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Autism and social interaction
Autism and social interaction
Autism and social interaction
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In the absence of consistent, certain biomarkers, diagnosis of autism is based on well defined core behavioral symptoms: abnormal social interactions and social communication, and repetitive behaviors and/or restricted interests. Many drugs, including fluoxetine and risperidone, have been used to treat symptoms associated with autism. Risperidone, an atypical antipsychotic that blocks D2 and 5HT2A receptors, has been approved by the United States Food and Drug Administration (FDA) to reduce the repetitive behavior and self-injurious behavior in children with autism. Fluoxetine, a selective serotonin-reuptake inhibitor (SSRI), is being evaluated by the FDA for anxiety and repetitive behaviors in autistic individuals. Serotonin dysregulation is one theory for the etiology of autism (reviewed by Pardo and Eberhart, 2007) and has been linked with comorbid behaviors associated with autism such as depression, anxiety, mood, impulsivity and aggression (reviewed by Soorya et al., 2008; West et al., 2009). Both risperidone and fluoxetine act in the serotonin system. Risperidone antagonizes the serotonin 2A receptor and fluoxetine blocks the serotonin transporter increasing the amount of serotonin available in the synapse.
Animal models are a useful tool in the search for pharmacological treatment for the core symptoms of autism. One approach is to select inbred strains of mice that demonstrate behavioral characteristics that have face validity for autism. The social approach test has been developed to identify deficits in social interaction where a subject mouse has the choice between a social and non-social environment (Moy et al. 2004; Nadler et al. 2004; Moy et al. 2007; Yang et al. 2007; McFarlane et al. 2008; Moy et al. 2008...
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... Brunssen, and J. Waldrop, Review of the evidence for treatment of children with autism with selective serotonin reuptake inhibitors, Journal for Specialists in Pediatric Nursing 14(3) (2009), pp. 183-191. doi:10.1111/j.1744-6155.2009.00196.x
M. Yang, M. L. Scattoni, V. Zhodzishsky, T. Chen, H. Caldwell, W. S. Young, H. G. McFarlane, J. N. Crawley, Social Approach Behaviors are Similar on Conventional Versus Reverse Lighting Cycles, and in Replications Across Cohorts, in BTBR T+ tf/J, C57BL/6J, and Vasopressin Receptor 1B Mutant Mice, Frontiers in Behavioral Neuroscience 1 (2007). pp. 1. doi:10.3389/neuro.08.001.2007
M. Yang, V. Zhodzishsky, and J. N. Crawley, Social Deficits in BTBR T+tf/J Mice are Unchanged by Cross-Fostering with C57BL/6J Mothers, International Journal of Developmental Neuroscience 25(8) (2007), pp. 515–521. doi:10.1016/j.ijdevneu.2007.09.008
Broad, K.D, J.P Curley, and E.B Keverne. "Mother–infant Bonding and the Evolution of Mammalian Social Relationships." Philosophical Transactions of the Royal Society B: Biological Sciences. Royal Society, 2014. Web. 24 Mar. 2014.
...m. This many have implications for the development of early behavioral interventions aimed at triaging basic mechanisms supported by the mirror-neuron system, rather than correcting more complex behaviors.
Knafo, Ariel, et al. "Intergenerational Transmission of Risk for Social Inhibition: The Interplay between Parental Responsiveness and Genetic Influences." Development and psychopathology 25.1 (2013): 261-74. ProQuest. Web. 2 Mar. 2014.
Autism Spectrum Disorder (ASD) has two main core criteria, according to the Diagnostic and Statistical Manual of Mental Disorders fifth edition (DSM-5). The first of the two criteria is ‘Persistent Deficits in Social Communication and Interaction across Multiple Contexts’ under which there are three categories. The first being deficits in social emotional reciprocity which may include atypical social approach and failure of the back and forth exchange of normal conversation. In addition, there may be a failure to respond or initiate social interaction as well as reduced emotions, interest or effect sharing. In the scenario ‘Ben loves Trains’ it is indicated that Ben is content to play alone for hours, he doesn’t interact with his sister in
Autism is a developmental disorder that appears within the first three years of a child’s life. It affects the brain's normal development of social and communication skills. Autism affects 1 out of 68 children. It is also the fastest growing disability in the United States. There are multiple types of Autism, some children are considered high functioning, and some are low functioning. “High functioning” is when a child with autism can function in life, and completes jobs, and chores with little to no help. “Low functioning” is when a child with autism cannot complete simple daily tasks without help, and (or) constant supervision.
“Where could anybody be without organizing their own thoughts”(Slater 1)? Imagine living in a world where one could not communicate with anyone around them on a truly rational level, even though the individual is completely rational. Imagine feeling so frightened by life, that one escapes to an Alternate reality, where they become catatonic, or even take on forms of different personalities to deal with everyday situations. Try not being able to communicate through one’s own words, only repeating what others have said in order to get along in life. This is what living with Autism is like. Autism, through the book definition is a “complex developmental disability…that appears during the first three years of life…the result of a neurological disorder that affects the brain.”(ASOA 1). Autism is often accompanied by Multiple Personality Disorder, which helps the person escape to a world, or situation where they can feel, “so called” normal. Multiple Personality Disorder is curable, and Autism is treatable, so with counseling and socialization with others, patients can be functiong members of society. Both disorders have to be treated, and worked at which is a form of re-socialization.
Autism spectrum disorder is complex in and of itself but that complexity is only compounded by the comorbid conditions that can come with it. Some of these include sensory processing disorder, obsessive compulsive disorder, and seizures. Understanding the disorder and its comorbid conditions is challenging yet important for parents, medical professionals, and educators.
Development of social skills is very important for children that are diagnosed with autism because of ...
Office of Communications and Public Liaison. (2013, November 6). NIH. Retrieved from National Institute of Neurological Disorder and Stroke: http://www.ninds.nih.gov/disorders/autism/detail_autism.htm#243513082
..., Tager- Flusberg, H.,& Lainhart, J. E. (2006). Comorbid psychiatric disorders in children with autism: Interview development and rates of disorders. Journal of autism and developmental disorders, 36(7), 849-861.
I. The use of alternative medicines for the treatment of autism can be very risky and...
“Treatment of Autism in Young Children: Behavioral Intervention and Applied Behavior Analysis:Infants & Young Children, by Jensen, VK, and Sinclair LV, published in 2002, summarized Oct 19, 2006
The most readily available treatment option for cognitive correction in autism is medication. Medicines such as antipsychotic drugs, stimulants, and antidepressants are used to target particular sections of the brain to alleviate different neurological impairments such as mood swings and seizures. Risperidone is a drug most commonly used among children with autism spectrum disorder (ASD) and is used to to reduce aggressiveness by limiting the increasing activity of the dopamine and serotonin receptors in the brain (“Risperidone”). The difference in these levels has an overall positive effect on
Autism is a disease. One of the main characteristics is having social problems. Children with Autism have trouble interacting with other children. They won’t play with other children. They could be so focus...
Treyvaud K, Doyle LW, Lee KJ, Roberts G, Lim J, Inder TE, et al. Social-emotional difficulties in very preterm and term 2 year olds predict specific social-emotional problems at the age of 5 years. Journal of pediatric psychology. 2012;37(7):779-785.