Zebrafish give new insight to sound sensitivity in autism
These tiny fish are helping scientists understand how the human brain processes sound.
24 November, 2020
Credit: peter verreussel / Adobe Stock
- Fragile X syndrome is a genetic disorder caused by changes in a gene that scientists call the "fragile X mental retardation 1 (FMR1)" gene. People who have FXS or autism often struggle with sensitivity to sound.
- According to the research team, FXS is caused by the disruption of a gene. By disrupting that same gene in zebrafish larvae, they can examine the effects and begin to understand more about this disrupted gene in the human brain.
- Using the zebrafish, Dr. Constantin and the team were able to gather insights into which parts of the brain are used to process sensory information.
<p>Associate professor Ethan Scott and Dr. Lena Constantin <a href="https://www.sciencedaily.com/releases/2020/11/201110102527.htm" rel="noopener noreferrer" target="_blank">recently carried out a study</a> using zebrafish that carry the same genetic mutations as humans with "Fragile X" syndrome and autism. During their research, they discovered the neural networks and pathways that produce hypersensitivities to sound in both zebrafish and humans. </p><p><strong>What is Fragile X syndrome? </strong></p><p><a href="https://www.cdc.gov/ncbddd/fxs/facts.html" rel="noopener noreferrer" target="_blank">Fragile X syndrome</a> (commonly referred to as FXS) is a genetic disorder caused by changes in a gene that scientists call the "fragile X mental retardation 1 (FMR1)" gene. This gene typically makes a protein called fragile X mental retardation protein (FMRP) that's needed for typical brain development. The brains of people with FXS do not make this protein, and if it is there, it's abnormal. </p><p><strong>What is autism? </strong></p><p><a href="https://www.cdc.gov/ncbddd/autism/facts.html" rel="noopener noreferrer" target="_blank">Autism spectrum disorder</a> (ASD) is a developmental disability that can cause significant social, communication, and behavioral challenges. People with ASD may communicate, interact, behave, and learn in different ways than most other people. A current diagnosis of ASD now includes several conditions that were previously diagnosed separately such as autistic disorder, pervasive developmental disorder, and Asperger syndrome.</p>
<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yNDgwMzcyNC9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY1NDA1NDMyMn0.pHKAuK2ziH1Nkb2VgPbXxRnvFx8R8QrL5HqmuU8xP8I/img.jpg?width=1245&coordinates=0%2C432%2C0%2C432&height=700" id="6565d" class="rm-shortcode" data-rm-shortcode-id="d966113bd917d2b6503e2b86dc1c5632" data-rm-shortcode-name="rebelmouse-image" alt="zebrafish swimming in a tank" />
By disrupting a specific gene in Zebrafish, we're able to better understand the same disruption of that gene in humans with FXS or autism.
Credit: slowmotiongli on Adobe Stock
<p>"Loud noises often cause sensory overload and anxiety in people with autism and Fragile X syndrome -- sensitivity to sound is common to both conditions," <a href="https://www.sciencedaily.com/releases/2020/11/201110102527.htm" target="_blank">Dr. Constantin explained to Science Daily</a>.</p><p><strong>How do zebrafish relate to humans with autism? </strong></p><p>According to the research team, FXS is caused by the disruption of a gene. By disrupting that same gene in zebrafish larvae, they can examine the effects and begin to understand more about this disrupted gene in the human brain. </p><p>The thalamus, according to Dr. Constantin, works as a control center, relaying sensory information from around the body to different parts of the brain. The hindbrain then coordinates different behavioral responses. Using the different sound tests, the team was able to study the whole brain of the zebrafish larvae under microscopes and see the activity of each brain cell individually. </p><p>According to Dr. Constantin, the research team recorded the brain activity of zebrafish larvae while showing them movies or exposing them to bursts of sound. The movies stimulated movement, a reaction to the visual stimuli that was the same for fish with the Fragile X mutation and those without. However, when the fish were given a burst of white noise, there was a dramatic difference in the brain activity of the fish with the Fragile X mutation.<br></p><p>After seeing how the noise radically affected the fish brain, the team designed a range of 12 different volumes of sound and found the Fragile X model fish could hear much quieter volumes than the control fish. </p><p>"The fish with Fragile X mutations had more connections between different regions of their brain and their responses to the sounds were more plentiful in the hindbrain and thalamus," <a href="https://www.sciencedaily.com/releases/2020/11/201110102527.htm" target="_blank">said Dr. Constantin</a>.</p><p>Essentially, the fish with Fragile X mutation had more connections between the regions of their brain and so their responses to the sounds were more notable. </p><p><strong>Understanding how this gene disruption works in zebrafish will give us a better understanding of sound hypersensitivity in humans with FXS or autism.</strong> </p><p>"How our neural pathways develop and respond to the stimulation of our senses gives us insights into which parts of the brain are used and how sensory information is processed," Dr. Constantin said.</p><p>Using the zebrafish, Dr. Constantin and the team were able to gather insights into which parts of the brain are used to process sensory information. </p><p>"We hope that by discovering fundamental information about how the brain processes sound, we will gain further insights into the sensory challenges faced by people with Fragile X syndrome and autism."</p>
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Autistic people's nerve cells differ before birth, new study finds
"Such studies will lead to a better understanding of brain development in both autistic and typical individuals."
03 November, 2020
Credit: azurita on Adobe Stock
- Autism spectrum disorder (ASD) is a neurodevelopmental condition that can cause significant social, communication, and behavioral challenges.
- Although a diagnosis of autism can typically be made around the age of 2, the average age for diagnosis in the United States is after 4 years old.
- A new study shows that the atypical development of autism in human brain cells starts at the very earliest stages of brain organization, which can happen as early as the third week of pregnancy.
<p>Autism spectrum disorder (ASD) is a neurodevelopmental condition that can cause significant social, communication, and behavioral challenges. <a href="https://www.cdc.gov/ncbddd/autism/facts.html" rel="noopener noreferrer" target="_blank">According to the CDC</a>, a diagnosis of autism now includes several conditions that used to be diagnosed separately (autistic disorder, pervasive developmental disorder, and Asberger syndrome). These conditions are now wrapped into the ASD diagnosis. </p><p>The <a href="https://www.psychiatry.org/newsroom/news-releases/children-diagnosed-with-autism-at-earlier-age-more-likely-to-receive-evidence-based-treatments#:~:text=The%20American%20Academy%20of%20Pediatrics,more%20than%204%20years%20old." target="_blank">American Academy of Pediatrics</a> recommends that all children be screened for autism at 18 months and at 24 months, yet only about half of primary care practitioners in the United States screen for autism. Although a diagnosis of autism can typically be made around the age of 2, the average age for diagnosis in the United States is more than 4 years old.</p>
Nerve cells in the autistic brain differ before birth, new research finds
<span style="display:block;position:relative;padding-top:56.25%;" class="rm-shortcode" data-rm-shortcode-id="97bc70ff8b04dcea1a5e712e3789a970"><iframe type="lazy-iframe" data-runner-src="https://www.youtube.com/embed/JPO-uOPK5RI?rel=0" width="100%" height="auto" frameborder="0" scrolling="no" style="position:absolute;top:0;left:0;width:100%;height:100%;"></iframe></span><p><a href="https://www.sciencedaily.com/releases/2020/08/200824091958.htm" target="_blank" rel="noopener noreferrer">A new study</a> shows that the atypical development of autism in human brain cells starts at the very earliest stages of brain organization, which can happen as early as the <a href="https://www.enfagrow.com.sg/my-pregnancy/development/per-month/baby-brain-development-during-pregnancy#:~:text=Your%20developing%20baby's%20brain%20development%20technically%20begins%20during%20the%20third,%2C%20hindbrain%2C%20and%20spinal%20cord." target="_blank">third week of pregnancy</a>.</p><p>The study was performed by scientists at King's College London and Cambridge University. </p><p><strong>The study used induced pluripotent stem cells to recreate the development of each sample in the womb.<br></strong>The researchers isolated hair samples from nine autistic people and six typical people. By treating the cells with an array of growth factors, the scientists were able to drive the hair cells to become nerve cells (or neurons), much like those found in either the cortex or the midbrain region.</p><p>These induced pluripotent stem cells (referred to as IPSCs) retain the genetic identity of the person from which they came, and the cells restart their development as it would have happened in the womb. This provides a look into that person's brain development.</p><p>At various stages, the researchers examined the developing cells' appearance and sequenced their RNA to see which genes the cells were expressing. On day 9 of the study, developing neurons from typical people formed "neural rosettes" (an intricate, dandelion-like shape indicative of typically developing neurons). Cells from autistic people formed smaller rosettes (or did not form any rosettes at all), and key developmental genes were expressed at lower levels.</p><p>Days 21 and 35 of the study showed cells from typical and autistic people differed significantly in a number of ways, proving that the makeup of neurons in the cortex differs in the autistic and typically developing brains.</p><p>John Krystal, Ph.D., Editor-in-Chief of Biological Psychiatry, <a href="https://www.sciencedaily.com/releases/2020/08/200824091958.htm" target="_blank">explains</a>: "The emergence of differences associated with autism in these nerve cells shows that these differences arise very early in life."</p><p><strong>Along with the variations, there were some things that proved similar.<br></strong>Additionally, cells directed to develop as midbrain neurons (a brain region that's not implicated in autism dysfunction) showed only negligible differences between typical and autistic individuals. The similarities are just as important as the differences, as they mark how the autistic brain and typical brain develop uniquely from the earliest stages of growth.</p><p>"The use of iPSCs allows us to examine more precisely the differences in cell fates and gene pathways that occur in neural cells from autistic and typical individuals. These findings will hopefully contribute to our understanding of why there is such diversity in brain development," said Dr. Dr. Deepak Srivastava, who supervised the study.</p><p><strong>The intention of this study is not to find ways to "cure" autism, but to better understand the key genetic components that contribute to it.<br></strong>Simon Baron-Cohen, Ph.D., Director of the Autism Research Centre at Cambridge and the study's co-lead, added that "some people may be worried that basic research into differences in the autistic and typical brain prenatally may be intended to 'prevent,' 'eradicate,' or 'cure' autism. This is not our motivation, and we are outspoken in our values in standing up against eugenics and in valuing neurodiversity. Such studies will lead to a better understanding of brain development in both autistic and typical individuals."</p>
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How music therapy benefits the autistic brain
While the benefits of music therapy are well known, more in-depth research explores how music benefits children with autism.
20 October, 2020
Credit: insta_photos on Adobe Stock
- Music is used in many different therapies. Used in conjunction with traditional therapies, music therapy benefits us in a variety of different ways.
- According to a 2004 study, music intervention used with children and teens with ASD (autism spectrum disorder) can improve their social behaviors, increase focus and attention, and reduce their anxiety and improve body awareness.
- Various music therapy activities and tools can be used to help improve the quality of life of children with autism.
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<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yNDUzNzc5OS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTYxMDY0MTUzMn0.ed4-xR8w92FVC7yISdZQ29BhohLYXQR-DwrdIZlCBG8/img.jpg?width=1245&coordinates=0%2C100%2C0%2C100&height=700" id="999b7" class="rm-shortcode" data-rm-shortcode-id="823652340b1cb7a9b1a681be4a9da2ca" data-rm-shortcode-name="rebelmouse-image" alt="little boy holding ukulele" />
Music has quickly become a tool used in various therapies because it can stimulate both hemispheres of the brain.
Credit: HTU on Shutterstock
<p>Music has quickly become a tool used in various therapies because it can stimulate both hemispheres of our brain rather than just one. Theoretically, a therapist could use a song or instrument to support cognitive activity that helps children with autism build self-awareness and improve their relationships with others.</p><p><strong>Music encourages communicative and social behaviors.</strong></p><p>According to <a href="https://nursejournal.org/community/the-benefits-of-music-therapy-for-autistic-children/#:~:text=One%20of%20the%20reasons%20that,and%20improve%20relationships%20with%20others" target="_blank" rel="noopener noreferrer">Nurse Journal</a>, "...if we look closely at the way that a band works, it is obvious that the instruments must all interact with one another, but the player only needs to interact with the instrument at first."</p><p>This can be particularly difficult for children dealing with autism, but by introducing an instrument to their therapy, they may first bond with the object itself and then open up to interacting with others through the use of their instrument. </p><p><strong>Music also encourages a better understanding of words and actions. </strong></p><p>For children with autism, listening to a song about brushing their teeth could help them learn how to do this activity. Autism can create barriers for children in social settings, but small groups of children listening to music together may help the child feel comfortable singing or expressing themselves in front of others. <a href="https://nursejournal.org/community/the-benefits-of-music-therapy-for-autistic-children/#:~:text=One%20of%20the%20reasons%20that,and%20improve%20relationships%20with%20others" target="_blank" rel="noopener noreferrer">According to research</a>, dancing exercises in songs also help stimulate the sensory systems, allowing the children to enhance their fine motor skills. </p><p><strong>The positive impact of music goes beyond social interactions, helping children develop better motor skills and body awareness.</strong></p><p>According to a 2004 study published in the <a href="https://pubmed.ncbi.nlm.nih.gov/15307805/" target="_blank" rel="noopener noreferrer">Journal of Music Therapy</a>, music intervention used with children and teens with ASD (autism spectrum disorder) can improve their social behaviors, increase focus and attention, increase communication attempts (vocalizations/verbalizations/gestures), reduce their anxiety, and improve body awareness. <a href="https://stm.sciencemag.org/content/10/466/eaav6056" target="_blank" rel="noopener noreferrer">A more recent 2018 study</a> showed similar results. </p>How music therapy works
<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yNDUzNzgxOS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY1MTczMDE1MX0.LAR9CriMqe0ABrn_PO6sIC0NnwQIEgC2PMdGO9EKqbc/img.jpg?width=1245&coordinates=0%2C52%2C0%2C52&height=700" id="31f1c" class="rm-shortcode" data-rm-shortcode-id="44f2d092d894f167590c075494c31c33" data-rm-shortcode-name="rebelmouse-image" alt="woman playing music with child" />"All people, regardless of pathology, illness, disability, or trauma all have the ability to make music."
Credit: Photographee.eu on Shutterstock
<p>Music is used in many different therapies. Used in conjunction with traditional therapies, music therapy benefits us in a variety of different ways.</p><p><strong>According to <a href="https://positivepsychology.com/music-therapy-benefits/" target="_blank" rel="noopener noreferrer">Positive Psychology</a>, some of the major health benefits of music therapy include: </strong></p><ul><li>Reduces anxiety and physical symptoms of stress </li><li>Helps to manage Parkinson's and Alzheimer's disease </li><li>Reduces depression and other symptoms (in the elderly population) </li><li>Reduces symptoms of psychological disorders </li><li>Improves self-expression and communication </li></ul><p><strong>The Nordoff-Robbins approach to music therapy. </strong></p><p>This approach to music therapy interventions was developed through the 1950s-1970s by Paul Nordoff (an American composer and pianist) and Clive Robins (a teacher of children with special needs). <a href="https://positivepsychology.com/music-therapy-benefits/" target="_blank" rel="noopener noreferrer">According to Positive Psychology</a>, this is an approach designed to harness every person's potential for engagement through active, communicative, and expressive music-making. </p><p>This approach emphasizes the importance of music-making in developing skills, a sense of self, and a capacity for social interactions. Nordoff and Robins both believed that all people, regardless of pathology, illness, disability, or trauma all have the ability to make music. Due to Robins' history with teaching children, this specific approach is well known for its work with children and adults who have learning disabilities or difficulties. </p><p><strong>Relaxation music therapy.</strong></p><p><a href="https://www.verywellmind.com/music-as-a-health-and-relaxation-aid-3145191" target="_blank" rel="noopener noreferrer">Research</a> has proven music aids in muscle relaxation. This can enable you to easily release some of the tension in your body, and when you do this, your mind also relaxes. While this is particularly useful for adults, it can also be beneficial for children. Music can be used as stress relief when a child with autism begins to feel overwhelmed in a new situation. <a href="https://positivepsychology.com/music-therapy-activities-tools/" target="_blank" rel="noopener noreferrer">Positive Psychology</a> also explains that music therapy for children can also aid in offering a rhythmic structure for relaxation and breathing. </p><p><strong>Music therapy for children.</strong></p><p>What does music therapy look like for young children? Music therapy will vary based on each individual child's needs and abilities. For some, it can mean learning to play a musical instrument and for others, it can be singing or learning new activities through songs. <a href="https://positivepsychology.com/music-therapy-activities-tools/" target="_blank" rel="noopener noreferrer">Various music therapy activities and tools</a> can be used (discussed and decided upon by both parents and therapists) to help improve the quality of life of children with autism. </p>
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What is neurodiversity?
Creating a better understanding by clearing up common misconceptions about the neurodiversity movement.
06 October, 2020
Credit: Jorm S on Shutterstock
- The neurodiversity movement began in the late 1990s with sociologist Judy Singer.
- Previously (and in many places, currently), these neurological differences were considered medical deficits.
- Neurodiversity is the concept that there are many different variations of human functionality and that each and every variation needs to be better understood and respected.
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What is the difference between neurodiversity and the medical model approach?
<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yNDQ2Nzc5OC9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY2MTAxMDc1OH0.D1H5Ehtj11_Wa8POEKdrk8qjIQH_tALiuE1Y_kJLO8A/img.jpg?width=1245&coordinates=0%2C71%2C0%2C71&height=700" id="bfcc1" class="rm-shortcode" data-rm-shortcode-id="bc5ae22763822d8647b1f7a2576a4f7d" data-rm-shortcode-name="rebelmouse-image" alt="concept of neurodiversity autism adhd dyslexia autism awareness" />Credit: Hatsaniuk on Shutterstock
<p><strong>What is neurodiversity?</strong></p><p>Neurodiversity is the concept that there are many different variations of human functionality and that each and every variation needs to be better understood and respected.</p><p>Previously (and in many places, currently), neurological differences such as autism or ADHD were considered medical deficits. They are still considered things that need to be treated and cured. Neurodiversity is an alternative approach to learning and disability that shifts the focus from treatment and cures to acceptance and accommodation. </p><p>The neurodiversity movement began in the late 1990s, when <a href="https://www.disabled-world.com/disability/awareness/neurodiversity/" target="_blank" rel="noopener noreferrer">sociologist Judy Singer</a> (who is on the autism spectrum), came up with the word to describe conditions such as ADHD, autism, and dyslexia. This ideology recognizes that neurological differences (such as autism or ADHD) are the result of natural variations to the human genome. </p><p><strong>What is the medical model approach? </strong></p><p>The "medical model" approach to neurological differences such as autism and ADHD focuses on treatment and suggests that there are cures and preventable causes for these neurological differences.</p><p><a href="https://blogs.scientificamerican.com/observations/the-concept-of-neurodiversity-is-dividing-the-autism-community/" target="_blank" rel="noopener noreferrer">According to Scientific American</a>, many of the people who adopt this medical model approach to autism call for prevention and the cure of serious impairments that can be associated with autism. In contrast, those who support neurodiversity see such language as threatening and offensive to individuals with neurological differences.</p>Common misconceptions
<span style="display:block;position:relative;padding-top:56.25%;" class="rm-shortcode" data-rm-shortcode-id="6ecafde1e887dea3e2e87397aa34f922"><iframe type="lazy-iframe" data-runner-src="https://www.youtube.com/embed/0uNnTe7G_nQ?rel=0" width="100%" height="auto" frameborder="0" scrolling="no" style="position:absolute;top:0;left:0;width:100%;height:100%;"></iframe></span><p><strong>Myth: Neurodiversity is not a valid opinion/construct.</strong></p><p>Neurodiversity is the diversity of brains and minds. That is the basis of this movement. In this way, neurodiversity isn't just an opinion or construct, but a biological fact. <a href="https://autistinquisitor.wordpress.com/2019/04/18/myths-about-neurodiversity/" target="_blank">According to Autist Inquisitor</a>, it's parent term, biodiversity (meaning the diversity of life), is as much a fact as neurodiversity.</p><p><strong>Myth: neurodiversity only refers to autism. </strong></p><p>While the term was originally coined by an Autistic sociologist, as time passed, the neurodiversity movement expanded. Neurodiversity in itself is the diversity of all brains and all minds. Neurodivergence can therefore be associated with things like ADHD, epilepsy, etc. </p><p><strong>Myth: the neurodiversity movement does not recognize disabilities among neurodivergent people.</strong></p><p>The social model of disability says that a person is "disabled" when the (societal) environment doesn't accommodate their needs.</p><p>Hypothetically, in this social model, if there were ramps and elevators everywhere to accommodate wheelchair users, they would not be considered "disabled," as they would have access to all the same things as a person who walks (schools, jobs, restaurants, etc). Of course, providing equal opportunity wouldn't mean ignoring the difficulties wheelchair users face. </p><p><a href="https://blogs.scientificamerican.com/observations/clearing-up-some-misconceptions-about-neurodiversity/" target="_blank" rel="noopener noreferrer">According to Scientific American</a>, culture and history can have an impact on what we view as a "disability". </p><p>"Depending on time and place in history, epilepsy could make a person a respected shaman or suspected of demonic possession. Gluten allergies are much easier to accommodate now than they were 20 years ago before food companies started offering gluten-free options. If wheat and rye went extinct, gluten allergy would never be a disability again!"</p><p>The model of neurodiversity doesn't aim to pretend that autistic people don't have impairments, but this model also doesn't assume that every impairment an autistic person has is a problem or disability.</p><p>"Not wanting to socialize is different from wanting to participate and being unable to. Both are possibilities for autistic people. One requires acceptance, the other requires assistance."</p><p><strong>Myth: the neurodiversity movement opposes medical interventions and therapies. </strong></p><p>While the main goal of neurodiversity is to understand, accept, and help accommodate people with neurological differences or difficulties, there are medical interventions and therapies that have been proven to be beneficial in certain circumstances. A common misconception about people who adopt the neurodiversity movement is that they are calling for an end to medical interventions and therapies. </p><p>While therapies such as ABA (applied behavior analysis) are quite controversial due to their focus on "curing" autism instead of assisting the neurodivergent individual, there are many people who believe in both neurodiversity and the assistance of medicine and therapy. For example, a neurodiversity advocate may feel that ADHD doesn't need to be "treated" and "cured", but that the difficult symptoms of ADHD that prevent the individual from excelling in certain areas of their life could be alleviated with medication and/or therapies. </p><p>For more information on neurodiversity, click <a href="https://blogs.scientificamerican.com/observations/clearing-up-some-misconceptions-about-neurodiversity/" target="_blank" rel="noopener noreferrer">here</a>. </p>
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1 in 6 school children meet criteria for mental disorder diagnosis, according to CDC study
Symptoms of mental illness in children are often dismissed as "going through a phase."
11 September, 2020
Photo by Suzanne Tucker on Shutterstock
- A 2020 CDC study examined mental health symptoms in four different school districts within the United States from 2014-2018. This study found that, based on the reports from both teachers and parents, one in six students showed enough behavioral or emotional symptoms to be diagnosed with a childhood mental disorder.
- Mental health conditions or illnesses in children are generally defined as delays or disruptions in developing age-appropriate thinking, behaviors, social skills, or emotional regulation.
- Children can develop many of the same mental health conditions as adults, but their symptoms may be different.
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<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzk1NDU3OS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTYwODcxMzY3M30.fgcou0dOCL8yWAtULKTV4jr9vQI63-CaN_8lK59hVHA/img.jpg?width=1245&coordinates=0%2C223%2C0%2C223&height=700" id="27974" class="rm-shortcode" data-rm-shortcode-id="dce8280cb646c3312748a44d182f10fc" data-rm-shortcode-name="rebelmouse-image" alt="children in class listening to teacher" />
1 in 6 (or 1 in 3, depending on the school district) children were shown to have enough symptoms to be diagnosed with a mental health condition.
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<p><a href="https://www.cdc.gov/childrensmentalhealth/features/school-aged-mental-health-in-communities.html" target="_blank" rel="noopener noreferrer">A 2020 CDC study</a> examined mental health symptoms in four different school districts within the United States from 2014-2018. This study found that, based on the reports from both teachers and parents, one in six students showed enough behavioral or emotional symptoms to be diagnosed with a childhood mental disorder.</p><p><strong>What was the Project to Learn About Youth Mental Health (PLAY-MH) study?</strong></p><p>This was a school-based study conducted throughout the years of 2014-2018. This study was designed to estimate how many kindergarten - grade 12 students had specific mental health disorders. </p><p>The information was collected in two phases. In phase one, teachers in selected school districts were asked to complete a short questionnaire to determine a student's risk for a mental health disorder. In phase two, the parents of selected students were asked to complete a more structured interview to determine if their child met the criteria for a mental health disorder. Between 1 in 6 students (1 in 3 in some districts) fit the criteria, according to the combined data.</p><p>Teachers also identified a higher percentage of boys, non-Hispanic Black students, and students receiving free or reduced-price lunch as having a higher risk for mental disorders than their peers at most schools. However, based on the parent reports, there were generally no major demographic differences in the percentage of students who met the criteria for a mental disorder. This interesting discrepancy suggests that estimating effects of race or income on symptoms gave different results depending on the way the symptoms were examined. </p><p><strong>How can we help at-risk students?</strong></p><p>The information gathered during this four-year study can help parents, teachers, and communities alike to understand and become more aware of the mental health struggles of younger children. With this knowledge, interventions and treatments can become more normalized when dealing with children's mental health conditions.</p><p>The CDC has some suggestions for how we, as communities, can help our at-risk children:</p><ul><li>Schools can consider screening students for mental health concerns and then following up with effective services and counseling options. </li><li>Pediatric and family clinics can use this information to establish how many children may be at risk. </li><li>Communities and parents can work together with school systems to integrate mental health services and referrals into the schools. </li></ul>Common mental health disorders in children, according to experts
<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzk1NDc4My9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY0ODg4NzYwMH0.C3dNExRsuVrcDvs_z68q2FY62kee157DLvBtubmmq8A/img.jpg?width=1245&coordinates=0%2C52%2C0%2C52&height=700" id="7b6fe" class="rm-shortcode" data-rm-shortcode-id="a6b046f215f2c8d99c44d09de0dbdef3" data-rm-shortcode-name="rebelmouse-image" alt="Stressed and anxious student sitting at desk during exam" />Anxiety disorders, depressive disorders, ADHD, ASD (autism spectrum disorder) and eating disorders are among commonly overlooked mental health conditions in children.
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<p><a href="https://www.mayoclinic.org/healthy-lifestyle/childrens-health/in-depth/mental-illness-in-children/art-20046577" target="_blank" rel="noopener noreferrer">According to experts</a>, these are some of the most common disorders among children:</p><p><strong>Anxiety disorders (generalized anxiety, social anxiety, obsessive-compulsive disorders):</strong> These conditions may appear as persistent fears, worries, or anxiety that disrupt their ability to participate in play, school, or other typical age-appropriate activities.</p><p><strong>Attention-deficit/hyperactivity disorder (ADHD):</strong> Children who struggle with ADHD have difficulty with attention, tend to have impulsive behaviors, generalized hyperactivity, or some combination of these issues. </p><p><strong>Depression (or other mood disorders): </strong>Depression in children presents as persistent feelings of sadness and loss of interest that disrupt their ability to function in school and interact with others. </p><p><strong>Post-traumatic stress disorder (PTSD):</strong> PTSD is a prolonged state of emotional distress and anxiety that is prefaced with negative memories, nightmares, and disruptive behaviors in response to a traumatic event the child may have suffered. </p><p><strong>Autism Spectrum Disorder (ASD): </strong>This is a neurological condition that often can be noticed in early childhood (before the age of three), if you know what to look for. The severity of ASD can vary— a child with this disorder has difficulty communicating and interacting with others.</p><strong>Eating disorders: </strong>Eating disorders show as a preoccupation with an ideal body type. These include anorexia nervosa, bulimia nervosa, and binge-eating disorder.<p><br></p><p>You can read the full study <a href="https://link.springer.com/epdf/10.1007/s10578-020-01027-z?sharing_token=a3EvHilTjILJ1pJ3KXQQP_e4RwlQNchNByi7wbcMAY64y5G2OhNS1lAeStiE_xCQ5Ke8aBy4C65sfPZeG19uCwJxFWfAgXejmrE2lLmeYUPkpgNGQgq5jMOY-830oPGU5UOPil0_vjxCu9D4EOPVGt5v1H35kEN5sBTGFb5YJJ8%3D" target="_blank" rel="noopener noreferrer">here</a>.</p>
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