Biomedical research
Effect of nutritional profiles on pregnancy
De Benedectis and Grabrucker
About
In 1999, the Food Safety Authority of Ireland set the levels of the recommended intake of zinc at 15 mg/d or 20 mg/d (if pregnant or lactating).
In previous projects, our research team became interested especially in the supply of the trace element zinc. In mice, insufficient zinc uptake is associated with symptoms of autism in the offspring.
Whether low intake of zinc occurs in humans during pregnancy and whether this is a risk factor for autism is currently not well investigated. Therefore, we launched a study to understand how common low levels of zinc intake in women and pregnant women in Ireland are, and if low zinc intake is detected, whether it is associated with a greater risk to develop autism.
Therefore, with the help of a questionnaire we aim to to understand the influence of the diet during pregnancy on the health of the developing baby (in particular with regards to the development of ASD).
Understanding the role of zinc and zinc transporters in Autism
De Benedectis and Grabrucker
About
The purpose of this study is to investigate the expression and the localisation of zinc transporters in neural tissue (neurons and glial cells) with a particular focus on zinc transporter 5 (ZnT5).
A mutation in the zinc transporter ZnT5 (missense mutation p.S561R) was linked to autism in human patients.
The hypothesis in this study is that a loss of function in the transporter ZnT5 in the offspring, despite normal zinc status of the mother, may lead to insufficient zinc supply during a critical time window in brain development, which may be linked to the development of autism.
Association of zinc deficiency with gastro-intestinal abnormalities in ASD model
Sauer and Grabrucker
About
Many patients with autism have symptoms associated with gastrointestinal (GI) disorders.
A growing amount of research indicates that abnormalities in the GI system during development might be a factor contributing in the development of autism.
We hypothesize that metal ion imbalances during pregnancy are linked to disturbances in the GI tract and may be an important factor in autism - associated pathology.
To investigate gut-brain interaction in autism, we perform in vivo studies using models for zinc deficiency and in vitro studies using GI organoids.
In analysing gut morphology, microbiome composition and inflammation we hope to understand underlying mechanism in order to find future therapeutic targets.
Investigating the influence of maternal zinc supplementation as strategy for reducing the risk of developing Autism Spectrum Disorders and associated symptoms
Grabrucker and Stanton
About
Dr Grabrucker’s team at the Bernal Institute of University of Limerick investigates a link between zinc deficiency and Autism Spectrum Disorders.
Their research is now supported by the International Zinc Association (IZA), industry partners, and charities (Autismo ABP).
In a study funded with 296k Euro for UL, the team will work together with the School of Medicine and Health Sciences TecSalud of the Monterrey Institute of Technology and Higher Education, Mexico.
The clinical study investigates the benefits of zinc supplementation during pregnancy and the underlying mechanisms on the cellular level.
Human Computer Interaction, Interaction Design
Auti-lite
Hedge and Storni
About
Autism Spectrum Disorders(ASD) is characterized by a spectrum of neurological disorders. It is a developmental disorder with core deficits in social interaction, social communication, and imagination (e.g. in the context of play), including restricted interests and repititive behaviour. Autism is highly idiosyncratic in nature.
Research stresses the importance of providing early and intensive interventions that are highly individualized. This study explores the role of physical computing in developing supports and solutions to be used by children and their caretakers to achieve self-regulation and acquire skills.
Auti-Lite was developed through a user centered design approach and consists of two parts - 1) a generic modular frame and 2) a number of specific 'tiles', meant to be used at school or at home.
The system allows the parents and teachers to customize the product to meet different requirements of a child in the spectrum. Tiles afford tangible interaction and can be sensory, communicational, voice-activated, and supporting the acquisition of social, academic, motor skills, interactional needs and so on.
The design is modular (different tiles for different needs, tasks, skills acquisition) and progressive (within each tiles task progress from easy to difficult as the users develop their skills). The idea, therefore, is a family of products (tiles) that would then, evolve, in accordance with the child's advancements in their understanding, acquisition of skills, and developmental levels.
It also aims to enhance the relationship dynamics and communication between the child and the caregiver by providing opportunities for play-based interactions and joint attention while also encouraging co-participation/communication/eye-contact.
Speech and language
Supporting Best Practice in Peer-Mediated approaches with Minimally Verbal Autistic children
O’Donoghue
About
From the preschool years onwards, children spend a large proportion of their day in classroom settings. They play, eat, learn and grow alongside their peers. Peer interactions can be particularly challenging for autistic children.
My research is interested in how skills can be developed in peers to support interaction, and how this can enhance opportunities for language learning and social interaction, while also building empathy and understanding in the peers.
This approach is influenced by a social model of disability which foregrounds the importance of skilled and understanding communication partners.
I am using a participatory research design to co-develop a module which can be used in preschools to support a peer-mediated approach.
Developmental research
Minding the Gap: Detecting Girls with Autism in Early Childhood
Brooke McMullen
About
ASD has historically been considered a disorder predominantly seen in males (Carpenter et al., 2019; Estrin et al., 2020), and despite modern population studies indicating a more balanced male-to-female ratio of 2-3:1 (Lai et al., 2015), boys receive an ASD diagnosis four times more frequently than girls (Duvekot et al., 2017).
Moreover, while the core characteristics of ASD are typically present in children before three years of age, (Carpenter et al., 2019), cognitively able girls are frequently unrecognised and undiagnosed in early childhood (Begeer et al., 2013; Petrou et al., 2018).
Through a comprehensive systematic review, the present study aims to support the detection of girls with autism in early childhood by firstly, understanding how girls with autism present in early childhood, and secondly, addressing the gender gap in ASD screening and diagnostics.
