Department of Psychology, University at Albany, State University of New York, Albany, NY 12222, United States.
Physiol Behav. 2010 Jun 1;100(3):268-76. doi: 10.1016/j.physbeh.2010.01.003. Epub 2010 Jan 21.
Autism spectrum disorders (ASD) affect approximately 1 in 150 children across the U.S., and are characterized by abnormal social actions, language difficulties, repetitive or restrictive behaviors, and special interests. ASD include autism (autistic disorder), Asperger Syndrome, and Pervasive Developmental Disorder not otherwise specified (PDD-NOS or atypical autism). High-functioning individuals may communicate with moderate-to-high language skills, although difficulties in social skills may result in communication deficits. Low-functioning individuals may have severe deficiencies in language, resulting in poor communication between the individual and others. Behavioral intervention programs have been developed for ASD, and are frequently adjusted to accommodate specific individual needs. Many of these programs are school-based and aim to support the child in the development of their skills, for use outside the classroom with family and friends. Strides are being made in understanding the factors contributing to the development of ASD, particularly the genetic contributions that may underlie these disorders. Mutant mouse models provide powerful research tools to investigate the genetic factors associated with ASD and its co-morbid disorders. In support, the BTBR T+tf/J mouse strain incorporates ASD-like social and communication deficits and high levels of repetitive behaviors. This commentary briefly reviews the reciprocal relationship between observations made during evidence-based behavioral interventions of high- versus low-functioning children with ASD and the accumulating body of research in autism, including animal studies and basic research models. This reciprocity is one of the hallmarks of the scientific method, such that research may inform behavioral treatments, and observations made during treatment may inform subsequent research.
自闭症谱系障碍（ASD）影响了美国大约每 150 名儿童中的 1 名，其特征是异常的社交行为、语言困难、重复或限制性行为以及特殊兴趣。ASD 包括自闭症（自闭症障碍）、阿斯伯格综合征和广泛性发育障碍未特定（PDD-NOS 或非典型自闭症）。高功能个体可能具有中等至高语言技能进行交流，尽管社交技能的困难可能导致沟通障碍。低功能个体可能在语言方面存在严重缺陷，导致个体与他人之间的沟通不畅。已经为 ASD 开发了行为干预计划，并且经常根据特定的个人需求进行调整。许多这些计划都是基于学校的，旨在支持孩子发展他们的技能，以便在课堂之外与家人和朋友一起使用。人们在理解导致 ASD 发展的因素方面取得了进展，特别是可能为这些疾病提供基础的遗传因素。突变小鼠模型为研究与 ASD 及其共病相关的遗传因素提供了强大的研究工具。支持这一点的是，BTBR T+tf/J 小鼠品系具有类似 ASD 的社交和沟通障碍以及高水平的重复行为。这篇评论简要回顾了在具有 ASD 的高功能和低功能儿童中进行基于证据的行为干预期间观察到的情况与自闭症积累的研究成果之间的相互关系，包括动物研究和基础研究模型。这种相互关系是科学方法的标志之一，即研究可以为行为治疗提供信息，而在治疗期间观察到的情况可以为随后的研究提供信息。
