Advances in the research of melatonin in autism spectrum disorders: literature review and new perspectives.

Abnormalities in melatonin physiology may be involved or closely linked to the pathophysiology and behavioral expression of autistic disorder, given its role in neurodevelopment and reports of sleep-wake rhythm disturbances, decreased nocturnal melatonin production, and beneficial therapeutic effects of melatonin in individuals with autism. In addition, melatonin, as a pineal gland hormone produced from serotonin, is of special interest in autistic disorder given reported alterations in central and peripheral serotonin neurobiology. More specifically, the role of melatonin in the ontogenetic establishment of circadian rhythms and the synchronization of peripheral oscillators opens interesting perspectives to ascertain better the mechanisms underlying the significant relationship found between lower nocturnal melatonin excretion and increased severity of autistic social communication impairments, especially for verbal communication and social imitative play. In this article, first we review the studies on melatonin levels and the treatment studies of melatonin in autistic disorder. Then, we discuss the relationships between melatonin and autistic behavioral impairments with regard to social communication (verbal and non-verbal communication, social interaction), and repetitive behaviors or interests with difficulties adapting to change. In conclusion, we emphasize that randomized clinical trials in autism spectrum disorders are warranted to establish potential therapeutic efficacy of melatonin for social communication impairments and stereotyped behaviors or interests.

Analysis of Hair Trace Elements in Children with Autism Spectrum Disorders and Communication Disorders.

The primary objective of the present study is analysis of hair trace elements content in children with communication disorder (CD) and autism spectrum disorder (ASD). A total of 99 children from control, CD, and ASD groups (n = 33) were examined. All children were additionally divided into two subgroups according to age. Hair levels of trace elements were assessed using inductively coupled plasma mass spectrometry. The difference was considered significant at p < 0.01. The obtained data demonstrate that children with CD are characterized by significantly increased hair lithium (Li) (96 %; p = 0.008), selenium (Se) (66 %; p < 0.001), arsenic (As) (96 %; p = 0.005), beryllium (Be) (150 %; p < 0.001), and cadmium (Cd) (72 %; p = 0.007) content, being higher than the respective control values. In the ASD group, hair copper (Cu), iodine (I), and Be levels tended to be lower than the control values. In turn, the scalp hair content of Se significantly exceeded the control values (33 %; p = 0.004), whereas the level of iron (Fe) and aluminum (Al) tended to increase. After gradation for age, the most prominent differences in children with CD were detected in the elder group (5-8 years), whereas in the case of ASD-in the younger group (3-4 years old). Taking into account the role of hair as excretory mechanism for certain elements including the toxic ones, it can be proposed that children suffering from ASD are characterized by more profound alteration of metal handling and excretion in comparison to CD.

The role of the urokinase receptor in epilepsy, in disorders of language, cognition, communication and behavior, and in the central nervous system.

As a key component of the plasminogen activation system, uPAR, the receptor for the plasminogen activator of the urokinase type, is involved in many physiological and pathological processes. Besides its classical roles, there has been increased evidence that uPAR or uPAR-associated pathways, participate in the development, in the functioning and in the pathology of the central nervous system. Qualitative and quantitative changes in the expressions of uPAR and of its canonical ligand uPA have been observed in a large variety of epileptic disorders, either in human or in animal models, as well as in other brain diseases (stroke and brain trauma, multiple sclerosis, Alzheimer's disease, cerebral malaria, HIV-associated leukoencephalopathy and encephalitis). The variety of such pathological conditions and the different brain areas and cell types involved, likely reflects the wide range and the complexity of the multiple and somehow intertwined pathophysiological mechanisms related with uPAR. In the mouse, the knock-out of the Upar-encoding gene (Plaur) leads to significant and nearly complete loss in parvalbumin-containing interneurons during brain development. This is associated with increased susceptibility to spontaneous and chemically-induced seizures and with increased anxiety and impaired social interactions. The recent identification of the novel uPAR ligand SRPX2 (Sushi repeat protein, X-linked 2) and the regulation of both the SRPX2 and PLAUR genes by transcription factor FOXP2 has shed novel and exciting insights into the role of uPAR-related molecular networks in rolandic epilepsy, in developmental verbal dyspraxia, in perisylvian polymicrogyria, and generally in disorders of the speech areas and circuits. uPAR, its regulators and partners, as well as other proteins containing Ly-6/uPAR/alpha-neurotoxin domains, represent key entry points for present and future studies not only on speech-related disorders but also on epilepsy and autism spectrum disorders.

Una revisión sobre la aplicación de estrategias para aumentar el input de la comunicación aumentativa y alternativa asistida en personas con trastornos del desarrollo / A revision about the application of augmentative and alternative communication's augmented input strategies on people with developmental disabilities

Los niños y adultos que usan la comunicación aumentativa y alternativa (CAA) no obtienen la misma clase de input lingüístico con los sistemas de CAA que el que reciben los niños de desarrollo común. Entre las principales razones se encuentran la asimetría entre modalidades y la falta de modelos comunicativos en el entorno que enseñen cómo usar con eficacia los sistemas. Ahora bien, el input lingüístico se puede mejorar «aumentándolo» para facilitar el desarrollo del lenguaje y la comunicación mediante el empleo de estrategias de input aumentado (del inglés, augmented input), como el modelado del lenguaje asistido o la estimulación del lenguaje asistido, para enseñar los símbolos gráficos a los usuarios de CAA. El objetivo principal del input aumentado es proporcionar un modelo para el uso de los símbolos gráficos como modo de comunicación viable. En este artículo se tratarán aspectos cruciales para el aprendizaje y uso de sistemas de CAA como son la importancia de aumentar el input, las principales técnicas de intervención basadas en el aumento del input para la enseñanza de la comprensión y la expresión comunicativa, y los resultados más relevantes de la investigación en la aplicación de estas técnicas a niños y adultos con diferentes trastornos del desarrollo que necesitan aprender a usar un sistema de CAA (AU)

Children and adults who use Augmentative and Alternative Communication (AAC) do not acquire the same kind of linguistic input with their AAC systems as typical development children do. Asymmetry between communication modes and the lack of communication models in their environment that may teach them how to effectively use their systems are among the main reasons. Nevertheless, linguistic input may be enhanced by ‘augmenting’ it in order to facilitate language and communication development. This may be accomplished by using augmented input strategies, such as aided language modeling or aided language stimulation to teach graphic symbols to AAC users. The main goal of augmenting input is to provide a model for graphic symbols use as a viable communication mode. In this article some crucial aspects of learning and use of AAC systems such as the importance of augmenting input, the main intervention techniques based on augmenting input for receptive and expressive communication, as well as the most relevant research results in the application of this techniques for children and adults with different kind of developmental disabilities will be addressed (AU)