Autism and Williams Syndrome: Dissimilar Socio-Cognitive Profiles with Similar Patterns of Abnormal Gene Expression in the Blood

Autor/inn/en	Niego, Amy; Benítez-Burraco, Antonio
Titel	Autism and Williams Syndrome: Dissimilar Socio-Cognitive Profiles with Similar Patterns of Abnormal Gene Expression in the Blood
Quelle	In: Autism: The International Journal of Research and Practice, 25 (2021) 2, S.464-489 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benítez-Burraco, Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361320965074
Schlagwörter	Autism; Pervasive Developmental Disorders; Genetic Disorders; Symptoms (Individual Disorders); Genetics; Neurological Impairments; Brain Hemisphere Functions; Social Cognition; Interpersonal Competence + Suchen Sie Ihr Suchwort? Autismus; Psychiatrische Symptomatik; Humangenetik; Neurodegenerative Erkrankung; Soziale Kognition; Interpersonale Kompetenz
Abstract	Autism spectrum disorders and Williams syndrome exhibit quite opposite features in the social domain, but also share some common underlying behavioral and cognitive deficits. It is not clear, however, which genes account for the attested differences (and similarities) in the socio-cognitive domain. In this article, we adopted a comparative molecular approach and looked for genes that might be differentially (or similarly) regulated in the blood of subjects with these two conditions. We found a significant overlap between differentially expressed genes compared to neurotypical controls, with most of them exhibiting a similar trend in both conditions, but with genes being more dysregulated in Williams syndrome than in autism spectrum disorders. These genes are involved in aspects of brain development and function (particularly dendritogenesis) and are expressed in brain areas (particularly the cerebellum, the thalamus, and the striatum) of relevance for the autism spectrum disorder and the Williams syndrome etiopathogenesis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01