Premature Babies Have Higher Risk Of Autism

A brand new study, published in the journal 'Pediatrics', has established that premature babies are five times more likely to have autism compared to babies born at normal weight. Researchers advise they have now established a link between low birth weight and autism.

Autism experts based at America's University of Pennsylvania School of Nursing followed 862 young people over 21 years for the study. Lead author Jennifer Pinto-Martin said: "As survival of the smallest and most immature babies improves impaired survivors represent an increasing public health challenge. Emerging studies suggest that low birth weight may be a risk factor for autism spectrum disorders, known as ASD's."

Links between low birth weights and and cognitive disorders have been confirmed by previous studies. But this latest study, which followed infants born between September 1984 and July 1987, some weighing just a pound at birth, is absolutely the first to establish the link to autism.

Dr Pinto-Martin advises that cognitive problems in children born prematurely may be masking underlying autism, and advises parents or are suspicious of autism, should ask for an evaluation of ASD.

"Early intervention improves long term outcome and can help those children both at school at home," she added. Future studies carried out by the group will look at possible links between brain haemorrhage, a known complication of premature birth, and autism by examining scans taken of the children as newborns.

On evaluating the participants involved in the study who had autism, scientists also discovered they also had an incidental high rate of other psychiatric disorders, such as phobias, or attention-deficit hyperactivity disorder by the age of 16.

One in 100 Britons is estimated to be autistic. But just 20 years ago, scientists estimated that fewer than 1 in 1,000 people had the condition, indicating a dramatic increase. The higher rates in recent years have been attributed to various causes, including better detection, as well as genetic and environmental influences.

Scientists have not however, established whether it's being born early that's leading to autism, or whether being born early and having autism share a common risk.

This study backs up an earlier study by researchers at McGill University in Montreal, Canada, which discovered one in four babies born prematurely could be at risk of developing autism.

Despite the findings of this study, the fact remains that the vast majority of children born prematurely do not develop autism. Dr Pinto-Martin is keen that her findings do not alarm parents unnecessarily, stating that "it's not something to worry about, but it's something to pay attention to."

If you're dealing with autism, either personally or as a parent or carer, my autism blog will be of immense help to you. There are hundreds of Professionally written and sympathetic articles to help you, and everything's free. Autism UK

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Living With Autism and Other Special Needs: Back to School Tips

Most parents look forward to the end of August because it is back to school time.

Back to school time for parents with children who have special needs can be a mixed blessing. Transitions and change are difficult for all children, but particularly children with autism.

Here are some tips for parents to help make back to school time more pleasant for you and your child with autism.

1. Begin getting into the school routine early. Make a picture schedule of the morning routine and start following it. Start getting up a little bit earlier each day and going to bed earlier at night. This will make thing easier instead of waiting until the night before school starts and saying, "School is tomorrow. You need to go to bed at 8:00" when your child has been staying up until 10:00.


2. Think twice before purchasing new school clothes. In my experience children with autism do not generally like the feeling of new clothes. To send a child to school with all new scratchy clothes might be a bit of sensory overload. Instead, consider buying used clothes or washing them several times before school starts. Encourage your child to wear his new clothes and shoes at home.


3. Consider getting a haircut early. Some children with autism don't like getting haircuts and if they start to associate haircuts with school it will add to their anxiety.


4. Glasses If your child wears glasses, and he doesn't wear them during the summer (which I don't recommend), have him wear them at least a week prior to school starting.


5. Read books and watch t.v. shows about going back to school.


6. Make a social story featuring your child and read it to him every day. Social stories are helpful for children with autism because it helps them prepare for things that are going to be different. You can include photos if you wish. Here is an example:

Summertime is almost over. Kevin is getting ready to go back to school. On August 24 th Kevin will ride Bus 456 to "Canyon Elementary School." "Kevin's" teachers this year are Mrs. Brown and Mrs. Jones. Kevin's Dad bought him new shoes for school. Kevin's Mom bought him new clothes for school. Kevin is getting ready to go back to school.

7. Use a calendar to mark down the days until school starts. Put a picture of a school bus on the date of the first day of school.


8. Make plans to meet the teacher ahead of time. For tips on meeting the teacher, read my article Meeting the New Teacher.

For more information on teaching and parenting children with special needs, go to http://www.myspecialneedsclassroom.com

Kristin Whiting has over 20 years experience in the field of education, including teaching and administrative experience. She is currently doing what she loves best - teaching. She is a Special Needs Preschool Teacher. She loves to write and in addition to her two blogs, she is a regular contributor to Yahoo Contributor Network, Ezinearticles.com, Squidoo and Hubpages.

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Secrets Of The Autistic Brain - Brain Scans Reveal There Is More To Autism Than Meets The Eye

It is clear that the autistic population is increasing exponentially in various forms ranging from Asperger's Syndrome through to profound classical autism. What is not clear is why. Recent studies on the brain function of autistic people have given new clues and insight into this remarkable diagnosis and the people who bear it.

RESEARCH ON THE AUTISTIC BRAIN:

Science is beginning to uncover specific gene variations, which appear to be related to -- if not responsible for -- the incidence of autism, or the risk of it manifesting in any person (this is not new and there is plenty of research on this topic)

Brain scans reveal that children with the "gene variant" appear to have more nerve cell connections in the frontal lobe, but fewer between this area and the rest of the brain, according to Science Translational Medicine

Similarly, studies conducted at the University of California in LA used functional magnetic resonance imaging to establish that children carrying the "gene variant" had differences within the connections in the frontal lobe of the brain, as well as differences between this area and the rest of the brain.

Scientists at the University of California in LA are beginning to believe that the brain of the autistic is actually wired differently (Autism brain secrets revealed by scan; BBC News Health; 3 November 2010):

• As per Dr Ashley Scott-Van Zeeland, who headed up the research project, "The front of the brain appears to talk mostly to itself -- it doesn't communicate as much with other parts of the brain and lacks long-range connections to the back of the brain,"
• "In children with the version of the gene not linked to autism risk, the pathways were linked more strongly to the left side of the brain. In those with the "risk variant", the pathways were different, linking the lobe strongly to both sides of the brain."

WHAT DOES THE FRONTAL LOBE AREA DO?

It is beginning to seem clear that there is a significant difference in frontal lobe activity for the autistic person (or those carrying the "gene variant", whether diagnosed as autistic or not). So, what is this area of the brain and what part does it play in our lives?

Many say that the frontal lobe area is what makes us human. It is that part of the brain which is more highly developed in humans than most of the rest of animal life on our planet.

Here is a brief list of responsibilities thought to be associated with this particular part of the brain

• Attentiveness of focus on a single task
• Concentration
• Intention and purposeful behavior
• Decision making
• Problem solving
• Abstract reasoning
• Elaboration of thought
• Control of behavior
• Consciousness
• Working memory
• Judgment
• Logic
• Organization
• Socialization
• Sympathy and empathy
• Higher cognitive functions
• Thought to play a part in our spatial orientation

Emotions are generated deep inside the brain, but the frontal lobes "manage" the emotions and help us to rationalize and make conscious, intentional choices about our behavior. Research also indicates that there is increased activity in the frontal lobe during meditation (studies performed on Tibetan monks). Many believe this part of the brain appears to be the seat of our essence and nature

SOME SYMPTOMS OF DAMAGE TO THE FRONTAL LOBE AREA:

To illustrate further the connection between autism spectrum and the frontal lobe area, the following is a list of some of the symptoms of damage to this part of the brain:

• Perseveration (obsessive or repetitive behavior)
• Less empathetic
• Less sympathetic
• Unable to read social cues
• Inappropriate social judgments and responses
• Unable to detect when another is trying to deceive them
• Little spontaneous facial expression
• Less flexibility of thought
• Less behavioral spontaneity
• Difficulty in interpreting feedback from the environment
• Impaired associated learning (using external cues to help guide behavior)
• Lack of inhibition (inappropriate behavior)

This is not a comprehensive list of symptoms. In fact, profound damage to this area of the brain can lead to significant personality changes in the subject.

Nonetheless, the link between frontal lobe activity and the autistic brain should be becoming quite obvious to the informed reader.

WHAT DOES IT ALL MEAN?

It would be irresponsible of the author to declare any interpretation of the data as fact. One can only speculate at this point. The only obvious fact is that far more research is needed.

It seems logical to assume that more connections in the frontal lobe region would mean heightened activity and therefore heightened ability in those areas for which this part of the brain is responsible.

Indeed, it is worth pointing out that many of the strengths of the autism spectrum profile appear to be areas of frontal lobe function. Focus and concentration, logical thinking, problem solving, abstract reasoning, working memory -- very many high functioning autism spectrum people possess these abilities in varying forms to a heightened degree. Notice that these functions tend to be internal functions that require only internal communication.

Conversely, the autistic aspects that most would call weaknesses or "dysfunctional" are those capabilities for which communication with and feedback from the outside environment are crucial. This is where the wiring between the frontal lobes and the rest of the brain may be impacting performance negatively as communication is breaking down within the brain.

Recognizing that the autistic brain may be wired differently from the neurotypical brain could be the beginning of a significant improvement in our understanding of this diagnosis. It could also be the beginning of an understanding that ASD people might have superior skills in some areas and can therefore offer new insights and contributions to life on our planet.

Claim your ASD child's FREE eBook "Our Secret Club of Autism Superpowers" today! Help your Aspergers / Autism Spectrum child to become empowered and positive. Start by claiming this powerful FREE eBook at http://powertotheaspies.com/power-to-the-aspies-products/

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Autism Risk Trebles If You Conceive Again Within 12 Months

A new study by Dr Keely Cheslack-Postava, of Columbia University, New York, has shown that women who become pregnant again within a year of giving birth could be putting their next child at an increased risk of Autism.

Such babies are three more times likely to have the developmental disorder according to researchers, who state that women's bodies need time to recover from a pregnancy, with the result that children conceived too quickly after childbirth are more likely to be deprived of vital nutrients.

Based on a study of 600,000 California families, the results help prove that closely spaced pregnancies can be dangerous. British doctors, however state there is no reason to panic and stressed that the chances of any baby developing autism is very remote. But they have also advised mothers to leave a gap of at least a year in between having a baby and getting pregnant again.

Published in the respected medical journal Pediatrics, the study looked at the incidence of autism among 663,000 second born children in California born between 1992 and 2002. The results of this study suggest that children born after shorter intervals between pregnancies are at6 an increased risk of developing autism.

The highest risk was associated with pregnancies spaced less than one year apart. Second children conceived within a year of an older sibling's birth were 3.4 times more likely to have autism than a typical child of the same age.

Babies concieved 12 to 23 months after the first child were 1.9 times more likely to have autism, whilst a gap of two to three years between pregnancies increased the risk 1.2 times.

The overall reason for this, according to the study, is that closely spaced pregnancies increased the risk that a baby missed out on nutrients, particularly Folate, needed during pregnancy, in addition to other considerations such as maternal levels of iron, polyunsaturated fatty acids and stress.

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