https://www.youtube.com/watch?v=FAvEBVHgecI
How does a child's brain develop? How does it learn? What changes occur when there is a developmental problem? A London laboratory is deploying all available technology to understand the child's brain and what happens when development goes wrong.
But how do you get into the mind of a human being who cannot speak, does not follow instructions, and abruptly interrupts his experiments? That is the challenge accepted by the scientists of baby labWhere Scientists monitor electrical activity in a baby's brain to find out what's happening and delve into one of the great mysteries of life.
The brain undergoes more changes during the first two years of life than at any other timeConsciousness, personality traits, temperament, and everyone's abilities become apparent, as do the first signs that development might be disrupted. But this period is also the most difficult to explore, because many of the standard tools of human neuroscience are useless with babies because the cooperation of the participants is necessary. Even gaze tracking methods are insufficient to analyze behavior and reactions in babies.
However, The proposal from scientists at the Birkbeck laboratory in London seems very promising.The scientists at this laboratory have pioneered techniques such as near-infrared spectroscopy (NIRS) adapted for babieswhich measures brain activity by recording the color, and therefore the oxygenation, of the blood. They are also trying to strengthen their conclusions through the combination of multiple techniquesWhat sets this laboratory apart from other laboratories specializing in babies is that "They are doing research on babies using all the unique techniques you can imagine.""That's what Richard Aslin, a child behavior researcher and director of the Rochester Center for Brain Imaging in New York, says."
The laboratory has used these tools to reveal a series of "firsts" about the child's mind, such as the following:
- that babies prefer to look at faces who seek them out directly, instead of staying away from them
- who respond to those direct looks with a improved neural processing
- that changes in this brain response may be associated with the subsequent appearance of autism (which constitutes the first evidence that a measurement of brain function can be used to predict the condition).
Babylab launched a flagship project to study babies as young as 12 weeks old who are at high risk of autism spectrum disorder or attention deficit hyperactivity disorder (ADHD), alongside a control group, in order to detect more early signs of these conditions and find behavioral therapies that could help them. Later, the laboratory received a significant amount of funding to expand and strengthen the experiment, in which children from 18 months to 3 or 4 years old elderly people are subjected to wireless forms of electroencephalography (EEG)NIRS and eye tracking technology during the performance of different activities. The objective is Understanding the brain during early childhood, the moment when children begin to appreciate the difference between themselves and others, learn language, undergo complex developments, and begin to form long-term memories, etc.
BabyLab will try to fill the great knowledge gap that exists about the infant brain
Scientists have been studying babies since the mid-20th century. One of the first to do so was Jean PiagetPiaget, a Swiss psychologist, used detailed observations of infants and older children to better understand how they perceive the world. He proposed that babies are not born with complex knowledge, but rather with basic understandings. innate mechanisms for exploring their environment, which allows them to assimilate information progressively.
Developmental neuroscience gained momentum when the American psychologist robert fantz She began measuring the time babies spent looking at different stimuli as a way to quantify their interest. Gaze-based experiments have been a mainstay in this field ever since, providing data on attention, preferences and early learning.
"There have literally been thousands of experiments conducted using these methods."Aslin says, and they tend to be very reliableEven so, they should be interpreted with caution, because there is a risk of to infer too much from observable behaviorMany scientists insist on carefully controlling for confounding factors, especially when working with infants whose brains They grow at an extraordinary ratewhich complicates comparisons between ages.
That's why BabyLab scientists have spent years perfecting protocols and adding technology to accurately analyze infant behavior. Their multimodal approach combines EEG to record electrical activity, NIRS to measure hemodynamic changes y Eye tracking to map visual attentionall in playful and natural contexts, maximizing the baby's cooperation without requiring verbal instructions.
One of the first conclusions of these studies is that babies are not born blank slates.Nor do they possess complex concepts like adults, for example regarding numbers; rather, they show basic care preferences towards social stimuli such as faces and speechThese preferences guide learning and shape the brain as it develops. The fact that babies prefer the direct eye contact This prepares them to focus on the most socially relevant aspects of the environment, facilitating the acquisition of the language and reading of social signals such as facial expressions.
Autism and ADHD have become a major focus of Babylab
Looking time remains crucial in Birkbeck and other centers, although today it is quantified with high-precision eye trackingThis metric, along with EEG and NIRS, is essential for studying autism y ADHDbecause it allows identification atypical attentional and neural patterns before they become behaviorally evident.
https://www.youtube.com/watch?v=Rf4wckYFAAM
Autism and ADHD have become a major focus of the Babylab, and several experiments are underway to try to better understand these disorders. The team hopes that the brain differences detected early can become risk indicators and that, with this, they can be designed behavioral interventions that promote more functional developmental trajectories.
What does science tell us today about brain development and autism?
Autism spectrum disorder (ASD) is a neurodevelopmental condition which appears in early childhood and persists throughout the life cycle. Although each profile is different, two aspects are core: persistent difficulties in social interaction and communication y restrictive and repetitive patterns of conduct, interests or activities.
The most recent research converges on the fact that ASD has a basis neurobiological and genetic complex. Broadly speaking, the following have been identified:
- Early accelerated brain growthSome children with ASD show a increased brain volume in initial stages, associated in certain cases with greater symptomatic severity.
- atypical cortical organization: have been described disorganized areas in the prefrontal cortex and the presence of misplaced cells, which could be related to social and communication difficulties.
- Amygdala hypoactivation in emotional tasks: the amygdala, key to processing emotions and social signals, can show reduced operation in some children with ASD.
- Connectivity and functional maturation: are observed atypical connectivity patterns (hyper or hypoconnectivity depending on networks and developmental stages), as well as slower maturation of regions involved in language and sociocognition. The default networkcrucial for social and self-referential thinking, can show functional immaturity in the ASD.
These findings in networks such as the superior temporal sulcus and the fusiform gyrus They help explain why, from a very young age, some children with ASD They don't look into each other's eyes o They don't prioritize the human voice.losing essential social cues for language learning and communication.
Genes, environment, and risk factors
There is no single cause of ASD. Evidence points to the interaction of multiple genes y environmental factorsAlterations have been associated with numerous genes (involved in synapses and neuronal development), and possible environmental influences are also considered, such as perinatal complications o exposure to certain factors during pregnancyThe exact contribution varies between individuals.
- GeneticsThere are cases linked to conditions such as Fragile X syndrome, rett o tuberous sclerosisOthers are related to genetic variants that affect development and communication between neurons.
- Environmental factors: are studied infections, medication y obstetric complicationsThere is no single determining influence, but rather a mosaic of possible influences.
- Other risk factors: higher prevalence in children that in girls, family background, extreme prematurity y advanced parental age are associated with higher risk.
It is essential to emphasize that There is no link between vaccines and ASDLarge, high-quality studies have ruled out that link. Maintaining the vaccination schedule protects children's and community health.
Early signs and behavioral patterns
Early detection allows for earlier intervention, taking advantage of the high brain plasticity in the early years. Although every child develops at their own pace, it's advisable to consult a doctor if signs such as the following appear:
Communication and social interaction
- Less eye contact, less response to the name or little communicative intent spontaneous.
- Speech delayloss of acquired words or difficulties with initiate and maintain conversations.
- Use of unusual intonation, echolalia or difficulties to understand gestures y facial expressions.
- Preference for play solo and less interest in Social interactions.
Behavior patterns
- Repetitive movements (flapping, swaying), rigid rituals and resistance to change in routines.
- Interests restricted and intense, fixation on details of objects.
- Sensory hyper or hyposensitivity (light, sound, touch) and less response to pain or temperature.
- Motor characteristics such as clumsiness or walk from tiptoe.
As children grow, many improve their social and communication skills with appropriate support. Some achieve a high degree of independence; others continue to need it. specific support, especially in the adolescence, when social and emotional demands increase.
Diagnosis, access to services and intervention
The diagnosis of ASD is clinically and it is carried out by specialized professionals analyzing the history of development and the child's behavior in different contexts. It can be supplemented with language assessments, cognitive y sensory.
The evidence supports that early intervention improves results in communication, social interaction y autonomyApproaches that combine behavioral strategies, language support y structured environments They facilitate learning. Coordination between health, education. y family This is key, as is adjusting support to the strengths and needs of each child.
The availability of services varies across different regions. Even so, the global trend is to promote pediatric screenings, training of professionals and early detection protocols based in indicators of early interaction (shared eye contact, social smile, voice response) and technological tools such as eye tracking y neurophysiological measures non-invasive.
Technologies that are changing what we know
Babies don't follow instructions, but their brains do "talk" if we know how. listen to himThat's why Babylab and other centers use:
- Wireless EEG: captures with millisecond precision how electrical activity fluctuates in response to social or language stimuli.
- NIRS/fNIRS: measures changes in blood oxygenation in the cortex during natural tasks (looking at faces, listening to voices).
- Eye tracking: reveals what are they looking at? and in what order, a sensitive indicator of social care y speech processing.
The combination of these techniques allows us to study the social brain From the first few months, observe development trajectories and detect atypical patterns even before complex behaviors become visible. This is how they have been discovered early preferences for direct gaze o specific neural responses to the human voiceand how alterations in these responses may be associated with an increased risk of ASD.
Experimental models and laboratory findings
Beyond live observation, research with reprogrammed stem cells has allowed the study of neurons derived from children with ASD in the laboratory. These models have shown differences in synaptic connections and in the neuronal morphologyUnder controlled conditions, some alterations have been observed. partially modulated, which suggests that certain aspects of neural development are plastic and potentially impressionable, although it is still a matter of laboratory findings that do not immediately translate into treatments.
In neuroimaging, the following have been described hypo- or hyperconnected circuits depending on the network and the stage of development. The idea that excessive connections local areas can coexist with connectivity deficit Long-range analysis helps explain why sensory or detailed processes may be enhanced while integrated social skills They are more challenging.
What does NOT cause ASD and why it's important to clarify
The available evidence has ruled out a causal relationship between Vaccines and ASD. Emphasizing this reduces stigma and prevents decisions that They endanger public health and allows you to focus your efforts on what really matters: early detection, personalized support y family support.
Beyond diagnosis: school, environment and well-being
The difficulties in communication e interaction These challenges can arise in school, work, and independence. With appropriate support, reasonable adaptations, and neurodiversity-sensitive environmentsMany people with ASD achieve significant academic and professional goals. Prevention of bullying, support for the mental health and working with families reduces stress and improves quality of life.
It is also important to remember that ASD is a spectrumThere are those who present high skills and they learn quickly, but they require support to applying knowledge in the social sphereOthers need ongoing support in several areas. Recognize strengths and challenges It is the basis of any educational or therapeutic plan.
The crossing between the developmental neuroscience, the non-invasive technology and the naturalist observation In laboratories like Babylab, an unprecedented window into the infant brain is being opened. Thanks to this, we better understand how developmental processes emerge. the language, the social interaction and also how those trajectories deviate in the autism and ADHDThis brings us closer to earlier interventions tailored to each child.