Delayed speech in children can be due to different factors. In some cases, the delay is caused by oral or hearing problems. The delay is also highly possible for a child with an autism spectrum disorder. In consideration of all these possibilities, parents should be proactive in honing their child’s speech and communication skills. Speech development starts at home, and steps can be done to check a child’s progress.
Parents should create an environment that encourages a child to react and speak. Talking, reading stories, playing music, showing videos, singing, or imitating sounds will be helpful. What’s important at this stage is for the child to interact with the world through sound and speech. If the child doesn’t imitate sounds or speak after a few tries, mom or dad should understand that it might take time. Adults should make it a point to speak simple and few words so for the child to easily understand what they are saying. Three to five-word responses are good enough for toddlers.
Forcing the child to talk could cause the child to feel overwhelmed. Though some children can’t speak a lot of words, they show non-verbal reactions. This could be an indicator that though there is a delay in speech, a child can understand and respond well.
If parents feel that there is no progress in this developmental aspect, seeking the help of a child neurologist, a speech-language pathologist (SLP), or an otologist can point out the exact reason for the delay in speech.
Dr. Curtis Cripe is a neuroengineer with a diverse multidisciplinary background that includes engineering, software development, bioengineering, addiction recovery, psychophysiology, psychology, brain injury, and child neurodevelopment. Visit this page for more information on Dr. Cripe and his work.
Recent studies estimate that there are more than 600 known neurological disorders. These conditions primarily disturb the workings of the spinal cord, nerves, brain, as well as nervous system, and the malfunctioning of any of these components can result in speaking, breathing, moving, and learning issues. Here are some common neurological disorders:
A stroke attack takes place when the blood flow to the brain stops, further damaging the brain cells. There’s hemorrhagic and ischemic stroke, both caused by blood clots or blockages of the blood vessels. Some symptoms are dizziness, weakness, or sudden numbness of arm, leg, or face; severe headache; trouble speaking or comprehending; and problems walking and coordinating.
This is marked by frequent headaches, with an intensity that can range from moderate to severe and can last several days. It’s also linked to symptoms such as frequent vomiting and nausea, vision troubles, sound and light sensitivity, and speech difficulties.
This is a progressive condition that causes memory loss, decision-making problems, and behavioral issues. It’s different from dementia, which is the loss of ability to think due to memory impairment, usually due to aging.
This condition belongs to a group called motor system disorders, resulting from the loss of dopamine-producing brain cells. It causes muscle rigidity, tremors, and changes in gait and speech.
Affecting the brain and spinal cord nerve cells, MS is characterized by muscle weakness, prickling to numbing sensations, thinking and memory troubles, and visual disturbances.
Dr. Curtis Cripe is a neuroengineer who currently heads the Research and Development Division of NTLgroup, for advanced technology for brain and cognitive repair. Read more about neurological conditions on this page.
As many as one in every 50 children between 6 and 17 years old may have Autism Spectrum Disorder or ASD. Research shows that early indication could be life-altering for a child. Once a parent suspects their child has ASD, the first thing they should do is bring them to a professional for a diagnosis. Then therapy can happen.
Here are some of the signs that a child may be on the spectrum.
The child shows little to know joyful expression during his first six months. Also during this time, the child has problems following moving objects with his eyes and seemingly doesn’t respond to noises.
Between 6 months and 9 months, the child still doesn’t respond to people calling them by name and doesn’t babble. The child also seems to be indifferent to sounds in the background.
Before their first year, the child still doesn’t respond by name and shows no interest in reaching for objects. The child also isn’t interested in playing games at all and doesn’t move around so much.
Before his 14th month, the child doesn’t point to objects. Instead, they pull their parent toward the object they want. The child doesn’t babble, only gurgle, and seems fixated on a single point of space they move around in.
Dr. Curtis Cripe is a neuroengineer with a multi-disciplined background that includes child neurodevelopment. He heads the Research and Development department of NTL group, for advanced technology for brain and cognitive treatment and repair. Learn more about mental disorders by visiting this blog.
Neuroengineering is one field of study that demonstrates potential in addressing anxiety. It is exploring how the configurations of the brain could lead to the manifestation of mental conditions. There are various types of neuroengineering already in use, including deep-brain stimulation, which has become a routine treatment for Parkinson’s disease and being tested for a growing range of disorders such as epilepsy and depression.
In 2013, the $100 million BRAIN Initiative began to seek insights on brain networks, exploring neurotechnology and clinical therapy methods to address military personnel’s mental health. The objective was to identify what is happening in the pathways of the brains of depression and anxiety symptoms, hopefully leading to new technologies that can re-channel brain signals.
Scientists are already working on a version of a transcranial magnetic stimulation (TMS) machine that, when held to one’s head, can affect the areas of the brain within a few centimeters of the surface. While TMS does not reach the brain’s deeper regions, there are important areas of the cortex where it delivers its current. The new technology could be an affordable and wearable unit that could be widely used in therapy offices or at home to “hack” the brain.
While these advances are still underway, there are natural ways to alter one’s brain and mood, including exercising, consuming a healthy diet, doing brain-stimulating activities such as brain games, getting enough sleep, and getting proper sun exposure. These techniques become doubly important given how anxiety and emotional stress, when left unmanaged, could lead to cardiovascular disorders such as health problems.
Dr. Curtis Cripe is the head of research and development at the NTL Group, which specializes in the development of brain-based technology for healing and repairing neurological dysfunctions. For similar reads, click here.
There is a disturbing trend nowadays as news keeps popping up everywhere about young people and the drug known as “E.” “E,” of course, stands for ecstasy. Ten years ago, it was estimated that over 12 million Americans 12 years and older have tried E at least once in their lives. That’s 5 percent of the population of the United States right there.
What should bother people more is that almost 2.5 percent of those in 8th grade, over 5 percent of those in 10th grade, and 6.5 percent of those in 12th grade, have done the drug at least once. It was also shown that over 90 percent of kids who start using E move on to use other illegal drugs, many of which are more dangerous.
Like many of the other illegal drugs being sold on the street, E alters one’s perception of the world. It amplifies the senses, facilitating more pleasure during physical contact. It has been known to intensify sensations during sex, which makes it more popular at parties.
Other dangers of E include hallucinogenic properties, which makes a person believe they’re seeing things that aren’t there. And in the end, the after-effects of E are quite damaging on an emotional level, as users go through depression, confusion, paranoia, and psychosis.
It should also be important to note that there have been cases of people dying from E overdose.
Dr. Curtis Cripe is a neuroengineer with a background in several disciplines, which includes substance abuse recovery. Dr. Cripe currently leads the research and development department of NTL Group. Visit this Twitter account to learn more about him and his work.
When a child finds it difficult to retain information learned or function well in the classroom, leading to academic underachievement, it could be an indicator of a learning disability. When such a sign as this is perceived, it is important to dig deep and determine the cause of the learning difficulty to find out how it can be addressed.
From a classical or traditional point of view, a learning disability roots from biological or genetic reasons. The memory or perceptional systems in the brain do not develop fully or at the right pace. This results in poor cognitive function or behavior that are labeled into different classifications.
The traditional remedy to the learning disability is medication and placement of children into special class assignments, which unfortunately and most of the time places a stigma on these children. In the neurodevelopmental point of view, a learning disability is determined and diagnosed by locating which parts of the central or peripheral nervous system are underdeveloped. This way, the real causes of why the brain cannot correctly receive, process, integrate, store, or express information.
After proper identification of the cause, a non-medicated neurodevelopmental program, which includes activities, therapies, and exercise, can be mapped out to develop the part of the nervous system that needs to be addressed.
Dr. Curtis Cripe is a neuroengineer who founded Crossroads Institute, which specialized in telemedicine brain training delivery systems to address learning disabilities, autism, ADD/ADHD, memory dysfunction, and others. Read more about the subject matter by subscribing to this blog.
Memory is needed by the brain for it to accomplish various functions, such as cognition (conscious thoughts) or long-term store of skills and experiences. Memory takes on various forms, which are discussed below:
Short-term memory: This type of memory refers to the information the brain can store that lasts between one second and 24 hours, depending on the importance of the information. Short-term memories can either be dismissed after a certain period or deposited into long-term memory.
Intermediate memory: Also called working memory, this is the information the mind has processed. It defines one’s ability to express actions, based on how they feel about a given situation.
Episodic memory: The first of the three parts of long-term memory, episodic memories are a recollection of past events and experiences. In most cases, episodic memories are prompted by emotions and heightened by sensory inputs.
Semantic memory: Semantic memory refers to the general knowledge that a human stores in the mind; these include names, facts, concepts, textbook information, and more. When discussing past events, episodic and semantic memories usually overlap.
Procedural memory: Procedural memory is also called automatic memory because physical and mental skills that one acquires over time are automatically implanted in one’s mind. This memory is the reason people can read, ride a bike, play an instrument, and more.
Dr. Curtis Cripe is a neuroengineer who has a diverse multidisciplinary background. He currently heads the research and development of NTLgroup, where he developed NeuroCodex and NeuroCoach for brain and cognitive repair. Read more about Dr. Cripe and his work here.