Below is a chart reflecting speech sound acquisition. The upper range indicates when 90% of children have learned that sound. For example,90% of children have acquired the “n” sound by the time they are 4 years old; 90% of children have learned “s” sound by the time they are 7 years old.

]]> http://innovativeslp.com/2011/11/22/sound-acquisition/feed/ 0 http://innovativeslp.com/2011/11/22/language-acquisition-ages-and-stages/ http://innovativeslp.com/2011/11/22/language-acquisition-ages-and-stages/#comments Tue, 22 Nov 2011 05:23:20 +0000 john http://innovativeslp.com/wordpress/?p=111 Language Acquisition According to Brown

What are morphemes?

Morphemes are the smallest units of sound or combination of sounds that make up words in speech and have meaning. There are many different types of morphemes. Morphemes at times are mistaken for words or syllables, however, this is not correct. Morphemes can either be a base or an affix (affix can be a prefix or a suffix). An affix cannot stand alone, whereas a base can. A prefix comes at the beginning of the word, while a suffix comes at the end, both fall under the category of affix. A base is a morpheme that gives a word meaning, in other words, it’s the actual word itself. There are morphemes that ca stand alone and these are called “free morphemes,” whereas those morphemes that cannot stand alone are called “bound morphemes.” Inflectional morphemes are those that can only be a suffix, whereas derivational morphemes change the meaning of the word, part of the speech or both. Some other types of morphemes are allomorphs (variation of a morpheme where the sound pronounced is different than the letter written), homonyms (morphemes that are spelled the same with different meanings), and homophones (morphemes that sound alike with different meanings and spellings).

Some Examples of Different Types of Morphemes:

1. Base: cat, dog, potato, chair, etc.

2. Prefix: the in in “inspect,” un in “unhappy.”

3. Suffix: the s in “cats,” ed in “barked.”

4. Free morpheme: cat can stand on tis own and it carries a meaning.

5. Bound morpheme: “s” without a word attachment such as “cats.”

6. Inflectional morpheme: English language has 7 inflectional morphemes creating a change in the function of the word; past tense -ed, plural -s, possessive -s, third person singular, past participle -en, present participle -ing (all are verb inflections), comparative -er and superlative -est (adjective and adverb inflections).

7. Derivational morphemes: these often create new words; such as un in “unhappy.”

8. Allomorphs: such as final -s in the words dogs, cats, pens (all are /s/ but are pronounced as a /z/)

9. Homonyms: bear (animal) vs. bear (to carry), bank (the river), vs. bank (place to deposit money).

10. Homophones: bear vs. bare, break vs. brake, cite vs. sight vs. site, bye vs. buy.

The adenoids are masses of gland-like tissue located on the back wall of the throat above the soft palate. Adenoids like tonsils help filter out infectious organisms that enter the body through the oral cavities (nose or mouth). Children’s adenoids grow between the ages of three and five and gradually shrink, virtually disappearing by puberty. At times the adenoids grow abnormally large and become infected (aka adenoiditis). Severely enlarged adenoids may block the airway between the nose and throat making it difficult, almost impossible to breathe through the nose, increasing the incidence of middle-ear infections or block the eustachian tubes. A child’s adenoids may grow abnormally large for no particular reason. Allergic reactions can also cause adenoiditis.

How are adenoid disorders diagnosed and treated?

A physical examination can determine whether the adenoids are enlarged, and further tests may be necessary to reveal the cause. Any discharge from the throat or ear is examined to determine the presence of bacterial infection. Adenoids and ear infections are usually treated by antibiotics, plus nasal decongestants and antihistamines. Although medication is often effective, in rare and severe cases, surgical removal of the (often accompanied by tonsil removal) may be necessary. It is not unusual for adenoids to grow back since they can’t completely be removed.

An ENT should be seen if any difficulty is noticed in breathing through the nose or severe pain in ears are present. The ENT can easily determine whether the adenoids are enlarged and identify any infection that may be present. Operations require general anesthesia and usually involves an overnight stay in the hospital. Postoperative bleeding may occur within the first 12 hours after surgery, and there may be pain in the throat and ears fro several days after surgery. Prostoperative bleeding may occur within the first 12 hours after surgery, but it is almost always easily controlled and rarely recurs. Pain in the throat and ears for several days after surgery may persist and a soft diet may be recommended. Antibiotics are often prescribed for a week postoperatively to reduce the risk of infection at the site of the operation.

Adenoids normally lose their protective function after about 5 years of age and shrink during the following year. However, enlarged adenoids may become a chronic problem and be the cause of recurrent ear infections. Although adenoids are not dangerous, severely enlarged adenoids may result in breathing problems and recurrent ear infections.

It is recommended that children be seen regularly by a family doctor or a pediatrician to ensure appropriate adenoid and tonsil size.

By Perri Klass, M.D.

Published: October 11, 2010

As a pediatrician, I always ask about babble. “Is the baby making sounds?” I ask the parent of a 4-month-old, a 6-month-old, a 9-month-old. The answer is rarely no. But if it is, it’s important to try to find out what’s going on.

If a baby isn’t babbling normally, something may be interrupting what should be a critical chain: not enough words being said to the baby, a problem preventing the baby from hearing what’s said, or from processing those words. Something wrong in the home, in the hearing or perhaps in the brain. Babble is increasingly being understood as an essential precursor to speech, and as a key predictor of both cognitive and social emotional development. And research is teasing apart the phonetic components of babble, along with the interplay of neurologic, cognitive and social factors. The first thing to know about babble is also the first thing scientists noticed: babies all over the world babble in similar ways. During the second year of life, toddlers shape their sounds into the words of their native tongues.

The word “babble” is both significant and representative – repetitive syllables, playing around with the same all-important consonants. (Indeed, the word seems to be derived not from the biblical Tower of Babel, as folk wisdom has it, but from the “ba ba” sound babies make. Some of the most exciting new research, according to D. Kimbrough Oller, a professor of audiology and speech-language pathology at the University Memphis, analyzes the sounds that babies make in the first half-year of life, when they are “squealing and growling and producing gooing sounds.” These sounds are foundations of later language, he said, and they figure in all kinds of social interactions and play between parents and babies – but they do not involve formed syllables, or anything taht yet sounds like words.

“By the time you get past 6 months of age, babies begin to produce canonical babbling, well-formed syllables,” Professor Oller said. “Parents dont’ treat those earlier sounds as words; when canonical syllables begin to appear, parents recognize the syllables as negotiable.” That is, when the baby says something like “ba ba ba,” the parent may see it as an attempt to name something and may propose a word in response. Most of the time, I ask parents: “Does he make noise? Dose she sound like she’s talking?” And most of the time, parents nod and smile, acknowledging the baby voices that have become part of the family conversation.

But the new research suggests a more detailed line of questions: by 7 months or so, have the sounds developed into that canonical babble, including both vowels and consonants? Babies who go on vocalizing without many consonants, making only aaa and ooo sounds, are not practicing the sounds that will lead to word formation, not getting the mouth muscle practice necessary for understandable language to emerge. “A baby hears all these things and is able to differentiate them before the baby can produce them,” said Carol Stoel-Gammon, an emeritus professor of speech and hearing sciences at the University of Washington. “To make an m, you have to close your mouth and the air has to come out your nose. It’s not in your brain somewhere – you have to learn it.”

The consonants in babble mean the baby is practicing, shaping different sounds by learning to maneuver the mouth and tongue, and listening to the results. “They get there by 12 months,” Professor Stoel-Gammon continued, “and to me the reason they get there is because they have become aware of the oral motor movements that differentiate between /a/, /b/ and an /m/.” Babies have to hear real language from real people to learn these skills. Television doesn’t do it, and neither do educational videos: recent research suggests that this learning is in part shaped by the quality and context of adult response.

To study babbling, researchers have begun to look at the social response – at the baby and the parent together. Michael H. Goldstein, an assistant professor of psychology at Cornell, has done experiments showing that babies learn better from parental stimulation – acquiring new sounds and new sound patterns, for example – if parents provide that stimulation specifically in response to the baby’s babble. “In that moment of babbling, babies seem to be primed t take in more information,” he said. “It’s about creating a social interaction where now you can learn new things.”

A study this year by this group looked at how babies learn the names of new objects. Again, offering the new vocabulary words specifically in response to the babies’ own vocalizations meant the babies learned the names better. The experimenters argue that a baby’s vocalizations signal a state of focused attention, a readiness to learn language. When parents respond t babble by naming the object at hand, the argument goes, children are more likely to learn words. So if a baby looks at an apple and says, “Ba ba!” it’s better to respond by naming the apple than by guessing, for example, “Do you want your bottle?”

“We think that babies tend to emit babbles when they’re in a state where they’re ready to learn new information, they’re aroused, they’re interested,” Professor Goldstein said. “When babies are interested in something, they tend to do a furrowed brow,” he continued; parents should understand that babble may be “an acoustic version of furrowing one’s brow.” Right there, in the exam room, I have that essential experimental combination, the baby and the parent. It’s an opportunity to check up on the baby’s progress in forming sounds, but also an opportunity to help parents respond to the baby’s interest in learning how to name the world – a universal human impulse expressed in the canonical syllables of universal human soundtrack.

A version of this article appeared in print on October 12, 2010 on page D5 of the New York edition.

“Cerebral” meaning “brain” and “Palsy” meaning “physical disorder” refers to a variety of neurological disorders that permanently affects body movement and muscle coordination/posture appearing in infancy or early childhood (majority of children are born with it). This disorder is not caused by problems with the muscles or nerves, but rather by abnormalities in parts of the brain controlling muscle movements. CP may result due to brain damage in the first few months/years of life, brain infections such as bacterial meningitis, viral encephalitis, head injury from a motor vehicle accident, fall, or child abuse. Early signs usually appear before three years of age. Some early signs are: lack of muscle coordination when performing voluntary movements (ataxia); stiff or tightness of muscles, exaggerated reflexes (spasticity); walking with one foot or leg dragging, walking on the toes, a crouched gait, or a “scissored” gait and muscle tone taht’s either too stiff or too floppy.

Classifications of CP

The classification of the different types of CP depends on the severity of the child’s limitations as well as the body and brain parts affected.

1. Spastic Cerebral Palsy — the most common diagnosis refers to muscle rigidity, jerky and movement difficulty. The three types are:

• Spastic Diplegia: tightness in the leg and hip muscles, crossing of the legs at the knees makes walking difficult (often referred to as “scissoring”).
• Spastic Hemiplegia: stiffness on only one side of the body, with the hand/arms more affected than the legs (limbs may not develop normally).
• Spastic Quadriplegia: the worst and most severe type affecting all four limbs (both legs, arms and body), with a high likelihood of mental retardation making it difficult for the child to walk or talk and may present with seizures.

1. Athetoid Dyskinetic Cerebral Palsy — is the second most frequently diagnosed type of CP presenting with normal intelligence, but problems with the whole body. Muscles may be weak or tight, trouble walking, sitting or speaking clearly, or controlling of facial muscles.
2. Ataxic Cerebral Palsy — is the least diagnosed type and presents with trouble with fine motor skills such as tying laces, buttoning, cutting with scissors, and holding pencils/pens and writing. The child may walk with feet further apart than normal causing trouble with balance and coordination.
3. Hypotonic Cerebral Palsy — caused by brain damage or malformation occurring during brain development, presents with muscle control problems early in life such as floppy head, inability to sit up and delayed motor skills development.
4. Mixed Cerebral Palsy — term used when the child does not fit any of the above diagnosis.
5. Congenital Cerebral Palsy — this is not a “type” of palsy, rather a term meaning “birth defect” that has developed during the developmental stages. This disorder is not an inherited condition or caused by a medical error.
6. Erb’s Palsy (brachial plexus palsy) — can be attributed to a birthing accident that presents with no muscle control in the arms (arms will be limp without any feelings). The four types of Erb’s Palsy are:

• Avulsion: the nerve is completely separated from the spine.
• Rupture: the nerve is torn throughout but not from the spine.
• Praxis/Stretch: the nerve is damaged but not torn and could heal on its own.
• Neuroma: scar tissue from an injury putting pressure on the nerve.

Treatment for CP

Although CP cannot be cured treatment will often improve a child’s abilities. Many go on to live a near-normal-happy life as adults with proper care and management of their disabilities. Treatment may include but not limited to physical therapy, occupational therapy, speech therapy, suit therapy, neural stem cell therapy, hyperbaric oxygen therapy, hippotherapy, aquatherapy, nutrition, exercises, drugs to control seizures and relax muscle spasms and alleviate pain, surgery to correct anatomical abnormalities or release tight muscles, braces and other orthotic devices, wheelchairs and rolling walkers, communication aids and voice synthesizers.

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Down Syndrome, aka Trisomy 21 is one of the most common genetic malformation present today and it effects one in 700-800 births. In the 1930s, physicians thought the cause to be advanced maternal age until 1959 when its genetic components were established. The normal human cell contains 23 pairs of chromosomes that carry all genetic information. Patients with Trisomy 21 have an extra (third) copy of the 21st chromosome. Although women of typical age can birth children with Down Syndrome, there is a higher rate associated with advanced maternal age. Typical physical characteristics of Down Syndrome in infancy are as follow: low muscle tone, flat appearance of the face, upward slanting eye creases, small ears, single skin crease in the palm, extremely flexible joints, large tongue, and several others.

Down Syndrome Resources: Cincinnati Children’s Down Syndrome Program, The National Down Syndrome Society, National Associate for Down Syndrome, Down Syndrome Associate of greater Cincinnati

Overview: Down Syndrome is a genetic condition in which a person has 47 chromosomes instead of the usual 46.

Symptoms: Down Syndrome symptoms may vary from person to person and can range fro mild to severe. However, children with Down Syndrome have a widely recognized appearance. The head may be smaller than normal and abnormally shaped. For example, the head may be round with a flat area on the back. The inner corner of the eyes may be rounded instead of pointed.

Common physical signs include:

• Decreased muscle tone at birth.
• Excess skin at the nape of the neck.
• Flattened nose.
• Separated joints between the bones of the skull (sutures).
• SIngle crease in the palm of the hand.
• Small ears.
• Small mouth.
• Upward slanting eyes.
• Wide, short hands with short fingers.
• White spots on the colored part of the eye (Brushfield spots).
• Physical development is often slower than normal.
• Most children with Down Syndrome never reach their average adult hight.
• Children may also have delayed mental and social development. Common problems may include:

1. Impulsive behavior.
2. Poor judgement.
3. Short attention span.
4. Slow learning.

As children with Down Syndrome grow and become aware of their limitations, they may also feel frustration and anger. Many different medical conditions are seen in babies born with Down Syndrome, including:

• Birth defects involving the heart, such as an atrial septal defect or ventricular septal defect.
• Dementia, Alzheimer’s type may be seen.
• Eye problems, such as cataracts (most children with Down Syndrome need glasses).
• Early and massive vomiting, which may be a sign of a gastrointestinal blockage, such as esophageal atresia and duodenal atresia.
• Hearing problems, probably caused by regular ear infections.
• Hip problems and risk of dislocation.
• Long-term (chronic) constipation problems.
• Sleep apnea (because the mouth, throat, and airway are narrowed in children with Down Syndrome).
• Underactive thyroid (hypothyroidism).

Treatment:

There is no specific treatment for Down Syndrome. A child born with a gastrointestinal blockage may need major surgery immediately after birth. Certain heart defects may also require surgery. When breast-feeding, the baby should be well supported and fully awake. The baby may have some leakage because of poor tongue control. However, many infants with Down Syndrome can successfully breast-feed.

Obesity can become a problem for older children and adults. Getting plenty of activity and avoiding high-calorie foods are important. Before beginning sports activities, the child’s neck and hips should be examined.

Behavioral training can help people with Down Syndrome and their families deal with the frustration, anger, and compulsive behavior that often occur. Parents and caregivers should learn to help a person with Down Syndrome deal with frustration. At the same time, it is important to encourage independence.

Adolescent females and women with Down Syndrome are usually able to get pregnant. There is an increased risk of sexual abuse and other types of abuse in both males and females. It is important for those with Down Syndrome to:

• Be taught about pregnancy and taking the proper precautions.
• Learn to advocate for themselves in difficult situations.
• Be in a safe environment.

If the person has any heart defects or problems, check with the physician about the need for antibiotics to prevent heart infections called endocarditis. Special education and training is offered in most communities for children with delays in mental development. Speech therapy may help improve language skills. Physical therapy may teach movement skills. Occupational therapy may hep with feeding and performing tasks. Mental health care can help both parents and the child manage mood or behavior problems. Special educators are also often needed.

Causes:

In most cases, Down Syndrome occurs when there is an extra copy of chromosome 21. This form of Down Syndrome is called Trisomy 21. The extra chromosome causes problems with the way the body and brain develop. Down Syndrome is the most common single cause of human birth defects.

Tests and Diagnosis:

A doctor can often make an initial diagnosis of Down Syndrome at birth based on how the baby looks. The doctor may hear a heart murmur when listening to the baby’s chest with a stethoscope. A blood test can be done to check for extra chromosome and confirm the diagnosis. See chromosome studies. Other tests that may be done include:

• Echocardiogram to check for heart defects (usually done soon after birth).
• EGG.
• X-rays for the chest and gastrointestinal tract.

Persons with Down Syndrome need to be closely screened for certain medical conditions. They should have:

• Eye exam every year during infancy.
• Hearing tests every 6-12 months, depending on age.
• Dental exams every 6 months.
• X-rays of the upper or cervical spine between ages 3-5 years.
• Pap smears and pelvic exams beginning during puberty or by age 21.

Prognosis:

Persons with Down syndrome are living longer than ever before. Although many children have physical and mental limitations, they live independent and productive lives well into adulthood. About half of the children with Down syndrome are born with heart problems, including atrial septal defect and ventricular septal defect. Heart problems may lead to early death. Persons with Down syndrome have an increased risk for certain types of leukemia, which can also cause early death. The level of mental retardation varies from patient to patient, but is usually moderate. Adults with Down syndrome have an increased risk for demential.

Prevention

Experts recommend genetic counseling for persons with a family history of Down syndrome who wish to have a baby. A woman’s risk of having a child with Down syndrome increases as she gets older. The risk is significantly higher among women age 35 and older. Couples who already have a baby with Down syndrome have an increased risk of having another baby with the condition.

Tests such as nuchal translucency ultrasound, amniocentesis, or chorionic villus sampling can be done on a fetus during the first few months of pregnancy to check for Down syndrome. The American College of Obstericians and Gynecologists recommends offering Down syndrome screening tests to all pregnant women, regardless of age.

Complications

1. Airway blockage during sleep
2. Compression injury of the spinal cord
3. Endocarditis
4. Eye problems
5. Frequent ear infections and increased risk of other infections
6. Hearing loss
7. Heart problems
8. Gastrointestinal blockage
9. Weakness of the back bones at the top of the neck

When to contact a doctor

A health care provider should be consulted to determine if the child needs special education and training. It is important for the child to have regular check ups with his or her doctor.

Down Syndrom

There is a relationship between autism and brain structure: recent brain studies show that autistic brains grow at an unusual rate between age 1 and 2, and then slow again to a normal rate of growth. Some imaging studies suggest that certain areas of the brain are larger than is typical. Research is ongoing to determine whether these differences in brain structure cause autism, are caused by autism, or are co-morbid with autism and caused by something else. There is a relationship between autism and brain activity: recent brain imaging studies show that autistic people and typically developing people do not use their brains in the same way. Autistic people do not use their brains to “daydream” in the same way as most people, nor do they process information about faces in the same way. So far, while we know that this information is true, we don’t know what causes these differences — or whether these differences somehow casue autistic symptoms.

There is a relationship between autism and brain chemicals: chemicals in the brain transmit signals whcih allow the brain to function normally. Sophia Colamarino explains: “nerve cells communicate using electrochemical signals; there is evidence from many different domains that the ability of the brain to transfer information may be defective.” An understanding of which transmitters are problematic may lead to effective treatments.

Genes probably interact with environmental factors: it is likely that genetics and environmental factors interact to cause autism. As yet, there is no proof of which environmental or genetic factors are to blame. Says Dr. Croen, autism “you need some kind of genetic susceptibility; then you have to be exposed to something which is elusive at the moment. This would be the impetus that sends you into autism.”

No one factor causes autism: it is unlikely that any one factor — vaccines, foods, or environmental toxins — is the cause of autism. “To really find clues about the cause,” says Dr. Croen, “we have to do really large studies to look at different configurations of co-morbidities…. see what’s unique about each separate group.” New research will address the questions “how do these” circles overlap? What is the common thread?

References: Interview: Dr. Lisa Croen, Ph.D., Research Scientist in the Division of Research at Kaiser Permanente in Northern California. Interview: Sophia Colamarino Science Program Director at Cure Autism Now.

Organization for Autism Research

U.C. Davis M.I.N.D. Institute

Findings on Autistic Brains

Causes of Autism

Cure Autism Now

The central tenet of the theory, published in the March issue of Brain Research Reviews, is that autism is a developmental disorder caused by impaired regulation of the locus coeruleus, a bundle of neurons in the brain stem that processes sensory signals from all areas of the body. The new theory stems from decades of anecdotal observations that some autistic children seem to improve when they have a fever, only to regress when the fever ebbs. A 2007 study in the journal Pediatrics took a more rigorous look at fever and autism, observing autistic children during an after fever episodes and comparing their behavior with autistic children who didn’t have fevers. This study documented that autistic children experience behavior changes during fever.

“On a positive note, we are talking about a brain region that is not irrevocably altered. It gives us hope that, with novel therapies, we will eventually be able to help people with autism,” says theory co-author Mark F. Mehler, M.D., chairman of neurology and director of the Institute for Brain Disorders and Neural Regeneration at Einstein. Autism is a complex developmental disability that affects a person’s ability to communicate and interact with others. It usually appears during the first three years of life. Autism is called a “spectrum disorder” since it affects individuals differently and to varying degrees. It is estimated that one in every 150 American children has some degree of autism. Einstein researchers counted that scientific evidence directly points to the locus coeruleus – noradrenergic (LC-NA) system as being involved in autism. “The LC-NA system is the only brain system involved both in producing fever and controlling behavior,” says co-author Dominick P. Purpura, M.D., dean emeritus and distinguished professor of neuroscience at Einstein.

The locus coeruleus has widespread connections to brain regions that process sensory information. It secretes most of the brain’s noradrenaline, a neurotransmitter that plays a key role in arousal mechanisms, such as the “fight or flight” response. It is also involved in a variety of complex behaviors, such as attentional focusing (the ability to concentrate attention on environmental cues relevant to the task in hand, or to switch attention from one task to another). Poor attentional focusing is a defining characteristic of autism. “What is unique about the locus coeruleus is that it activates almost all higher-order brian centers that are involved in complex cognitive tasks,” says Dr. Mehler.

Drs. Purpura and Mehler hypothesize that in autism, the LC-NA system is dysregulated by the interplay of environment, genetic, and epigenetic factors (chemical substances both within as well as outside the genome that regulate the expression of genes). They believe that stress plays a central role in dysregulation of the LC-NA system, especially in the latter stages of prenatal development when the fetal brain is particularly vulnerable. As evidence, the researchers point to a 2008 study, published in the Journal of Autism and Developmental Disorders, that found a higher incidence of autism among children whose mothers had been exposed to hurricanes and tropical storms during pregnancy. Maternal exposure to sever storms at mid-gestation resulted in the highest prevalence of autism.

Drs. Purpura and Mehler believe that, in autistic children, fever stimulates the LC-NA system, temporarily restoring its normal regulatory function. “This could not happen if autism was caused by lesion or some structural abnormality of the brain,” says Dr. Purpura. “This gives us hope that we will eventually be able to do something for people with autism,” he adds. The researchers do not advocate fever therapy (fever induced by artificial means), which would be an overly broad, and perhaps even dangerous, remedy. Instead, they say, the future of autism treatment probably lies in drugs that selectively target certain types of noradrenergic brain receptors or, more likely, in epigenetic therapies targeting genes of the LC-NA system. “If the locus coeruleus is impaired in autism, it is probably because tens or hundreds, maybe even thousands, of genes are dysregulated in subtle and complex ways,” says Dr. Mehler. “The only way you can reverse this process is with epigenetic therapies, which we are beginning to learn, have the ability to coordinate very large integrated gene networks.”

“The message here is one of hope but also one of caution,” Dr. Mehler adds. “you can’t take a complex neuropsychiatric disease that has escaped our understanding for 50 years and in one fell swoop have a therapy that is going to reverse it – that’s folly. On the other hand, we now have clues to the neurobiology, the genetics, and the epigenetics of autism. To move forward, we need to invest more money in basic science to look at the genome and the epigenome in a more focused way.”

Journal reference: Mehler et al. Autism, fever, epigenetics and the locus coeruleus. Brain Research Reviews, 2009; 59 (2): 388. Adapted from materials provided by Albert Einstein College of Medicine.

http://www.sciencedaily.com/releases/2009/04/090401145312.htm

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There is no evidence to link the MMR vaccination to autism in children, according to a substantial new study published today. In the biggest review conducted to date, scientists from Guy’s Hospital in London, Manchester University and the Health Protection Agency, analyzed the blood from 250 children and concluded that the vaccine could not be responsible.

The study, which was funded by the Department of Health and is published in the journal Archives of Disease in Childhood, was initiated five years ago and comes a decade after a scare about the vaccination – which protects against mumps, measles and rubella – led to a big drop in the number of children given the jab.

The theory put forward by Dr. Andrew Wakefield and colleagues was that the measles virus in the MMR caused bowel disorder and subsequently autism. However, the blood samples taken from all the children in today’s study did not support that analysis. The research specifically looked for trances of measles virus in the blood of 250 children who had been given the MMR vaccination, 98 of whom had an autistic spectrum disorder.

The scientists found no difference in levels of measles virus or antibodies between those who had been diagnosed with autism and those who had not. The tests also showed no signs of bowel disorders developing either. The children, aged about 10 years old, had been given the first MMR jab but not all had the booster. The researchers found that those with autism or learning difficulties tended not to have had the second jab, which they say is of concern.

Professor David Salisbury, director of immunization at the Department of Health, said: “It’s natural for parents to worry about the health and well being of their children and I hope this study will reassure them that there is no evidence linking the MMR vaccine to autism.”

Public health experts will be hoping this study can lay to rest the controversy. The Department of Health stressed the quality of the study and in a statement said it had “linked very careful assessment and diagnosis of a child’s condition, with expert analysis of blood samples.”

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Paris (AFP) – A new study published on Tuesday dealt a fresh blow to accusations that a triple vaccine against measles, mumps and rubella (MMR) is linked to autism. The investigation by British doctors comes nearly 10 years to the day since a paper, appearing in The Lancet, unleashed a health scare that prompted many parents to refuse the MMR jab for their children. That paper has since been debunked by several other studies and was finally retracted by 10 of its 13 authors in 2004. The new study is based on antibody tests on blood samples taken from 240 children aged between 10 and 12 in southern England. It looked at 98 children with autism, and two comparison groups – 52 children with special educational needs but no autism, and 90 children who were developing normally. All of the children had been given the MMR vaccination, but not all had been the two scheduled doses.

The researchers looked at three paths that have been suggested as the various links between MMR vaccine and autism – evidence of persistent measles infection; an abnormal immune response; and an inflammatory bowel disorder called enterocolitis. They found NO association at all.

Other investigations into the MMR scare have similarly found NO evidence to support a link. Two of them have been large-scale population studies – one among 31,000 children in Japan, and 28,000 children in Canada – while one probe was conducted into a mercury-based chemical, thimerosal, used as a preservative in MMR vaccines but dropped in 1999. Autism is a neuropsychiatric disorder that impairs a child’s ability to communicate and interact with others. The disorder appears to have been rising massively in developed countries for the past two decades, but experts are divided as to why this should be so.

Some say there may be an environmental cause. Others say that cases of autism are more likely to be detected and reported because the taboo surrounding this condition is receding, and in addition, the term may be used for more minor developmental problems. The MMR scare was overwhelmingly centered on Britain, but also affected other countries to a lesser degree. In some parts of Britain, the proportion of children getting the vaccination slumped to 60%, triggering outbreaks of measles that placed infants’ lives at risk. The original study was published in The Lancet on February 28, 1998. In 2004, the British health journal distanced itself from the research and issued an apology about the scare.

The new paper appears in Archives of Disease in Childhood, published by the British Medical Association (BMA).