Childhood Vaccines NOT Linked To Autism

By Jon Hamilton

Number Of Early Childhood Vaccines Not Linked To Autism

A new study from the Centers for Disease Control and Prevention finds no link between the number of vaccinations a young child receives and the risk of developing autism spectrum disorders.

A large new government study should reassure parents who are afraid that kids are getting autism because they receive too many vaccines too early in life.

The study, by researchers at the Center for Disease Control and Prevention, found no connection between the number of vaccines a child received and his or her risk of autism spectrum disorder. It also found that even though kids are getting more vaccines these days, those vaccines contain many fewer of the substances that provoke an immune response.

The study offers a response to vaccine skeptics who have suggested that getting too many vaccines on one day or in the first two years of life may lead to autism, says Frank DeStefano, director of the Immunization Safety Office of the CDC.

To find out if that was happening, DeStefano led a team that compared the vaccine histories of about 250 children who had autism spectrum disorder with those of 750 typical kids. Specifically, the researchers looked at what scientists call antigens. An antigen is a substance in a vaccine that causes the body to produce antibodies, proteins that help fight off infections.

The team looked at medical records to see how many antigens each child received and whether that affected the risk of autism. The results, published in The Journal of Pediatrics, were unequivocal.

“The amount of antigens from vaccines received on one day of vaccination or in total during the first two years of life is not related to the development of autism spectrum disorder in children,” DeStefano says.

The finding came as no surprise to researchers who study the immune system, DeStefano says. After all, he says, kids are exposed to antigens all the time in the form of bacteria and viruses. “It’s not really clear why a few more antigens from vaccines would be something that the immune system could not handle,” he says.

The study also found that even though the number of vaccines has gone up, the number of antigens in vaccines has gone down markedly. In the late-1990s, the vaccination schedule exposed children to several thousand antigens, the study says. But by 2012, that number had fallen to 315.

That dramatic reduction occurred because vaccines have become much more precise in the way they stimulate the immune system, DeStefano says.

Hardcore vaccine skeptics are unlikely to be swayed by the new research. But many worried parents should be, says Ellen Wright Clayton, a professor at Vanderbilt University who helped write a report on vaccine safety for the Institute of Medicine.

“I certainly hope that a carefully conducted study like this will get a lot of play, and that some people will find this convincing,” Clayton says. That would let researchers pursue more important questions, she says.

“The sad part is, by focusing on the question of whether vaccines cause autism spectrum disorders, they’re missing the opportunity to look at what the real causes are,” she says. “It’s not vaccines.”

Autism Speaks, a major advocacy and research group, seems ready to move beyond the vaccine issue. Geraldine Dawson, the group’s top scientist, praised the new study and says the result should clear the way for research on other potential causes of autism.

These include factors like nutrition, which can affect a baby’s brain development in the womb, Dawson says. Other factors could include medications and infections during pregnancy, she says, or an infant’s exposure to pesticides or pollution.

“As we home in on what is causing autism, I think we are going to have fewer and fewer questions about some of these things that don’t appear to be causing autism,” Dawson says.

Source: http://www.npr.org/blogs/health/2013/03/29/175626824/the-number-of-early-childhood-vaccines-not-linked-to-autism?sc=17&f=1001

Professional Development Resources is featuring it’s Autism CE curriculum during the month of April to promote awareness among health professionals @ https://www.pdresources.org/searchlisting?search_input=autism&search_title=on&search_description=on

 

Add to FacebookAdd to DiggAdd to Del.icio.usAdd to StumbleuponAdd to RedditAdd to BlinklistAdd to TwitterAdd to TechnoratiAdd to Yahoo BuzzAdd to Newsvine

Autism Awareness Month CEU Special

Autism Awareness MonthApril is Autism Awareness Month, and today (April 2nd) is the 6th annual World Autism Awareness Day. Every April we feature our CE courses that focus on autism with the goal of contributing to autism awareness among health professionals. This year we are offering 25% off all of our autism-related CEU courses for the entire month:

Families who have a child with autism may face new challenges this year when the long-awaited revised version of the Diagnostic and Statistical Manual of Mental Disorders (DSM5) is published. It is scheduled for release in May 2013. Published by the American Psychiatric Association, the DSM is considered the “bible” of psychiatry because it establishes the criteria mental health professionals use to diagnose their patients. According to Clinical Psychiatry News (Feb. 6, 2013), the new autism requirements in the DSM5 will be more restrictive than those found in the current DSM-IV.
The intent is to make the diagnosis of autism more precise, but one of the real-life consequences will be that many individuals who are currently diagnosed with the condition may no longer qualify under the new criteria. An article published in CNN Health (Dec. 3, 2012) cited research predicting that at least 5% to 10% of patients will no longer meet the criteria for autism.
Other predictions are for much higher numbers. One article, published in the journal Developmental Neurorehabilitation in June 2012, found that over 47% fewer toddlers would be diagnosed under the DSM5 autism criteria than under the current DSM-IV criteria. Whether or not such projections prove to be accurate, there is widespread concern among parents and advocacy groups that individuals who are currently diagnosed and under treatment may lose their benefits.
While it may take several years for these diagnostic shifts to sort themselves out, it is important in the meantime for professionals who work with autistic individuals to monitor the situation closely. We plan to publish new courses as the DSM5 diagnostic criteria are phased in and new research becomes available.

Professional Development Resources is approved by the American Psychological Association (APA); by the National Board of Certified Counselors (NBCC #5590); by the Association of Social Work Boards (ASWB #1046); by the National Association of Alcoholism & Drug Abuse Counselors (NAADAC #000279); by the American Occupational Therapy Association (AOTA #3159); by the American Speech-Language-Hearing Association (ASHA #AAUM); by the Commission on Dietetic Registration (CDR#PR001); and by various state licensing boards. Click here to view all accreditation’s.

12 Days of Christmas – Daily Deal #10

Our 10th day of Christmas daily deal in our 12 Days of Christmas promotion is:

Autism Spectrum Disorders in Schools

CE Credit: 3 Hours
Regular Price: $48
50% Off Today Only: $24!

Autism Spectrum Disorders in Schools: Evidence-Based Screening and AssessmentEpidemiological studies indicate a progressively rising prevalence trend for autism spectrum disorders (ASD) over the past decade. Yet, compared with general population estimates, children with mild to moderate autistic behaviors remain an underidentified and underserved population in our schools. School professionals should be prepared to recognize the presence of risk factors and/or early warning signs of ASD and be familiar with screening and assessment tools in order to ensure that students with ASD are being identified and provided with the appropriate programs and services. The objective of this course is to summarize the empirically-based screening and assessment methodology in ASD and to describe a comprehensive developmental approach for assessing students with ASD. {Course adapted from Wilkinson, L. A. (2010). A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools. London: Jessica Kingsley Publishers Ltd. with permission of Jessica Kingsley Publishers Ltd.} Course #30-53 | 2011 | 44 pages | 40 posttest questions

Click here to order now! Sale ends @ midnight.

Don’t forget to like our Facebook page to be entered in the drawing for a FREE course! Drawings held daily December 14-25.

Professional Development Resources is approved as a provider of continuing education by the Association of Social Work Boards (ASWB #1046); the National Board of Certified Counselors (NBCC#5590); the American Psychological Association (APA); the National Association of Alcoholism & Drug Abuse Counselors (NAADAC #000279); the Commission on Dietetic Registration (CDR #PR001); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); and various state licensing boards.

Autism Society Responds to Approved DSM-5 Autism Definition

Autism Society Responds to Approved DSM-5 Autism DefinitionThe American Psychiatric Association (APA) approved a fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), signing off on a sweeping change to the definition of autism.

The DSM-5 eliminates autistic disorder, Asperger’s disorder, childhood disintegrative disorder and pervasive developmental disorder (not otherwise specified) by dissolving them into one diagnosis called autism spectrum disorder. According to the APA, this represents an effort to more accurately diagnose all individuals showing the signs of autism.

The DSM-5 is important because it provides the diagnostic labels that governments, insurance companies, schools and other institutions use to determine the services needed by each individual. The Autism Society, the nation’s largest grassroots autism organization, strongly advocates that individuals with autism spectrum disorder should continue to access their existing services or maintain their waiting list positions if a diagnosis changes under the DSM-5.

The Autism Society has been very involved throughout this process. We have submitted written comments to the APA advising that changes must not affect the services individuals receive. We have been invited to discuss these upcoming changes with the APA and will continue to represent the rights of individuals with autism–advocating for the protection of services. The Autism Society hosted a keynote session on the DSM-5 at its national conference last July, during which APA working group member Dr. Bryan King explained the need to make autism diagnosis more reliable and valid from person to person and place to place.

Here are a few important points the Autism Society believes all individuals affected by autism should know:

  • The specific diagnoses that are considered Pervasive Developmental Disorders are all quite complex. According to many clinicians, diagnosis of co-morbid conditions occurs too frequently because the definition of autism in the DSM-5 is too long and too complicated.
  • The APA reports that it did not find significant data to differentiate a diagnosis of Asperger’s Syndrome, PDD-NOS and “high functioning” autism.
  • Broad criteria has made it more difficult to grasp an already complex disorder that manifests itself differently person to person.
  • A lack of clinical clarity can also lead to particular populations (females, minorities, and those from low income families) from being properly evaluated, resulting in misdiagnosis and improper treatment.

 

Read more: http://www.autism-society.org/news/autism-society-responds-to-3.html

A Blood Test for Autism?

By

A Blood Test for Autism?Earlier detection of autism, relying on markers in the blood, may help more children to take advantage of helpful behavioral therapies.

Diagnosing autism currently requires hours of observation by clinicians and a far from objective series of behavioral measures, but improvements in genetic testing could make the process more efficient.

In a study published in the journal PLOS ONE, researchers from Children’s Hospital Boston describe a new experimental test to detect the developmental disorder, based on the differences in gene expression between kids with autism spectrum disorder (ASD) and those without the condition. The blood-based test appears to predict autism relatively accurately, at least among boys, and has already been licensed to a company, SynapDx, for commercial development. In an email statement to TIME, a spokeswoman for SynapDx said the company plans to start clinical trials of the new test in early 2013.

The new blood test for autism is intriguing, researchers say, because it seems to be at least as effective as any other genetic test for autism that doctors currently use. Scientists believe that autism has some genetic basis, based on genes that have been associated with the disorder, and the fact that the condition seems to run in families. “A week does not go by where you don’t hear about a genetic mutation that has been linked to autism in at least a few families,” says Isaac Kohane, a pediatric endocrinologist and computer scientist at Children’s Hospital Boston, and the senior study author on the new article in PLOS ONE. Kohane is a scientific adviser for SynapDx, but says he does not own any stock in the company.

But autism is a complex condition, he says, with many possible genetic determinants. And the precise genetic mechanism, or more likely mechanisms, are still poorly understood. But to get a better idea of which genetic changes might be most relevant to the disease, Kohane and his colleagues compared 66 patients with ASDs and 33 similar patients who were not affected by the disorder. Because they couldn’t analyze the participants’ brain tissue, they relied on their blood as a proxy for revealing any differences. And indeed, they found certain markers in the blood of autistic participants that did not appear in those without the disorder. They traced these to 489 genes and narrowed that list down to 55 genes that could predict autism in about two-thirds of those with the disease.

“There are a lot of different mutations involved, and a lot of different pathways that seem to be involved in autism,” Kohane says. Those genetic pathways included some known to be related to learning, and some linked to immune function. “The fact that not all kids had both, and some kids would be more abnormal in immunological pathways and others would be more abnormal in [another pathway] spoke, I think, to the genuine heterogeneity of the disease,” Kohane says.

“In that respect, autism is beginning to look a lot like what the cancer biologists are telling us about breast cancer, or lung cancer,” he says. “There may be hundreds of different molecularly defined cancers, which each have their own specific optimal treatment.” Similarly, autism spectrum disorders, too, may have diverse genetic roots, and appear clinically in slightly different ways from one patient to another.

Today, 1 in 88 kids suffers from an autism spectrum disorder, and prevalence has soared over the last 30 years, although it’s not clear why. Diagnosing the disease early is important because it allows children to take advantage of behavioral intervention programs that can lead to higher IQ scores and improvements in language. Kohane says the blood test could identify those at risk of autism well before symptoms appear around age 2, and help these children access potentially beneficial therapies.

The test, however, is still in early stages of development. Kohane says that its accuracy (at around 70% in a high-prevalence, predominantly male sample) is high enough to be clinically useful among kids with a suspected developmental disorder. But he stresses that the test as it stands still generates too many false positives, or people mistakenly identified with the condition when in fact they don’t have it, for the test to be used as an autism screening tool among all children. If the current results are confirmed, that may take a few more years.

Professional Development Resources is approved as a provider of continuing education by the Association of Social Work Boards (ASWB #1046); the National Board of Certified Counselors (NBCC #5590); the American Psychological Association (APA); the National Association of Alcoholism & Drug Abuse Counselors (NAADAC #000279); the Commission on Dietetic Registration (CDR #PR001); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); and various state licensing boards.

‘Asperger’s Disorder’ Being Dropped from Diagnostic Guide

By Lindsey Tanner, The Associated Press

'Asperger's disorder' being dropped from psychiatrists' diagnostic guideThe now familiar term “Asperger’s disorder” is being dropped. And abnormally bad and frequent temper tantrums will be given a scientific-sounding diagnosis called DMDD. But “dyslexia” and other learning disorders remain.

The revisions come in the first major rewrite in nearly 20 years of the diagnostic guide used by the nation’s psychiatrists. Changes were approved Saturday.

Full details of all the revisions will come next May when the American Psychiatric Association’s new diagnostic manual is published, but the impact will be huge, affecting millions of children and adults worldwide. The manual also is important for the insurance industry in deciding what treatment to pay for, and it helps schools decide how to allot special education.

This diagnostic guide “defines what constellations of symptoms” doctors recognize as mental disorders, said Dr. Mark Olfson, a Columbia University psychiatry professor. More important, he said, it “shapes who will receive what treatment. Even seemingly subtle changes to the criteria can have substantial effects on patterns of care.”

Olfson was not involved in the revision process. The changes were approved Saturday in suburban Washington, D.C., by the psychiatric association’s board of trustees.

The aim is not to expand the number of people diagnosed with mental illness, but to ensure that affected children and adults are more accurately diagnosed so they can get the most appropriate treatment, said Dr. David Kupfer. He chaired the task force in charge of revising the manual and is a psychiatry professor at the University of Pittsburgh.

One of the most hotly argued changes was how to define the various ranges of autism. Some advocates opposed the idea of dropping the specific diagnosis for Asperger’s disorder. People with that disorder often have high intelligence and vast knowledge on narrow subjects but lack social skills. Some who have the condition embrace their quirkiness and vow to continue to use the label.

And some Asperger’s families opposed any change, fearing their kids would lose a diagnosis and no longer be eligible for special services.

But the revision will not affect their education services, experts say.

The new manual adds the term “autism spectrum disorder,” which already is used by many experts in the field. Asperger’s disorder will be dropped and incorporated under that umbrella diagnosis. The new category will include kids with severe autism, who often don’t talk or interact, as well as those with milder forms.

Kelli Gibson of Battle Creek, Mich., who has four sons with various forms of autism, said Saturday she welcomes the change. Her boys all had different labels in the old diagnostic manual, including a 14-year-old with Asperger’s.

“To give it separate names never made sense to me,” Gibson said. “To me, my children all had autism.”

Three of her boys receive special education services in public school; the fourth is enrolled in a school for disabled children. The new autism diagnosis won’t affect those services, Gibson said. She also has a 3-year-old daughter without autism.

People with dyslexia also were closely watching for the new updated doctors’ guide. Many with the reading disorder did not want their diagnosis to be dropped. And it won’t be. Instead, the new manual will have a broader learning disorder category to cover several conditions including dyslexia, which causes difficulty understanding letters and recognizing written words.

The trustees on Saturday made the final decision on what proposals made the cut; recommendations came from experts in several work groups assigned to evaluate different mental illnesses.

The revised guidebook “represents a significant step forward for the field. It will improve our ability to accurately diagnose psychiatric disorders,” Dr. David Fassler, the group’s treasurer and a University of Vermont psychiatry professor, said after the vote.

The shorthand name for the new edition, the organization’s fifth revision of the Diagnostic and Statistical Manual, is DSM-5. Group leaders said specifics won’t be disclosed until the manual is published but they confirmed some changes. A 2000 edition of the manual made minor changes but the last major edition was published in 1994.

Olfson said the manual “seeks to capture the current state of knowledge of psychiatric disorders. Since 2000 … there have been important advances in our understanding of the nature of psychiatric disorders.”

Catherine Lord, an autism expert at Weill Cornell Medical College in New York who was on the psychiatric group’s autism task force, said anyone who met criteria for Asperger’s in the old manual would be included in the new diagnosis.

One reason for the change is that some states and school systems don’t provide services for children and adults with Asperger’s, or provide fewer services than those given an autism diagnosis, she said.

Autism researcher Geraldine Dawson, chief science officer for the advocacy group Autism Speaks, said small studies have suggested the new criteria will be effective. But she said it will be crucial to monitor so that children don’t lose services.

Other changes include:

— A new diagnosis for severe recurrent temper tantrums — disruptive mood dysregulation disorder. Critics say it will medicalize kids’ who have normal tantrums. Supporters say it will address concerns about too many kids being misdiagnosed with bipolar disorder and treated with powerful psychiatric drugs. Bipolar disorder involves sharp mood swings and affected children are sometimes very irritable or have explosive tantrums.

— Eliminating the term “gender identity disorder.” It has been used for children or adults who strongly believe that they were born the wrong gender. But many activists believe the condition isn’t a disorder and say calling it one is stigmatizing. The term would be replaced with “gender dysphoria,” which means emotional distress over one’s gender. Supporters equated the change with removing homosexuality as a mental illness in the diagnostic manual, which happened decades ago.

Source: http://vitals.nbcnews.com/_news/2012/12/01/15605718-aspergers-disorder-being-dropped-from-psychiatrists-diagnostic-guide?lite

Autism and Air Pollution: The Link Grows Stronger

By

Autism and Air Pollution: The Link Grows StrongerChildren with autism are two to three times more likely than other children to have been exposed to car exhaust, smog, and other air pollutants during their earliest days, according to a new study.

That new research adds to a mounting body of evidence that shows a link between early-life exposure to pollution and autism spectrum disorders.

For the new study, published in the Archives of General Psychiatry, researchers in California analyzed some 500 children living in that state: roughly half had autism and half did not. The kids’ mothers gave an address for each and every home in which they had lived during pregnancy and the child’s first year of life. Researchers took that information — along with data on traffic volume, vehicle emissions, wind patterns, and regional estimates of pollutants like particulate matter, nitrogen oxide, and ozone — to estimate each child’s likely pollution exposure. According to the study, children in the top 25% of pollution exposure (using one of two different pollution scales) were far more likely to be diagnosed with autism than kids in the bottom 25% of the pollution scale.

The researchers stress, however, that their study does not definitively prove that pollution is the root cause of autism.

“We’re not saying that air pollution causes autism. We’re saying it may be a risk factor for autism,” says Heather Volk, lead author on the new study and an assistant professor of preventive medicine at the University of Southern California. “Autism is a complex disorder and it’s likely there are many factors contributing,” she says.

Read more: http://healthland.time.com/2012/11/27/autism-and-air-pollution-the-link-grows-stronger/#ixzz2DRGIA0L0

Professional Development Resources is approved as a provider of continuing education by the Association of Social Work Boards (ASWB #1046); the National Board of Certified Counselors (NBCC #5590); the American Psychological Association (APA); the National Association of Alcoholism & Drug Abuse Counselors (NAADAC #000279); the Commission on Dietetic Registration (CDR #PR001); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); and various state licensing boards.

The following continuing education courses on autism were designed for the educational advancement of healthcare professionals:

EEG Brain Trace Can Detect Autism in Kids

A simple brain trace can help identify autism in children as young as two years old, researchers say.

EEG brain trace can detect autism in kidsA US team at Boston Children’s Hospital said that EEG traces, which record electrical brain activity using scalp electrodes, could offer a diagnostic test for this complex condition.

EEG was able to clearly distinguished children suffering with autism from others in a trial involving nearly 1,000 children.

Experts emphasise that more work is needed to confirm the BMC Medicine study results.

There are more than 500,000 autistic people in the UK.

Autism is a spectrum disorder, which means that it is not a single condition and hence affects individuals in different ways.

Generally, people with autism have trouble with social interaction and can appear locked in their own worlds.

It can be a difficult condition to diagnose and can go undetected for years.

The latest study found 33 specific EEG patterns that appeared to be linked to autism.

These patterns consistently spotted autism in children across a range of age groups, spanning from two to 12 years old.

The scientists repeated their analysis 10 times, splitting up their study group (children with a medical diagnosis of autism and children with no signs of autism) in different ways.

Around 90 percent of the time, the EEG patterns could correctly detect the children diagnosed with autism.

The team now plan to repeat their study in children with Asperger’s syndrome – one particular subset of autism.

Typically, people with Asperger’s have higher-than-average intelligence and struggle less than people with other types of autism with their speech.

Dr Frank Duffy who is leading the investigation said that the work could help determine if Asperger’s should be treated as an entirely separate condition.

And the study could also point the way to determining if younger siblings of children with autism are likely to develop the same condition themselves.

“It is a great cause of anxiety when an older sibling develops autism,” the BBC quoted Dr. Duffy as saying.

“EEG might offer a way to check for the same condition in younger siblings in advance of them having symptoms,” he added.

EEG could also be used to track what effect different autism treatments are having on the condition, he said.

Source: http://timesofindia.indiatimes.com/life-style/health-fitness/health/EEG-brain-trace-can-detect-autism-in-kids/articleshow/14431775.cms

Enhanced by Zemanta

DSM Panel Holds Firm on New Autism Diagnosis

By Eric Palmer

DSM panel holds firm on new autism diagnosis, ditches 2 other revisionsA panel of psychiatrists revising the influential Diagnostic and Statistical Manual of Mental Disorders are holding firm to their streamlined diagnosis for autism but are backing off proposals for changes to some others.

How the definitions turn out in the fifth edition of the DSM when it is published next year has huge implications for the pharmaceutical industry, which has reaped huge returns from doctors turning to drugs more often for treatments. Drug treatments for autism are seen to have great potential in the market, for example, so how the manual ends up on that diagnosis is being closely monitored by the industry.

The doctors said evidence did not support creation of the diagnoses “attenuated psychosis syndrome” or “mixed anxiety depressive disorder.” The first is supposed to identify anyone at risk of developing psychosis, while the second was seen as a hybrid of anxiety and depression, reports The New York Times.

They also made some changes to the definition of depression so that people experiencing the kind of common sadness anyone might experience after an event such as a death in the family were not diagnosed with a mental condition.

Dr. David J. Kupfer, who is leading the group revising the manual, said there was a decision that some proposed diagnoses needed further study after reviews of field trials on whether different doctors would reach a diagnosis in the same way.

“Our intent for disorders that require more evidence is that they be studied further, and that people work with the criteria,” and refine them, said Kupfer who also is a professor of psychiatry at the University of Pittsburgh.

The proposed definition of autism–which eliminates related labels like Asperger’s syndrome and “pervasive developmental disorder”–has been hotly debated. In January, Yale University researchers presented evidence that about half of the people with the diagnosis who are considered high-functioning would no longer qualify under the new diagnosis and so lose certain treatment benefits. That was countered, however, this week at the association’s annual meeting when new data showed that few children would be affected by the change.
Read more: DSM panel holds firm on new autism diagnosis, ditches 2 other revisions – FiercePharma http://www.fiercepharma.com/story/dsm-panel-holds-firm-autism-diagnosis-ditches-two-others/2012-05-09#ixzz1uOfL5M27

Enhanced by Zemanta

Top 10 Toxic Chemicals Suspected to Cause Autism and Learning Disabilities

By Stone Hearth News

Top 10 toxic chemicals suspected to cause autism and learning disabilitiesAn editorial published on April 25 in the prestigious journal Environmental Health Perspectives calls for increased research to identify possible environmental causes of autism and other neurodevelopmental disorders in America’s children and presents a list of ten target chemicals including which are considered highly likely to contribute to these conditions.

Philip Landrigan, MD, MSc, a world-renowned leader in children’s environmental health and Director of the Children’s Environmental Health Center (CEHC) at Mount Sinai School of Medicine, co-authored the editorial, entitled “A Research Strategy to Discover the Environmental Causes of Autism and Neurodevelopmental Disabilities,” along with Luca Lambertini, PhD, MPH, MSc, Assistant Professor of Preventive Medicine at Mount Sinai and Linda Birnbaum, Director of the National Institute OF Environmental Health Sciences.

The editorial was published alongside four other papers — each suggesting a link between toxic chemicals and autism. Both the editorial and the papers originated at a conference hosted by CEHC in December 2010.

The National Academy of Sciences reports that 3 percent of all neurobehavioral disorders in children, such as autism spectrum disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD), are caused by toxic exposures in the environment and that another 25 percent are caused by interactions between environmental factors and genetics. But the precise environmental causes are not yet known. While genetic research has demonstrated that ASD and certain other neurodevelopmental disorders have a strong hereditary component, many believe that environmental causes may also play a role – and Mount Sinai is leading an effort to understand the role of these toxins in a condition that now affects between 400,000 and 600,000 of the 4 million children born in the United States each year.

“A large number of the chemicals in widest use have not undergone even minimal assessment of potential toxicity and this is of great concern,” says Dr. Landrigan. “Knowledge of environmental causes of neurodevelopmental disorders is critically important because they are potentially preventable.”

CEHC developed the list of ten chemicals found in consumer products that are suspected to contribute to autism and learning disabilities to guide a research strategy to discover potentially preventable environmental causes. The top ten chemicals are:

  1. Lead
  2. Methylmercury
  3. PCBs
  4. Organophosphate pesticides
  5. Organochlorine pesticides
  6. Endocrine disruptors
  7. Automotive exhaust
  8. Polycyclic aromatic hydrocarbons
  9. Brominated flame retardants
  10. Perfluorinated compounds

In addition to the editorial, the other four papers also call for increased research to identify the possible environmental causes of autism in America’s children. The first paper, written by a team at the University of Wisconsin – Milwaukee, found preliminary evidence linking smoking during pregnancy to Asperger’s disorder and other forms of high-functioning autism. Two papers, written by researchers at the University of California – Davis, show that PCBs disrupt early brain development. The final paper, also by a team at UC – Davis, suggests further exploring the link between pesticide exposure and autism.

Source: http://www.stonehearthnewsletters.com/top-10-toxic-chemicals-suspected-to-cause-autism-and-learning-disabilities/autism/