COLUMBIA, Mo. – The face develops from the same set of cells that are responsible for brain development, beginning with an embryo and continuing through the first 10-12 years of life. Now, University of Missouri researchers have found distinct differences between the facial characteristics of boys with autism compared to those of typically developing boys. This knowledge could help researchers understand the origins of autism. "There is no clear answer about whether autism is caused by genetics or by environmental influences," said Kristina Aldridge, lead author and assistant professor of anatomy in the MU School of Medicine and the Thompson Center for Autism and Neurodevelopmental Disorders. "If we can identify when these facial changes occur, we could pinpoint when autism may begin to develop in a child. Knowing that point in time could lead us to identify a genetic cause, a window of time when the embryo may be susceptible to an environmental factor, or both." Aldridge and her colleagues found the following distinct differences between facial characteristics of boys with autism and those of typically developing boys: Boys with autism have a shorter middle region of the face, including the cheeks and nose Boys with autism have a broader or wider mouth and philtrum – the divot below the nose, above the top lip. Boys with autism have a broader or wider upper face. She says these are subtle differences that will enable researchers to further study people with specific types of autism spectrum disorders....

MU researchers find distinct facial features in boys with autism, which could help pinpoint when and how autism develops.

Facial Differences Found in Boys with Autism

COLUMBIA, Mo.  – The face develops from the same set of cells that are responsible for brain development, beginning with an embryo and continuing through the first 10-12 years of life. Now, University of Missouri researchers have found distinct differences between the facial characteristics of boys with autism compared to those of typically developing boys. This knowledge could help researchers understand the origins of autism.  "There is no clear answer about whether autism is caused by genetics or by environmental influences," said Kristina Aldridge, lead author and assistant professor of anatomy in the MU School of Medicine and the Thompson Center for Autism and Neurodevelopmental Disorders. "If we can identify when these facial changes occur, we could pinpoint when autism may begin to develop in a child. Knowing that point in time could lead us to identify a genetic cause, a window of time when the embryo may be susceptible to an environmental factor, or both." Aldridge and her colleagues found the following distinct differences between facial characteristics of boys with autism and those of typically developing boys:  Boys with autism have a shorter middle region of the face, including the cheeks and nose Boys with autism have a broader or wider mouth and philtrum – the divot below the nose, above the top lip. Boys with autism have a broader or wider upper face.  She says these are subtle differences that will enable researchers to further study people with specific types of autism spectrum disorders....

MU researchers find distinct facial features in boys with autism, which could help pinpoint when and how autism develops.

Facial Differences Found in Boys with Autism

The Challenge of Epilepsy in the Classroom. Imagine being a student with epilepsy, facing not only the daily trials of academics and social life but also the unpredictable onset of seizures. Navigating this complex landscape can be overwhelming, both for students and educators. This article explores effective strategies for managing epilepsy in the classroom, ensuring an inclusive and supportive learning environment. Understanding Epilepsy and Its Impact. Epilepsy is a neurological disorder characterized by recurrent seizures, affecting over 65 million people worldwide. In the classroom, it can manifest as involuntary movements, confusion, or even loss of consciousness, disrupting a child's education and social development. Recognizing the signs and understanding the implications are crucial for teachers and classmates alike. Consider Jane, a bright 12-year-old with epilepsy. Her seizures, although controlled by medication, can still occur during class. Her teacher, Mr. Thompson, has taken the time to learn about epilepsy and its effects, allowing him to support Jane effectively and maintain a positive classroom atmosphere. Creating an Inclusive Environment. Fostering an inclusive environment starts with empathy and understanding. Teachers can: Educate themselves and their students about epilepsy, challenging stereotypes and fostering a supportive community. Encourage open communication, inviting students with epilepsy to share their experiences and concerns. Promote acceptance and inclusion, addressing any bullying or discrimination issues promptly. In Jane's case, Mr. Thompson has created a welcoming and supportive classroom where she feels comfortable sharing her challenges and successes. This inclusive approach has empowered Jane and her classmates to embrace diversity...

Managing Epilepsy Classroom Accommodations

Managing Epilepsy for Optimal Learning in the Classroom

The Challenge of Epilepsy in the Classroom. Imagine being a student with epilepsy, facing not only the daily trials of academics and social life but also the unpredictable onset of seizures. Navigating this complex landscape can be overwhelming, both for students and educators. This article explores effective strategies for managing epilepsy in the classroom, ensuring an inclusive and supportive learning environment. Understanding Epilepsy and Its Impact. Epilepsy is a neurological disorder characterized by recurrent seizures, affecting over 65 million people worldwide. In the classroom, it can manifest as involuntary movements, confusion, or even loss of consciousness, disrupting a child's education and social development. Recognizing the signs and understanding the implications are crucial for teachers and classmates alike. Consider Jane, a bright 12-year-old with epilepsy. Her seizures, although controlled by medication, can still occur during class. Her teacher, Mr. Thompson, has taken the time to learn about epilepsy and its effects, allowing him to support Jane effectively and maintain a positive classroom atmosphere. Creating an Inclusive Environment. Fostering an inclusive environment starts with empathy and understanding. Teachers can:  Educate themselves and their students about epilepsy, challenging stereotypes and fostering a supportive community. Encourage open communication, inviting students with epilepsy to share their experiences and concerns. Promote acceptance and inclusion, addressing any bullying or discrimination issues promptly.  In Jane's case, Mr. Thompson has created a welcoming and supportive classroom where she feels comfortable sharing her challenges and successes. This inclusive approach has empowered Jane and her classmates to embrace diversity...

Managing Epilepsy for Optimal Learning in the Classroom

In a study by Middle Tennessee State University's (MTSU) Department of Health and Human Performance, a treadmill at the bottom of a tank filled with 270 gallons of water has been helping paraplegics make great strides. This same technique has also been applied to children with cerebral palsy (CP) to improve their endurance and leg strength. In a previous study which ran from 2005-2008 at MTSU, children with cerebral palsy trained in the underwater treadmill and showed better leg efficiency and strength after only three sessions a week for eight weeks. They were also able to walk faster on dry land. Sandra Stevens, a PhD graduate who is now an independent researcher at the university, has been studying the effects of the underwater treadmill since 2005. Her doctoral dissertation at MTSU observed 12 adults with incomplete spinal cord injuries who trained in the same way as the children with CP. These participants had some motor or sensory functions preserved below the level of the injury. Those who completed the study in 2010 had significantly improved motor function. Some showed increased stability during transfers and others even lost the need for a device to assist with walking. They also reported an improved sense of well-being and self-confidence, due to a renewed hope in gaining mobility. The current study involving the underwater treadmill at MTSU focuses on helping those with complete spinal cord injury. One participant, Carmen Thompson, was paralyzed from the waist down in a freak accident in 2007. Before training,...

MTSU study shows underwater treadmill helps improve mobility in paraplegics and children with CP, offering increased hope and function.

Underwater Treadmill Gives Paraplegics Hope

In a study by Middle Tennessee State University's (MTSU) Department of Health and Human Performance, a treadmill at the bottom of a tank filled with 270 gallons of water has been helping paraplegics make great strides. This same technique has also been applied to children with cerebral palsy (CP) to improve their endurance and leg strength. In a previous study which ran from 2005-2008 at MTSU, children with cerebral palsy trained in the underwater treadmill and showed better leg efficiency and strength after only three sessions a week for eight weeks. They were also able to walk faster on dry land. Sandra Stevens, a PhD graduate who is now an independent researcher at the university, has been studying the effects of the underwater treadmill since 2005. Her doctoral dissertation at MTSU observed 12 adults with incomplete spinal cord injuries who trained in the same way as the children with CP. These participants had some motor or sensory functions preserved below the level of the injury. Those who completed the study in 2010 had significantly improved motor function. Some showed increased stability during transfers and others even lost the need for a device to assist with walking. They also reported an improved sense of well-being and self-confidence, due to a renewed hope in gaining mobility. The current study involving the underwater treadmill at MTSU focuses on helping those with complete spinal cord injury. One participant, Carmen Thompson, was paralyzed from the waist down in a freak accident in 2007. Before training,...

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Special Needs
Articles

Facial Differences Found in Boys with Autism

Managing Epilepsy for Optimal Learning in the Classroom

Underwater Treadmill Gives Paraplegics Hope

Find Providers Near You

Special Needs Articles

Facial Differences Found in Boys with Autism

Managing Epilepsy for Optimal Learning in the Classroom

Underwater Treadmill Gives Paraplegics Hope

Find Providers Near You

Special Needs
Articles