Essential oil capable of reducing glutamic acid concentration and relieving autism anxiety mood behavior and method for adjusting glutamic acid concentration

Abstract

The invention provides essential oil capable of reducing glutamic acid concentration and relieving autism anxiety mood behaviors. The essential oil comprises bergamot 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 for 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 ranges from 1.6% to 84.0%. The anxiety generated in specific social situations or stimuli can manifest as inappropriate behaviors such as destructive behavior, aggressive behavior, and self-harm, seriously affecting their social life, life, and learning.

[0003] ASD's emotional and behavioral problems are the result of a deficit in understanding social information. Individuals need to constantly adjust their behavior based on changes in social environment information. [3][4] In this process, ASD has defects such as lack of attention to others, poor ability to reason about others' thoughts, inability to recognize emotional reactions, and difficulty in 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 to achieve the purpose of controlling behavior by intervening in autistic children’s perception, understanding and processing of information.

[0006] Educational training is one of the main methods of emotional and behavioral intervention for autism. However, traditional educational training is single-minded and only provides information stimulation 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 odor information transmitted regulates the human body's physiological reactions, emotional experiences and external behavioral manifestations 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, external application, etc.

[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. However, there has been no clinical research on its application to the autism population. In addition, the pleasantness of smell is related to heart rate.

[16] Skin electricity is generally associated with 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 reactions. At this time, by demonstrating corresponding emotional expressions to stimulate autistic children to imitate, it helps them to shape the correct way of expressing emotions and thus alleviate inappropriate problem behaviors. Summary of the Invention

[0007] In order to address the deficiencies of the above-mentioned technologies, the present invention aims to provide a novel intervention training method that uses the olfactory stimulation of essential oil sniffing as an auxiliary means for 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 for autism emotional behavior courses. The intervention training method includes olfactory stimulation of bergamot essential oil to reduce the anxiety of autistic children caused by the intervention environment, and olfactory stimulation of essential oils with different valences to provide emotional and physiological experiences with the same valence as the social information being intervened.

[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 alleviate anxiety and behavior in 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 odors described in the present invention mainly include wild chrysanthemum essential oil, lemongrass essential oil, and black pepper essential oil. The corresponding potency and odor 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] The ingredients of lemongrass essential oil are as follows:

[0020]

[0021]

[0022]

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

[0024]

[0025]

[0026] dōTERRA Essential Oil Laboratories works closely with a global network of leading essential oil chemists and growers to select the right plant species, grow them in ideal environments, and carefully harvest them at the right time. The plant's aromatic compounds are expertly extracted by experienced extractors and subjected to a battery of tests exceeding standard essential oil industry standards to ensure purity and composition. The bergamot essential oil is sourced from Citrus bergamia, grown in Sicily, Italy, and extracted using the cold-pressed method.

[0027] Each batch of essential oils undergoes a series of rigorous and effective tests, including the following tests:

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

[0029] 2. Specific gravity. The specific gravity test compares the volume-to-weight ratio of an essential oil with its intended 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 components of the essential oil match the ideal chemical composition.

[0031] 4. Fourier Transform Infrared Spectroscopy (FTIR) Testing: FTIR testing uses infrared light to analyze the composition of essential oils to confirm that they meet dōTERRA standards.

[0032] 5. Optical rotation: This method measures the amount of light bending caused by molecular orientation to determine whether the molecular structure meets the standards.

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

[0034] 7. Contaminant Testing. Essential oils that pass physical testing standards undergo a series of contaminant tests conducted by microbiologists to confirm the absence of harmful contaminants. Essential oils are tested for harmful microorganisms, heavy metals, and pesticides to confirm their safety when used appropriately.

[0035] 8. Stability Testing. dōTERRA also regularly conducts stability testing on essential oils to ensure they maintain purity and potency throughout their shelf life. These tests are conducted in a room with controlled temperature and humidity. Testers observe and analyze how the essential oils react to extended exposure to different atmospheric conditions. This testing ensures 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 device in a corner of a 9-square-meter room. Add 3 drops of essential oil to the device. Allow the scent to diffuse throughout the room and then inhale naturally for 4-6 minutes, preferably 5 minutes. Adjust the amount of essential oil added proportionally to the size of the room.

[0038] This invention also provides a novel method for verifying the effectiveness of essential oils in alleviating anxiety caused by social factors in children with autism through MRI scanning. This method utilizes MRI technology to verify the effects of essential oils on neurotransmitter concentrations. This scanning verification method is suitable for everyone, and the course is specifically developed for children with autism.

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

[0040] This study used magnetic resonance imaging to verify that, under the same social stimulation, autistic children are more likely to experience greater emotional fluctuations than healthy children. Bergamot essential oil regulates emotions by affecting the concentration of glutamate in the amygdala and orbitofrontal cortex. The specific steps are as follows:

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

[0042] Step 2: After receiving continuous social stimulation, the two groups underwent MRS scanning of the amygdala and orbitofrontal cortex, and blood pressure and pulse rate were measured afterward. The social stimulation referred to facial emotional images of varying 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: Continuous social information stimulation accompanied by essential oil inhalation, and MRS scans of the amygdala and orbitofrontal lobe were performed again in both groups. Blood pressure and pulse rate were measured after the scans were completed.

[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 potencies to help autistic children perceive social information for purposes other than disease treatment or diagnosis, comprising the following steps:

[0048] Step 1: Select essential oil stimuli with corresponding valence according to the valence of the social information conveyed in the course intervention content;

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

[0050] Step 3: During the children's social information perception session, 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 received visual (pictures, videos) and auditory (music, conversation) stimulation;

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

[0052] The present invention also provides a novel method for verifying, through magnetic resonance imaging (MRI), the effectiveness of essential oils of varying potency in helping individuals with autism receive and process social information by influencing the amygdala and orbitofrontal cortex neural circuits for non-disease treatment or diagnosis purposes. This method utilizes MRI technology to verify the effects of essential oils of varying potency on neural circuit responses and functions.

[0053] The steps are:

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

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

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

[0057] Step 4: Perform a significance analysis on the results of normal subjects and ASD obtained in step 1, and perform a significance analysis on the two ASD test results obtained in steps 1 and 3. At the same time, compare the changes in the differences between the two ASD results obtained in steps 1 and 3 and the normal subject 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 (MRI) is used to obtain a structural image. The amygdala and orbitofrontal lobe are located sequentially 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 the 5-minute experimental intervention, the MRS scan was repeated;

[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. 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 simultaneously import the spectrum without water pressure for eddy current correction and absolute quantification during analysis;

[0065] Step 7: Filter out the data with estimated standard deviation SD%>20% from the LCModel analysis results to obtain the pre-test and post-test concentration data of each metabolite in the subjects, and analyze and compare the concentration changes.

[0066] Preferably, in step 1, six saturation bands are added to the localized voxels in each brain region during scanning.

[0067] Preferably, high-resolution three-dimensional T1-weighted imaging uses a pre-magnetization 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 time 7 min 13 s;

[0068] MRS used a point-resolved spectral sequence with the following parameters: TR = 2000 ms, TE = 30 ms, accumulation times = 128, sampling points = 2048, spectral width = 2000 Hz; the orbitofrontal lobe and amygdala were collected separately, with a voxel size of 20 × 20 × 20 mm. 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 this invention include: It creatively matches the valence of essential oil odors with the valence of social information. During intervention sessions, the odor of essential oils stimulates autistic children to experience corresponding emotional experiences, helping them further absorb and process social information. Furthermore, given the high anxiety rates among autistics, who are prone to anxiety-induced problematic behaviors in response to intervention environments, bergamot essential oil, proven in clinical trials to alleviate anxiety, was used at the beginning of intervention sessions to alleviate anxiety in autistics. 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 following briefly introduces the drawings required for use in the embodiments or the description of the prior art. 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 a test certificate for 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] Figure 9 This is the GCMS spectrum of lemongrass essential oil.

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

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

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

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

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

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

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

[0087] Figure 17 It is an orbitofrontal lobe localization map.

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

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

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

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

[0092] Figure 22 The following are box plots of different groups and emotional valences. N: negative emotional face stimuli; P: positive emotional face stimuli; ASD: autistic children group; TD: normal children group. DETAILED DESCRIPTION

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

[0094] Experimental example

[0095] The experimental subjects were divided into healthy children and children with autism. By comparing physiological and behavioral data with those of healthy children, we identified physiological factors associated with emotional and behavioral problems (especially anxiety) in children with autism. We then explored the effects of essential oils on physiological changes, which could be used in clinical intervention studies. This experiment primarily explored two effects of essential oils: 1. The scent of essential oils of varying potency could assist children with autism in receiving social information and regulating their behavior; 2. Bergamot could alleviate anxiety in children with autism during social tasks.

[0096] 1. Materials

[0097] 1.1 Experimental subjects

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

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

[0103] Exclusion criteria: (1) 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 aromatherapy 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)" (available online); Siemens 3.0T MAGNETOM PrismaFit MRI scanner (Shanghai Key Laboratory of Magnetic Resonance); electronic blood pressure monitor (purchased by the student); finger-clip medical oximeter (purchased by the student)

[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 oximeter. These physiological results reflect the subject's anxiety. Blood pressure, oxygen flow, and pulse rate were measured before and after each scanning experiment to reflect changes in anxiety before and after the social task and the effects of essential oil stimulation on anxiety. Normal systolic blood pressure (SYS) ranges from 90-139 mmHg, and normal diastolic blood pressure (DIA) ranges from 60-89 mmHg. In healthy individuals, the resting pulse rate is 60-100 beats / minute. A systolic blood pressure ≥140 mmHg and / or a diastolic blood pressure ≥90 mmHg are considered abnormal. A pulse rate of less than 50 beats per minute or greater than 120 beats per minute requires medical attention.

[0114] 2.2 fMRI Scan

[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°, 561 functional volumes per run.

[0117] 2.2.2 Experimental process

[0118] During fMRI, the experiment was divided into two parts: emotional faces of varying valence were presented alone, and emotional faces were presented in conjunction with valenced odor stimulation. Odor stimulation of varying valence was delivered using an MRI-compatible 16-channel computer-controlled olfactometer (airflow set at 1.5 L / min). Each part employed a block design.

[0119] The first part was limited to 5 minutes, with a total of 3 blocks. Each block contained 8 different stimuli, each containing 8 different stimuli. At the beginning of each trial, a red fixation cross appeared in the center of the screen for 2 seconds to prompt the subject to prepare. Then, the face stimulus was presented for 2 seconds. Given that children with autism have difficulty keeping their heads still for long periods of time, a gray cross appeared in the center of the screen after each block, followed by a 10-second rest period. This was repeated 5 times. The olfactory stimulation portion of the scanning experiment was conducted only in the ASD group.

[0120] To prevent familiarity with the images from influencing the scanning results, the second part of the experiment was conducted one week after the first part of the experiment. The duration was controlled within 15 minutes and consisted of three blocks, each corresponding to a different odor valence. Emotional face images were presented under each of the three odor valences. The odor stimulus appeared and withdrew 1.5 seconds before the images. A red fixation cross appeared in the center of the screen for 2 seconds to prepare the subjects. Then, face images were presented, each lasting 2 seconds. After each block, a gray cross appeared in the center of the screen, prompting a 10-second rest period. This was repeated five times. After the scanning of each odor valence, a gray cross appeared in the center of the screen, prompting the subjects to rest for 30 seconds before the next odor stimulus. Each odor valence was diffused by an aromatherapy device, and ventilation was provided 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] Magnetic resonance imaging (MRI) was used to measure the concentration of neurotransmitters in the amygdala and orbitofrontal cortex. All data were acquired 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 secure the subject's head to reduce involuntary head movement during the scan. Earplugs were also used to reduce scanning noise. The following steps were specifically included:

[0125] Step 1: Before the experiment begins, the subjects sign the informed consent form, and the researcher explains the experimental instructions and the experimental procedures to the subjects;

[0126] Step 2: The subject completes the MRI safety screening form and removes all metal objects from their body. Following the instructions of the MRI scanner operator, they lie flat on the scanning bed for the MRI scan. A structural image is first obtained. The amygdala and orbitofrontal lobe are located sequentially on the high-resolution structural image, and MRS data spectra of each brain region are obtained. During the scan, voxels are located in each brain region and six saturation bands are added to reduce extravoxel signals 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: Analyze the MRS data using LCModel software. LCModel models the MRS data spectrum as a linear combination of the signals of individual metabolite molecules, yielding concentrations of various metabolites, including glutamate (Glu), glutamate and glutamine (Glx), N-acetylaspartate (NAA), and creatine (Cr). The water-based spectrum provided on the LCModel website was used, and the unpressurized spectrum was simultaneously imported for eddy current correction and absolute quantification.

[0129] Step 5: Import the LCModel analysis results into an Excel spreadsheet for organization, screen out data with an estimated standard deviation (SD%) > 20%, organize the pre-test and post-test concentration data of each metabolite in the subjects, and analyze and compare the concentration changes.

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

[0131] MRS used a point-resolved spectroscopy (PRESS) sequence with the following parameters: TR = 2000ms, TE = 30ms, averages = 128, number of complex points = 2048, and bandwidth = 2000Hz. The orbitofrontal cortex and amygdala were sampled separately, with a voxel size of 20 × 20 × 20 mm. 3 The scan duration for a single brain region was 4 minutes and 40 seconds. Simultaneously, non-pressurized MRS was acquired with an averages of 8, all other parameters remaining the same, and the sequence duration was 32 seconds. Table 5 shows the neurotransmitter levels in different brain regions of different subjects (before essential oil intervention).

[0132] 2.3.2 Experimental process

[0133] Magnetic resonance imaging (MRI) was used to measure the concentration of neurotransmitters in the amygdala and orbitofrontal cortex. All data were acquired 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 secure the subject's head to reduce involuntary head movement during the scan. Earplugs were also used to reduce scanning noise. The following steps were specifically included:

[0134] Step 1: Before the experiment begins, the subjects sign the informed consent form, and the researcher explains the experimental instructions and the experimental procedures to the subjects;

[0135] Step 2: The subject completes the MRI safety screening form and removes all metal objects from their body. Following the instructions of the MRI scanner operator, they lie flat on the scanning bed for the MRI scan. A structural image is first obtained. The right amygdala and left orbitofrontal lobe are located on the high-resolution structural image, and MRS data spectra of each brain region are obtained. During the scan, voxels are located in each brain region and six saturation bands are added to reduce extravoxel signals and improve the data signal-to-noise ratio.

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

[0137] Step 4: Analyze the MRS data using LCModel software. LCModel models the MRS data spectrum as a linear combination of the signals of individual metabolite molecules, yielding concentrations of various metabolites, including glutamate (Glu), glutamate and glutamine (Glx), N-acetylaspartate (NAA), and creatine (Cr). The water-based spectrum provided on the LCModel website was used, and the unpressurized spectrum was simultaneously imported for eddy current correction and absolute quantification.

[0138] Step 5: Import the LCModel analysis results into an Excel spreadsheet for organization, screen out data with an estimated standard deviation (SD%) > 50%, organize the pre-test and post-test concentration data of each metabolite in the subjects, and analyze and compare the concentration changes.

[0139] 3. Results

[0140] 3.1 Blood pressure results

[0141] Before the first fMRI scan, the systolic and diastolic blood pressures, and pulse rates of the ASD and healthy children groups were measured as shown in the table below. As shown in Table 1, under normal circumstances, there were no significant abnormalities in blood pressure or blood sample levels in either group, and no overt signs of anxiety were observed.

[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, systolic and diastolic blood pressure, and pulse rate values ​​for the ASD and healthy children groups were measured, as shown in the table below. As shown in Table 3, blood pressure and pulse rate increased in both groups after the dual stimulation of the social information perception task and fMRI scan. These levels were significantly higher in the ASD group than in the healthy group, indicating that the ASD children experienced abnormal emotional and physiological responses 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 measurements and fMRI scans were repeated. Systolic and diastolic blood pressure, as well as pulse rate, were measured in both groups before the second fMRI scan, as shown in the table below. As shown in Table 4, there were no significant abnormalities in blood pressure and pulse rate in either group, and no overt signs of anxiety were observed.

[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, systolic and diastolic blood pressure, and pulse rate values ​​for the ASD and healthy children groups were measured, as shown in the table below. Table 5 shows that despite the application of essential oils of varying odor valence, blood pressure and blood oxygen levels continued to increase in both groups after the social information perception task and fMRI scan. These levels were significantly higher in the ASD group than in the healthy group, indicating that the abnormal emotional physiological responses in the ASD children were unrelated to the odor valence of the essential oils.

[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 was used to extract beta coefficients of amygdala activation in response to different face stimuli in the two groups. Independent sample t-tests were performed in SPSS. The results showed that neural activation responses to neutral faces were primarily in the fusiform gyrus and occipital lobe. There were no significant differences between the two groups in amygdala responses to positive, neutral, and negative face stimuli. Because the amygdala activation results in the autism group tended to be normal, this study did not analyze amygdala activation responses to olfactory stimulation during data processing.

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

[0157]

[0158] The functional connectivity (FC) between the amygdala (ROI) and the orbitofrontal cortex was analyzed in response to positive and negative emotional face stimuli in different groups. The results showed that the functional connectivity between the amygdala and the orbitofrontal cortex was weakened in the ASD group in response to both positive and negative valence face stimuli. However, when odor stimuli of the same valence (ASD S) were simultaneously applied, the functional connectivity between the amygdala and the orbitofrontal cortex was enhanced.

[0159] To evaluate the impact of emotional and behavioral problems in children with ASD on the connectivity strength (FC) between the amygdala and orbitofrontal cortex, correlation analysis and multiple regression analysis were performed in SPSS to verify whether the SDQ total score and the five sub-dimension scores could predict FC. Since the amygdala-orbitofrontal functional connectivity of children in the ASD group showed a weakening trend under both positive and negative emotional face stimuli, 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 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 well explain the β coefficient 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 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 absolute glutamate concentration between the two groups.

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

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

[0169]

[0170] Pearson correlation analysis of glutamate concentrations in the amygdala and orbitofrontal cortex of the ASD group with blood pressure and blood oxygen levels is shown in the table below. As can be seen, physiological indicators reflecting anxiety (systolic blood pressure and pulse rate) showed a significant negative correlation with glutamate concentrations in the orbitofrontal cortex and a significant positive correlation with glutamate concentrations in the amygdala.

[0171] Table 10 Pearson correlation analysis between absolute glutamate concentrations in the amygdala and orbitofrontal cortex and blood pressure and blood oxygen levels

[0172]

[0173] The second MRS scan of the autism group, performed while inhaling bergamot essential oil, revealed absolute glutamate concentrations in the amygdala and orbitofrontal cortex, as shown in the table below. Compared to the first MRS scan, glutamate concentrations in the amygdala decreased, while those in the orbitofrontal cortex increased.

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

[0175]

[0176] Pearson correlation analysis was performed on the scan results with blood pressure and blood oxygen levels after the MRS scan. The results are as follows: Glutamate concentrations in the amygdala and orbitofrontal cortex were significantly positively correlated and negatively correlated with physiological indicators of anxiety (systolic blood pressure and pulse rate), respectively. The results were stable, indicating that bergamot essential oil has an alleviating effect on anxiety in children with ASD.

[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 after 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 oil, it can help autistic children further receive and process social information. Next, bergamot essential oil and valence scent 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 the essential oil was further verified through behavioral changes.

[0182] The 20 ASD children were randomly divided into group A and group B using a 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 a standard audiovisual dual-channel emotional and behavioral intervention, while children in Group A received additional valenced odor stimulation during the standard audiovisual dual-channel emotional and behavioral intervention. After six months of intervention, both groups were assessed using the Strengths and Difficulties Questionnaire (SDQ), and behavioral improvements were analyzed using paired-sample t-tests compared with pre-intervention results.

[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 requirements, 1 point = somewhat meeting the requirements, and 2 points = completely meeting the requirements. There is an additional influencing factor, which involves further inquiring about "chronicity," "pain," "social damage," and "burden on others" for children with problems. Emotional behavior is divided into three levels based on the score range: 0-13 points, normal level; 14-16 points, borderline level; and 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 its 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, character correction, social emotional understanding and pro-social behavior cultivation.

[0187] I. Attention tracking training aims to cultivate the focus of children with ASD. Through visual and auditory attention games, children are trained in five types of attention: directed, selective, shifting, sustained, and distributed. Each session lasts 30 minutes, three times a week. For example, in directed attention, when a visual or auditory target stimulus appears, children are trained to respond immediately.

[0188] II. Social skills training aims to prepare children with ASD for the foundational skills they need to receive social information. Through multimedia video demonstrations and interactions with robots, children learn basic social abilities (gaze, remain quiet, etc.), social skills (responding, requesting, etc.), and social etiquette (greeting, saying goodbye, apologizing, etc.). Each session lasts 45 minutes, three times a week. Taking "greeting" as an example, multimedia videos demonstrate the language and gestures used when people greet each other in different social situations, allowing children to imitate. The social NAO robot acts as a communication partner and initiates "greeting" interactions with children, helping them practice expressing themselves.

[0189] III. Behavior modification aims to reduce common misperceptions and inappropriate behaviors in children with ASD in social situations. Using videos as a vehicle, children are gradually guided to answer questions such as "Who did it right?" (two different behaviors, one wrong and one wrong)," "Is he doing it right?" (one person's behavior)," and "What should I do (how should I behave in this scenario)?" Correct answers are given positive reinforcement feedback, while incorrect answers are corrected and guided by the therapist until they are correct. Each session lasts 45 minutes, three times a week. For example, using the question "Can you talk?", a video is shown of one person whispering while another listens intently, guiding children to choose the correct behavior. Next, a video of one person constantly interrupting others is shown, guiding children to determine whether they are right or wrong. Finally, a video of others speaking is shown, guiding children to answer their own 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 emotion situation pictures from the dynamic situation, further strengthen the children's cognitive association between the emotion of "fear" and the situation, and finally extract the "fear" emotion face picture separately to imitate the emotional expression of "fear".

[0191] V. Prosocial behavior training aims to help children develop common behaviors that connect them 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, guiding children to observe and imitate. Each session lasts 45 minutes, 3 times a week. Taking "sharing" as an example, the nursery rhyme "Let's Eat Cookies Together" is played. The lyrics and animation are used to comprehensively induce children's perception and understanding of the behavior of "sharing". Then, multimedia videos are played of common sharing behaviors (sharing toys with classmates, sharing food with family members, etc.) to guide children to observe and imitate. Finally, a sharing behavior scenario is created to train and consolidate children's sharing awareness and behavior.

[0192] The content, frequency, and duration of the audio-visual and olfactory multi-channel emotional behavior intervention were consistent with those of the conventional intervention. The only difference was that olfactory stimulation using plant essential oils 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 it in the room. For the children in Group B, no arrangements were made for 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 perceiving social information, in addition to receiving visual (pictures, images) and auditory (music, conversation) stimulation, olfactory stimulation of corresponding valence was provided by the aromatherapy machine (same as Table 2). During the intervention, the aromatherapy machine was placed in a relatively hidden corner of the intervention room. The rehabilitation teacher turned the aromatherapy machine on or off according to the intervention phase and ventilated the room in a timely manner.

[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 Groups A and B was measured. This was operationally defined as the time it took for a child to calm down from anxiety-prone behaviors such as crying, tantrums, and aggression and respond to the instructor's instructions. The instructor began timing the child's behavior upon entering the classroom and continued until the child calmed down. SDQ assessment data were collected before and after the intervention for both groups.

[0195] 4.2 Results Analysis

[0196] 4.2.1 Results of Emotional Calming Time

[0197] The average "emotional calming time" for children in Groups A and B during the first and final weeks of the intervention was calculated. Changes in the time spent calming down before and after the intervention were compared between the two groups with and without bergamot essential oil aromatherapy. The results are shown in the table below. Before the intervention, there was no significant difference in the time spent calming down before the start of the course intervention between the two groups (p = 0.550 > 0.05). After the intervention, both Groups A and B experienced a significant decrease in this time, with a significant difference compared to pre-intervention levels (p < 0.05). The change in emotional calming time was more significant in Group A than in Group B (P = 0.006). This suggests that bergamot essential oil alleviates anxiety in children with autism, not only in physiological data but also in 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 SDQ scores between the two groups (p = 0.556 > 0.05). Each autistic child has different emotional and behavioral problems. After the intervention, SDQ scores in both Groups A and B decreased, showing a significant difference from pre-intervention scores (p < 0.05). The difference in ASDQ total scores before and after intervention was greater than that in the control group (p < 0.05). Brain-behavior correlation analysis showed that SDQ assessment results were highly negatively correlated with amygdala-orbital frontal functional connectivity (p < 0.05). This study predicted increased amygdala-orbital frontal functional connectivity in both groups of autistic children after the intervention based on changes in SDQ scores, with the increase being more pronounced 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 conducted on changes in emotional calming time and emotional behavior in both groups before and after intervention. The results are shown in the table below. As can be seen, changes in emotional calming time and emotional behavior in both groups showed significant positive correlations. This suggests that when anxiety-induced problem behaviors in children with autism are alleviated, they are more likely to accept the course intervention content and improve their overall emotional behavior through long-term intervention training. This improvement in overall emotional behavior also indicates a reduction in anxiety.

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

[0207] Analysis of these intervention results showed that stimulation with essential oils of varying valences helped children receive and process social information of varying valences, thereby regulating their behavior. Bergamot essential oil significantly alleviated anxiety-induced problem behaviors in children with autism before the intervention began, enhancing the effectiveness of the intervention. The effects of emotional and behavioral intervention were even more pronounced when administered with bergamot essential oil and essential oils of varying valences.

[0208] 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 appended claims.

[0209] appendix

[0210] Strengths and Difficulties Questionnaire (Parent Version)

[0211] Instructions:

[0212] Please answer the following questions based on your experiences and facts from the past six months. Select the appropriate answer from the three options: "Not true," "Somewhat true," or "Completely true." Do not leave any answers out, even if you are unsure about some.

[0213] project Not compliant Somewhat consistent Fully compliant 1 Able to empathize with others' feelings 0 1 2 2 Restless, overly active, unable to remain still for long 0 1 2 3 Frequent complaints of headaches, stomach aches, or general discomfort 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 Relatively solitary, likes 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 Frequently quarreling with or bullying 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 tend to lose confidence 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 Frequently volunteer 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 maintain sustained attention 0 1 2

[0214] Additional questions:

[0215] In summary, do you think your child has difficulties in the following areas?

[0216] A. Emotional: Yes (some difficulty) Yes (some difficulty) Yes (great difficulty)

[0217] B. Concentration Yes (some difficulty) Yes (some difficulty) Yes (great difficulty)

[0218] C. Behavioral aspects Yes (some difficulty) Yes (some difficulty) Yes (great difficulty)

[0219] D. Is it a little difficult to get along with others? Yes (some difficulty) Yes (some difficulty) Yes (some difficulty)

[0220] If you answered "yes" to the previous question, please answer the following questions about these difficulties.

[0221] How long have these difficulties been going on?

[0222] Less than 1 month 1-5 months 6-11 months More than 1 year

[0223]

[0224]

[0225] [1]American Psychiatric Association.(2013).Diagnostic and statistical manual of mental disorders(5th ed.).Arlington:American PsychiatricPublishing.

[0226] [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.

[0227] [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.

[0228] [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.

[0229] [5]Simon,Baron-Cohen,et al.Does the autistic child have a"theory ofmind"?.Cognition,1985,21(1):37-46.

[0230] [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.

[0231] [7] Wieronska J., Stachowicz K., Nowak G. & Pilc A., 2011. The Loss of Glutamate-GABA Harmony in Anxiety Disorders. Intech Open: Rijeka.

[0232] [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.

[0233] [9] Lemerise, EL, & Arsenio, WFAn integrated model of emotion processes and cognition in social information processing. Child Development, 2000, Zl(1).107-118

[0234]

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

[0235]

[11] Cheng Yao, Shen Xuhui, Xu Meiying, et al. Research progress of aromatherapy in treating Alzheimer's disease at home and abroad [J]. General Nursing, 2016, 14(04): 348-350.

[0236]

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

[0237]

[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.

[0238]

[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.

[0239]

[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.

[0240]

[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. An essential oil that can reduce glutamate concentration and relieve anxiety and emotional behavior in autism, characterized in that: The essential oils include: bergamot essential oil; The ingredients of the bergamot essential oil are as follows:

2. The essential oil capable of reducing glutamate concentration and relieving anxiety and emotional behavior in autism as claimed in claim 1, characterized in that: The raw material variety of the bergamot essential oil is Citrus bergamia, which is produced in Sicily, Italy.

3. The essential oil capable of reducing glutamate concentration and relieving anxiety and emotional behavior of autism as claimed in claim 1, characterized in that: The bergamot essential oil is extracted by cold pressing.

4. The essential oil capable of reducing glutamate concentration and relieving anxiety and emotional behavior of autism as claimed in claim 1, characterized in that: Further including: The potency essential oil for enhancing emotional experience comprises one or more of the following combinations: wild chrysanthemum essential oil, lemongrass essential oil and 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:

5. A method for regulating glutamate concentration in the orbitofrontal lobe and amygdala for purposes other than disease treatment or diagnosis, characterized in that: The method comprises the following steps: Place an aromatherapy machine in the room, drop the compound essential oil as described in any one of claims 1 to 4 into the aromatherapy machine, and let the essential oil smell diffuse throughout the aromatherapy room and then enter the aromatherapy room for natural smelling for 4 to 6 minutes.

6. The method for reducing glutamate concentration according to claim 5, characterized in that: Place a pebble aromatherapy diffuser in a corner of the 9㎡ area and add 3 drops of essential oil into the diffuser.

7. Use of the compound essential oil according to any one of claims 1 to 4 in the preparation of a drug for reducing glutamate concentration in the orbitofrontal lobe and / or amygdala, a drug for reducing and relieving anxiety, and a drug for improving the mood of autistic patients.

8. A method for verifying that autistic children are more prone to greater emotional fluctuations than healthy children by magnetic resonance imaging for purposes other than disease treatment or diagnosis, characterized in that: The method is applied under the same social information stimulus and includes the following steps: Step 1: Collect the blood pressure and pulse rate values ​​of autistic children and healthy children under normal conditions; 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; 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; Step 4: Perform Pearson correlation analysis on the absolute glutamate concentration value measured in step 2 and the blood pressure and pulse rate values.

9. The method according to claim 8, characterized in that Further verification that the bergamot essential oil according to any one of claims 1 to 3 regulates emotions by affecting the concentration of glutamate in the amygdala and orbitofrontal lobe comprises: 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; Step 6: Perform Pearson correlation analysis on the absolute glutamate concentration value measured in step 5 and the blood pressure and pulse rate values.

Images