The process of conception and development of the foetus within the womb is relatively well understood.  Even in this safe environment, the development of the baby can be greatly influenced by the mothers’ ingestion of food, toxins, and of course, the genetic influences of each parent. 

During brain development, new neurons need to make contact with existing neurons and require continual stimulation, if they are to proliferate.  If either process is compromised by genetics, toxins or a traumatic birth, then the new neuron cells will fail to thrive. This process of cell survival and cell death during foetal development is called, ‘apoptosis’. 

After the birth of their child, most people believe that nature has taken its course and now nurture will complete the job.  Unlike other species on this planet, our babies (and to a lesser extent, great apes, whales, dolphins and elephants) undergo a ‘second wave’ of neurons, that are now believed to migrate to the frontal cortex of the brain and have a profound influence on the ‘human characteristics’ of the child.  If these cells are unable to flourish, then the child will display the signs and symptoms that are commonly associated with dyslexia, dyspraxia etc. 

This ‘second-wave’ of brain cells start to migrate to the frontal cortex particularly affects a specialized cell called, von economo cells.  If this process of cell development is interrupted or impaired by excessive stimuli whilst outside the protection of the womb, then the ability of these von economo cells to develop, migrate and make contact with other neurons is impeded. 

The outcome of this, is an under-developed brain, and hence, delayed developmental syndrome.  It has been observed that, in the severely affected autistic child, spindle cells have failed to proliferate in the frontal cortex. 

Each of these cortical areas have specific functions, and when they are under functioning, the typical signs of memory loss, poor concentration, poor handwriting, temper tantrums etc are displayed in the child. 

Fortunately, there is a ‘window of opportunity’ to kick start this process and to increase the function of the deficient parts of the brain.  The size of this ‘window’ will reduce as the child ages and is ideally treated before the age of ten or eleven years of age. 

Each child has their own unique set of symptoms and deficiencies which can be objectively assessed at the consultation.  So, what can we do to help your child?

Dr Doherty will use his experience in clinical and functional neurology to assess your child, to determine which parts of their brain are under active.  With this knowledge, we can use a variety of stimulating treatments and exercises, specifically targeted at these areas of the brain.  Continued afferentation of these neurons will result in positive long-term changes in brain function and subsequent decreased symptoms.

Children are often ‘labelled’ with a syndrome of dyslexia, dyspraxia, ADHD, ADD, OCD or Tourette’s syndrome, but it would be preferable to describe the child’s problem as having a delayed development in one or more regions of their brain.  These signs of delayed development syndrome may be severe or mild and can also be a mixture (co-morbidity) of syndromes. 

Dyslexia causes difficulties in learning to read, write and spell. Short-term memory, mathematics, concentration, personal organisation and sequencing may be affected. The word 'dyslexia' comes from the Greek and means 'difficulty with words'. It is a difference in the brain area that deals with language. It affects the under-lying skills that are needed for learning to read, write and spell.         (read more)

Dyspraxia is a disorder characterized by an impairment in the ability to plan and carry out sensory and motor tasks. Symptoms vary and may include poor balance and coordination, clumsiness, vision problems, perception difficulties, emotional and behavioral problems, difficulty with reading, writing, and speaking, poor social skills, poor posture, and poor short-term memory. Although individuals with the disorder may be of average or above average intelligence, they may behave immaturely.  (read more)

The principal characteristics of ADHD are inattention, hyperactivity, and impulsivity. These symptoms appear early in a child's life. Symptoms of ADHD will appear over the course of many months, often with the symptoms of impulsiveness and hyperactivity preceding those of inattention, which may not emerge for a year or more.

Different symptoms may appear in different settings, depending on the demands the situation may pose for the child's self-control. A child who "can't sit still" or is otherwise disruptive will be noticeable in school, but the inattentive daydreamer may be overlooked. The impulsive child who acts before thinking may be considered just a "discipline problem," while the child who is passive or sluggish may be viewed as merely unmotivated. Yet both may have different types of ADHD. (read more)

Obsessive Compulsive Disorder (OCD)

People with obsessive-compulsive disorder suffer intensely from recurrent, unwanted thoughts (obsessions) or rituals (compulsions), which they feel they cannot control. Rituals such as hand washing, counting, checking, or cleaning are often performed with the hope of preventing obsessive thoughts or making them go away.

Performing these rituals, however, provides only temporary relief, and not performing them markedly increases anxiety. Left untreated, obsessions and the need to perform rituals can take over a person's life. OCD is often a chronic, relapsing illness.

Tourette’s Syndrome

This is a brain disorder characterized by repeated involuntary movements and uncontrollable vocal sounds called tics. Tics may include repetitive eye blinking, head jerking, neck stretching, foot stamping, or body twisting and bending. In a few cases, such tics can include inappropriate words and phrases.

It is not uncommon for a person with Tourette’s Syndrome to continuously clear his or her throat, cough, sniff, grunt, yelp, or shout. A few people with Tourette's engage in self-harming behaviors such as lip and cheek biting and head banging.

Reprinted with kind permission from the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. Copyright 1994 American Psychiatric Association, The National Dissemination Centre for Children with Disabilities and The National Institute of Mental Health, The National Institute of Neurological Disorders