Understanding Neurophysiological and Neurobiological Perspectives in Autism

When discussing autism, we often focus on behaviors—how someone communicates or interacts with others. However, to truly understand autism, it’s important to look deeper into the brain's functioning. Neurophysiological and neurobiological perspectives offer insights into the brain's activity and structure in autism.

Neurophysiology: The Brain in Action

Neurophysiology refers to the study of the brain's electrical and chemical processes. In simpler terms, it looks at how the brain functions in real time. For autistics, neurophysiology can explain why sensory experiences might feel more intense or overwhelming. Research using EEG has shown that autistic brains often respond differently to sensory stimuli, with variations in brain wave patterns that suggest heightened sensitivity or delayed processing . This difference in neural activity can contribute to sensory overload and the need for certain sensory accommodations.

Neurobiology: The Brain's Structure and Development

Neurobiology, on the other hand, examines the brain's physical structure, development, and genetics. It looks at the brain's "hardware"—its neurons, synapses, and the genes that influence its development. In autism, neurobiological studies have found variations in brain regions involved in social behavior and emotion processing, such as the amygdala and prefrontal cortex . These differences can affect how autistic individuals perceive and respond to social stimuli, contributing to the diverse range of social behaviors seen in autism.

Genetic research also plays a significant role in neurobiology. Many studies have identified genes associated with autism, highlighting the genetic underpinnings that contribute to brain development and function . These insights are crucial for understanding the diverse expressions of autism and for developing personalized approaches to support autistic individuals.

Bridging Neurophysiology and Neurobiology

Combining neurophysiological and neurobiological perspectives provides a more comprehensive understanding of autism. For example, if an autistic person has a neurobiological difference in the connectivity between brain regions involved in emotion processing, this might lead to a neurophysiological response that is heightened or atypical when encountering emotional or social cues.

References

1. Orekhova, E. V., Stroganova, T. A., Nyström, P., & Gillberg, C. (2006). Excess of high frequency electroencephalogram oscillations in boys with autism. Biological Psychiatry, 62(9), 1022-1029.
2. Schumann, C. M., & Amaral, D. G. (2006). Stereological analysis of amygdala neuron number in autism. Journal of Neuroscience, 26(29), 7674-7679.
3. Geschwind, D. H. (2011). Genetics of autism spectrum disorders. Trends in Cognitive Sciences, 15(9), 409-416.

 

WITH MORE THAN 275 ATTENDEES FROM 12 COUNTRIES, THE PRESENTATION WAS AMONG THE HIGHEST ATTENDED IN THE 10-YEAR HISTORY OF THE DUKE AUTISM SEMINAR SERIES.

https://autismcenter.duke.edu/news/hari-srinivasan-delivers-2024-autism-acceptance-month-keynote-presentation

                              


On April 3, 2024, Hari Srinivasan presented the keynote address in the Duke Center for Autism and Brain Development's 2023-24 Autism Seminar Series, in recognition of Autism Acceptance Month.

A self-advocate, Srinivasan is a PhD student in neuroscience at Vanderbilt University, an alumnus of the University of California, Berkeley, a Paul & Daisy Soros Fellow, a NISE fellow at the Frist Center for Autism & Innovation at Vanderbilt University, and a public member of the Interagency Autism Coordinating Committee. He is a member of the Duke ACE Advisory Committee.

In his presentation, "Redefine the Table," Srinivasan illuminated the critical need for autistic individuals not just to sit at the table where autism is discussed, but to fundamentally redefine the table itself. He invited participants to consider a shift in perspective from binary views of autism to a more integrated approach that recognizes the complex, multifaceted experiences of autistic individuals.

Through his personal narrative and professional insights, Srinivasan underscored the importance of redefining the conversation around autism and disability to foster true belonging, inclusivity, and meaningful support across the lifespan. This redefinition calls for embracing multiple aspects of disability.

He advocates for both strengths-based opportunities as well as challenge-based solutions, acknowledging the diverse needs and potential of autistics across the spectrum. His talk challenged the audience to reconsider their perspectives around disability to achieve equity in social, medical, and research spaces.


WITH MORE THAN 275 ATTENDEES FROM 12 COUNTRIES, THE PRESENTATION WAS AMONG THE HIGHEST ATTENDED IN THE 10-YEAR HISTORY OF THE DUKE AUTISM SEMINAR SERIES.

Haiku

Hurdle crossed at last,
Anxiety hums below,
Relief meets baseline

Next IACC

 

APS Poster Acceptance

From: psychologicalscience@confex.com <psychologicalscience@confex.com>
Sent: Thursday, September 12, 2024 4:36 PM

To: Srinivasan, Hari <hari.srinivasan@vanderbilt.edu>
Subject: Your APS Submission Notification - Virtual Summit

Dear Hari,

Congratulations! I am pleased to inform you that your poster submission, "Navigating the Near: VR Investigations of Peripersonal Space in Autism", has been accepted for presentation at the 2024 APS Global Psychological Science Summit, October 23-24, 2024. 

 Read at https://www.newsweek.com/dual-approach-autism-opinion-1818062

"The heterogeneity of autism calls for a multifaceted approach that combines strengths-based opportunities and challenges-based solutions unique to each individual...

To drive true progress and improve the quality of life of all autistics, we must recognize a dual based approach. It does not have to be either-or"

- Hari Srinivasan, Newsweek

 

Stress Anxiety and Autism

Stress and anxiety are often used interchangeably, but from a scientific perspective, they are distinct concepts that involve different physiological and psychological processes.

What is Stress?

Stress is the body’s response to any demand or challenge, which can be physical, emotional, or psychological. It’s a natural reaction to specific stressors like an upcoming exam, a work deadline, or even a physical threat.

Types of Stress:

• Acute Stress: This is a short-term response to an immediate threat or challenge, often referred to as the "fight or flight" response. During acute stress, the body releases hormones like adrenaline and cortisol to prepare for action.
• Chronic Stress: This occurs when stressors persist over a longer period, leading to a prolonged stress response. Chronic stress can negatively impact physical and mental health, increasing the risk of cardiovascular diseases, depression, and anxiety disorders.

Physiological Response: When faced with a stressor, the body activates the hypothalamic-pituitary-adrenal (HPA) axis and the sympathetic nervous system. This results in the release of stress hormones, which cause physiological changes like an increased heart rate, elevated blood pressure, and heightened alertness. While stress is not inherently negative and can motivate individuals to meet deadlines or perform well under pressure, prolonged stress can become maladaptive.

What is Anxiety?

Anxiety, on the other hand, is a psychological state characterized by feelings of worry, nervousness, or fear that are typically disproportionate to the actual threat or challenge. Unlike stress, which is a response to an external stressor, anxiety often persists without a clear or immediate cause.

Types of Anxiety:

• Situational Anxiety: This is a normal response to a stressful situation, such as public speaking or taking a test.
• Anxiety Disorders: These are mental health conditions where anxiety is excessive, persistent, and interferes with daily life. Examples include generalized anxiety disorder (GAD), panic disorder, social anxiety disorder, and specific phobias.

Physiological and Psychological Components: Anxiety involves both cognitive and physical symptoms. While it can trigger the body’s stress response, anxiety often includes a significant anticipatory element—worrying about future events or outcomes that may never occur. Neurobiologically, anxiety is associated with dysregulation in brain regions such as the amygdala, involved in fear and emotional processing, and the prefrontal cortex, which is involved in decision-making and emotional regulation. Neurotransmitters like serotonin, norepinephrine, and gamma-aminobutyric acid (GABA) also play roles in anxiety.

Key Differences Between Stress and Anxiety

• Trigger: Stress is typically a response to a real, identifiable stressor, while anxiety may not have a clear trigger and is often more generalized.
• Duration: Stress can be acute or chronic, depending on the presence of the stressor. Anxiety tends to be more persistent and can exist even in the absence of stressors.
• Physiological Response: Both stress and anxiety can activate similar physiological responses, but anxiety often includes a more significant cognitive component focused on worry and fear about potential future events.
• Adaptiveness: Stress can be adaptive and helpful in certain situations by preparing the body to handle a challenge. In contrast, anxiety, especially when excessive or disproportionate, can be maladaptive and debilitating.

The Intersection of Stress, Anxiety, and Autism

For autistics, the experience of stress and anxiety can be more pronounced and complex. Autistics often face unique stressors, such as sensory overload, social challenges, and difficulties in communication. These stressors can contribute to both acute and chronic stress. Additionally, anxiety is highly prevalent among autistic people, with studies suggesting that up to 40% of autistics may also have an anxiety disorder.

Why Are Autistic Individuals More Vulnerable to Stress and Anxiety?

1. Sensory Sensitivities: Many autistic individuals have heightened sensory sensitivities, which can make everyday environments overwhelming. This constant bombardment of sensory input can lead to chronic stress and anxiety.
2. Social Challenges: Navigating social interactions can be particularly stressful for autistic individuals. Misunderstandings, the pressure to conform to social norms, and difficulties in interpreting social cues can all contribute to anxiety.
3. Routine and Predictability: Autistic individuals often prefer routine and predictability. Sudden changes or disruptions to their routine can cause significant stress and anxiety, as they may struggle to adapt to new situations or cope with uncertainty.
4. Communication Difficulties: Many autistic people experience challenges with communication, which can lead to frustration and misunderstandings, further exacerbating stress and anxiety levels.

Hari Srinivasan is an incredible story teller, with a sense of humor and his Keynote is infused with creativity! Looking for latest scientific research on #autism and effective way to support your students with autism. Follow Hari and have students listen to hs resilient story!

 

Autism Data Visualization Tool

https://www.cdc.gov/ncbddd/autism/data/index.html

Great tool for prevalence data

NSF Award Reception.

NSF GRFP Award recipients get a welcome reception. 

Two PD Soros Fellows @ NSF Grad Research Fellows Reception

NieHS Workshop

 

How Social Capital Can Empower Autistic Communities

In our interconnected world, the concept of "social capital" often comes up when discussing community well-being, networking, and social support. But what exactly is social capital, and what does it have to do with Autism? 

Social capital refers to the networks, relationships, and norms that facilitate cooperation and support among people within a community. It's about the trust, mutual understanding, and shared values that make it easier for people to work together and help each other out. Think of it as the "glue" that binds communities together, allowing them to function effectively and support their members.

Social capital can be broken down into three main types:

1. Bonding Social Capital: This involves strong ties between close-knit groups, like family members or close friends. It's the deep trust and support that comes from tight connections.

2. Bridging Social Capital: This type refers to connections between more diverse groups. For example, acquaintances from different backgrounds or communities who come together for a common purpose, like a local sports team or a neighborhood association.

3. Linking Social Capital: This is about relationships with institutions or people in positions of power, like schools, employers, or government agencies.

Social Capital and Autism

For autistics, social capital can have profound implications. Navigating social networks and building relationships can be more challenging due to differences in communication styles, sensory sensitivities, and social expectations. These differences can sometimes lead to social isolation, which can impact an autistic person’s access to social capital.

Challenges in Building Social Capital

Research suggests that autistics often have less access to social capital, and  autistic adults reported smaller social networks and fewer social supports. This limited social capital can affect various aspects of life, from employment opportunities to mental health and overall quality of life.

For many autistic people, traditional networking and social bonding activities can be stressful or inaccessible. Sensory overload in crowded environments, difficulties in interpreting social cues, or a lack of understanding from others can hinder the development of both bonding and bridging social capital.

The Importance of Inclusive Social Capital

However, social capital isn't just about quantity—it's also about quality and inclusivity. Building inclusive social capital means creating networks and communities where autistic individuals can thrive, contribute, and feel valued. It's about recognizing the unique strengths that autistic people bring to the table and ensuring that social networks are supportive and accommodating.

Inclusive practices, like sensory-friendly events, clear communication, and understanding different social needs, can help autistic individuals build meaningful relationships. Programs that promote autistic self-advocacy, mentorship, and peer support can also play a crucial role in enhancing social capital for autistic people.

For example, the Autistic Self Advocacy Network (ASAN) emphasizes the importance of self-advocacy and peer support to build strong, supportive communities for autistic individuals. These efforts help in creating a more inclusive form of social capital where autistic voices are heard and valued.

Building Bridges: Creating Supportive Networks

To improve social capital for autistic individuals, it's essential to focus on both bonding and bridging capital. Encouraging inclusive communities that celebrate neurodiversity and providing platforms for autistic people to connect with others can help build stronger, more diverse networks.

One way to foster bridging capital is through community programs that bring together autistic and non-autistic individuals in shared activities and interests. This could be anything from art classes to technology meetups, where people can bond over common hobbies and learn from each other's experiences.

Kasperski, R. and Blau, I., 2023. Can an online mentoring social network assist students with intellectual disabilities or autism in coping with special needs and accumulating social capital?. Education and Information Technologies, 28(5), pp.6027-6047.

Caught between tears and stoicism

My latest article in Psychology Today

Disabled individuals face conflicting expectations about emotional expression. Gus Walz's story reveals the bias and challenges around being authentic.

Read full article at: 
https://www.psychologytoday.com/us/blog/giving-voice/202409/caught-between-tears-and-stoicism

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Comments

The best piece I've read on the national convo about Gus Walz. Hari Srinivasan's perspective and insights, as a neurodiverse individual, bring a new level of depth into the dialogue

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Hari Srinivasan, a member of the Autism Society's Council of Autistic Advisors, discusses the public reaction to Gus Walz at the Democratic National Convention, exploring the implications of reactions and the way in which the public criticizes people with disabilities both for showing too much or too little emotion. He reminds us that emotional expression is a human experience, not defined by disability.

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Another powerful piece by Hari Srinivasan, with important reflections that serve as a call to action.

For me, it's a reminder that listening to and trusting the experiences of Autistic people is at the heart of Autism Acceptance - and that acceptance and disability justice are at the heart of health, welllness and so many of the issues in our schools, homes, workplaces, and communities.

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I’m so happy you wrote this piece. “What we should celebrate isn’t that Gus is neurodiverse and shows emotion, but that he is a teenager, proud of his father, and unafraid to express it. In a world where emotional expression is often suppressed or critiqued, especially in public figures and their families, his response is a refreshing reminder of our shared humanity.” Amen!

Hari Srinivasan, excellent piece. Thank you for writing this. Gus's open emotions during the DNC event was authentic and beautiful. I'm glad it was captured and showed what kind of man Tim Walz is having shared in the raising of Gus.

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Your article on Psychology today is fantastic and I as a dad of a 10 y.o kids with autism and ADHD realized about how sometimes I have asked my son "calm" down when he get overly emotional. I went through a lot of emotions while I was reading your article including guilt, shame and finally relief. It has been a constant learning journey and I am trying to be a better parent but your article is like a window into his brain, giving me some deeper insights into how differently he might be built. Please continue writing