|
Ear
Infections Impact Learning By Toni Hager, NDS 1999
Ninety
per cent of hyperactive children studied gave a history of three or more ear
infections…”, according to a study published in the Mary 1997 issue of Clinical
Pediatrics. In a 1987
article in Parents Pediatric Report, researchers
stated, “Ear infections and their effect on language
development are prominent topics in the pediatric literature.
Hyperactivity is
another item of great interest… On
the surface they seem to be two unrelated entities.
But could there be a connection between these two conditions?
Very much so, says a study from the University of Colorado in Denver, and
Yeshiva University in New York.” Dangers
of repeated Use of antibiotic Repeated use of antibiotics to clear up the infection upsets the child’s natural intestinal ecology, resulting in an irritated nervous system. Further, the infection and inflammation of the ear often causes some damage to the tiny hair-like structures of the ear called cilia that help transmit sound, affecting both language abilities and auditory processing.
The discovery of antibiotics is beneficial and has helped save many
lives. However, repeated use of
certain ones are known to sterilize a child’s intestines, eliminating the good
bacteria, while feeding the naturally occurring yeast in the intestines.
Causing the balance in the ecology that directly affects a child’s
nervous system. This can lead to a yeast
overgrowth problem (Candida). A child
suffering with Candida may show some of these behaviors:
To replace the good bacteria in the intestines, simply buy a product in your health food store that contain Acidophilus and Bifidus. Yogurt and cottage cheese contains acidophilus but in very small amounts. Acidophilus is a live bacteria, when purchasing it from the health food store buy the brand that is refrigerated. Acidophilus come in capsule or powder, and can be placed in juice or cold food without affecting the taste. Many parents report their child has less temper tantrums, less irritability, better concentration, and generally more cooperative.
A diet high in sugar may also lead to a yeast overgrowth. Food
Sensitivities or Allergies
Many children labeled learning disabled or
hyperactive have “hidden” food sensitivities or allergies which cause the
ear infection. The most common
offender, in the case of ear infections, and bed wetting, is milk and
diary products.
Many children with learning or behavior problems respond well to a simple
intervention such as a trial elimination of diary products and replacing some of
the good bacteria in the intestines.
For more information on food sensitivities read the article “Food
Sensitivities” Results
of multiple ear infection
Receptive
language Chronic ear infections or fluid build up may cause inconsistent auditory input which may hinder or halt development of normal receptive language (understanding) and auditory processing. The child may have difficulty distinguishing certain sounds or subtle changes of the language ,presenting itself as speech problems or difficulty in learning phonics. Reading and spelling are affected. It may also affect the way they are able to listen. A child with a history of ear infections is unable to hear speech clearly, it sounds more like your talking underwater. Generally, how the child pronounces his/her words is how they heard them. Many times the child is accused of “selective hearing”, this can be the case of course. But sometimes the child really didn’t hear you. The poor child exerts so much energy listening and processing what is heard their brain goes on ‘overload’ and the ‘tune out’. Many times these children are inaccurately diagnosed as being ADD, when actually they are using all their energy trying to listen and process what they heard. Behaviors are affected as well: if what was said wasn’t really heard and processed, the child will undoubtedly respond wrong or inappropriately. Auditory
Sequential Memory
Another area influenced by reoccurring ear
infections or fluid build up that isn’t generally addressed by most is the
auditory sequential memory. Auditory
sequential memory, also known as short-term memory, is the brain’s ability to
hold individual pieces of information together long enough to make sense
(understand, categorize and interpret) and do something with that information.
Auditory short-term memory last not quite a full second and visual is a
whole second-- not long is it? To
demonstrate this I like the example of someone tells you a phone number and you
repeat it a billion times until you can write it down.
Every time you repeated the number your brain put it back into the
short-term memory!
Now think of the struggling child unable to listen or hear efficiently,
because they were unable to hear what was said correctly and are using sooo much
energy trying to hear and process what was said: how many pieces do you think
they successfully held together? Not
enough to do anything with. For more information on auditory
and visual processing please read the article “Auditory
& Visual Processing” on CAN LEARN website.
Expressive
language and learning… Expressive
language is a reflection of receptive language and processing.
Impact
on learning and daily life Some
difficulties with learning are:
Are
there solutions?
What
can be done to help the child unable to listen or hear properly? The brain can be retrained to
listen, hear and process properly with the use of Neurodevelopment methodology.
This is accomplished by utilizing the brain’s ability of neural
plasticity (the ability of another area taking over the function of a weak,
damaged or non-functioning area.) Each
area of the brain is also capable of handling more than one function. “Sound
Therapy” programs are utilized to train the brain to hear to full range of
sound of the human ear. We can retrain the brain by supplying the brain
with organized specific stimulation with a directed frequency
(how many times), intensity (the activity) and duration
(how many minutes).
Nutrition and
vitamin supplements
are discussed with the family to heal the auditory system and damaged inner
ear’s “cilia” by
replenishing the depleted vitamins.
This approach is called Neurodevelopment.
The Neurodevelopmental approach views learning
and/or attending difficulties, auditory processing disorders, hyperactiveness,
poor academic achievement levels, Down Syndrome, Developmentally Delayed, Speech
& language delays and a wide variety of other “labels’ or disorders as
Neurological dysorganization. Neurological
dysorganization can, in most cases, be eliminated; if addressed and treated!
CAN LEARN does Neurodevelopment evaluations
in the receptive areas of tactility, auditory, and visual as well as the
expressive areas of mobility,
manual, and language plus social/behavior, nutrition and academics.
An in-home program is then designed addressing the dysorganization and
you, the parent, is given the necessary training, knowledge, and expertise
enabling you to assume primary responsibility for your child’s development
& education. |
When
your infant or young child has an ear infection, you take them to the doctor who
prescribes antibiotics and tells you don’t worry “it’s only
an ear infection, nothing to worry about”.
CHRISTIAN
ACADEMY: