Re: Older Children/THE SIGNIFICANCE OF DIET/EFA

[Guest guest]

Hi ,

You are pretty much giving away my secret addition to the ProEFA -

remember it's not the name brand -it's the ingredients and dosage in

the brand name. So even though I'm not using EyeQ -still using

ProEFA, the answer lies within the formulas. Just check.

Since you brought up EyeQ however -which has an awesome website -I

wanted to again show this article (it's that good)

In order to really see this -you will have to check out

http://www.equazen.com/newsfile_special_mar2002.htm

Spring 2002

'DEVELOPMENTAL DYSPRAXIA - THE SIGNIFICANCE OF DIET'

Special Magazine, the publication run by the National Association for

Special Educational Needs, has printed this comprehensive article by

Dr Madeleine Portwood. It certainly reflects the depth of knowledge

gained through the author's extensive work in this area for more than

20 years. And we would like to point to the handwriting samples

before and after taking eye q!

Background information

Since 1998, I have assessed more than 600 children and young adults

with Developmental Dyspraxia. I am aware that the incidence of

children with coordination difficulties appears to be increasing, as

is the case for the other developmental disorders Dyslexia, ADHD and

Autistic Spectrum Disorder. There is also a great deal of research

evidence which highlights the co-occurrence of these disorders. i.e.

there is a 60% probability that an individual with one of the

conditions will have at least one other. This is hardly surprising

when there are many features common to all conditions. These include:-

Prematurity / small for dates

Hyperactivity / sleep problems virtually from birth

Allergies (milk intolerance/ eczema/ asthma)

Delayed development of motor skills

Delayed acquisition of language

Such children can easily become socially isolated and very

frustrated. Many youngsters with these neurodevelopmental disorders

are identified initially because of their behavioural problems not

learning difficulties.

In 1988 I screened 107 youngsters aged between 9 and 16 who had been

removed from mainstream educational provision and placed in day and

residential schools to accommodate their behaviour and emotional

difficulties: 82 of these pupils (77%) had symptoms of at least one

developmental disorder. Why is the proportion of these children so

high in alternative education provision when we expect to find only

10% in the population as a whole?

Failure to identify so many youngsters with developmental disorders

in their early years must have a major impact on their emotional as

well as educational development. However, early identification is

insufficient without intervention.

There are many well documented approaches to intervention for

youngsters with developmental disorders: some children respond better

than others. In recent years, I have questioned why do children with

similar presenting difficulties with coordination, perception,

organisation, concentration and handwriting have such varied success?

Diet may well be the key. Current research ( et al.) has

highlighted the importance of specific long chain highly unsaturated

fatty acids (LCHUFAs) for normal brain development and function.

These fatty acids would normally be synthesised from other essential

fatty acids (EFAs) but some individuals have problems with these

processes.

Research Evidence

Since the late 1980,s many studies have compared the abilities of

young children fed breast-milk or formula milk. Professor Alan Lucas

(University of Cambridge) reported in 1990 that children fed mother's

breast-milk showed significant advantages over those who were not. A

further study in 1992 showed significant IQ advantages in a group of

7 ½ - 8 year olds fed breast-milk when compared with children fed

formula milk. Makrides et al. (1996) suggested that the differences

in ability were due to the presence of long-chain polyunsaturated

fatty acids - in particular Docosahexaenoic Acid (DHA) Research

undertaken by Willats and colleagues at the University of

Dundee (1998 & 2001) compared combinations of omega-6 and omega-3

EFAs using supplemented formula milk. The ratio of these fatty acids

appears to directly affect the learning outcomes for young children.

The omega-6 and omega-3 fatty acids are named because of the position

of the first double bond (either 6 or 3 carbon atoms) in the

molecular chain. Fatty acids are converted through a number of

processes to the essential substances required for the efficient

working of the brain. More specifically:

Omega-6 Series: Dihomogamma-linolenic Acid (DGLA) and Arachidonic

Acid (AA)

Omega-3 Series: Eicosapentaenoic Acid (EPA) and Docosahexaenoic Acid

(DHA)

Essential Fatty Acids and Diet

The brain is 60% fat, 25% of which is omega-6 and omega-3 fatty

acids. The essential fatty acids (EPA, DHA, DGLA an AA) are important

not only in early infancy but throughout life. The maternal diet is

the source for the developing child and studies have measured the DHA

content in the cortex of young children. Neuringer et al. (1988),

Makrides et al. (1994) and Farquaharson et al. (1995) concluded that

the level of cerebral-cortical DHA is dependent on diet. The impact

of low DHA intake on neurological functioning has been the focus of

research, which concludes that this is evident in adults with a

variety of psychiatric disorders and a significant proportion of

children with ADHD and specific learning difficulties. Trials have

already been undertaken in which dietary supplements made from

natural oils rich in essential fatty acids have been given to

children and adults with Dyslexia, ADHD and psychiatric disorders.

( 1999)

Current Study

The first controlled trial of fatty acid treatment in dyspraxic

children using a supplement containing a high-EPA marine oil with

some evening primrose oil has begun in County Durham. It is a

collaborative research project with Dr. an Oxford-

based Neuroscientist.

Study Design

This is a randomised, double-blind placebo-controlled trial, with a

total duration of 6 months. On recruitment, children are allocated at

random to either the active treatment (the HUFA supplement, 'Eye-q')

or an identical-looking placebo. At the three-month point there will

be a one-way treatment crossover (placebo to active treatment) and

all children will then be followed up for a further 3 months. (Eye-q

is supplied by Equazen Ltd - contact information included

in 'Additional Information')

Treatments

Eye Q is on open sale in the UK as a food supplement, and contains

premium quality fish oil and evening primrose oil. Study dosage will

be fixed at the recommended initial intake of 6 small capsules / day,

supplying omega-3 HUFA (EPA , DHA), and the omega-6 HUFA GLA and AA

plus vitamin E (alpha-tocopherol)

Existing evidence suggests that an abnormality of fatty acid

metabolism in some individuals with Dyslexia and ADHD can be

corrected through diet. The co-occurrence of ADHD/ Dyslexia in

children and adults with Dyspraxia suggests that they too could

benefit from dietary supplementation.

Selection of Sample

The children are assessed using standardised measures of attainment.

In addition teachers complete the Connor's checklist and the EFA

checklists completed by parents.

Symptoms of Essential Fatty Acid Deficiency

Dry Itchy Skin

Coarse bumpy patches particularly at the back of the arms

Soft, broken, nails

Sweaty palms and feet

Frequent urination

Excessive thirst

Dull, dry hair

Allergies e.g. lactose intolerance, eczema, asthma

Although a preliminary report of the findings of this research

project will not be available until September 2002 there are already

many individual examples of children in Durham with Dyspraxia who

have improved their skills following EFA supplementation.

Children with Dyspraxia have problems with coordination, perception,

organisation and, in many cases, concentration and remaining on task.

Their schoolwork is often left unfinished and poor handwriting can

make very creative work unreadable.

Joe - a case study

His parents described Joe as a 'difficult child from birth'. He had

been born two weeks prematurely and was small for dates. He screamed

constantly and following referral to a paediatrician was admitted to

hospital at 9 months for investigation into his poor weight gain. He

was allergic to milk products and had red patches of dry, flaky skin

at the back of his knees. Unlike his older brother he avoided

constructional toys - he hated jigsaws and Lego - and he was 20

months before walking independently. He slept only a few hours each

day until he was 4 years old. His sleeping patterns continued to be

erratic even after starting school.

His diet was limited: he ate large quantities of dry bread, smoked

sausage and bananas - the only fruit he would tolerate.

At 8 Joe was still unable to dress himself, had problems coordinating

a knife and fork, could not ride a bike and his parents said " If

there is anything at all he can bump into or trip over he'll find

it " . Despite his difficulties, Joe was popular in his peer group and

children in the class were very supportive.

In the infants, Joe presented as a happy child but by the age of 8 he

was becoming frustrated by his problems. He was very irritable and

had frequent mood swings. He was described as 'hysterical with

excitement' one minute and 'tearful and withdrawn' the next.

Neuropsychological assessment highlighted discrepancies between his

verbal and non-verbal ability. His reading was measured at a level 18

months above his chronological age, his comprehension skills were

also very good. Verbally he was very imaginative but he struggled to

put anything on paper. In the classroom he was becoming increasingly

distractible, not concentrating sufficiently to finish the tasks set.

As part of the assessment, he was given a piece of writing to copy:

Joe had accessed school-based programmes to improve his motor skills

and perception. Progress was slow and during a review mum said that

she had noticed him drinking more and having very sweaty palms and

feet. His eczema was particularly bad at the time. The G.P. had seen

him and blood tests had revealed nothing unusual.

I discussed the possibility of starting Joe on a course of EFA

supplements. He began taking Eye-q (6 capsules daily) and within a

week his parents believed he had become less excitable and by the end

of a month his class teacher reported significant improvements not

just in his attention to task but also in the presentation of his

work.

On occasion, particularly when feeling stressed Joe had developed a

slight tremor in his hand when writing. This had completely

disappeared. More importantly, Joe said " My head feels clear " and he

had noticed changes in his handwriting. A month after Joe began

his 'treatment' I asked him to rewrite the piece previously copied

from Roald Dahl's book. The results were remarkable:

Joe continues to make good progress. His original dose of 6 capsules

each day has been reduced to 4. In school the staff know when he

stops taking them, the most obvious effect is a difference in his

concentration.

More research is needed to determine exactly who can benefit from EFA

supplementation and what might be the expected outcomes. The products

are purely naturally occurring and if they have such a marked effect

on hyperactivity perhaps many children who are currently prescribed

medication could be offered an alternative.

Further Information

References

Farquarharson, J. et al (1995) 'Effect of diet on the fatty acid

composition of the major phospholipids of infant cerebral cortex',

Archives if Disease in Childhood 72 198-203

Lucas, A et al. (1989) 'Early diet in pre-term babies and

developmental status in infancy', Archives of Disease in Childhood

64, 1578

Lucas, A et al. (1992) 'Breast milk and subsequent intelligence

quotient in children born prematurely'', Lancet 339, 261-4

Makrides et al (1996) 'effect of maternal docosahexanoic acid (DHA)

supplementation on breast milk composition', European Journal of

Clinical Nutrition 50 352-357

Neuringer, M. et al. (1988) 'The essentiality of n-3 fatty acids for

the development and function of the retina and brain', Annual Review

of Nutrition 8 517-41

Portwood, M. Developmental Dyspraxia - Identification and

Intervention. A Manual for Parents and Professionals (1997) London,

Fulton Publishers

Portwood, M. Understanding Developmental Dyspraxia, A Textbook for

Students and Professionals (2000) London, Fulton Publishers

, AJ " Fatty Acid Deficiency in Dyslexia, Dyspraxia, ADHD

and the Autistic Spectrum. Nutrition in Developmental Disorder

Conference - Oxford September 2001

,AJ and Puri, BK. " Brain Phospholipid metabolism in

Dyslexia assessed by magnetic resonance spectroscopy. " In

Phospholipid Spectrum Disorder in Psychiatry, eds. M. Peet, I Glen

and DF Horrobin. Carnforth,England: Marius Press 1999.

Willats P. 'The effects of long-chain polyunsaturated fatty acids on

visual and cognitive development in young children': Nutrition in

Developmental Disorders Conference Oxford (Sept 2001)

Willats P., Forsyth J. DiModugno M. et al. 'Effect of long-chain

polyunsaturated fatty acids in infant formula on problem solving at

10 months of age' Lancet 352 688-691

Additional information on the Dyslexia Research Trust Website at

www.Dyslexia.org.uk

Information on the Eye-Q supplement used in the study can be found at

www.equazen.com. Eye-Q is available from Boots, Tesco and ons

Dyspraxia Foundation Website: www.dyspraxiafoundation.org.uk

About the Author

Dr Madeleine Portwood is a Specialist Senior Educational Psychologist

working in Durham. She is also Chairperson of the Education Committee

of the Dyspraxia Foundation. Her extensive research into Dyspraxia is

internationally accepted as being at the forefront of the work in the

field and has formed the basis of several television documentaries on

the subject.

The focus of her current research is a collaborative intervention

study with Dr , Senior Research Fellow in

Neurosciences at Imperial College School of Medicine and a Research

Affiliate at the University Lab. of Physiology, Oxford, to consider

the effects of dietary supplementation with omega-3 and omega-6 fatty

acids on a group of primary-age dyspraxic children.

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[Guest guest]

I really liked that article you sent a link to on Eye Q. I have been using

ProEfa by Nordic Naturals and also seen drastic improvement in my son's

handwriting in the last 4-5 months. Until this article I hadn't really

heard of other children improving in writing so drastically--only

improvements in speech. Thanks for sending it.

Cheryl Cepek

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