Titer essential oil and method for verifying titer essential oil to help autism patient to receive and process social information

Abstract

The invention provides titer essential oil for enhancing emotion experience. The titer essential oil comprises one or a combination of more of chrysanthemum indicum essential oil, lemon grass essential oil or black pepper essential oil. According to the method, the titer of the essential oil smell is creatively corresponding to the titer of the social information, the autism children are stimulated through the essential oil smell to generate corresponding titer emotion experience in the intervention course, and the social information is helped to be further received and processed. Meanwhile, in consideration of the problem behaviors that the anxiety rate of autism is high and anxiety is easily caused to an intervention environment, clinical tests prove that the bergamot essential oil capable of relieving anxiety is used for relieving the anxiety emotion of autism when an intervention course starts.

Description

Technical Field

[0001] The invention belongs to the technical field of autism rehabilitation, and relates to a novel intervention training method using essential oil sniffing as an auxiliary means of autism emotion and behavior courses. Background Art

[0002] Autism spectrum disorder (ASD) is a neurodevelopmental disorder that begins in early childhood and is characterized by impairments in social interaction and communication, as well as restricted interests and repetitive behaviors. [1] There is ample evidence that ASD is prone to emotional and behavioral problems such as social withdrawal, depression, anxiety, and self-harm. [2] Among them, the comorbid anxiety rate among autistic children and adolescents is 1.6% to 84.0%. The anxiety caused by specific social situations or stimuli will manifest in inappropriate behaviors such as destructive behavior, aggressive behavior, and self-harm behavior, which seriously affects social interaction, life, and learning.

[0003] ASD's emotional and behavioral problems are the result of a lack of understanding of social information. Individuals need to constantly adjust their behavior according to changes in social environment information. [3][4] In this process, ASD has defects such as lack of attention to others, poor reasoning about others' thoughts, inability to recognize emotional reactions, and difficulty making effective social attributions and judgments, which may lead to inappropriate emotional behavior. [5][6] This process is controlled by the "social perception network" composed of the ventrolateral orbitofrontal cortex and the amygdala, with the orbitofrontal cortex as the core. After the amygdala is activated by sensory information, it is encoded and transmitted to the orbitofrontal cortex for feedback, regulating the amygdala response, changing the emotional state and thus controlling behavior.

[0004] Anxiety as a symptom of stress is associated with synaptic dysregulation, which is caused by an imbalance in the homeostatic signaling of the two main amino acid neurotransmitters, glutamate and GABA. [7] Anxiety symptoms are induced by action potential stimulation caused by excessive excitation of glutamate neurotransmitters in specific areas such as the hippocampus, amygdala and medial prefrontal cortex [8] Under normal physiological conditions, the content of GABA (γ-aminobutyric acid) and Glu (glutamate) are in a balanced state. When there are symptoms of anxiety, the content of Glu is higher than that of GABA, and the balance between the content of GABA and glutamate is broken. Figure 7 .

[0005] Children who can manage their emotions well are more likely to analyze social situations from multiple cognitive and emotional perspectives, thereby generating appropriate behavioral responses. [9]Therefore, the first step in emotional and behavioral intervention for autistic children is to reduce the children’s anxiety about environmental changes, and then provide various external stimulation information, so as to achieve the purpose of controlling behavior by intervening in autistic children’s perception, understanding and processing of information.

[0006] Educational training is currently one of the main methods of emotional and behavioral intervention for autism, but traditional educational training is a single form, providing information stimulation only through visual and auditory channels. When autistic children are not under control, there is masking of visual and auditory information, which hinders the input of information and affects the correction of behavior. Olfactory stimulation is an information transmission channel that is not subject to subjective control and masking. The transmitted odor information regulates the human body's physiological reactions, emotional experiences, and external behavioral expressions through a series of olfactory processing processes.

[10] Among them, aromatherapy is a natural therapy that uses essential oils extracted from plants as a medium to soothe emotions through inhalation, bathing, fumigation, massage, and external application.

[11] Many studies at home and abroad have shown that inhaled aromatherapy can effectively relieve the emotional stress of normal people and improve blood pressure.

[13] And regulate and improve cognitive function

[14]

[15] This method of sniffing regulates emotions and has the characteristics of simple and convenient operation, high safety, and good patient compliance, but there is no clinical research on its application to the autism group. In addition, the pleasantness of smell is related to heart rate.

[16] , skin electricity is generally related to the degree of arousal of the smell; different smells induce different emotions, such as butyric acid and acetic acid mainly produce negative emotions - anger or disgust, while lavender smell induces a happy response

[17] ; The integration of intersensory information driven by the consistency of smell and facial expression can help individuals recognize low-intensity facial expression emotional information

[18] It can be seen that odors of different valences can activate the brain's emotional experience and physiological response. At this time, by demonstrating the corresponding emotional expressions to stimulate autistic children's imitation, it helps them to shape the correct way of expressing emotions, thereby alleviating inappropriate problem behaviors. Summary of the invention

[0007] In order to solve the deficiencies of the above-mentioned technologies, the purpose of the present invention is to provide a novel intervention training method using the olfactory stimulation of essential oil sniffing as an auxiliary means of autism emotional behavior courses.

[0008] The present invention proposes a novel intervention training method that uses olfactory stimulation of essential oil sniffing as an auxiliary means of autism emotion and behavior courses. The intervention training method includes reducing the anxiety of autistic children caused by the intervention environment through olfactory stimulation of bergamot essential oil, and providing emotional physiological experience with the same valence as the social information being intervened through olfactory stimulation of essential oils with different valences.

[0009] The bergamot essential oil and essential oils of different potency and scent are all from doTERRA Essential Oil Laboratory.

[0010] The essential oil of the present invention, which can reduce glutamate concentration and relieve anxiety and emotional behavior of autism, comprises: bergamot essential oil; the components of the bergamot essential oil are as follows:

[0011]

[0012]

[0013] The essential oils with different potency and smell described in the present invention mainly include wild chrysanthemum essential oil, lemongrass essential oil, and black pepper essential oil, and the corresponding potency and smell information are as follows:

[0014] Table 1 Correspondence between potency type and essential oil odor

[0015]

[0016] The ingredients of wild chrysanthemum essential oil are as follows:

[0017]

[0018]

[0019] Lemongrass essential oil ingredients are as follows:

[0020]

[0021]

[0022]

[0023] The ingredients of black pepper essential oil are as follows:

[0024]

[0025]

[0026] The doTERRA Essential Oil Laboratory works closely with the world's leading network of essential oil chemists and growers to select plants of the right species, grow them in ideal environments, and carefully harvest them at the right time. The aromatic compounds of the plants are expertly extracted by experienced extractors and subjected to a series of tests that exceed the ordinary standards of the essential oil industry to ensure purity and composition. The raw material variety of the bergamot essential oil is Citrus bergamia, produced in Sicily, Italy, and the bergamot essential oil is extracted by cold pressing.

[0027] Each batch of essential oils undergoes a series of rigorous and effective tests. These include the following tests:

[0028] 1. Sensory performance testing. In this testing phase, essential oil chemists, manufacturing engineers and quality technicians will manually test the appearance, smell and color of the essential oils.

[0029] 2. Specific gravity. The specific gravity test compares the volume-to-weight ratio of the essential oil with its proper standard, thereby verifying the quality and purity of the essential oil.

[0030] 3. Gas chromatography / mass spectrometry (GC / MS). During the analysis process, atoms are separated and identified to ensure that the chemical composition of the essential oil matches the ideal chemical composition.

[0031] 4. Fourier Transform Infrared Spectrometer Test (FTIR). FTIR testing uses infrared to analyze the material composition of essential oils to confirm that the essential oils meet dōTERRA standards.

[0032] 5. Optical rotation. It determines whether the molecular structure meets the standard by measuring the amount of light bending caused by molecular orientation.

[0033] 6. Refractive Index. A refractometer is used to study the refractive index (a measure of how light travels through a particular substance) of an essential oil to ensure that the oil meets dōTERRA standards.

[0034] 7. Contaminant testing. Essential oils that pass the physical testing standards will go through a series of contaminant tests inspected by microbiologists to confirm that they do not contain harmful contaminants. Essential oil testing includes harmful microorganisms, heavy metals and pesticides to confirm that they are safe to use if used properly.

[0035] 8. Stability testing. dōTERRA also periodically conducts essential oil longevity testing to ensure that the essential oil maintains purity and efficacy throughout its shelf life. This series of tests is conducted in a room with controlled temperature and humidity, and the testers will observe and analyze how the essential oil reacts to extended exposure to different air conditions. This testing ensures that dōTERRA continues to provide safe and effective essential oils.

[0036] The present invention also provides a method for regulating glutamate concentration in the orbitofrontal lobe and amygdala for purposes other than disease treatment or diagnosis, comprising the following steps:

[0037] Place a pebble aromatherapy machine in a corner of the 9㎡ room, add 3 drops of essential oil into the machine, and let the essential oil smell diffuse throughout the entire aromatherapy room. Then enter the aromatherapy room for natural sniffing for 4-6 minutes, preferably 5 minutes. Change the amount of essential oil drops in proportion to the size of the aromatherapy room.

[0038] The present invention also provides a new method for verifying the effect of essential oils in alleviating anxiety problems caused by social information in children with autism by using nuclear magnetic resonance scanning. A method for verifying the effect of essential oils on neurotransmitter concentrations using magnetic resonance technology. The scanning verification method of the present invention is suitable for everyone, and the course is developed for children with autism.

[0039] The present invention has two types of essential oils in the whole system: one is bergamot essential oil used for relieving social anxiety; the other is potency essential oil used for enhancing emotional experience, including wild chrysanthemum essential oil, lemongrass essential oil and black pepper essential oil.

[0040] The present invention verifies through magnetic resonance scanning that under the same social information stimulation, autistic children are more likely to have greater emotional fluctuations than healthy children, and bergamot essential oil regulates emotions by affecting the concentration of glutamate in the amygdala and orbitofrontal lobe. The specific operation steps are:

[0041] Step 1: Collect the blood pressure and pulse rate values ​​of autistic children and healthy children under normal conditions;

[0042] Step 2: After receiving continuous social information stimulation, the two groups underwent MRS scanning of the amygdala and orbitofrontal lobe, and blood pressure and pulse rate were measured after the end; the social information stimulation refers to facial emotional picture stimulation of different valences;

[0043] Step 3: Analyze the significant differences between the blood pressure, pulse rate and MRS results of the two groups in step 1 and step 2 respectively;

[0044] Step 4: Perform Pearson correlation analysis on the absolute glutamate concentration value measured in step 2 and the blood pressure and pulse rate values;

[0045] Step 5: Continued social information stimulation accompanied by essential oil inhalation, and MRS scans of the amygdala and orbitofrontal lobe were performed again in both groups, and blood pressure and pulse rate were measured after the end;

[0046] Step 6: Perform Pearson correlation analysis on the absolute glutamate concentration value measured in step 5 and the blood pressure and pulse rate values.

[0047] The present invention also provides a method for using essential oils of different potency to help autistic children perceive social information for the purpose of non-disease treatment or diagnosis, comprising the following steps:

[0048] Step 1: According to the valence of the social information conveyed in the course intervention content, select the essential oil stimulation with the corresponding valence odor;

[0049] Step 2: Place the aromatherapy machine with the corresponding essential oil in a relatively hidden corner of the intervention room;

[0050] Step 3: In the course of children's perception of social information, they were given an emotional valence perception task by using an aromatherapy machine to emit the scent of essential oils of corresponding valence, and then they were given visual (pictures, images) and auditory (music, conversation) stimulation;

[0051] Step 4: The rehabilitation teacher turns on or off the aromatherapy machine according to the course intervention phase and performs ventilation in time.

[0052] The present invention also provides a new method for verifying the effect of different potency essential oils on helping autism receive and process social information by affecting the amygdala and orbitofrontal neural circuits for the purpose of non-disease treatment or diagnosis through nuclear magnetic resonance scanning. A method for verifying the effect of potency essential oils on the reaction and function of neural circuits using magnetic resonance technology.

[0053] The steps are:

[0054] Step 1: fMRI monitoring of the amygdala-orbitofrontal neural circuit response and functional connectivity differences between normal subjects and ASD subjects under emotional face information stimulation (social information carrier);

[0055] Step 2: Screen out positive, neutral, and negative essential oil odor stimuli of different valences through the olfactory recognition function of normal people;

[0056] Step 3: fMRI monitoring of the amygdala-orbitofrontal neural circuit response and functional connectivity of ASD patients while simultaneously applying odor stimulation with the valence corresponding to emotional face information;

[0057] Step 4: Perform a significant difference analysis on the normal and ASD results obtained in step 1, and perform a significant difference analysis on the two ASD test results obtained in steps 1 and 3, and compare the difference changes between the two ASD results obtained in steps 1 and 3 and the normal results obtained in step 1.

[0058] The present invention also proposes a method for verifying the effect of essential oils on neurotransmitter concentrations using magnetic resonance technology for purposes other than disease treatment or diagnosis, comprising the following steps:

[0059] Step 1: Magnetic resonance imaging is used to obtain a structural image. The amygdala and orbitofrontal lobe are located in turn on the high-resolution structural image, and the MRS data spectra of each brain region are obtained by scanning;

[0060] Step 2: The subjects rested and inhaled the essential oil for 5 minutes; after 5 minutes of experimental intervention, the MRS scan was performed again;

[0061] Step 3: Repeat the MRS scan in step 1;

[0062] Step 4: Export the structural image and MRS data spectrum;

[0063] Step 5: The MRS data spectrum was analyzed using LCModel software, and the MRS data spectrum was modeled as a linear combination of the molecular signals of each metabolite to obtain the concentrations of Glu, Glx, NAA, and Cr metabolites;

[0064] Step 6: Use the water model base spectrum of LCModel and import the spectrum without water pressure for eddy current correction and absolute quantification during analysis;

[0065] Step 7: The LCModel analysis results were screened out to remove data with an estimated standard deviation SD%>20%, and the concentration data of each metabolite before and after the test were obtained to analyze and compare the concentration changes.

[0066] Preferably, in step 1, voxels are located in each brain region and 6 saturation bands are added during scanning.

[0067] Preferably, high-resolution three-dimensional T1-weighted imaging uses a pre-magnetized rapid gradient echo sequence with the following sequence parameters: repetition time = 2200 ms, echo time = 3.49 ms, inversion time = 1000 ms, flip angle = 8°, total number of slices = 192, field of view size = 256 × 256 mm 2 , slice thickness = 1 mm, total duration 7 min 13 s;

[0068] MRS used a point-resolved spectral sequence with the following sequence parameters: TR = 2000ms, TE = 30ms, number of accumulations = 128, number of sampling points = 2048, spectral width = 2000Hz; the orbitofrontal lobe and amygdala were collected separately, with a voxel size of 20×20×20mm 3 The scanning time of a single brain area was 4 minutes and 40 seconds; at the same time, non-pressurized MRS was collected, the cumulative number of times = 8, other parameters were the same, and the sequence time was 32 seconds.

[0069] The beneficial effects of the present invention include: the present invention creatively matches the valence of the essential oil smell with the valence of social information, and stimulates autistic children to produce corresponding valence emotional experience through the essential oil smell in the intervention course, helping to further receive and process social information. At the same time, considering that the anxiety rate of autism is high and it is easy to produce anxiety-induced problematic behaviors in the intervention environment, the bergamot essential oil that has been proven to relieve anxiety in clinical trials is used to relieve the anxiety of autism at the beginning of the intervention course. BRIEF DESCRIPTION OF THE DRAWINGS

[0070] In order to more clearly illustrate the embodiments of the present invention or the technical solutions in the prior art, the drawings required for use in the embodiments or the description of the prior art will be briefly introduced below. Obviously, the drawings described below are only some embodiments of the present invention. For those skilled in the art, other drawings can be obtained based on these drawings without paying any creative work.

[0071] Figure 1 It is a test certificate of bergamot essential oil.

[0072] Figure 2 It is a chemical component of bergamot essential oil.

[0073] Figure 3 This is the GCMS spectrum of bergamot essential oil.

[0074] Figure 4 It is the test certificate of wild chrysanthemum essential oil.

[0075] Figure 5 It is the chemical component of wild chrysanthemum essential oil.

[0076] Figure 6 This is the GCMS spectrum of wild chrysanthemum essential oil.

[0077] Figure 7 It is lemongrass essential oil test certificate.

[0078] Figure 8 It is the chemical component of lemongrass essential oil.

[0079] Fig. 9 This is the GCMS spectrum of lemongrass essential oil.

[0080] Fig.10 It is a test certificate of black pepper essential oil.

[0081] Fig.11 It is the chemical component of black pepper essential oil.

[0082] Fig.12 This is the GCMS spectrum of black pepper essential oil.

[0083] Fig.13 This is a process flow chart of distillation.

[0084] Fig.14 This is the process flow chart of cold pressing.

[0085] Fig.15 This is a schematic diagram comparing the GABA (γ-aminobutyric acid) and Glu (glutamate) contents in normal physiological state and anxiety state.

[0086] Fig.16 It is a map of the amygdala.

[0087] Fig.17 It is an orbitofrontal localization map.

[0088] Fig.18 This is an MRS data spectrum of the amygdala of an autistic child (without essential oil).

[0089] Fig.19 This is an MRS data spectrum of the amygdala of an autistic child (with essential oil).

[0090] Fig. 20 This is an orbitofrontal MRS data spectrum of an autistic child (without essential oil).

[0091] Fig.21 This is an orbitofrontal MRS data spectrum of an autistic child (with essential oils).

[0092] Fig. 22 It is a box plot of different groups and emotional valence; where N: negative valence emotional face stimulus; P: positive valence emotional face stimulus; ASD: autistic children group; TD: normal children group. DETAILED DESCRIPTION

[0093] The invention is further described in detail with reference to the following specific embodiments and drawings. The process, conditions, experimental methods, etc. for implementing the present invention, except for the contents specifically mentioned below, are all common knowledge and common common sense in the art and are not particularly limited by the present invention.

[0094] Experimental example

[0095] The experimental cases are divided into healthy children and autistic children. By comparing the physiological and behavioral data with those of healthy children, we find the physiological factors related to the emotional and behavioral problems of autistic children (especially anxiety), explore the effects of essential oil stimulation on physiological changes, and then use them in clinical intervention research. This experiment mainly explores two effects of essential oils: 1. The smell of essential oils of different valences helps autistic children receive social information and regulate their behavior; 2. Bergamot can reduce the anxiety of autistic children in social tasks.

[0096] 1. Materials

[0097] 1.1 Experimental subjects

[0098] Twenty children with ASD who received rehabilitation training in the Boai Children's Health Center in Xuhui District, Shanghai, who met the criteria for autism spectrum disorder in DSM-V, were selected and diagnosed with autism spectrum disorder by hospitals with diagnostic capabilities.

[0099] Inclusion criteria: (1) age between 6 and 14 years old; (2) parent version score of the Strengths and Difficulties Questionnaire (SDQ) greater than 16 points; (3) parents fully understand the content of the study and voluntarily sign the informed consent on the basis of ensuring the duration and continuity of treatment.

[0100] Exclusion criteria: (1) taking psychotropic drugs in the past six weeks; (2) having contraindications to MRI (such as claustrophobia, etc.), having metal implants, pacemakers, or a history of major head or chest surgery; (3) being allergic to odors.

[0101] Twenty-five healthy children from grades 2 to 6 who attended primary schools near the Boai Children's Health Park were selected.

[0102] Inclusion criteria: (1) age between 6 and 14 years old; (2) parent version score of the Strengths and Difficulties Questionnaire (SDQ) less than 16 points; (3) parents fully understand the content of the study and voluntarily sign the informed consent on the basis of ensuring the duration and continuity of treatment.

[0103] Exclusion criteria: (1) the presence of mental and intellectual disabilities; (2) contraindications to MRI scanning (e.g., claustrophobia), metal implants, pacemakers, or a history of major head or chest surgery; (3) abnormal olfactory function.

[0104] There was no significant difference in gender and age between the ASD children and healthy children included (p>0.05), see Table 2.

[0105] Table 2 Comparison of basic information of subjects

[0106]

[0107] 1.2 Experimental Reagents

[0108] Bergamot essential oil, wild chrysanthemum essential oil, lemongrass essential oil and black pepper essential oil are all provided by doTERRA (Shanghai) Trading Co., Ltd.

[0109] 1.3 Instruments and equipment

[0110] Pebble aromatherapy machine (dōTERRA (Shanghai) Trading Co., Ltd.); "Strengths and Difficulties Questionnaire (Parent Version)" (publicly available online); Siemens 3.0T MAGNETOM PrismaFit MRI scanner (Shanghai Key Laboratory of Magnetic Resonance); electronic blood pressure monitor (purchased by yourself); finger-clip medical oximeter (purchased by yourself)

[0111] 2. Experimental Methods

[0112] 2.1 Blood pressure and blood oxygen measurement

[0113] Blood pressure (SYS and DIA) and pulse rate (PR) were measured using a sphygmomanometer and an oximeter to reflect the anxiety of the subjects from physiological results. Blood pressure and blood oxygen pulse rate were measured before and after each scanning experiment to reflect the changes in anxiety before and after the social task and the effects of essential oil stimulation on anxiety. Normal systolic blood pressure (SYS) is 90-139 mmHg, normal diastolic blood pressure (DIA) is 60-89 mmHg, and the pulse rate of healthy people is 60-100 beats / min in a quiet state. Systolic blood pressure ≥140 mmHg and (or) diastolic blood pressure ≥90 mmHg are abnormal, and a pulse rate of less than 50 or greater than 120 requires medical attention.

[0114] 2.2 fMRI Scanning

[0115] 2.2.1 Scanning sequence

[0116] fMRI data were acquired on a Siemens 3T MR scanner (Siemens Healthcare GmbH, Erlang, Germany). Structural images were acquired using a three-dimensional T1-weighted MPRAGE sequence with the following parameters: field of view (FoV) = 256 × 256 mm 2 , 160 slices, repetition time (TR) = 1.9 s, echo time (TE) = 2500 ms, α = 15°. Functional images were acquired using a BOLD contrast-sensitive echo-planar imaging (EPI) sequence with the following parameters: matrix size (MS) = 64 × 64, field of view (FoV): 192 × 192 mm 2 , 36 slices, repetition time (TR) = 2s, echo time (TE) = 28ms, α = 77°, and 561 functional volumes per run.

[0117] 2.2.2 Experimental process

[0118] During fMRI, the experiment was completed in two parts, namely, emotional face pictures of different valences were presented alone and emotional face pictures were presented under valence odor stimulation. The odor stimulation of different valences was delivered using an MRI-compatible 16-channel computer-controlled olfactometer (airflow set to 1.5L / min). Each part was a block design.

[0119] The first part was controlled within 5 minutes, with a total of 3 blocks. Each block was an emotional face picture stimulus of a certain valence, and each block was set with 8 different picture stimuli. At the beginning of a single trial, a red fixed cross was continuously presented in the center of the screen for 2 seconds, prompting the subject to get ready, and then the face picture stimulus was presented for 2 seconds. Given that it is difficult for children with autism to keep their heads still for a long time, a gray cross appeared in the center of the screen after each block was completed and a 10-second rest was given, which was run 5 times in total. The scanning experiment of the olfactory stimulation part was only conducted in the ASD group.

[0120] To avoid the influence of familiarity with the pictures on the scanning results, the second part of the experiment was conducted one week after the first part of the experiment. The time was controlled within 15 minutes, with a total of 3 blocks. Each block corresponded to a valence odor, and emotional face pictures were presented under three valence odors. The odor stimulus appeared and withdrew 1.5 seconds before the picture. A red fixed cross was continuously presented in the center of the screen for 2 seconds to prompt the subjects to be ready, and then the face picture stimulus was presented. Each picture lasted for 2 seconds. After each block was completed, a gray cross appeared in the center of the screen to enter a 10-second rest. This was run 5 times in total. After the scanning of a valence odor was completed, a gray cross appeared in the center of the screen to prompt the subjects to rest for 30 seconds before entering the next odor stimulus. Each valence odor was presented in the form of an aromatherapy machine, and ventilation was performed during the 30-second rest period.

[0121] Before the experiment, each subject was informed that the red, green, and gray crosses corresponded to the preparation period, stimulation period, and rest period, respectively.

[0122] 2.3 MRS Scan

[0123] 2.3.1 Scanning sequence

[0124] The concentration of neurotransmitters in the amygdala and orbitofrontal cortex was measured by magnetic resonance scanning technology. All data were collected on a Siemens 3.0T MAGNETOM Prisma Fit MRI scanner at the Shanghai Key Laboratory of Magnetic Resonance at East China Normal University, including high-resolution T1-weighted structural images and MRS (Magnetic Resonance Spectroscopy, MRS) data. A 64-channel head coil was used, and a foam pad was used to fix the subject's head to reduce involuntary head movement during the scan, and earplugs were used to reduce scanning noise. The specific steps include:

[0125] Step 1: Before the experiment begins, the subjects sign the informed consent form, and the researcher tells the subjects the instructions for the experiment and the operating methods in the experiment;

[0126] Step 2: The subject fills out the MRI safety screening form and removes all metal objects from the body. Under the guidance of the MRI scanning operator, the subject lies flat on the scanning bed to receive the MRI scan. First, the structural image is scanned, and the amygdala and orbitofrontal lobe are located in turn on the high-resolution structural image, and the MRS data spectra of each brain region are scanned. During the scan, voxels are located in each brain region and 6 saturation bands are added to reduce the extravoxel signal and improve the data signal-to-noise ratio;

[0127] Step 3: The operator exports the structural image and MRS data spectra for subsequent analysis by researchers;

[0128] Step 4: MRS data were analyzed using LCModel software. LCModel models the MRS data spectrum as a linear combination of the molecular signals of each metabolite, and can obtain the concentrations of various metabolites such as glutamate (Glu), glutamate and glutamine (Glx), N-acetylaspartate (NAA), creatine (Cr), etc. The water model base spectrum provided by the LCModel official website was used, and the spectrum without water pressure was simultaneously imported for eddy current correction and absolute quantification during analysis;

[0129] Step 5: Import the LCModel analysis results into an Excel spreadsheet for sorting, screen out the data with an estimated standard deviation SD%>20%, sort out the concentration data of each metabolite before and after the test, and analyze and compare the concentration changes.

[0130] The high-resolution three-dimensional T1-weighted images used a magnetization-prepared rapid gradient-echo (MP-RAGE) sequence with the following sequence parameters: repetition time (TR) = 2200 ms, echo time (TE) = 3.49 ms, inversion time (TI) = 1000 ms, flip angle (FA) = 8°, total number of layers: 192, field of view (FOV) = 256 × 256 mm 2 , layer thickness = 1 mm, total duration 7 min 13 s.

[0131] MRS uses point resolved spectroscopy (PRESS) sequence, the sequence parameters are as follows: TR = 2000ms, TE = 30ms, averages = 128, number of complex points = 2048, bandwidth = 2000Hz. The orbitofrontal lobe and amygdala were collected separately, with a voxel size of 20×20×20mm 3 ,The scanning time of a single brain region was 4min40s. At the same time, non-pressurized MRS was collected, the number of accumulations averages=8, other parameters were the same, and the sequence time was 32s. Table 5 shows the content of neurotransmitters in different brain regions of different testers (before essential oil intervention).

[0132] 2.3.2 Experimental process

[0133] The concentration of neurotransmitters in the amygdala and orbitofrontal cortex was measured by magnetic resonance scanning technology. All data were collected on a Siemens 3.0T MAGNETOM Prisma Fit MRI scanner at the Shanghai Key Laboratory of Magnetic Resonance at East China Normal University, including high-resolution T1-weighted structural images and MRS (Magnetic Resonance Spectroscopy, MRS) data. A 64-channel head coil was used, and a foam pad was used to fix the subject's head to reduce involuntary head movement during the scan, and earplugs were used to reduce scanning noise. The specific steps include:

[0134] Step 1: Before the experiment begins, the subjects sign the informed consent form, and the researcher tells the subjects the instructions for the experiment and the operating methods in the experiment;

[0135] Step 2: The subject fills out the MRI safety screening form and removes all metal objects from the body. Under the guidance of the MRI scanning operator, the subject lies flat on the scanning bed to receive the MRI scan. First, the structural image is scanned, and the right amygdala and left orbitofrontal lobe are located in turn on the high-resolution structural image. The MRS data spectra of each brain region are scanned. During the scan, voxels are located in each brain region and 6 saturation bands are added to reduce the extravoxel signal and improve the data signal-to-noise ratio;

[0136] Step 3: The operator exports the structural image and MRS data spectra for subsequent analysis;

[0137] Step 4: MRS data were analyzed using LCModel software. LCModel models the MRS data spectrum as a linear combination of the molecular signals of each metabolite, and can obtain the concentrations of various metabolites such as glutamate (Glu), glutamate and glutamine (Glx), N-acetylaspartate (NAA), creatine (Cr), etc. The water model base spectrum provided by the LCModel official website was used, and the spectrum without water pressure was simultaneously imported for eddy current correction and absolute quantification during analysis;

[0138] Step 5: Import the LCModel analysis results into an Excel spreadsheet for sorting, screen out the data with an estimated standard deviation SD%>50%, sort out the concentration data of each metabolite before and after the test, and analyze and compare the concentration changes.

[0139] 3. Results

[0140] 3.1 Blood pressure results

[0141] Before the first fMRI scan, the systolic blood pressure, diastolic blood pressure and pulse rate values ​​of the ASD children group and the healthy children group are shown in the following table. As shown in Table 1, under normal circumstances, there is no significant abnormality in the blood pressure and blood sample levels of the two groups, and there is no obvious anxiety.

[0142] Table 2 Comparison of blood pressure and blood oxygen between the two groups before the first fMRI scan

[0143]

[0144]

[0145] After the first fMRI scan, the systolic blood pressure, diastolic blood pressure and pulse rate values ​​of the ASD children group and the healthy children group are shown in the following table. As shown in Table 3, after the dual stimulation of the social information perception task and the fMRI scanning experiment, the blood pressure and pulse rate of both groups increased, and the blood pressure and pulse rate levels of the ASD children group were significantly higher than those of the healthy children group, indicating that the ASD children had abnormal emotional physiological reactions after the task.

[0146] Table 3 Comparison of blood pressure and blood oxygen between the two groups after the first fMRI scan

[0147]

[0148] One week after the first fMRI scan, blood pressure measurement and fMRI scan were repeated. The systolic blood pressure, diastolic blood pressure and pulse rate values ​​of the two groups were measured before the second fMRI scan as shown in the following table. As can be seen from Table 4, there were no significant abnormalities in the blood pressure and pulse rate levels of the two groups, and no obvious anxiety symptoms.

[0149] Table 4 Comparison of blood pressure and blood oxygen between the two groups after the second fMRI scan

[0150]

[0151] After the second fMRI scan, the systolic blood pressure, diastolic blood pressure and pulse rate values ​​of the ASD children group and the healthy children group are shown in the following table. As shown in Table 5, although the stimulation of essential oils with different odor valences was applied, the blood pressure and blood oxygen levels of the two groups still increased after the social information perception task and fMRI scanning experiment, and the blood pressure and blood oxygen levels of the ASD children group were significantly higher than those of the healthy children group, indicating that the abnormal emotional physiological reactions of the ASD children were not related to the stimulation of essential oils with different odor valences.

[0152] Table 5 Comparison of blood pressure and blood oxygen between the two groups after the second fMRI scan

[0153]

[0154] 3.2 fMRI Results

[0155] FreeSurfer extracted the beta coefficient of amygdala activation under different face stimuli in the two groups, and an independent sample t-test was performed in SPSS. The results showed that the neural activation response to neutral faces mainly appeared in the fusiform gyrus and occipital lobe areas, and there was no significant difference in the amygdala response to positive, neutral and negative face stimuli between the two groups. Because the results of amygdala activation in the autism group tended to normal levels, this study did not analyze the amygdala activation response under olfactory stimulation during data processing.

[0156] Table 6 Comparison of the β coefficient of amygdala activation response between the two groups

[0157]

[0158] The functional connectivity (FC) between the amygdala (ROI) and the orbitofrontal region was analyzed in different groups under positive and negative emotional face stimulation. The results showed that the functional connectivity between the amygdala and the orbitofrontal region was weakened in the ASD group children under positive and negative valence face stimulation; when the odor stimulation of the same valence (ASD S) was applied at the same time, the functional connectivity between the amygdala and the orbitofrontal region was enhanced.

[0159] In order to evaluate the influence of emotional behavior problems in children with ASD on the connection strength (FC) between the amygdala and orbitofrontal cortex, correlation analysis and multiple regression analysis were performed in SPSS to verify whether the total score of SDQ and the scores of the five sub-dimensions can predict FC. Since the functional connectivity between the amygdala and orbitofrontal cortex of children in the ASD group showed a weakening trend under both positive and negative emotional face stimulation, the average z value of the two was calculated. As an indicator of FC, the Pearson correlation analysis results showed that FC was significantly negatively correlated with the total score of SDQ (r = -0.882, p < 0.05), and was also significantly correlated with the scores of each dimension (as shown in the table below). Then, a regression model was established, and the adjusted R 2 =0.79, which can explain the β coefficient well and is significant overall (F 5，14 =15.30, p<0.05).

[0160] Table 7 Table 4 Pearson correlation coefficient between the five sub-dimensions of SDQ value and the five SDQ subdimensions

[0161]

[0162] Note: p values ​​are all less than 0.05

[0163] Table 8 Table 5 Multiple regression analysis of the five sub-dimensions of SDQ value and SDQ five subdimensions

[0164]

[0165] 3.3 MRS results

[0166] LCModel software was used to process brain wave spectrum data, focusing on the difference in the absolute concentration of glutamate between the two groups.

[0167] After the second fMRI scan, the blood pressure and pulse rate values ​​increased, indicating that the children had abnormal emotional physiological fluctuations. At this time, MRS scans were performed, and the absolute concentrations of glutamate in the amygdala and orbitofrontal lobe were as shown in the following table. It can be observed that the glutamate concentration in the amygdala of the ASD group was significantly higher than that in the healthy children group, and the glutamate concentration in the orbitofrontal lobe was significantly lower than that in the healthy children group.

[0168] Table 9 Comparison of absolute concentrations of glutamate in the amygdala and orbitofrontal cortex between the two groups

[0169]

[0170] Pearson correlation analysis was performed on the glutamate concentrations in the amygdala and orbitofrontal cortex of the ASD group with blood pressure and blood oxygen levels. The results are shown in the following table. The table shows that the physiological response indicators reflecting anxiety (systolic blood pressure, pulse rate) are significantly negatively correlated with the glutamate concentration in the orbitofrontal cortex and significantly positively correlated with the amygdala.

[0171] Table 10 Pearson correlation analysis between absolute glutamate concentration in amygdala and orbitofrontal cortex and blood pressure and blood oxygen level

[0172]

[0173] The second MRS scan of the autism group of children under the state of smelling bergamot essential oil showed the absolute concentration values ​​of glutamate in the amygdala and orbitofrontal lobe as shown in the following table. It can be seen that compared with the results of the first MRS scan, the glutamate concentration in the amygdala decreased, and the glutamate concentration in the orbitofrontal lobe increased.

[0174] Table 11 Absolute concentrations of glutamate in the amygdala and orbitofrontal cortex of the ASD children group under essential oil inhalation

[0175]

[0176] The scan results were analyzed by Pearson correlation with the blood pressure and blood oxygen levels after MRS scanning, and the results are as follows. It can be seen that the concentration of glutamate in the amygdala and orbitofrontal cortex was significantly positively correlated and negatively correlated with the physiological response indicators reflecting anxiety (systolic blood pressure and pulse rate), respectively, and the results were stable, indicating that bergamot essential oil has an alleviating effect on the anxiety of children in the ASD group.

[0177] Table 12 Pearson correlation analysis of absolute glutamate concentrations in the amygdala and orbitofrontal cortex of ASD children with blood pressure and blood oxygen levels under essential oil inhalation

[0178]

[0179] 4. Application

[0180] 4.1 Control experiment setup

[0181] By setting up a brain imaging comparison experiment between children with autism and healthy children, it was verified that (1) bergamot essential oil can reduce the anxiety level of autistic children to a certain extent by increasing the concentration of glutamate in the orbitofrontal cortex; (2) by stimulating autistic children with the corresponding valence emotional experience through the smell of essential oils, it can help autistic children further receive and process social information. Next, bergamot essential oil and valence odor essential oil were used in emotional behavior intervention for autistic children. By comparing the behavioral assessment results before and after the intervention, the effect of essential oils was further verified through behavioral changes.

[0182] The 20 ASD children were randomly divided into group A and group B using the random number table method. There were no significant differences between the two groups in age, gender and SDQ scores (p>0.05).

[0183]

[0184] Children in group B received conventional audio-visual dual-channel emotional behavior intervention, and children in group A received additional valence odor stimulation during conventional audio-visual dual-channel emotional behavior intervention. After 6 months of intervention, the two groups of children were evaluated with the Strengths and Difficulties Scale (SDQ), and paired sample t-tests were performed to analyze behavioral improvements compared with the results before intervention.

[0185] The Strengths and Difficulties Questionnaire (SDQ) consists of five factors: emotional symptoms, conduct problems, hyperactivity / attention disorders, peer interaction problems, and prosocial behavior, with a total of 25 items. Each item is scored on a three-point scale of 0-2, with 0 points = not meeting the criteria, 1 point = somewhat meeting the criteria, and 2 points = fully meeting the criteria. There is an additional influencing factor, which is to further ask children with problems about "chronicity", "pain", "social damage", and "burden on others". Emotional behavior is divided into three levels based on the score range: 0-13 points, normal level; 14-16 points, marginal level; 17-40 points, abnormal level. The SDQ has good reliability and validity, and the World Psychiatric Association recommends it as a scale for assessing emotional and behavioral problems in children and adolescents in the Manual of Emotional and Behavioral Therapy for Children and Adolescents.

[0186] Through audio-visual dual-channel sensory stimulation and tasks, comprehensive training and rehabilitation aimed at social information perception processing and behavior regulation is carried out, including attention tracking, social skills training, conduct correction, social emotional understanding and pro-social behavior cultivation.

[0187] Ⅰ. Attention tracking training aims to cultivate the concentration of ASD children. Through visual attention and auditory attention games, children can complete the training of five types of concentration: pointing, selection, transfer, continuity and allocation. Each session lasts 30 minutes, 3 times a week. Taking "pointing attention" as an example, when a visual target stimulus or an auditory target stimulus appears, the children are trained to respond immediately.

[0188] Ⅱ. Social skills training aims to prepare basic skills for ASD children to receive social information. Basic social abilities (gaze, keep quiet, etc.), social skills (response, request, etc.) and social etiquette (greeting, saying goodbye, apologizing, etc.) are learned through multimedia video demonstrations and interactions with robots. 45 minutes each time, 3 times a week. Taking "greeting" as an example, multimedia videos demonstrate the language and movements of people greeting each other when they meet in different social situations, allowing children to imitate. The social NAO robot acts as a communication partner to initiate "greeting" interactions with children, helping children to practice expression.

[0189] Ⅲ. Conduct correction aims to reduce the common misconceptions and inappropriate behaviors of ASD children in social situations. Using video clips as a carrier, gradually guide children to answer "Who did it right? (Two different behaviors, one wrong and one wrong)" "Is he right? (One person's behavior)" "What should I do (How should I behave in the set scene?)" If the answer is correct, positive reinforcement feedback will be given, and if the answer is wrong, the rehabilitation therapist will correct and guide until it is correct. 45 minutes each time, 3 times a week. Taking "Can you talk" as an example, play a video of one person whispering and another person listening attentively when others are communicating, guide children to choose the correct behavior, then play a video of one person constantly interrupting others when they are communicating, guide children to judge whether it is right or wrong, and finally play a video of others talking and communicating, guide children to answer their correct behavior in this situation.

[0190] IV. Social emotion understanding aims to strengthen the learning of 6 basic social emotions (happiness, fear, sadness, surprise, anger, disgust) in children with ASD. Step by step, explain to children the situational images, situational pictures and facial expression pictures related to the demonstration emotions, cultivate the ability to associate situations with emotions, and express correct emotional behaviors based on understanding. 30 minutes each time, 3 times a week. Taking the emotion of "fear" as an example, first present children with common fear situations such as "fear of injections" and "fear of strangers" to help children perceive the meaning of "fear" (events that trigger the emotion of "fear"), extract the emotional situation pictures from the dynamic situation, and further strengthen the children's cognitive association between the emotion of "fear" and the situation. Finally, extract the "fear" emotion face picture separately to imitate the emotional expression of "fear".

[0191] Ⅴ. Prosocial behavior training aims to help children establish common behaviors that are close to society, including helping, sharing, and comforting. Through the teaching of nursery rhymes, children are induced to perceive and experience prosocial behaviors. On this basis, prosocial behaviors are demonstrated to guide children to observe and imitate. Each time is 45 minutes, 3 times a week. Taking "sharing" as an example, the nursery rhyme "Let's Eat Cookies Together" is played, and the lyrics and animation are used to comprehensively induce children's perception and understanding of the "sharing" behavior. Then, multimedia videos are played to play common sharing behaviors (sharing toys with classmates, sharing food with family members, etc.) to guide children to observe and imitate. Finally, a sharing behavior situation is created to train and consolidate children's sharing awareness and behavior.

[0192] The content, frequency, and time of the audio-visual and olfactory multi-channel emotional behavior intervention were consistent with those of the conventional intervention, except that olfactory stimulation using plant essential oils as carriers was added to the intervention path. Specifically, (1) 5 minutes before the course intervention, no requirements were made for the autistic children in the intervention room and they were free to move around. When intervening with the children in Group A, the rehabilitation teacher added 3 drops of bergamot essential oil to the aromatherapy machine in advance, and the children naturally sniffed in the room. No arrangements were made for the children in Group B in the first 5 minutes of the intervention. (2) According to the valence of the social information conveyed in the intervention content, olfactory odor stimulation of corresponding valence was implemented. Specifically, except for attention tracking, all other projects involved social information stimulation of different valences. In the process of children's perception of social information, in addition to receiving visual (pictures, images) and auditory (music, conversation) stimulation, olfactory stimulation was provided by emitting odors of corresponding valence through the aromatherapy machine (see Table 2). During the intervention, the aromatherapy machine was placed in a relatively hidden corner of the intervention room. The rehabilitation teacher turned on or off the aromatherapy machine according to the intervention stage and ventilated the room in time.

[0193] All intervention programs were conducted by professional rehabilitation therapists in the treatment room for a total of 6 months.

[0194] The "emotional calming time" of each autistic child in Group A and Group B was timed. The operational definition of "emotional calming time" is: the time it takes for the child to gradually calm down from the problem behaviors of anxiety such as crying, shouting, temper tantrums, and aggression and respond to the instructions of the rehabilitation teacher. The rehabilitation teacher starts timing when the autistic child enters the classroom and exhibits the above problem behaviors, and ends timing when the emotion calms down. SDQ assessment information was collected for the two groups before and after the intervention.

[0195] 4.2 Results Analysis

[0196] 4.2.1 Results of Emotional Calming Time

[0197] The average value of "emotional calming time" of children in groups A and B in the first and last week of intervention was calculated, and the changes in the time used for emotional calming before and after the intervention of the two groups of children were analyzed with or without bergamot essential oil aromatherapy. The results are shown in the following table. Before the intervention, there was no significant difference in the time used for emotional calming before the start of the course intervention between the two groups (p = 0.550> 0.05). After the intervention, the time of both groups A and B was reduced, which was significantly different from before the intervention (p < 0.05), and the change in the emotional calming time of group A was more significant than that of group B (P = 0.006). It shows that the relief of anxiety in children with autism by bergamot essential oil is not only reflected in physiological data, but also in the changes in problematic behaviors caused by anxiety.

[0198] Table 13 Comparison of emotional calming time between the two groups before and after intervention

[0199]

[0200] 4.2.2 Results of emotional behavior performance

[0201] Before the intervention, there was no significant difference in the SDQ scores between the two groups (p=0.556>0.05). Each autistic child had different emotional and behavioral problems. After the intervention, the SDQ scores of both groups A and B decreased, which was significantly different from the scores before the intervention (p<0.05). The difference in the total score of ASDQ before and after the intervention was greater than that of the control group (p<0.05). The results of brain-behavior correlation analysis showed that the SDQ assessment results were highly negatively correlated with the amygdala-orbitofrontal functional connectivity (p<0.05). This study predicted the enhanced functional connectivity between the amygdala-orbitofrontal cortex of the two groups of autistic children through the change of SDQ scores after the intervention, and the enhancement was more obvious in group A.

[0202] Table 14 Comparison of SDQ scores between the two groups before and after intervention

[0203]

[0204] 4.2.3 Correlation between Emotional Calming Time and Emotional Behavior

[0205] Pearson correlation analysis was performed on the changes in the time to calm down and the changes in emotional behavior before and after the intervention in the two groups, and the results are shown in the following table. As can be seen from the table, the changes in the time to calm down and the changes in emotional behavior in the two groups were significantly positively correlated. It can be inferred that when the problem behaviors caused by anxiety in autistic children are alleviated, it is helpful to further accept the course intervention content and improve the overall emotional behavior through long-term intervention training. At the same time, the improvement of overall emotional behavior also indicates the reduction of anxiety.

[0206] Table 15 Pearson correlation analysis between changes in emotional calming time and changes in emotional behavior in the two groups

[0207]

[0208] The analysis of the above intervention results showed that the stimulation of essential oils with different valences can help children receive and process social information of different valences, and then regulate their own behavior. Bergamot essential oil can significantly reduce the problem behaviors caused by anxiety in autistic children before the intervention begins, and improve the intervention effect. The effect of emotional behavior intervention under the stimulation of bergamot essential oil and essential oils with different valences is more significant.

[0209] The protection content of the present invention is not limited to the above embodiments. Without departing from the spirit and scope of the inventive concept, changes and advantages that can be thought of by those skilled in the art are included in the present invention and are protected by the attached claims.

[0210] appendix

[0211] Strengths and Difficulties Questionnaire (Parent Version)

[0212] Instructions:

[0213] Please answer the following questions based on your experience and facts in the past 6 months. Please tick the answer you think is appropriate from the 3 options in the question: "Not consistent", "Somewhat consistent" and "Completely consistent". Please do not miss any question, even if you are not sure about some questions.

[0214] project Not Compliant Somewhat in line with Fully compliant 1 Be able to empathize with others 0 1 2 2 Restless, overactive, unable to stay still for long 0 1 2 3 Frequent complaints of headaches, stomach aches, or general malaise 0 1 2 4 Willing to share things with other children, such as candy, toys, pencils, etc. 0 1 2 5 Frequent temper tantrums or loud noises 0 1 2 6 I am a loner and I like to play alone. 0 1 2 7 Generally speaking, they are obedient and usually do whatever adults ask them to do. 0 1 2 8 Have a lot of worries and often show anxiety 0 1 2 9 If someone is injured, unwell or sick, we are happy to help 0 1 2 10 Frequent restlessness or agitation 0 1 2 11 Have one or more good friends 0 1 2 12 Often quarrels with other children or bullies other children 0 1 2 13 Frequently unhappy, depressed, or crying 0 1 2 14 Generally speaking, being liked by other children 0 1 2 15 Easily distracted and unable to concentrate 0 1 2 16 In new situations, they get nervous or cling to adults and lose confidence easily 0 1 2 17 Caring for young children 0 1 2 18 Frequent lying or cheating 0 1 2 19 Being teased or bullied by other children 0 1 2 20 Often volunteers to help others (parents, teachers or other children) 0 1 2 21 Think clearly before doing anything 0 1 2 22 Stealing things from home, school, or other places 0 1 2 23 Get along better with adults than with children 0 1 2 24 Easily afraid of many things and easily frightened 0 1 2 25 Able to finish things and have a long-lasting attention span 0 1 2

[0215] Additional questions:

[0216] In summary, do you think your child has difficulties in the following areas?

[0217] A. Emotional aspects Yes (some difficulty) Yes (some difficulty) Yes (some difficulty)

[0218] B. Concentration Yes (some difficulty) Yes (some difficulty) Yes (some difficulty)

[0219] C. Behavior Yes (some difficulty) Yes (some difficulty) Yes (some difficulty)

[0220] D. Is it a little difficult to get along with others? Yes (some difficulty) Yes (some difficulty) Yes (some difficulty)

[0221] If you answered "yes" to the previous question, please answer the following questions about these difficulties.

[0222] How long have these difficulties been going on?

[0223] Less than 1 month 1-5 months 6-11 months More than 1 year

[0224]

[0225]

[0226] [1]American Psychiatric Association.(2013).Diagnostic and statistical manual of mental disorders(5th ed.).Arlington:American PsychiatricPublishing.

[0227] [2]Fombonne E,Croen L A,Bulkley J E,et al.Emotional and BehavioralProblems in Youth with Autism:High Prevalence and Impact onFunctioning.Journal of developmental and behavioral pediatrics:JDBP,2022,43(3):140-148.

[0228] [3]Zelazo P R,Burack J A,Charman T,et al.The development of Autism:Perspectives from Theory an d Research.New Jersey:Erlbaum Press,2001:17-37.

[0229] [4]Fogel A,Dickson K L,Hsu H C,et al.Communication ofsmiling andlaughter in mother-infant play:research on emotion from a dynamic systemsperspective.New Directions for Child Development,1997,(77):5–24.

[0230] [5]Simon,Baron-Cohen,et al.Does the autistic child have a"theory ofmind"?.Cognition,1985,21(1):37-46.

[0231] [6]Klin A.Attributing social meaning to ambiguous visual stimuliinhigher-functioning autism and Aspe rger syndrome:The Social AttributionTask.Journal of Child Psychology&Psychiatry,2010,41(7):831-846.

[0232] [7] Wieronska J., Stachowicz K., Nowak G. & Pilc A., 2011. The Loss of Glutamate-GABA Harmony in Anxiety Disorders. Intech Open: Rijeka.

[0233] [8] Antonucci F., Corradini I., Fossati G., Tomasoni R., Menna E., Matteoli M., 2016. SNAP-25, a Know n Presynaptic Protein with Emerging Postsynaptic Functions. Frontiers in Synaptic Neuroscience, 8(7):1-9.

[0234] [9] Lemerise, EL, & Arsenio, WFAn integrated model of emotion processes and cognition in social information processing. Child Development, 2000, Zl(1).107-118

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[10] Zhou Wen, Feng Guo. Olfactory perception and its interaction with the emotional system[J]. Advances in Psychological Science, 2012, 20(1): 2-9.

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[11] Cheng Yao, Shen Xuhui, Xu Meiying, et al. Research progress on aromatherapy for senile dementia at home and abroad[J]. General Nursing, 2016, 14(04): 348-350.

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[12] Lin Huiguang, Du Jian, Zhang Liangliang, et al. Experimental study on aromatherapy of volatile oil of Acorus calamus for the treatment of senile dementia in rats[J]. Journal of Fujian University of Traditional Chinese Medicine, 2007, 17(4): 25-27.

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[13] Savic I. Imaging of brain activiation by odorants in human [J]. Neurobiology, 2002, 12 (4): 455-461.

[14] Hang Tianyi. Imaging observation of aroma substances activating human brain regions through olfactory pathways [D]. Hefei: Anhui Medical University, 2013.

[0239]

[15] Chen Heping, Zeng Hongyan, Xu Bo, et al. Effects of lavender essential oil on cognitive function in rats with vascular dementia[J]. Sichuan Medicine, 2014, 35(5): 525-527.

[0240]

[16] Bensafi, M., Rouby, C., Farget, V., Bertrand, B., Vigouroux, M., & Holley, A. (2002). Autonomic ne rvous system responses to odours: The role of pleasantness and arousal. Chemical Senses, 27, 703–709.

[17] Vernet-Maury, E., O., Dittmar, A., Delhomme, G., & Chanel, J. (1999). Basic emotions induced by odorants: A new approach based on autonomic pattern results. Journal of the Autonomic Nervous System, 75, 176–183.

[0241]

[18] Leleu A, Demily C, Franck N, Durand K, Schaal B, Baudouin JY (2015) TheOdor Context Facilitates the Perception of Low-Intensity Facial Expressions of Emotion. PLoS ONE 10(9):e0138656.

Claims

1. A potency essential oil for enhancing emotional experience, characterized in that: A combination comprising one or more of the following: wild chrysanthemum essential oil, lemongrass essential oil or black pepper essential oil; wherein, The ingredients of the wild chrysanthemum essential oil are as follows: The ingredients of the lemongrass essential oil are as follows: The ingredients of the black pepper essential oil are as follows:

2. The potency essential oil according to claim 1, characterized in that The potency and smell of the essential oils are as follows:

3. A method for using essential oils of different potency odors to help autistic children perceive social information for the purpose of non-disease treatment or diagnosis, wherein the essential oils of different potency odors are the potency essential oils as claimed in claim 1 or 2, comprising the following steps: Step 1: According to the valence of the social information conveyed in the course intervention content, select the essential oil stimulation with the corresponding valence; Step 2: Place the aromatherapy machine with the corresponding essential oil in a relatively hidden corner of the intervention room; Step 3: In the course of children's perception of social information, an aromatherapy machine is used to emit the scent of essential oils of corresponding valence to perform an emotional valence perception task, and then the children receive visual and auditory stimulation; the visual stimulation includes pictures and images; the auditory stimulation includes music and conversations; Step 4: Turn on or off the aromatherapy machine according to the course intervention phase and ventilate the room in time.

4. A method for non-disease treatment or diagnosis purposes, verifying through magnetic resonance imaging that essential oils of different potency help autistic patients receive and process social information by affecting the amygdala and orbitofrontal neural circuits, characterized in that: The following steps are involved: Step 1: fMRI monitoring of the difference in the response and functional connectivity of the amygdala-orbitofrontal neural circuit between normal people and autistic patients under the stimulation of emotional face information; the emotional face information stimulation is a carrier of social information; Step 2: Screen out positive, neutral, and negative essential oil odor stimuli of different valences through the olfactory recognition function of normal people; Step 3: fMRI monitoring of the amygdala-orbitofrontal neural circuit response and functional connectivity of autistic patients while simultaneously applying odor stimulation with the valence corresponding to emotional face information; Step 4: Perform a significant difference analysis on the results of normal people and autistic patients obtained in step 1, and perform a significant difference analysis on the two test results of autistic patients obtained in steps 1 and 3. At the same time, compare the difference changes between the two autistic patient results obtained in steps 1 and 3 and the normal person results obtained in step 1.

5. A method for verifying the effect of essential oils on neurotransmitter concentrations using magnetic resonance technology for purposes other than disease treatment or diagnosis, characterized in that: The following steps are involved: Step 1: Magnetic resonance imaging is used to obtain a structural image. The amygdala and orbitofrontal lobe are located in turn on the high-resolution structural image, and the MRS data spectra of each brain region are obtained by scanning; Step 2: The subjects rested and inhaled the essential oil for 5 minutes; after 5 minutes of experimental intervention, the MRS scan was performed again; Step 3: Repeat the MRS scan in step 1; Step 4: Export the structural image and MRS data spectrum; Step 5: The MRS data spectrum was analyzed using LCModel software, and the MRS data spectrum was modeled as a linear combination of the molecular signals of each metabolite to obtain the concentrations of Glu, Glx, NAA, and Cr metabolites; Step 6: Use the water model base spectrum of LCModel and import the spectrum without water pressure for eddy current correction and absolute quantification during analysis; Step 7: The LCModel analysis results were screened out to remove data with an estimated standard deviation SD%>20%, and the concentration data of each metabolite before and after the test were obtained to analyze and compare the concentration changes.

6. The method according to claim 5, characterized in that Step 1: Locate voxels in each brain region plus 6 saturation bands during scanning.

7. The method according to claim 6, characterized in that High-resolution three-dimensional T1-weighted imaging used a premagnetized rapid gradient echo sequence with the following sequence parameters: repetition time = 2200 ms, echo time = 3.49 ms, inversion time = 1000 ms, flip angle = 8°, total number of slices = 192, field of view = 256 × 256 mm 2 , slice thickness = 1 mm, total duration 7 min 13 s; MRS used a point-resolved spectral sequence with the following sequence parameters: TR = 2000ms, TE = 30ms, number of accumulations = 128, number of sampling points = 2048, spectral width = 2000Hz; the orbitofrontal lobe and amygdala were collected separately, with a voxel size of 20×20×20mm 3 The scanning time of a single brain area was 4 minutes and 40 seconds; at the same time, non-pressurized MRS was collected, the cumulative number of times = 8, other parameters were the same, and the sequence time was 32 seconds.

8. The method according to claim 5, characterized in that Structural images were obtained using a three-dimensional T1-weighted MPRAGE sequence with the following parameters: field of view = 256 × 256 mm 2 , 160 slices, repetition time = 1.9 s, echo time = 2500 ms, α = 15°.

9. The method according to claim 5, characterized in that Functional images were acquired using a BOLD contrast-sensitive echoplanar imaging sequence with the following parameters: matrix size = 64 × 64, field of view: 192 × 192 mm 2 , 36 slices, repetition time = 2 s, echo time = 28 ms, α = 77°, 561 functional volumes per run.

Images