Foetal Alcohol Exposure affects childhood development

Children exposed to alcohol during fetal development exhibit changes in brain structure and metabolism that are visible using various imaging techniques, according to a new study being presented today at the annual meeting of the Radiological Society of North America (RSNA).

Alcohol use by expectant mothers can lead to problems with the mental and physical development of their children—a condition known as fetal alcohol syndrome.

Research suggests an incidence of 0.2 to 1.5 per 1,000 live births, according to the Centers for Disease Control and Prevention.

Costs for care of individuals affected by fetal alcohol syndrome in the U.S. have been estimated at $4 billion annually.

Advancements in magnetic resonance imaging (MRI) are affording unprecedented insights into the effects of alcohol on the central nervous systems of children whose mothers drank alcohol during their pregnancy.

Recently, researchers in Poland used three different MRI techniques to better define these effects.

The study group included 200 children who were exposed to alcohol during their fetal stage and 30 children whose mothers did not drink while pregnant or during lactation.

Researchers used MRI to evaluate the size and shape of the corpus callosum, the bundle of nerve fibers that forms the major communication link between the right and left halves of the brain, in the two groups.

Prenatal alcohol exposure is the major cause of impaired development or complete absence of the corpus callosum.

The MRI results showed statistically significant thinning of the corpus callosum in the children exposed to alcohol compared with the other group.

“These changes are strongly associated with psychological problems in children,” said Andrzej Urbanik, M.D., chair of the Department of Radiology at Jagiellonian University in Krakow, Poland.

Dr. Urbanik and colleagues also used diffusion weighted imaging (DWI) to study six areas of the central nervous system in the children. DWI maps the diffusion process of water and can be a more sensitive means than traditional MRI for detecting tissue abnormalities.

Children in the alcohol group exhibited statistically significant increases in diffusion on DWI compared with the other children.

“The increase of diffusion indicates neurological disorders or damage to the brain tissue,” Dr. Urbanik said.

To noninvasively study metabolism in the brains of the children, the researchers used proton (hydrogen) magnetic resonance spectroscopy (HMRS), a common adjunct to structural MRI studies. HMRS results showed a complex collection of metabolic changes.

“In individual cases, we found a high degree of metabolic changes that were specific for particular locations within the brain,” Dr. Urbanik said.

Scientists uncover secrets of how intellect and behavior emerge during childhood

Scientists from the Florida campus of The Scripps Research Institute (TSRI) have shown that a single protein plays an oversized role in intellectual and behavioral development.

The scientists found that mutations in a single gene, which is known to cause intellectual disability and increase the risk of developing autism spectrum disorder, severely disrupts the organization of developing brain circuits during early childhood.

This study helps explain how genetic mutations can cause profound cognitive and behavioral problems.

The study was published in the Nov. 9, 2012, issue of the journal Cell.

The genetic mutations that cause developmental disorders, such as intellectual disability and autism spectrum disorder, commonly affect synapses, the junctions between two nerve cells that are part of the brain's complex electro-chemical signaling system.

A substantial percentage of children with severe intellectual and behavioral impairments are believed to harbor single mutations in critical neurodevelopmental genes.

Until this study, however, it was unclear precisely how pathogenic genetic mutations and synapse function were related to the failure to develop normal intellect.

"In this study, we did something no one else had done before," said Gavin Rumbaugh, a TSRI associate professor who led the new research.

"Using an animal model, we looked at a mutation known to cause intellectual disability and showed for the first time a causative link between abnormal synapse maturation during brain development and life-long cognitive disruptions commonly seen in adults with a neurodevelopmental disorder."

Losing Balance
The study focused on a critical synaptic protein known as SynGAP1. Mutations in the gene that encodes this protein cause disabilities in an estimated one million people worldwide, according to the paper.

"There are a few genes that can't be altered without affecting normal cognitive abilities," Rumbaugh said. "SynGAP1 is one of the most important genes in cognition -- so far, every time a mutation that disrupts the function of SynGAP1 has been found, that individual's brain simply could not develop correctly.

It regulates the development of synaptic function like no other gene I've seen."

Using animal models that were missing just one copy of SynGAP1, as seen in some patients with intellectual disability, the scientists found that certain synapses develop prematurely in the period shortly after birth.

This dramatically enhances what is known as "excitability" -- how often brain cells fire -- in the developing hippocampus, a part of the brain critical for memory.

The balance between excitability and inhibition is especially critical during early developmental periods, when neural connections that ultimately give rise to normal cognitive and behavioral functions are forming.

"You might think this accelerated development of brain circuits would make you smarter," Rumbaugh said. "But the increased excitability actually disorganizes brain development.

We think that early maturation of these excitatory synapses disrupts the timing of later developmental milestones.

It rains down chaos on this complex process, preventing normal intellectual and behavioral development."

Read the full article here 

How to Face Bullying with Confidence

Unfortunately, bullying is a major problem in many schools and communities. Bullying prevention skills can protect kids from most bullying, increase their confidence, and help them to develop positive peer relationships. Here are some practices you can work on with the young people in your life now.

1. Walking with Awareness, Calm, Respect, and Confidence

People are less likely to be picked on if they walk and sit with awareness, calm, respect, and confidence.

Projecting a positive, assertive attitude means keeping one’s head up, back straight, walking briskly, looking around, having a peaceful face and body, and moving away from people who might cause trouble.

Show your child the difference between being passive, aggressive, and assertive in body language, tone of voice and choice of words.

Have your child walk across the floor, coaching her or him to be successful, by saying for example; “That’s great!” “Now take bigger steps”, “Look around you” “Straighten your back.” etc.

2. Leaving in a Powerful, Positive Way

The best self-defense tactic is called “target denial,” which means “don’t be there.” Act out a scenario where maybe your child is walking in the school corridor (or any other place where he or she might bullied).

You can pretend to be a bully standing by the wall saying mean things. Ask your child what these mean things might be because what is considered insulting or upsetting is different for different people, times, and places.

Coach your child to veer around the bully in order to move out of reach. Remind your child to leave with awareness, calm and confidence, glancing back to see where the bully is.

Let your child practicing saying something neutral in a normal tone of voice like “See you later!” or “Have a nice day!” while calmly and confidently moving away. Point out that stepping out of line or changing seats is often the safest choice.

3. Setting a Boundary

If a bully is following or threatening your child in a situation where she or he cannot just leave, your child needs to be able to set a clear boundary.

Pretend to poke your child in the back (do this very gently; the idea is not to be hurtful). Coach your child to turn, stand up tall, put his or her hands up in front of the body like a fence, palms out and open, and say “Stop!”.

Coach your child to have a calm but clear voice and polite firm words- not whiney and not aggressive. Show how to do it and praise your child for trying -even though she or he does not get it right to begin with.

Realize that this might be very hard and triggering for your child (and maybe for you too).

Children need support to learn these skills. The idea is that your child takes charge of his or her space by moving away and, if need be, setting boundaries as soon as a problem is about to start – so that your child doesn’t wait until the bullying is already happening.

4. Using Your Voice

If your child does get into a situation where somebody is trying to push or hit or knuckle her or his head, you could practice by holding your child gently and acting as if you are going to do the action gently.

Coach your child to pull away and yell NO! really loudly. Coach him or her to say “STOP! I don’t like that!”

Coach your child to look the bully in the eyes and speak in a firm voice with both hands up and in front like a fence. Teach your child to leave and go to an adult for help.

5. Protecting Your Feelings From Name-Calling

Schools, youth groups, and families should create harassment-free zones just as workplaces should.

However, you can teach children how to protect themselves from insults. Tell your child that saying something mean back makes the problem bigger, not better.

One way to take the power out of hurting words by is saying them out loud and imagining throwing them away. Doing this physically and out loud at home will help a child to do this in his or her imagination at school.

Help your child practice throwing the mean things that other people are saying into a trash can. Have your child then say something positive out loud to himself or herself to take in.

For example, if someone says, “I don’t like you, ” you can throw those words away and say, “I like myself.”

If someone says, “You are stupid” you can throw those words away and say, “I’m smart.” If someone says, “I don’t want to play with you” then you can throw those words away and say, “I will find another friend.”

6. Speaking Up for Inclusion

Being left out is a major form of bullying. Exclusion should be clearly against the rules at school. A child can practice persisting in asking to join a game.

Pretend to be a bully who wants to exclude.

Have your child walk up and say, “I want to play.” Coach your child to sound and look positive and friendly, not whiny or aggressive.

Ask your child the reasons that kids give for excluding him or her. Use those reasons so your child can practice persisting.

For example, if the reason is, “You’re not good enough,” your child can practice saying “I’ll get better if I practice!”

• If the reason is, “There are too many already,” your child might practice saying, “There’s always room for one more.” 
• If the reason is, “You cheated last time,” your child might practice saying, “I did not understand the rules. Let’s make sure we agree on the rules this time.”

7. Being Persistent in Getting Help

Children who are being bullied need to be able to tell teachers, parents, and other adults in charge what is happening in the moment clearly and calmly and persistently even if these adults are very distracted or rude – and even if asking for help has not worked before. Learning how to have polite firm words, body language and tone of voice even under pressure and to not give up when asking for help is a life-long skill.

We have found that practice is helpful for both children and adults in learning how to persist and get help when you need it. Here is one you can do with your child.

Pretend to be a teacher or someone else who your child might expect help and support from. Tell your child who you are pretending to be and where you might be at school. Have your child start saying in a clear calm voice, “Excuse me I have a safety problem.”

You pretend to be busy and just ignore your child! Coach him or her to keep going and say: “Excuse me, I really need your help.”

Act irritated and impatient and say, “Yes. what is it now?” and keep being busy.

Coach your child to say something specific like, “The girls over there are calling me names and not letting me play with them. I have told them I don’t like being called names and that I want to play but they won’t listen. ” or “Those boys keep coming up and pushing me. I have tried to stay away from them but they keep coming up to me and won’t leave me alone.” At school, teachers want children to try to solve their problems first. However, adult intervention is needed if this does not work.

You say: “That’s nice!” as if you heard but did not actually listen. This is very common for busy adults.

Coach your child to touch your arm and keep going “Please, to listen to me this is important”. Now you get irritated and say “Can’t you see I’m busy!?”

Tell your child that sometimes adults get angry and don’t understand but not to give up in asking for help and to say the specific problem again: “I do not feel safe here because (state specific problem again) ______________.”

You minimize and say: “What’s the big deal? Just stay away from them.”

Coach your child to persistent and say again, “Having this happen is making me feel bad about going to school. Please, I really need you to listen.”

Now change your demeanor so that your child can see you are listening and understanding and say “Oh! I am sorry I yelled at you and I am glad you are telling me. Tell me more and we will figure out what to do.”

Remind your child that, if the adult still does not listen, it is not his or her fault, but to keep asking until someone does something to fix the problem.

Tell your child to please always tell you whenever she or he has a problem with anyone anywhere anytime.

Ultimately, it is the responsibility of adults to create safe environments for the children in their lives and to be good role-models for our children by acting as their advocates in powerful respectful ways.

8. Using Physical Self-Defense as a Last Resort

Children need to know when they have the right to hurt someone to stop that person from hurting them. At Kidpower, we teach that fighting is a last resort – when you are about to be harmed and you cannot leave or get help.

However, bullying problems are often not as clear-cut as other personal safety issues. Families have different rules about where they draw the line. Schools will often punish a child who fights back unless parents warn the school in writing ahead of time that, since the school has not protected their children, they will back their children up if they have to fight.

Learning physical self defense helps most children become more confident, even if they never have to use these skills in a real-life situation. Just being more confident helps children to avoid being chosen as a victim most of the time.

There are different self defense techniques for bullying than for more dangerous situations — let your child practice a self defense move like kicking someone in the shins, pinching someone’s leg or upper arm, or hitting someone in the chest.

You can practice in the air or by holding a sofa cushion. Consider sending your child to a class

Children really want and need, limits, boundaries and limitations?

Dyslexia: Mobile apps make reading fun for children

Mobile apps and daily visual activities can encourage children with dyslexia to participate in reading exercises, says Lenin Grajo Ed.M., instructor of occupational science and occupational therapy at Saint Louis University.

"Reading has always been looked at as a skill you should be able to master," Grajo said. "My approach basically focuses on participation. I look at how much you like doing a task rather than how well you can do it."

Dyslexia is a learning disability, in which children have a neurological disorder that causes their brain to process and interpret information differently. But with the help of educators and therapists, kids with dyslexia can develop and enjoy reading and writing activities, and build confidence.

Children with dyslexia usually dislike highly-structured reading tasks, and therefore avoid taking part in reading activities. But with the latest technological innovations, kids with dyslexia have started using tablet and smartphone apps that make reading and writing more fun.

"This is the multisensory approach that makes books very interactive," said Grajo, who got his training in assessment of dyslexia and reading difficulties at Harvard University.

"If you ask a child with dyslexia to read a book, they will say they can't. But through these apps, children actually like doing these reading activities."

Some of these interactive books have a built-in camera and recorder that engage kids. These apps play a big role in developing a child's reading, writing, spelling, studying and organizing skills, which eventually increases their self-confidence in the classroom, Grajo says.

Grajo says that parents and teachers should also incorporate arts and crafts into routine activities as kids with dyslexia are often instantly attracted to them.

Instead of asking a child to read a book, he suggests involving them in a playful activity that includes lots of visuals as well as some reading and writing.

For example, parents can create a treasure hunt for their children and ask them to read the clues to find the hidden items. Another way to encourage children to read is to cook with them. Parents can read the recipes with the kids and make cooking a fun process.

Read more at Saint Louis University Medical Center

Children need at least seven minutes a day of 'vigorous' physical activity

Children need a minimum of seven minutes a day of vigorous physical activity, demonstrates recently published findings by University of Alberta medical researchers and their colleagues across Canada.

"If you watch late-night television, or look in the backs of magazines, you'll see magical ads saying you need just 10 minutes a day or five minutes a day of exercise to stay fit. And for those of us in the medical field, we just rolled our eyes at that.

But surprisingly, they may actually be right and that's what this research shows," says co-principal investigator Richard Lewanczuk, a researcher with the Faculty of Medicine & Dentistry at the U of A.

"Our research showed children don't need a lot of intense physical activity to get the health benefits of exercise -- seven minutes or more of vigorous physical activity was all that was required. But the seven minutes had to be intense to prevent weight gain, obesity and its adverse health consequences. And most kids weren't getting that."

Lewanczuk worked on this study with Jonathan McGavock, his co-principal investigator, and former post-doctoral fellow, who now works with the Manitoba Institute of Child Health.

They collaborated with Black Gold Regional Schools in Leduc and surrounding communities just south of Edmonton, as well as researchers from the University of Manitoba, Queen's University, the University of Newcastle, and U of A researchers from the Faculty of Medicine & Dentistry, the School of Public Health, Physical Education and Recreation, and Agricultural, Life and Environmental Sciences.

The team's findings were recently published in the peer-reviewed journal Archives of Pediatrics & Adolescent Medicine.

More than 600 children, between the ages of nine to 17 from Leduc and surrounding areas, wore monitors that tracked their physical activity levels for seven days. These children also had their weight, waist circumference and blood pressure regularly monitored.

Researchers reviewed the data collected through the Healthy Hearts program via Black Gold Regional Schools and determined the children spent almost 70 per cent of their time doing sedentary activities; nearly 23 per cent was devoted to light physical activity; almost seven per cent to moderate physical activity and 0.6 per cent to vigorous physical activity.

Overall, boys were less sedentary than girls. And the more vigorous the physical activity, the less apt the children were to be overweight.

Children who were overweight had improved fitness levels and shrinking waist lines when they increased the amount of time spent doing vigorous activities.

Lewanczuk said the team made some other notable findings including the following: there weren't the expected health benefits from doing only mild or moderate activity even if the time spent doing this type of activity increased.

What seemed to be critical was taking part in intense physical activity. For kids who took part in vigorous physical activity that lasted longer than seven minutes, their health benefits were significantly better. And the whole notion of being overweight but fit? The team's data didn't support that finding in children. If children were overweight, they were also unhealthy, Lewanczuk says.

Kids needs