[article]
| Titre : |
Genetically informed learning interventions for autism spectrum disorder: A systematic review of randomized controlled trials |
| Type de document : |
texte imprimé |
| Auteurs : |
Öznur Özge ÖZCAN, Auteur ; Burcu ÇEVRELI, Auteur ; Marwan Abdelmahmoud Abdelkarim MAKI, Auteur ; Palanirajan Vijayaraj KUMAR, Auteur ; Türker Tekin ERGÜZEL, Auteur |
| Article en page(s) : |
202742 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism spectrum disorder Genetics Learning Randomized controlled trials Precision intervention Early behavioral therapy |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background Autism spectrum disorder (ASD) is a genetically heterogeneous neurodevelopmental condition in which structured, learning-based interventions can promote developmental gains. However, the moderating role of genetic or ASD releated neurobiological factors in treatment responsiveness remains unclear. Methods We conducted a systematic review of randomized controlled trials (RCTs) that combined structured, learning-based interventions with either direct genetic stratification (e.g., polygenic risk scores, rare variants) or indirect neurobiological proxies (e.g., EEG, developmental profiles). The risk of bias was assessed via the Cochrane RoB 2.0 tool. Results Comprehensive database searches yielded 6565 records, of which 95 full texts were screened until June 2025. Seven RCTs met inclusion criteria. The seven trials, included a total of ∼650 participants aged 18 months to 17 years. Four studies reported significant gains in IQ, language, and adaptive behavior following early behavioral interventions (e.g., ESDM, iPad-assisted therapy, parent-mediated training). Telehealth approaches demonstrated comparable feasibility and effectiveness to in-person delivery. Two genotype-stratified RCTs provided novel evidence of biological moderation: one large-scale trial (n = 207) showed that children with rare exonic variants exhibited reduced responsiveness to social skills group training, while another (n = 188) linked higher ADHD polygenic risk scores and synaptic burden to poorer intervention outcomes. Risk of bias was generally moderate to low, and certainty of evidence ranged from moderate (small pilot studies) to high (large, multicenter RCTs). Conclusion Early structured learning interventions consistently improve developmental outcomes in children with ASD, with emerging evidence that genetic architecture may shape individual variability in treatment response. These findings highlight the need to integrate genetic and neurobiological data into future trials to advance precision education and personalized intervention strategies. |
| En ligne : |
https://doi.org/10.1016/j.reia.2025.202742 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573 |
in Research in Autism > 129 (January 2025) . - 202742
[article] Genetically informed learning interventions for autism spectrum disorder: A systematic review of randomized controlled trials [texte imprimé] / Öznur Özge ÖZCAN, Auteur ; Burcu ÇEVRELI, Auteur ; Marwan Abdelmahmoud Abdelkarim MAKI, Auteur ; Palanirajan Vijayaraj KUMAR, Auteur ; Türker Tekin ERGÜZEL, Auteur . - 202742. Langues : Anglais ( eng) in Research in Autism > 129 (January 2025) . - 202742
| Mots-clés : |
Autism spectrum disorder Genetics Learning Randomized controlled trials Precision intervention Early behavioral therapy |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background Autism spectrum disorder (ASD) is a genetically heterogeneous neurodevelopmental condition in which structured, learning-based interventions can promote developmental gains. However, the moderating role of genetic or ASD releated neurobiological factors in treatment responsiveness remains unclear. Methods We conducted a systematic review of randomized controlled trials (RCTs) that combined structured, learning-based interventions with either direct genetic stratification (e.g., polygenic risk scores, rare variants) or indirect neurobiological proxies (e.g., EEG, developmental profiles). The risk of bias was assessed via the Cochrane RoB 2.0 tool. Results Comprehensive database searches yielded 6565 records, of which 95 full texts were screened until June 2025. Seven RCTs met inclusion criteria. The seven trials, included a total of ∼650 participants aged 18 months to 17 years. Four studies reported significant gains in IQ, language, and adaptive behavior following early behavioral interventions (e.g., ESDM, iPad-assisted therapy, parent-mediated training). Telehealth approaches demonstrated comparable feasibility and effectiveness to in-person delivery. Two genotype-stratified RCTs provided novel evidence of biological moderation: one large-scale trial (n = 207) showed that children with rare exonic variants exhibited reduced responsiveness to social skills group training, while another (n = 188) linked higher ADHD polygenic risk scores and synaptic burden to poorer intervention outcomes. Risk of bias was generally moderate to low, and certainty of evidence ranged from moderate (small pilot studies) to high (large, multicenter RCTs). Conclusion Early structured learning interventions consistently improve developmental outcomes in children with ASD, with emerging evidence that genetic architecture may shape individual variability in treatment response. These findings highlight the need to integrate genetic and neurobiological data into future trials to advance precision education and personalized intervention strategies. |
| En ligne : |
https://doi.org/10.1016/j.reia.2025.202742 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573 |
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Genetically informed learning interventions for autism spectrum disorder: A systematic review of randomized controlled trials in Research in Autism, 129 (January 2025)
