Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are included in the group of neurodevelopmental disorders. In the Diagnostic and Statistical Manual for Mental Disorders 5th edition (DSM-5), ASD is characterized as impaired social communication and restricted, repetitive behaviors in early childhood. ADHD, also first diagnosed in childhood, is characterized by inattention, impulsivity, and hyperactivity. ASD and ADHD are both the most prevalent neurodevelopmental and disruptive behavioural disorders and cause severe functional impairment in the lifespan. As supported in the new edition DSM-5, rather than a separate condition with distinct impairments, the comorbidity and dual-diagnosis are allowed for ASD and ADHD in the clinical practice.
There are many possible pathogenesis mechanisms behind the ASD and ADHD symptom, especially the brain characteristics, genetic and epigenetic, gut dysbiosis, gut microbiota. Previous studies also demonstrated a large degree of overlap in ASD and ADHD symptomatology. It is believed that ASD and ADHD share partially overlapping causal mechanisms.
To date, the explosion of genomics and system neuroscience is producing many potential targets and new insights for intervention. We also promote efforts to translate basic sciences into treatments in the clinic as well as development of alternative solutions in pandemic situation.
In this Research Topic, manuscripts should focus on the increasing clinical and neuroscientific evidence in ASD and/or ADHD that in potential optimize clinical practice and the perception of homogeneity, heterogeneity, continuance and disorders. We welcome submissions that provide new insights with genetics, neuropathy, and intervention in neurodevelopmental disorders. We strongly encourage original research submissions, and reviews, perspectives, case reports and hypothesis and theory articles are also welcomed. Authors are encouraged to address the following subtopics, but not limited to:
1. Genetic and epidemiological research on investigating early biomarkers in ASD and/or ADHD.
2. Neurobiological and neuropathy mechanisms underlying developmental processes in individual with ASD and/or ADHD.
3. Structural neuroimaging and functional brain connectivity difference in the individuals with ASD and/or ADHD.
4. Assessment of the role of gut microbiota in the development of ASD and/or ADHD, as well as the advancement of the therapeutic armamentarium for the modulation of gut microbiota for a better management of ASD and/or ADHD.
5. Alternative electronic Health (e-Health) interventions for ASD and/or ADHD in and post COVID-19 pandemic.
6. Elucidating the shared and unique properties inherent to ASD and ADHD, predicting the long-term outcome of children with ASD and/or ADHD and related risk factors.
7. Association between ASD and/or ADHD with other developmental disorders comorbidities and multidimensionnaly impairment, such as development delay/Intellectual disorder, language disorder, emotional regulation and behavior, school integration, and learning difficulties.
Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are included in the group of neurodevelopmental disorders. In the Diagnostic and Statistical Manual for Mental Disorders 5th edition (DSM-5), ASD is characterized as impaired social communication and restricted, repetitive behaviors in early childhood. ADHD, also first diagnosed in childhood, is characterized by inattention, impulsivity, and hyperactivity. ASD and ADHD are both the most prevalent neurodevelopmental and disruptive behavioural disorders and cause severe functional impairment in the lifespan. As supported in the new edition DSM-5, rather than a separate condition with distinct impairments, the comorbidity and dual-diagnosis are allowed for ASD and ADHD in the clinical practice.
There are many possible pathogenesis mechanisms behind the ASD and ADHD symptom, especially the brain characteristics, genetic and epigenetic, gut dysbiosis, gut microbiota. Previous studies also demonstrated a large degree of overlap in ASD and ADHD symptomatology. It is believed that ASD and ADHD share partially overlapping causal mechanisms.
To date, the explosion of genomics and system neuroscience is producing many potential targets and new insights for intervention. We also promote efforts to translate basic sciences into treatments in the clinic as well as development of alternative solutions in pandemic situation.
In this Research Topic, manuscripts should focus on the increasing clinical and neuroscientific evidence in ASD and/or ADHD that in potential optimize clinical practice and the perception of homogeneity, heterogeneity, continuance and disorders. We welcome submissions that provide new insights with genetics, neuropathy, and intervention in neurodevelopmental disorders. We strongly encourage original research submissions, and reviews, perspectives, case reports and hypothesis and theory articles are also welcomed. Authors are encouraged to address the following subtopics, but not limited to:
1. Genetic and epidemiological research on investigating early biomarkers in ASD and/or ADHD.
2. Neurobiological and neuropathy mechanisms underlying developmental processes in individual with ASD and/or ADHD.
3. Structural neuroimaging and functional brain connectivity difference in the individuals with ASD and/or ADHD.
4. Assessment of the role of gut microbiota in the development of ASD and/or ADHD, as well as the advancement of the therapeutic armamentarium for the modulation of gut microbiota for a better management of ASD and/or ADHD.
5. Alternative electronic Health (e-Health) interventions for ASD and/or ADHD in and post COVID-19 pandemic.
6. Elucidating the shared and unique properties inherent to ASD and ADHD, predicting the long-term outcome of children with ASD and/or ADHD and related risk factors.
7. Association between ASD and/or ADHD with other developmental disorders comorbidities and multidimensionnaly impairment, such as development delay/Intellectual disorder, language disorder, emotional regulation and behavior, school integration, and learning difficulties.
