Neurotransmitters Flow in this Autism Mind

Read at https://time.com/6299599/autism-research-limited-essay/

"Willy-nilly... existing autism research findings, and the resultant therapies and educational strategies, have been applied across the board to all autistics.

Unfortunately, a lack of success in therapies not suited for you in the first place, leads to negative downstream impacts such as being placed in low expectations classrooms, the closure of opportunities, and less than positive lifetime outcomes."

-Hari Srinivasan, Time

Blindsight and its relevance to Autism

Autism Lexicon: Blindsight

Blindsight refers to the residual visual capabilities in individuals with damage to the primary visual cortex, allowing them to respond to visual stimuli without conscious perception. Its relevance to autism lies in investigating the potential for similar dissociations between conscious and subconscious sensory processing in autistic individuals.[Read More: Academic/Scientific Audience ]

PlainSpeak: Blindsight is a phenomenon where people with certain types of brain damage can respond to visual stimuli without consciously seeing them. Its connection to autism involves exploring how sensory information might be processed differently in both conditions, sometimes without conscious awareness. [Read more: PlainSpeak Plain Language for Lay Audience]

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

"Strengths-based opportunities are what the disability rights movement has always advocated and include education, technology, communication support, and accommodations, which have empowered individuals like myself....

Challenge-based solutions involve researching physiology, brain biology, gene-environment interactions, biomarkers, precision medicine, sensorimotor supports, and developing long- term supports, treatments, and technologies. Such care also needs to be part of routine care and delivered in mainstream settings for autistics that need these solutions. Neglecting these challenges leads to marginalization and impedes true inclusion and belonging"

- Hari Srinivasan, Newsweek

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

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.
Schumann, C. M., & Amaral, D. G. (2006). Stereological analysis of amygdala neuron number in autism. Journal of Neuroscience, 26(29), 7674-7679.
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?

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.
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.
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.
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!