scholarly journals Decreased Epidermal Growth Factor (EGF) Associated with HMGB1 and Increased Hyperactivity in Children with Autism

2013 ◽  
Vol 8 ◽  
pp. BMI.S11270 ◽  
Author(s):  
Anthony J. Russo
Keyword(s):  
Growth Factor ◽  
Motor Skills ◽  
Symptom Severity ◽  
The United States ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Fine Motor ◽  
Autistic Children ◽  
Gross Motor ◽  
Gross Motor Skills

Background Autism spectrum disorders (ASDs), characterized by impaired social interactions and deficits in verbal and nonverbal communication, are thought to affect 1 in 88 children in the United States. There is much support for the role of growth factors in the etiology of autism. Recent research has shown that epithelial growth factor (EGF) is decreased in young autistic children (2–4 years of age). This study was designed to determine plasma levels of EGF in an older group of autistic children (mean age 10.6 years) and to correlate these EGF levels with putative biomarkers HGF, uPA, uPAR, GAD2, MPO GABA, and HMGB1, as well as symptom severity of 19 different symptoms. Subjects and Methods Plasma from 38 autistic children, 11 children with pervasive developmental disorder (PDD-NOS) and 40 neurotypical, age and gender similar controls was assessed for EGF concentration using ELISAs. Severity of 19 symptoms (awareness, expressive language, receptive language, (conversational) pragmatic language, focus/attention, hyperactivity, impulsivity, perseveration, fine motor skills, gross motor skills, hypotonia (low muscle tone), tiptoeing, rocking/pacing, stimming, obsessions/fixations, eye contact, sound sensitivity, light sensitivity, and tactile sensitivity) was assessed and then compared to EGF concentrations. Results In this study, we found EGF levels in autistic children and those with PDD-NOS to be significantly lower when compared with neurotypical controls. EGF levels correlated with HMGB1 levels but not the other tested putative biomarkers, and EGF correlated negatively with hyperactivity, gross motor skills, and tiptoeing but not other symptoms. Conclusions These results suggest an association between decreased plasma EGF levels and selected symptom severity. We also found a strong correlation between plasma EGF and HMGB1, suggesting inflammation is associated with decreased EGF.

scholarly journals Decreased Mitogen Inducible Gene 6 (MIG-6) Associated with Symptom Severity in Children with Autism

2014 ◽  
Vol 9 ◽  
pp. BMI.S15218 ◽  
Author(s):  
AJ Russo
Keyword(s):  
Growth Factor ◽  
Motor Skills ◽  
Symptom Severity ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Tnf Alpha ◽  
Autistic Children ◽  
Epidermal Growth ◽  
Spectrum Disorders ◽  
Inducible Gene

Background Individuals with autism spectrum disorders (ASDs) demonstrate impairment in social interactions and problems in verbal and nonverbal communication. Autism spectrum disorders are thought to affect 1 in 88 children in the US. Recent research has shown that epidermal growth factor receptor (EGFR) activation is associated with nerve cell development and repair. Mitogen inducible gene 6 (MIG-6) is a 58-kDa non-kinase scaffolding adaptor protein consisting of 462 amino-acids, which has been shown to be a negative feedback regulator of EGFR and Met receptor tyrosine kinase (RTK) signaling. Subjects and Methods In this study, we determined plasma levels of MIG-6, which suppresses the EGFR RTK pathway in autistic children, and compared MIG-6 levels with the EGFR ligand, epidermal growth factor (EGF), and the cMET ligand, hepatocyte growth factor (HGF). MIG-6 levels were also compared to the symptom severity of 19 different autistic behaviors. Plasma MIG-6 concentration was measured in 40 autistic children and 39 neurotypical, age, and gender similar controls using an enzyme linked immunosorbent assay (ELISA). Plasma MIG-6 levels were compared to putative biomarkers known to be associated with EGFR and cMET and severity levels of 19 autism related symptoms [awareness, expressive language, receptive language, (conversational) pragmatic language, focus/attention, hyperactivity, impulsivity, perseveration, fine motor skills, gross motor skills, hypotonia (low muscle tone), tip toeing, rocking/pacing, stimming, obsessions/fixations, eye contact, sound sensitivity, light sensitivity, and tactile sensitivity]. Results In this study, we found that plasma MIG-6 levels in autistic children (182.41 ±24.3 pg/ml) were significantly lower than neurotypical controls (1779.76 ± 352.5; P = 1.76E − 5). Decreased MIG-6 levels correlated with serotonin, dopamine, Tumor necrosis factor alpha (TNF-alpha), and urokinase receptor (uPAR) concentration, but not with other tested putative biomarkers. MIG-6 levels also correlated significantly with severity of expressive language, receptive language, tip toeing, rocking/pacing, and hand flapping/stimming. Conclusions These results suggest a relationship between decreased plasma MIG-6 levels, biomarkers associated with the EGFR pathway, and symptom severity in autism. A strong correlation between plasma MIG-6 and dopamine and serotonin levels suggest that decreased MIG-6 levels may be associated with abnormal neurotransmitter synthesis and/or action. A strong correlation between MIG-6 and uPAR and the inflammatory marker TNF-alpha suggests that low MIG-6 levels may be associated with the HGF/Met signaling pathway, as well as inflammation in autistic children.

scholarly journals Association between Social Skills and Motor Skills in Individuals with Autism Spectrum Disorder: A Systematic Review

2019 ◽  
Vol 10 (1) ◽  
pp. 276-296 ◽  
Author(s):  
Reiko Ohara ◽  
Yuji Kanejima ◽  
Masahiro Kitamura ◽  
Kazuhiro P. Izawa
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Motor Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Fine Motor ◽  
Systematic Research ◽  
Fine Motor Skills ◽  
Gross Motor ◽  
Gross Motor Skills

Social communication and motor skill deficits are prevalent characteristics of individuals with autism spectrum disorder (ASD). This systematic research review investigates whether and how broad social skills and motor skills may be related among individuals with ASD. We performed a PubMed search of articles written in English, using these study inclusion criteria: (a) an association between social and motor and skills among individuals previously diagnosed with autism; (b) one or more social skills measures were used; and (c) one or more measures of gross or fine motor skills were used. We classified data into two categories, and we based the association of these variables on correlation coefficients, p-values, coefficients of determination, and authors’ description of “may be associated” and “may not be associated.” Despite heterogeneity among these relevant studies, a highly likely association between social and motor skills emerged. Of a total of 16 studies reviewed, 12 reported associations between these skill sets. Three studies reported that fine motor skills had a stronger relationship with social skills than did gross motor skills. Among the gross motor skills associated with social skills, object control skills seemed most closely linked to social skills. Among fine motor skills, manual dexterity seemed to most closely related to social skills.

PENGEMBANGAN FISIK MOTORIK ANAK USIA DINI DENGAN BERMAI

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 67-77
Author(s):  
Farhatin Masrurah ◽  
Khulusinniyah Khulusinniyah
Keyword(s):  
Early Childhood ◽  
High Activity ◽  
Motor Skills ◽  
Motor Development ◽  
Rapid Growth ◽  
Skills Development ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Gross Motor ◽  
Gross Motor Skills

The first five years of a children’s age is the period of rapid growth with physical and motor development. Those process will develop well if stimulated continuously. Early childhood always identic with high activity requires the opportunity to express their abilities. Therefore playing method is very urgent inchildren’s gross motor skills and fine motor skills development through a variety of playing activities both indoors and outdoors. Playing is an activity that cannot be separated from early childhood’s world. All playing activities will be carried out happily. By the same token learning by playing will be done happily without any sense of being forced or oppressed.

scholarly journals PENGETAHUAN IBU TENTANG PERKEMBANGAN ANAK DENGAN PERKEMBANGAN MOTORIK KASAR DAN HALUS PADA ANAK USIA 4 – 5 TAHUN

2019 ◽  
Vol 12 (4) ◽  
pp. 253-264
Author(s):  
Desi Kumalasari ◽  
Desi Setia Wati
Keyword(s):  
Motor Skills ◽  
Growth And Development ◽  
Skills Development ◽  
Fine Motor ◽  
P Value ◽  
Fine Motor Skills ◽  
Cross Sectional ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Children's Development

KNOWLEDGE AMONG MOTHERS OF  PRESCHOOL CHILDREN IN MOTOR DEVELOPMENTBackground: Motorskill development is the development of physical movement control through coordinated central nerve and muscle activities. Motor skilldevelopment is divided into two, gross motor skills and fine motor skills. Gross motor skills involve large parts of the body, such as: walking, jumping, running and so on. Smaller groups of muscle movements are called fine motor skills, such as: writing, drawing, wearing scissors, and so on. One factor that influence children's development is mother's knowledge. Mothers who have good knowledge will tend to pay attention and stimulate their children’s development.Purpose: The purpose of this research is to determine the relations of mothers’ knowledge about children’s growth and development with gross and fine motor skills development of children aged 4-5 years old in Pesawaran Lampung Kindergarten in 2018.Methods: The design used in this research is analytic by using a cross sectional approach. The population in this research were all mothers with children aged 4-5 years old at Pesawaran Lampung Kindergarten, with a sample of 58 people, while sampling techniques were taken using the total population method. The analysis of the research uses univariate and bivariate analysis which use the chi-square test.Results: The results of this research are there is no relationship between mothers’ knowledge about children’s development and growth with gross motor skills development (p-value = 0.622) and fine motor skills development (p-value = 0.614) of children aged 4-5 years old at Pesawaran Lampung Kindergarten in 2018.Conclution: There is no relationship between maternal knowledge about the development of children with gross motoric and fine motor development of children 4-5 years in Pesawaran Lampung kindergarten in 2018. It is expected that parents can find sources information about the children’s growth and development, so parents can provide stimulation of children’s motor skills development.Latar Belakang: Menurut WHO (2014), diperkirakan 5-10% anak mengalami keterlambatan perkembangan. Diperkirakan sekitar 1–3% khusus pada anak dibawah usia 5 tahun di Indonesia mengalami keterlambatan perkembangan umum yang meliputi perkembangan motorik, bahasa, sosio–emosional, dan kognitif (Kemenkes, 2016). Perkembangan motorik merupakan perkembangan pengendalian gerakan jasmaniah melalui kegiatan pusat syaraf dan otot yang terkoordinasi.Perkembangan motorik terbagi menjadi dua yaitu motorik kasar dan motorik halus Salah satu faktor yang dapat mempengaruhi perkembangan anak adalah pengetahuan ibu. Ibu yang berpengetahuan baik maka akan cenderung untuk memperhatikan dan menstimulasi perkembangan anak terutama perkembangan anak.Tujuan: untuk mengetahui hubungan pengetahuan ibu tentang perkembangan anak dengan perkembangan motorik kasar dan halus anak usia 4-5 tahun di TK Pesawaran, Lampung tahun 2018.Metode: Desain yang digunakan dalam penelitian ini adalah analitik dengan menggunakan metode pendekatan cross sectional.  Populasi dalam penelitian ini adalah semua ibu dengan anak usia 4 – 5 tahun di TK  Pesawaran, Lampung dengan jumlah sampel sebanyak 58 orang, sedangkang teknik sampling yang diambil dengan menggunakan metode total populasi. Analisis yang digunakan univariat dan bivariat menggunakan uji chi-square.Hasil: penelitian ini menyatakan bahwa tidak ada hubungan antara pengetahuan ibu tentang perkembangan anak dengan perkembangan motorik kasar (nilai p-value 0,622) dan motorik halus (nilai p-value 0,614) anak usia 4-5 tahun di TK  Pesawaran, Lampung tahun 2018.Kesimpulan: Tidak ada hubungan pengetahuan ibu tentang perkembangan anak dengan perkembangan motorik kasar dan motorik halus anak usia 4-5 tahun di TK  Pesawaran, Lampung tahun 2018. Diaharapkan para orang tua dapat mencari sumber informasi tentang tumbuh kembang anak, sehingga orang tua mampu memberikan stimulasi perkembangan motorik anak.

scholarly journals Influence of a Specific Aquatic Program on Social and Gross Motor Skills in Adolescents with Autism Spectrum Disorders: Three Case Reports

2019 ◽  
Vol 4 (2) ◽  
pp. 27 ◽  
Author(s):  
Giuseppe Battaglia ◽  
Gianna Agrò ◽  
Pietro Cataldo ◽  
Antonio Palma ◽  
Marianna Alesi
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Motor Skills ◽  
Autism Spectrum ◽  
Chronological Age ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Mental Age ◽  
Adolescents With Autism ◽  
Spectrum Disorders

Swimming pool activities revealed to be efficacious to train psychomotor skills and increase adaptive behaviors in children with Autism Spectrum Disorders (ASD). Therefore, the purpose of this study was to investigate the efficacy of a specific multi-systemic aquatic therapy (CI-MAT) on gross motor and social skills in three adolescents with Autism Spectrum Disorders (ASD). Methods: three adolescents with ASD of which two boys (M1 with a chronological age of 10.3 years and a mental age of 4.7 years; M2 with a chronological age of 14.6 and a mental age inferior to 4 years) and one girl (chronological age of 14.0 and a mental age inferior to 4 years). The study was divided into three phases: baseline, 12-week CI-MAT program and Post-Test. Participants were administered a battery of tests incorporating anthropometric measurements, gross motor development test and a social skills questionnaire before and after a 12-week MAT-CI program. Results: Subjects improved locomotors and object control skills following the CI-MAT program in a different way. Concerning social behaviors, the higher proportion of gains was observed in the sensitivity of other’s presence and eye contact, for the contact domain, and in the comply turn for the relationship domain. Conclusions: The results of this study showed that the CI-MAT program was effective for the development of gross-motor skills and social behaviors in subjects with ASD. Moreover there is an urge to carry out a whole psychological assessment targeting both motor and adaptive development suitable to provide educational and vocational plans of exercises for people with ASD.

Denver Developmental Screening Test Survey of Bangkok Children

1994 ◽  
Vol 7 (3) ◽  
pp. 173-177 ◽  
Author(s):  
Poolsook P Sriyaporn ◽  
W Pissasoontorn ◽  
Orathai Sakdisawadi
Keyword(s):  
Public Health ◽  
Motor Skills ◽  
Test Item ◽  
Screening Test ◽  
Developmental Screening ◽  
Fine Motor ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Test Items ◽  
Investigative Team

A preliminary developmental survey (using DDST) of 1442 Bangkok children who were between the ages of two weeks and six years was conducted between June 1983 and December 1987. The results of this study showed that the 25th percentile for the development of Bangkok children in the areas of personal-social, fine motor adaptive, language and gross motor skills were comparable to the children in original samples in Denver. Although the Bangkok group seems to have passed many test items at earlier ages, the 75th-90th percentile in each test item was generally more delayed in the Bangkok group. The investigative team suggests that further research for the purpose of establishing a norm for the DDST be pursued on the basis of geographical sampling more than socioeconomical sampling that was used in this study. Asia Pac J Public Health 1994;7(3):173-7.

Using the Constant Time Delay Procedure to Teach Task-Analyzed Gross Motor Skills to Individuals with Severe Intellectual Disabilities

1994 ◽  
Vol 11 (4) ◽  
pp. 347-358 ◽  
Author(s):  
Jiabei Zhang ◽  
Michael Horvat ◽  
David L. Gast
Keyword(s):  
Time Delay ◽  
Intellectual Disabilities ◽  
Motor Skills ◽  
Constant Time Delay ◽  
Constant Time ◽  
Fine Motor ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Delay Procedure ◽  
Severe Intellectual Disabilities

It is imperative that teachers utilize effective and efficient instructional strategies to teach task-analyzed gross motor skills in physical education activities to individuals with severe disabilities. The purpose of this paper is to describe the constant time delay procedure, which has been shown to be effective in teaching task-analyzed fine motor skills in daily living and safety activities. In this article, guidelines are presented for teaching task-analyzed gross motor skills to individuals with severe intellectual disabilities. These guidelines are based on a review of the constant time delay procedure reported in the special education literature and current research being conducted by the authors.

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