of treatment and services.

A health care provider may prescribe medication to treat specific symptoms. With medication, a person with ASD may have fewer problems with:

• Irritability
• Repetitive behavior
• Hyperactivity
• Attention problems
• Anxiety and depression

Read more about the latest medication warnings, patient medication guides, and information on newly approved medications at the Food and Drug Administration (FDA) website  .

Behavioral, psychological, and educational interventions

People with ASD may be referred to a health care provider who specializes in providing behavioral, psychological, educational, or skill-building interventions. These programs are often highly structured and intensive, and they may involve caregivers, siblings, and other family members. These programs may help people with ASD:

• Learn social, communication, and language skills
• Reduce behaviors that interfere with daily functioning
• Increase or build upon strengths
• Learn life skills for living independently

Other resources

Many services, programs, and other resources are available to help people with ASD. Here are some tips for finding these additional services:

• Contact your health care provider, local health department, school, or autism advocacy group to learn about special programs or local resources.
• Find an autism support group. Sharing information and experiences can help people with ASD and their caregivers learn about treatment options and ASD-related programs.
• Record conversations and meetings with health care providers and teachers. This information may help when it’s time to decide which programs and services are appropriate.
• Keep copies of health care reports and evaluations. This information may help people with ASD qualify for special programs.

How can I find a clinical trial for ASD?

Clinical trials are research studies that look at new ways to prevent, detect, or treat diseases and conditions. The goal of clinical trials is to determine if a new test or treatment works and is safe. Although individuals may benefit from being part of a clinical trial, participants should be aware that the primary purpose of a clinical trial is to gain new scientific knowledge so that others may be better helped in the future.

Researchers at NIMH and around the country conduct many studies with patients and healthy volunteers. We have new and better treatment options today because of what clinical trials uncovered years ago. Be part of tomorrow’s medical breakthroughs. Talk to your health care provider about clinical trials, their benefits and risks, and whether one is right for you.

To learn more or find a study, visit:

• NIMH’s Clinical Trials webpage : Information about participating in clinical trials
• Clinicaltrials.gov: Current Studies on ASD  : List of clinical trials funded by the National Institutes of Health (NIH) being conducted across the country

Where can I learn more about ASD?

Free brochures and shareable resources.

• Autism Spectrum Disorder : This brochure provides information about the symptoms, diagnosis, and treatment of ASD. Also available  en español .
• Digital Shareables on Autism Spectrum Disorder : Help support ASD awareness and education in your community. Use these digital resources, including graphics and messages, to spread the word about ASD.

Federal resources

• Eunice Kennedy Shriver National Institute of Child Health and Human Development  
• National Institute of Neurological Disorders and Stroke  
• National Institute on Deafness and Other Communication Disorders  
• Centers for Disease Control and Prevention   (CDC)
• Interagency Autism Coordinating Committee  
• MedlinePlus   (also available en español  )

Research and statistics

• Science News About Autism Spectrum Disorder : This NIMH webpage provides press releases and announcements about ASD.
• Research Program on Autism Spectrum Disorders : This NIMH program supports research focused on the characterization, pathophysiology, treatment, and outcomes of ASD and related disorders.
• Statistics: Autism Spectrum Disorder : This NIMH webpage provides information on the prevalence of ASD in the U.S.
• Data & Statistics on Autism Spectrum Disorder   : This CDC webpage provides data, statistics, and tools about prevalence and demographic characteristics of ASD.
• Autism and Developmental Disabilities Monitoring (ADDM) Network   : This CDC-funded program collects data to better understand the population of children with ASD.
• Biomarkers Consortium - The Autism Biomarkers Consortium for Clinical Trials (ABC-CT)   : This Foundation for the National Institutes of Health project seeks to establish biomarkers to improve treatments for children with ASD.

Last Reviewed:  February 2024

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A Guide to Identifying and Understanding Scientific Research About Autism

Whether you are an individual with autism or a parent to a loved one with an autism spectrum disorder, you may want to stay informed about scientific research related to ASD. You can find information on the internet and other media channels, but how accurate is that information? Knowing how to understand scientific research studies can help you find reliable and relevant information. 

This article is a tool to help you assess information about autism based on scientific principles. As you put these recommendations into practice, remember to use critical thinking and common sense when assessing any claim about autism. Combining an understanding of scientific research studies with your own powers of reasoning can help you: 

• Make evidence-based decisions
• Understand recommendations from your care team and discuss them knowledgeably
• Minimize overwhelm
• Advocate for yourself or your family member with autism. 

Good autism research – like all medical research – meets three criteria: It is based on scientific principles and procedures, it has been peer-reviewed, and the study is able to be replicated. We’ll explore each of these criteria in more detail below.

Special thanks to Anissa Ryland and the staff of The Johnson Center for Child Health and Development for helping to develop some of the guidelines and information included in this article. 

What is a peer-reviewed study?

Peer-review is a process that academic journals use to understand if the studies they publish are based on good research. Before including a study in their publication, the journal sends the research out to other experts in the field. 

Experts who were not involved in the original study check that the study design applies scientific principles and procedures. They also use their own knowledge of the subject to determine whether the results and conclusions make sense based on available data. The editor of the journal takes their recommendations into account when deciding whether to publish the study. 

Some scientific journals have been in print longer than others or are more respected in their field. Readers can use a metric called an impact factor to decide if the journal that printed a particular study is a reliable source of information. The Impact factor is the total number of times articles from that journal were cited, divided by the total number of citable articles in that journal during that span of time. 

The impact factors of various journals are calculated and printed yearly in Journal Citation Reports . You can find the current impact factor of most journals with a quick web search. Keep in mind that a journal must exist for at least two years before its impact factor can be calculated. 

Where to find research

Many groups, organizations, and individuals write about autism. Whenever you come across a new treatment or new information about autism, you can check the validity by seeking out original sources. 

Places to find original sources: 

• Google Scholar
• University websites
• Journal websites

Some of these research aggregation services are free, others cost money. For paid services, check with your local library to see if they can connect you with a free account. You can also ask your clinician to provide you with research related to specific treatments, comorbidities, and symptoms

Types of studies

You may come across several different types of studies as you read and learn about autism. Each study type can be used to investigate topics related to autism, but some have a wider application than others. Get to know the different study types so you can think critically about how the research applies to you or your child with autism. 

• Animal and Cell Studies – Observe and test animals or cell cultures. These types of studies provide initial insight, but the application to humans may not be clear. 
• Case Reports – A written record on a single subject. Each case study represents an individual experience. This can be a starting point for research. It does not prove that what worked for one individual will work for others. 
• Case Series – A group of case reports that track multiple subjects. Remember that correlation is not causation. That means that two things can happen around the same time, but that doesn’t prove one caused the other. 
• Case-Control Studies – Look at the experiences of two groups of subjects, one group with autism and one without. The investigation is retrospective, meaning it looks at experiences in the past and attempts to draw conclusions. Causation is hard to prove with this type of study.
• Cohort Studies – Track two groups, ex. One group of people with autism and one group without or one group that receives treatment and one that does not. It notes differences in outcomes for the two groups.
• Randomized Controlled Trials – Randomly assigns subjects to either a test group or a control group. The test group receives the treatment while the control group receives a placebo. This type of study can be blind (study subjects don’t know which group they’re in) or double-blind (experimenters also don’t know which group the subjects are in).
• Systematic Review – Compares and contrasts the results of several randomized controlled trials and draws conclusions based on the quality of the study and on their results. 

Assessing information about autism and autism treatments

The following questions will help you use what you’ve learned to assess information about autism and autism treatments. Remember that critical thinking skills are your most valuable tools in assessing any claim about autism spectrum disorder. 

What is the source of this information? Blog posts, books, pamphlets, social media posts, websites, news stories, or other non-journal sources can bring information to your attention, but it’s up to you to check their sources. Is the information based on studies and research or is it the opinion of the author?

Who performed this research? What people, groups, universities, or businesses were involved in this study? Do they have a track record of producing reliable autism research? 

Who funded this research? Does the researcher or institution have any conflicts of interest that I should be aware of? What businesses, funding sources, products, or services, might benefit from the results of this study?

Has the research been peer-reviewed? Does it appear in a peer-reviewed journal? What is the impact factor of that journal? 

Has it been replicated? Have other scientists used the same method to achieve the same results? If not, why not? Be cautious about accepting any claim that has not been tested by other researchers or studies.

What other works are cited in the study? Are the researchers basing their work on good science? Have they cited earlier studies published in peer-reviewed journals?

Reading and assessing biomedical research studies takes practice. Navigating autism research can be overwhelming at first, but critical thinking and common sense, along with the knowledge you’ve gained in this article, can help you assess information. Stop and think whenever you read a new statement about autism treatments, possible causes, or potential outcomes. Before acting on any new information go to the source to check the validity of the claim. 

For more on understanding autism research, watch this webinar from The Johnson Center.

Scientific Research Glossary

Autism and Sleep – Research Updates

autismAdmin 2024-04-17T17:37:25-05:00 April 16th, 2024 | Autism Spectrum Disorders , Sleep Issues , Ways to Help , Webinar |

Learn research updates on co-occurring sleep disturbances and autism. To participate in the study mentioned in the presentation, see: Participate in our Research - Sleep, Cognition and Neuropsychiatry (SCAN)

Animal study reveals clues that developmental vitamin D deficiency may be associated with gut alterations in autism

Melanie Glock 2024-04-28T15:44:50-05:00 September 25th, 2023 | News |

Vitamin D deficiency is strongly implicated as a risk factor for autism spectrum disorders (ASD), and researchers in Australia report evidence that vitamin D deficiency during early development may increase the likelihood

New multi-national study adds to evidence linking alterations of the gut microbiome to autism

Melanie Glock 2024-04-28T15:46:00-05:00 August 29th, 2023 | News |

Strong new evidence linking alterations of the gut microbiome to autism spectrum disorders (ASD) comes from a new multi-national study by James Morton and colleagues. In the study, researchers in North America,

Editorial: Revisiting Two Lesser-Known Teaching Strategies to Enhance Speech Production in Autism

Melanie Glock 2024-04-28T15:46:44-05:00 August 29th, 2023 | News |

In this editorial, I would like to shed light on two methods for improving the speech production of individuals on the autism spectrum, discuss potential neurological factors that may underlie their effectiveness,

Sleep problems in infancy associated with ASD, autism traits, and social attention alterations

Melanie Glock 2024-04-28T15:47:35-05:00 July 20th, 2023 | News |

A new study from the United Kingdom indicates that sleep problems in infancy may help to predict later social skills deficits, autism traits, and autism diagnoses in children. Jannath Begum-Ali and colleagues

Constipation in infancy associated with higher likelihood of autism diagnosis

Melanie Glock 2024-04-28T15:48:23-05:00 June 26th, 2023 | News |

More evidence linking autism spectrum disorders (ASD) to gastrointestinal problems comes from a study by researchers in Taiwan and the United States, who report that ASD occurs at an elevated rate in

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Autism Research Activities and Advances

NICHD's autism spectrum disorder (ASD) research portfolio is spread throughout the Institute and includes extramural components that support research on ASD and other  intellectual and developmental disabilities (IDDs) . NICHD also conducts some autism-related research projects through its intramural program.

In addition, several extramural and intramural entities within NICHD sponsor or conduct research that is not autism-focused but that can inform our understanding of the developmental and molecular processes involved in autism pathophysiology. Some of these efforts are described below.

Institute Activities and Advances

Recent findings.

• A longitudinal study of parent-reported sensory responsiveness in toddlers at-risk for autism (PMID: 30350375 )
• Potential for digital behavioral measurement tools to transform the detection and diagnosis of autism spectrum disorder (PMID: 30715131 )
• Restricted and repetitive behavior and brain functional connectivity in infants at risk for developing autism spectrum disorder (PMID: 30446435 )
• Language delay aggregates in toddler siblings of children with autism spectrum disorder (PMID: 30348077 )
• Automatic emotion and attention analysis of young children at home: a ResearchKit autism feasibility study  
• Parent support of preschool peer relationships in younger siblings of children with autism spectrum disorder (PMID: 28634707 )
• Walking, gross motor development, and brain functional connectivity in infants and toddlers (PMID: 29186388 )

As one of the participants in the government-wide Interagency Autism Coordinating Committee (IACC) , NICHD's support for autism research is structured around the seven question areas of IACC's strategic plan for autism research :

• Question 1: When Should I Be Concerned?
• Question 2: How Can I Understand What Is Happening?
• Question 3: What Caused This to Happen and Can It Be Prevented?
• Question 4: Which Treatments and Interventions Will Help?
• Question 5: Where Can I Turn for Services?
• Question 6: What Does the Future Hold, Particularly for Adults?
• Question 7: What Other Infrastructure and Surveillance Needs Must Be Met?

NICHD supports and conducts research in all seven areas, with particular support for research relevant to questions 1 and 2.

Much of NICHD's autism research is conducted through the trans-NIH Autism Centers of Excellence (ACE) Program . The ACE project, established in 2007, was a consolidation of two previous research efforts—the NICHD-led Collaborative Programs of Excellence in Autism and the Studies to Advance Autism Research and Treatment . ACE was intended to better coordinate autism research across the NIH.

IACC Question 1: Diagnosis of ASD

NICHD-supported research related to IACC Question 1 aims to develop and improve screening and diagnostic tools for ASD. The  Intellectual and Developmental Disabilities Branch (IDDB)  supports extramural research exploring ways to validate and improve screening and diagnosis tools for ASD, such as the Modified Checklist for Autism in Toddlers (M-CHAT), an effective screening tool for children aged 16 months to 2½ years. The Branch also supports the development of new screening tools, especially those for children younger than age 24 months, and the development of instruments for assessing symptoms and daily function of people with ASD.

The IDDB also supports studies that may inform the development of new screening tools in the future. IDDB-funded research tracks the anatomical, functional, emotional, communicative, and behavioral characteristics of infants at high risk for ASD over time in order to develop and improve the long-term accuracy of diagnostic and prognostic tools for ASD. The Branch also supports systematic efforts to identify genetic variants associated with autism, with the eventual goal of developing a new early diagnosis and classification system. IDDB-supported research studies also address the development of the linguistic and sensory symptoms of ASD throughout childhood, which may also inform screening tools.

• IDDB-supported findings: Researchers worked with health care providers to screen more than 15,000 low-risk toddlers using an updated version of MCHAT, the Modified Checklist for Autism in Toddlers—Revised, with Follow-Up (M-CHAT–R/F) and found it to be more accurate than earlier versions at identifying children who could benefit from further evaluation . ( PMID: 24366990 )

The IDDB's research support is complemented by support from the Child Development and Behavior Branch (CDBB) for research on the processes of normal development. Data on the development of joint attention, social orientation, and emotional function and communications provide important benchmarks for understanding how early deficits in these skills develop in ASD.

NICHD's intramural scientists also conduct research relevant to this IACC question. Through its Epidemiology Branch , within the Division of Intramural Population Health Research (DIPHR) , the Institute is active in the assessment of the M-CHAT for ASD and other developmental screening algorithms. The DIPHR has also conducted research on the patterns of growth, physical development, and hormone levels throughout childhood in autism.

IACC Question 2: Biology of ASD

Several extramural branches of NICHD support research on disorders of neurologic and behavioral development, such as autism, by characterizing the developmental processes, cognitive processes, sensory and motor systems, and molecular and neural mechanisms that are relevant in the biology of the condition and its symptoms.

For instance, the IDDB supports research on the biology of ASD, including studies of the developmental processes underlying ASD biology throughout childhood. This research aims to characterize the cognitive and sensory/motor deficits in ASD, such as difficulties in recognizing emotion in faces and speech and the dysfunction in perceiving time or the differences between sounds. The Branch also supports research on the molecular and neurological underpinnings of ASD in humans as well as in model organisms. Funded research also delineates the function of genes and risk for ASD in brain development and function and maps the altered biochemical pathways and neural networks in brains of people with ASD to determine how these biological characteristics are correlated with behaviors or symptoms.

The IDDB is also interested in research on the biological processes that ASD has in common between ASD with comorbid or causative genetic conditions, such as Fragile X syndrome , t syndrome , Angelman syndrome, and Prader-Willi syndrome . The Branch also funds research to find or characterize subtypes of autism, by identifying new genes related to ASD risk and correlating known risk genes with brain structure and function and symptoms.

In addition, the CDBB's  Developmental Cognitive Psychology, Behavioral Neuroscience, and Psychobiology Program funds studies to identify and characterize the pathways involved in brain development and behavior, including those in the sensory, motor, linguistic, cognitive, and social behavioral domains, all of which are disrupted in ASD. The Branch's studies of typically developing children serve as an important benchmark for understanding the differences found in children with ASD.

The  /about/org/der/branches/dbcab  also supports research on normal and abnormal development relating to the causes and prevention of congenital and genetic defects, as well as research training in relevant academic and medical areas, with an emphasis on the biochemical, genetic, and cellular mechanisms of early development that can be disrupted in disorders like ASD.

The  Section on Cellular and Synaptic Physiology , within the Division of Intramural Research (DIR)   Neurosciences Affinity Group , focuses on the development and regulation of synapses in the cortex and hippocampus. Networks in these areas are disrupted in ASD and other brain disorders.

IACC Question 3: Causes and Preventions of ASD

The IDDB is a major supporter of human and animal studies on the causes of ASD, including investigation of the processes and pathways associated with ASD, autism symptoms, common co-morbidities, and protective factors for ASD. One large area of IDDB support is genetics and epigenetics. The Branch funds studies of the identification, expression, regulation, and interactions of gene variants linked to ASD and autism-related behaviors and symptoms. The IDDB also supports research on potential environmental risk factors and biomarkers for ASD, including gene-environment interactions.

In addition, two laboratories within the DIR conduct research relevant to the biology of ASD:

• The Section on Molecular y conducts research on a potential new endophenotype of ASD related to hypocholesterolemia.
• The Section on Clinical Genomics uses a cell-culture model to study neuronal networks in autism. Its research also examines the expression of non-coding RNA in the brain in autism.

IACC Question 4: Interventions for ASD

The IDDB supports research on the development and evaluation of therapies and treatments for ASD, ASD symptoms, and related disorders, such as Fragile X syndrome , as well as the long-term effects of these interventions. Potential treatment targets include repetitive behavior, joint attention, social skills, emotional sharing, symbolic understanding, language and communication, irritability and anxiety, and insistence on sameness. Researchers working in human subjects and animal models consider a range of treatment types, from behavioral and educational interventions to pharmaceutical treatments, including comprehensive treatments that combine behavior and medication.

• IDDB-supported findings: A recent ACE network study found that directing the attention of preschool-aged children with ASD increased the children's vocabularies and language skills by the time they were age 8, compared to a control. In the intervention, adults actively engaged the children's attention by pointing to toys and using other gestures.

IACC Question 5: Services for People with ASD

As a research agency, NICHD focuses its efforts on evaluating services—how they are delivered or how effective they are, for example—rather than on providing services. For instance, the IDDB supports a few studies of methods to develop or improve services for people with ASD, including services related to teaching life skills and ensuring physical safety of people with ASD.

IACC Question 6: Health Over the Lifespan with ASD

Most NICHD research addresses the early biological origins of ASD, meaning that efforts related to this question are handled by other agencies. However, through the IDDB, NICHD supports one study related to this question, focused on teaching social skills to adolescents with high-functioning ASD.

IACC Question 7: Infrastructure for ASD Research

Much of the Institute's work within this area is related to support of the ACE program. In 2012, NIH awarded $100 million to continue support of the program. The Institute also supports other projects related to ASD research infrastructure, including the National Database for Autism Research, Brain and Tissue Bank, and NeuroBioBank resources that are described in the Other Activities and Advances section below.

Other Activities and Advances

To achieve its goals for autism research, NICHD supports a variety of other activities related to autism. Some of these activities are managed through the components listed above; others are part of NIH-wide or collaborative efforts in which NICHD participates. Some of these are listed below:

• The  Autism Centers of Excellence (ACE) Program  is the trans-NIH research effort on ASD.
• The Collaborative Programs of Excellence in Autism (CPEAs)/Studies to Advance Autism Research & Treatment (STAART) Centers conducted and supported studies on the causes, diagnosis, prevention, detection, and treatment of ASD. These Networks were consolidated in 2007 into the ACE Program to enable pooling of resources and maximum coordination and efficiency for autism research across the NIH.
• NICHD's Eunice Kennedy Shriver Intellectual and Developmental Disabilities Research Centers are located at 15 universities and children's hospitals throughout the country and aim to advance understanding of a variety of conditions and topics related to IDDs.
• The Fragile X Syndrome Research Center Program , funded by the IDDB, supports research to improve the diagnosis and treatment of Fragile X syndrome and related conditions.
• The government-wide  Interagency Autism Coordinating Committee (IACC)  includes representatives from NICHD.
• The  National Database for Autism Research  includes relevant data at all levels of biological and behavioral organization (i.e., molecules, genes, neural tissues, social and environmental interactions) and for all data types (e.g., text, numeric, image, time series).
• The NIH NeuroBio Bank is a network of brain and tissue banks in the United States that collect, examine, and store tissues; the banks also make the tissues available to scientists for research on brain disorders.

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Understanding autism: The path to diagnosis, awareness and support

Mayo Clinic Staff

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Diagnosing a person with autism spectrum disorder can be challenging. It's a medical condition that no blood test, brain scan or objective test can pinpoint. And because of each person's distinctive pattern of symptoms, it can be hard to determine its severity.

As people gain familiarity with autism, however, they are becoming more open to discussing the diagnosis and seeking treatment. Society is also becoming more motivated to learn about neurodivergent conditions, including autism.

What is autism spectrum disorder?

Autism spectrum disorder  is a condition related to brain development that affects how a person perceives and socializes with others, causing problems in social interaction and communication. It includes conditions that previously were considered separate, including autism, Asperger's syndrome, childhood disintegrative disorder and an unspecified form of pervasive developmental disorder.

Autism affects children and adults in three areas: communication, social interaction and behaviors.  Children with autism spectrum disorder  may struggle with recognizing their emotions and may feel them more intensely. Regulating their anger and frustration can be difficult and lead to intense bursts of emotions. Children with autism also have higher rates of anxiety and depression.

Each child with autism spectrum disorder is likely to have a distinctive pattern of behavior and level of severity. A healthcare professional will generally describe the severity of the condition based on the person's level of impairments and how those affect their ability to function.

A child or adult with autism spectrum disorder may have problems with social interaction and communication skills, including any of these signs:

• Can't start a conversation, keep one going or can only start one to make requests or label items.
• Doesn't appear to understand simple questions or directions.
• Doesn't express emotions or feelings and appears unaware of others' feelings.
• Doesn't speak or has delayed speech.
• Fails to respond to their name or appears not to hear you sometimes.
• Has difficulty recognizing nonverbal cues, such as interpreting other people's facial expressions, body postures or tone of voice.
• Has poor eye contact and lacks facial expression.
• Inappropriately approaches a social interaction by being passive, aggressive or disruptive.
• Prefers playing alone.
• Repeats words or phrases verbatim but doesn't understand how to use them.

Awareness of autism behaviors

According to the  Centers for Disease Control and Prevention (CDC) , the latest research from 2023 shows that 1 in 36 children was diagnosed with autism. This is an increase from 1 in 44 children just  two years ago .

Children tend to become more aware of their diagnosis around puberty. Kids recognize their differences from their peers and notice their struggle to fit in. They might notice they're not being invited to participate in certain activities or being accepted in the same way as many of their peers. Social interactions become more crucial for young people in middle and high school, which can be stressful for someone on the autism spectrum.

Parents may notice symptoms early on when they see how their child's behaviors, communication and social interactions differ from their peer group. It can be challenging for parents to accept that their child is different from other children. Parents may feel guilty and responsible, even though this developmental condition has no known cause.

Living with autism spectrum disorder

As the number of people living with autism spectrum disorder increases, it's critical to seek out educational opportunities that can help with understanding autism spectrum disorder. What are the strengths and disadvantages of the child? How can that knowledge be used to strengthen the skills of a child with autism? Answering these questions can help identify specific interventions to teach skills relevant to the child.

For example, if a child struggles with regulating emotions, this can be addressed through  treatment  to help them gain more control over their emotions and behaviors.

No cure exists for autism spectrum disorder, and there's no one-size-fits-all treatment. The goal of treatment is to maximize your child's ability to function by reducing their autism spectrum disorder symptoms and  supporting their development and learning . Early intervention during the preschool years is key.

Treatment options may include:

• Behavior and communication therapies
• Educational therapies
• Family therapies
• Medications

When you have a child or loved one with autism, the chance of them having anxiety or depression is increased. Evaluating and treating these symptoms can improve their level of functioning and their overall mental health.

One of the most critical things parents, friends or classmates of someone diagnosed with autism spectrum disorder can do is educate yourself about it while recognizing their strengths.

You can develop increased compassion for your loved ones, classmates, friends and colleagues by recognizing and understanding more about the condition. While you can't eliminate a child's autism or wait for them to outgrow it, you can minimize some of its symptoms and improve quality of life.

Janice Schreier  is a child and adolescent clinical therapist in  Psychiatry & Psychology  in  La Crosse , Wisconsin.

This article first appeared on the Mayo Clinic Health System blog .

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May 10, 2024

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Autism's missing microbes may influence social behavior by protecting the gut

by Jennifer Michalowski, University of Utah Health Sciences

For people with autism, constipation, diarrhea, and abdominal pain often go along with the social struggles and repetitive behaviors that define the condition. This has prompted many to wonder whether gastrointestinal (GI) problems arise due to autism's behavioral or sensory features, or whether they might instead contribute to them.

Now, scientists at University of Utah Health have added to mounting evidence showing that microbes that live in our guts influence behavior. Specifically, they found that in mice, frequent gastrointestinal distress can reduce social behaviors—an effect that persists even after GI symptoms have subsided. They also showed they could alleviate both GI symptoms and the behavioral changes they provoke by introducing specific species of bacteria into the animals' guts.

The new study, published in Nature Communications , demonstrates that it is possible to impact health and behavior by manipulating the gut microbiome in a controlled way.

"I think that this is a really important step therapeutically, because now we can start to assemble a therapy with organisms that we know to be safe," says June Round, Ph.D., a microbiologist at U of U Health who led the research.

The gut-behavior connection

Because scientists are still trying to untangle the relationship between GI problems and autism-related behaviors, Round and her team began their study by investigating the behavioral impact of GI distress in mice. Graduate student Garrett Brown, Ph.D., studied mice with an inflammatory condition called colitis, which causes pain, diarrhea, and intestinal damage.

After several rounds of colitis, the animals' symptoms were allowed to subside before behavioral testing. Mice that had experienced colitis moved around normally and showed no signs of anxiety or depression. However, they spent less time interacting with unfamiliar mice than mice that had not experienced colitis.

"It's not like the mice are under so much pain that they're not doing anything," Brown says. "So maybe it is something specific to sociability and not just that the mice feel poorly."

The reluctance to socialize that the researchers observed in their mice was reminiscent of the social impairments associated with autism. Since their experiments suggested that problems in the gut might drive changes to social behavior, they wondered whether the microbes there—which tend to differ between autistic and neurotypical people—might be involved in both.

To investigate, Brown collected stool samples from people with autism as well as from their neurotypical parents or siblings. Then he delivered the microbe-filled samples to the GI tracts of mice.

When he induced colitis in those animals, mice carrying microbes from individuals with autism had more intestinal damage and lost more weight than mice whose microbes came from neurotypical individuals. It seemed that the mix of microbes collected from neurotypical individuals had a protective effect.

Finding microbial protectors

The microbial community inside the human gut is so complex that the samples the team had used in their experiments could easily have included hundreds of kinds of bacteria, viruses, and fungi. Round and Brown wanted to know which of those community members protected against intestinal problems.

To do that, Brown compared the gut microbes from individuals with autism to those from their neurotypical family members, as well as the microbes living in the guts of mice that had been transplanted with those microbial communities. He was looking for potentially protective microbes that might be underrepresented in people with autism compared to neurotypical individuals—and he found some.

"We were able to pick out individual microbes that we thought might be playing important roles in resisting severe colitis," explains Brown, who is now a fellow at the National Institutes of Health Clinical Center.

Two in particular stood out. Certain species of Blautia bacteria were better represented in neurotypical individuals than in their autistic family members. And among mice colonized with microbes from autistic people, a group called Bacteroides uniformis was more abundant in those whose colitis was less severe. B. uniformis is known to be underrepresented in people with irritable bowel syndrome and Crohn's disease, suggesting a role in intestinal health.

Once the researchers had zeroed in on these groups of bacteria, Brown delivered them to mice prior to inducing colitis. Both Blautia and Bacteroides uniformis reduced intestinal problems, and the Blautia had a corresponding effect on social behavior. Animals that received the Blautia bacteria were more likely than other mice to engage with unfamiliar mice following colitis.

Toward personalized therapies

Round says the study is one of the first to identify specific organisms within the human microbiota that can ameliorate a behavioral deficit associated with GI stress. "This is an example where we are missing microbes, and missing these beneficial microbes is driving disease," she says.

Further research will be needed to clarify whether boosting the numbers of Blautia or Bacteroides uniformis bacteria might benefit people with GI disorders, autism, or other conditions. But Round says teasing out their individual effects is an important step toward personalized microbiome-targeted therapies.

"One day," she says, "we're going be able to quickly analyze the microbiome and say, "Hey, you're missing this really important microbe. We're going to give it back to you.'"

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New Research Reveals Urgent Need for Integrated Care in Pediatric Epilepsy

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BALTIMORE, May 13, 2024—Findings from the Kennedy Krieger Institute emphasize the critical importance of integrated care for children with epilepsy and co-occurring psychiatric issues, shedding light on the negative effects of fragmented care. Expertise on the issue has been published in Epilepsy Currents , a major medical journal that reaches thousands of practitioners nationwide. 

Epilepsy is a neurological disorder that causes recurring seizures. The article explains how it is more complicated than other chronic illnesses when it comes to associated psychiatric symptoms. Conditions such as autism spectrum disorder, anxiety, depression, and attention deficit hyperactivity disorder are common in pediatric epilepsy, impacting 29% of children as opposed to 16% in those with other chronic medical conditions.

Dr. Jay Salpekar, Director of the Neuropsychiatry at Kennedy Krieger Institute, is the lead author of this research. He explains there is a separation between neurology and psychiatry in treating epilepsy due to perceived differences in underlying causes, treatment emphasis, and stigma surrounding mental health. He says this division stalls comprehensive care.

“Having epilepsy and psychiatric conditions and comorbidities treated separately can lead to fragmented care and negative outcomes for patients.” Dr. Salpekar said. “This includes disjointed treatment plans, inadequate seizure control, and even psychiatric symptoms going unrecognized or untreated.”

Key findings in the study include:

• The article reveals a rotating interaction between epilepsy and psychiatric conditions, emphasizing how each can exacerbate the other.
• Addressing psychiatric symptoms right away can greatly improve the lives of children with epilepsy, and it may even help control their seizures better.
• Combining antidepressants and anti-seizure medications may be a vital strategy in managing depression in children and adolescents with epilepsy.

The research calls for a shift towards an integrated, personal approach that considers the unique minds of pediatric patients. Dr. Salpekar emphasizes that when healthcare professionals collaborate simultaneously on a patient's care, they can enhance the well-being of children with epilepsy.

“It's time we create a standard in pediatric epilepsy care that seamlessly merges all of these perspectives," Dr. Salpekar said. "By embracing a more holistic treatment approach, we can improve the quality of life for these vulnerable patients and their families."

About Kennedy Krieger Institute:  Kennedy Krieger Institute, an internationally known nonprofit organization located in the greater Baltimore-Washington, D.C., region, transforms the lives of more than 27,000 individuals a year through inpatient and outpatient medical, behavioral health and wellness therapies; home and community services; school-based programs; training and education for professionals; and advocacy. Kennedy Krieger provides a wide range of services for children, adolescents and adults with diseases, disorders and injuries that impact the nervous system, ranging from mild to severe. The Institute is home to a team of investigators who contribute to the understanding of how disorders develop while at the same time pioneering new interventions and methods of early diagnosis, prevention and treatment. Visit  KennedyKrieger.org  for more information about Kennedy Krieger.   

MEDIA CONTACT: Taylor Gleason [email protected] 804-318-6992 (cell)

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