Research

Neuro Leap

Special Power for Special Children

Research & Statistics

Information about medical research and how we will tackle the challenges

 

Without scientific knowledge it is hard to have a public policy that makes sense.

- Medical research is the search for cures to illness and disease. It has been one of the most important human activities throughout history and especially in the last 50 years with a development of modern medical science based on molecular biology that began with a discovery of structure of DNA in 1953 (The acronyms in above picture GCP=Good Clinical Practice, IRB=Instituition Review Board and IEC=Independent Ethics Committee).

 

There are many challenges in conducting field trials and we are addressing the main ones as below:

- Time and financial demands of clinical practice: Plan ahead, use qualified students and structure the process to be most efficient.

- The overall shortage of specialists: Plan ahead and take enough time to recruit primary and backup specialists.

- The increasing complexity of regulations: Consult multiple sources to get as clear regulatory constraints on the field trial.

- The increasing complexity of contracts: Seek multiple legal advice to make the contracts as clear and straight forward as possible

- The lack of local supportive infrastructure: Will take into account when selecting locations of the research based on infrastructure.

- Inadequate research training: Take time to interview and find the most experienced specialist in conduction the research.

- Data collection challenges (medical records, reimbursement, quality control, pay for performance): Have planned out and implement a structured way to minimize data collection challanges. Our product is made to reduce these challenges, so it's in our favor.

Prevalence/Market Size in the US (In 2014 the population is actually 317 million so the actual numbers are even higher than below):

Prevalence/Market Size in the US (In 2014 the population is actually 317 million so the actual numbers are even higher than below):

 

84,510,000 children are of between the ages 3-12 is 27% of the US population 313 million*

Cerebral Palsy: 280,000 children (0.33%*** of 84.5 million)

Autism: 3,556,800 children (4.2%** of 84.5 million)

ADHD: 8,450,000 children (10%**** of the the 84.5 million)

Dyslexia (incl. learning disability):16,900,000 children (20%***** of 84.5 million)

Language Disorder / SLI 4,600,000 children--5.5% of 84.5 million by Law et al. (2000)

Down Syndrome: 123,000 children (0.145%*** of 84.5 million)

Stroke: 5,800,000 adults*** (above 20 years old).

Total potential user group in the US: 34,00,000 children & 5,800,000 adult stroke patients… and it’s increasing

*U.S. Census Bureau's end-of-2012 estimate

**NINDS, National Institute of Neurological Disorders and Stroke

***Centers for Disease Control and Prevention

****Dr. Lara Akinbami, a medical officer at the CDC’s National Center for Health Statistics

*****NAEP, National Assessment of Educational Progress

Why Early Intervention?

“Early Intervention For Toddlers With Autism Highly Effective” -- Study published in the journal Pediatrics and funded by National Institute of Mental Health (NIMH) finds significant gains seen in IQ, communication and social interaction (November 29, 2009).

“A critical part of improving developmental and educational results for children with disabilities is using effective practices in early intervention, wherever services are being provided — an agency setting, the home, and across the child’s natural environment.” - By National Dissemination Center for Children with Disabilities (NICHCY)

 

Early intervention services are concerned with all the basic and brand new skills that patients typically develop during the first few years of life or after an illness have struck, such as:

- Physical (reaching, rolling, crawling, and walking);

- Cognitive (thinking, learning, solving problems);

- Communication (talking, listening, understanding);

- Social/emotional (playing, feeling secure and happy); or,

- Self-help (eating, dressing).

 

Why Multi-sensory?

Multi-sensory environments: an exploration of their potential for young people with profound and multiple learning difficulties, by Helen Mount and Judith Cavet

Multi-sensory Teaching of Basic Language Skills, by Birsh, Judith R., Ed.

Reading Retardation and Multi-sensory Teaching, by Charles Hulme

Why Tangible Interface?

Hishii I., Tangible bits, MIT, 1997

Hishii I. and alt., Jabberstamp: embedding sound and voice in traditional drawings, MIT, 2007

 

 

The source of the diagram to the left are:

American Hospital Association provided the facts regarding hospitals and other health care providers.

 

The schools are US Standalone Elementary schools and Elementary + Intermediate combined schools are included.

If you include English speaking countries nearby then:

Schools in UK+US+Canada: 168,000 (est.) schools (Based on rate of Swedish school 4200 of Swedish population: 0,00042)

Special Education Prof. Mats Myrberg of Stockholm University, Sweden

 

"...is in my opinion, high viability for a broad group of children with reading problems .. I have at the request of Albin agreed to lead a training study with a prototype of WIN3CA for children in some of the above target groups. The study will be conducted in conjunction with the special training of teachers at Stockholm University under the supervision of myself and an associate professor Lise Roll-Pettersson. I have extensive experience working with and research on children with learning difficulties. Over the past three years I have been scientific director of another study with a computer-based program for working memory training based on research at the Karolinska Institute (Professor Torkel Klingberg and colleagues).” (translation from Swedish)

Diagnosis & Treatment Info

Diagnosis of neuropsychological conditions

Psychologists can start screening for these problems by using either one of the following techniques or all of these combined:

 

- History taking to gauge how to treat the patient and determine if there are any historical determinants for his or her behavior.

 

- Interviewing in order to determine what kind of neurological problem the patient might be experiencing.

 

- Test-taking where the scores on standardized tests is a strong predictor of future or current neuropsychological problems.

 

- Intelligence testing can give clues to whether there is a learning disability or damage to a certain area of the brain.

 

- Testing other areas to determine whether a patient’s difficulty in function and behavior has a neuropsychological basis

Examples: Sensory perception, motor functions, attention, memory, auditory and visual processing, language, problem solving, planning, organization, speed of processing

 

Types of Treatment Interventions:

Helping persons develop new strategies to assure success in school, by using for example: the balance model with hemisphere-specific stimulation that were systematically manipulated in an effort to shed light on the bases and mechanisms of reading improvement (D, Bakker’s method)

 

Often, behavioral problems are found to have at their root a learning problem, and if we can understand the nature of the learning problem, and structure the student’s subsequent learning in more successful ways, we can reduce or eliminate the behavior problem.

 

It also includes educating the individual and their family about their strengths and weaknesses, and developing awareness about the need for strategies and support.

References & Testimonials regarding NeuroleapOne

Neuro-pediatric Prof. Hans Forsberg of Astrid Lindgren Child Hospital (Karolinska), Solna, Sweden

"...for me is interesting and could well encourage and increase the literacy and reading skills in children with various cognitive disorders. It also has the potential to stimulate and practice fine motor skills in children with moderate motor dysfunction. Upon request from Albin, I have agreed to stand as a scientific advisor when it comes to design clinical trials training for children with motor coordination disorders and also cognitive dysfunction. I have previous experience of training studies conducted by Torkel Klingberg and employees to improve working memory in children with attention deficit disorder. I am also a scientific advisor for CogMed who developed the training method used.” (translation from Swedish)

Experienced Child Psychologist Jennifer

in San Carlos, CA, USA

”I would say that the hardest things

about my job are the time factor it takes

to complete a comprehensive evaluation and with certain more complicated cases determining the disability. Many of the symptoms that exist are seen in different disabilities, but it is the cluster of symptoms or the symptoms that don't exist that help determine which is the true disability. There is also co-morbidity (overlapping symptoms) and then it can get tricky to determine the primary disability.”

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