Pharmacotherapy of restricted/repetitive behavior in autism spectrum disorder:a systematic review and meta-analysis

Yu, Yanjie; Chaulagain, Ashmita; Pedersen, Sindre Andre; Lydersen, Stian; Leventhal, Bennett L.; Szatmári, Péter; Aleksić, Branko; Ozaki, Norio; Skokauskas, Norbert

doi:10.1186/s12888-020-2477-9

Cited by 48 publications

(35 citation statements)

References 48 publications

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“…Nevertheless, the observations regarding the general dysfunction of the reward circuitry in individuals with ASD [13], along with the positive results of OXT administration in murine models [28,29], prompted the use of OXT as a therapeutic means in individuals with ASD. While some trials showed a promising beneficial effect of OXT on social behavior via modulation of the reward pathway [33][34][35], several meta-analyses failed to demonstrate a clear-cut benefit of OXT over placebo in alleviating autistic core symptoms [36][37][38].…”

Section: Oxytocinmentioning

confidence: 99%

The Dopamine Hypothesis of Autism Spectrum Disorder Revisited: Current Status and Future Prospects

Pavǎl¹,

Miclutia

2021

Dev Neurosci

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Autism spectrum disorder (ASD) comprises a group of neurodevelopmental disorders characterized by social deficits and stereotyped behaviors. Despite intensive research, its etiopathogenesis remains largely unclear. Although studies consistently reported dopaminergic anomalies, a coherent dopaminergic model of ASD was lacking until recently. In 2017, we provided a theoretical framework for a “dopamine hypothesis of ASD” which proposed that autistic behavior arises from a dysfunctional midbrain dopaminergic system. Namely, we hypothesized that malfunction of 2 critical circuits originating in the midbrain, that is, the mesocorticolimbic and nigrostriatal pathways, generates the core behavioral features of ASD. Moreover, we provided key predictions of our model along with testing means. Since then, a notable number of studies referenced our work and numerous others provided support for our model. To account for these developments, we review all these recent data and discuss their implications. Furthermore, in the light of these new insights, we further refine and reconceptualize our model, debating on the possibility that various etiologies of ASD converge upon a dysfunctional midbrain dopaminergic system. In addition, we discuss future prospects, providing new means of testing our hypothesis, as well as its limitations. Along these lines, we aimed to provide a model which, if confirmed, could provide a better understanding of the etiopathogenesis of ASD along with new therapeutic strategies.

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Section: Oxytocinmentioning

confidence: 99%

The Dopamine Hypothesis of Autism Spectrum Disorder Revisited: Current Status and Future Prospects

Pavǎl¹,

Miclutia

2021

Dev Neurosci

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“…Additionally, the benefits of pharmacological medications in improving ASD behavior are highly variable across studies and clinical populations. There is also a paucity of long-term clinical trials with a large sample size on pharmacological interventions against restricted/repetitive behavior in ASD (Yu et al, 2020 ; Zhou et al, 2020 ). Furthermore, there is a lack of evidence-based treatment strategies targeting diverse repetitive/restricted behaviors in ASD.…”

Section: Introductionmentioning

confidence: 99%

Neural Mechanisms Underlying Repetitive Behaviors in Rodent Models of Autism Spectrum Disorders

Gandhi

Lee

2021

Front. Cell. Neurosci.

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Autism spectrum disorder (ASD) is comprised of several conditions characterized by alterations in social interaction, communication, and repetitive behaviors. Genetic and environmental factors contribute to the heterogeneous development of ASD behaviors. Several rodent models display ASD-like phenotypes, including repetitive behaviors. In this review article, we discuss the potential neural mechanisms involved in repetitive behaviors in rodent models of ASD and related neuropsychiatric disorders. We review signaling pathways, neural circuits, and anatomical alterations in rodent models that display robust stereotypic behaviors. Understanding the mechanisms and circuit alterations underlying repetitive behaviors in rodent models of ASD will inform translational research and provide useful insight into therapeutic strategies for the treatment of repetitive behaviors in ASD and other neuropsychiatric disorders.

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“…However, health regulatory authorities like the US Food and Drug Administration (FDA) have approved some pharmacological and nonpharmacological management options that aim to alleviate some of the signs and symptoms that could be associated with ASDs [14,15]. Today, prescription of pharmacotherapeutic options to manage and alleviate behavioral symptoms of ASDs like tantrums, aggressiveness, hyperactivity, and anxiety is increasingly popular in clinical practice [14][15][16][17]. Analysis of medication prescription has shown increasing volumes of psychoactive drugs among individuals with ASDs [17,18].…”

Section: Introductionmentioning

confidence: 99%

Are medical students in Palestine adequately trained to care for individuals with autism spectrum disorders? A multicenter cross-sectional study of their familiarity, knowledge, confidence, and willingness to learn

et al. 2021

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Background Medical students are the future workforce of physicians in primary, secondary, tertiary, and highly specialized care centers. The present study was undertaken to assess familiarity, knowledge, confidence, of medical students with regard to autism spectrum disorders (ASDs). Methods This multicenter study was conducted in a cross-sectional design among medical students in the 3 main universities in Palestine. In addition to the sociodemographic and academic details, the questionnaire measured familiarity (8-items), knowledge (12-items), confidence and willingness to learn (5-items) with regard to ASDs. Results The questionnaire was completed by309 medical students (response rate = 77.3 %). The median familiarity, knowledge, and confidence scores were 50 % (42.5 %, 57.5 %), 50 % (41.7 %, 66.7 %), and 60.0 % (54.0 %, 68.0 %), respectively. There was a positive moderate correlation between familiarity and knowledge scores (Spearman’s rho = 0.29, p-value < 0.001) and familiarity and confidence scores (Spearman’s rho = 0.34, p-value < 0.001). Medical students who have received a course on autism were 3.08-fold (95 % C.I. of 1.78–5.31) more likely to score ≥ 50 % on the familiarity items compared to those who did not receive a course. The medical students who were in their clinical academic stage, who received a course on ASDs, and those who interacted with individuals with ASDs were 2.36-fold (95 % C.I. of 1.34–4.18), 2.66-fold (95 % C.I. of 1.52–4.65), and 2.59-fold (95 % C.I. of 1.44–4.63) more likely to score ≥ 50 % on the knowledge items. Medical students who reported high satisfaction with their social life were 2.84-fold (95 % C.I. of 1.15-7.00) more likely to score ≥ 50 % on the confidence items. Conclusions The present study identified considerable awareness and knowledge gaps among medical students with regard to ASDs. Medical students in this study reported low confidence in their ability to provide healthcare services to individuals with ASDs. Appropriately designed educational interventions might improve familiarity, knowledge, and confidence of medical students. More studies are still needed to investigate if such interventions can improve healthcare services for individuals with ASDs.

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Pharmacotherapy of restricted/repetitive behavior in autism spectrum disorder:a systematic review and meta-analysis

Cited by 48 publications

References 48 publications

The Dopamine Hypothesis of Autism Spectrum Disorder Revisited: Current Status and Future Prospects

The Dopamine Hypothesis of Autism Spectrum Disorder Revisited: Current Status and Future Prospects

Neural Mechanisms Underlying Repetitive Behaviors in Rodent Models of Autism Spectrum Disorders

Are medical students in Palestine adequately trained to care for individuals with autism spectrum disorders? A multicenter cross-sectional study of their familiarity, knowledge, confidence, and willingness to learn

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