Effects of early intervention on EEG power and coherence in previously institutionalized children in Romania

Marshall, Peter; Reeb, Bethany C.; Fox, Nathan A.; Nelson, Charles A.; Zeanah, Charles H.

doi:10.1017/s0954579408000412

Cited by 161 publications

(137 citation statements)

References 41 publications

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“…Subsequent studies of brain functioning have involved electroencephalography (EEG) and imaging studies. Institutional rearing appears to result in reduced electrical activity in higher frequencies and increased electrical activities in lower frequencies (Marshall et al, 2004(Marshall et al, , 2008Tarullo et al, 2011), but for children placed with families before 24 months, Vanderwert et al (2010) demonstrated normalization of brain functioning.…”

Section: Inadequate Inputmentioning

confidence: 99%

Deviations from the Expectable Environment in Early Childhood and Emerging Psychopathology

Humphreys

Zeanah

2014

Neuropsychopharmacol

193

176

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Current frameworks for understanding the link between early adverse childhood experiences and later negative life outcomes, including psychopathology, focus on the mediating negative impact on brain and biological systems in the developing child resulting broadly from stress and trauma. Although this approach is useful, we argue that the framework could be functionally extended by distinguishing the effects of two different types of abnormal input, both deviations from the expectable environment in early childhood. Specifically, we review the consequences of inadequate input (eg, neglect/ deprivation) and harmful input (eg, abuse/trauma) on brain and biological development. We then review evidence on the differential links between each type of abnormal input to four selected domains of psychopathology (indiscriminate social behavior, posttraumatic stress disorder, attention-deficit/hyperactivity disorder, and conduct problems), and consider potential mechanisms for inadequate and harmful input to lead to these outcomes. We conclude that the careful consideration of the type of deviation from the expected environment, while acknowledging the practical difficulties in assessing this, is likely to lead to clearer understanding of the mechanism of risk for psychopathology, and that tailored approaches to prevention and intervention may be informed by considering the unique consequences of inadequate and harmful input when experienced in early childhood.

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Section: Inadequate Inputmentioning

confidence: 99%

Deviations from the Expectable Environment in Early Childhood and Emerging Psychopathology

Humphreys

Zeanah

2014

Neuropsychopharmacol

193

176

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“…While there are myriad reasons for this low social mobility, we argue that reductions in fundamental auditory neural function may play a part. Because auditory disorders run in families (e.g., Maziade et al, 2000), auditory neural acuity may be transmitted from one generation to the next by genetic mechanisms. Yet, our study emphasizes that auditory neural acuity may also reflect the auditory environment that is shared between mother and child.…”

Section: Auditory Function and Social Mobilitymentioning

confidence: 99%

“…We predicted that adolescents with lower maternal education (no postsecondary education) would have lower literacy levels and working memory ability (Noble et al, 2007;Evans and Schamberg, 2009), coupled with weaker brainstem function than schoolmates with higher maternal education. This weakening, we posited, would translate into more inconsistent ABRs (Hornickel and Kraus, 2013), less robust responses to the input signal (Banai et al, 2009), and an altered resting brain state (Otero, 1997;Tomarken et al, 2004;Marshall et al, 2008).…”

Section: Introductionmentioning

confidence: 96%

The Impoverished Brain: Disparities in Maternal Education Affect the Neural Response to Sound

Skoe¹,

Krizman²,

Kraus

2013

J. Neurosci.

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Despite the prevalence of poverty worldwide, little is known about how early socioeconomic adversity affects auditory brain function. Socioeconomically disadvantaged children are underexposed to linguistically and cognitively stimulating environments and overexposed to environmental toxins, including noise pollution. This kind of sensory impoverishment, we theorize, has extensive repercussions on how the brain processes sound. To characterize how this impoverishment affects auditory brain function, we compared two groups of normal-hearing human adolescents who attended the same schools and who were matched in age, sex, and ethnicity, but differed in their maternal education level, a correlate of socioeconomic status (SES). In addition to lower literacy levels and cognitive abilities, adolescents from lower maternal education backgrounds were found to have noisier neural activity than their classmates, as reflected by greater activity in the absence of auditory stimulation. Additionally, in the lower maternal education group, the neural response to speech was more erratic over repeated stimulation, with lower fidelity to the input signal. These weaker, more variable, and noisier responses are suggestive of an inefficient auditory system. By studying SES within a neuroscientific framework, we have the potential to expand our understanding of how experience molds the brain, in addition to informing intervention research aimed at closing the achievement gap between high-SES and low-SES children.

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“…on early communication and language and speech development The development of children raised in institutionalized settings has been repeatedly studied , e.g. in the framework of The Bucharest Early Intervention Project [18,25,[31][32][33][34].…”

Section: Shared Characteristics Of Socially Deprived Subjects and Chimentioning

confidence: 99%

Early communication development in socially deprived children — similar to autism?

Cepanec

Gmajnić

Ljubešić

2010

Translational Neuroscience

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Early communication dEvElopmEnt in socially dEprivEd childrEn -similar to autism? abstract Social deprivation leads to various neuroanatomical, neuropsychological and behavioral disturbances in humans as well as in experimental animals. Shared characteristics of socially deprived subjects and subjects with autism have been documented. The aim of this study was to analyze early development of communication in institutionalized (INST) children (12-24 months) in comparison with age-and sexmatched group of typically developing (TD) children and a group of children with autism spectrum disorders (ASD). Our findings show that both socially deprived (INST) children and ASD children display delayed pattern of development in social, speech and symbolic domains. However, although INST children display significant developmental delay and share some features with ASD children, they have a qualitatively different developmental pattern of social communication in comparison to children with ASD. The results of this study indicate that growing up in an institution and lack of social and environmental stimuli influences development of skills that are fundamental for early speech and language development. introductionResearch on the effects of early social deprivation and institutionalization may provide insight into the mechanisms by which the social environment affects the entire human development. It is important to examine how much the absence or a reduced quantity of social stimuli during the early period

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Effects of early intervention on EEG power and coherence in previously institutionalized children in Romania

Cited by 161 publications

References 41 publications

Deviations from the Expectable Environment in Early Childhood and Emerging Psychopathology

Deviations from the Expectable Environment in Early Childhood and Emerging Psychopathology

The Impoverished Brain: Disparities in Maternal Education Affect the Neural Response to Sound

Early communication development in socially deprived children — similar to autism?

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