Neurodivergence

 Better Brain Wiring Linked to Family Genes   "How well our brain functions is largely based on our family's genetic makeup, according to a University of Melbourne led study. The study published in The Journal of Neuroscience provides the first evidence of a genetic effect on how 'cost-efficient' our brain network wiring is, shedding light on some of the brain's make up. ..."The brain tries to maximize its bang-for-buck by striking a balance between making more connections to promote efficient communication and minimizing the "cost" or amount of wiring required to make these connections. Our findings indicate that this balance, called 'cost-efficiency', has a strong genetic basis." ..."Although genes play a major role in brain function, the environment and other factors contribute to when things go wrong in cases of mental illness and other brain disorders," he said. ...Across the entire brain, more than half (60%

    Chromosomes,Genes,SNPs In Neurodivergence     I have been examining my raw data on my chromsomes,genes,snp's from my profile on 23andme.     Rs793862, a SNP in the DCDC2 gene, is in a region that crops up in several independent studies as likely to associated with dyslexia. The risk allele in the Caucasian populations studied is (A).   One study reports that the odds ratio for rs793862 genotypes increases if calculated from subsets of more severely dyslexic individuals as compared to more heterogenous, larger groups of dyslexic individuals. The genotype relative risk (GRR) for rs793862(A;A) increased from 3.15 (95% CI 1.30-7.66; P=.011) for the larger group up to 5.40 (95% CI 1.27-23.01; P=.002) for the most severely affected group. [PMID 16385449]   Combined with another SNP marker in the DCDC2 gene, rs807701, the (haplotype) GRR also increased for the homozygous haplotype A-C, from 4.11 (95% CI 2.77-6.08; P<.0001) for the larger group, up to 11.13 (95% CI 6.32-19.60; P<

  I made a youtube Neurodiversity playlist. It has 200 videos. http://www.youtube.com/playlist?feature=edit_ok&list=PLtFHYICKXrxjg8C03uvfpev35s2te_9ve

  Characteristics of ADD from page 9 of Thom Hartmann's Complete Guide To ADHD     ADD is not an all-or-nothing diagnosis. There appears to be a curve of behaviors and personality types, ranging from extremely-non-ADD to extremely-ADD. Although there has not yet been enough research in the field to know the shape of this curve, it probably resembles a bell curve, with the majority of "normal" individuals falling somewhere in the center, showing a few ADD-like characteristics, and minority (perhaps somewhere around 20-30 % of the population) being split up on the two extreme ends of the spectrum. Since a large body of research indicates that ADD is a hereditary condition, the distribution of this curve may well reflect the intermixing over the years of the genetic material of ADD and non-ADD individuals, blurring the edges of both types of behaviors. Placed along the spectrum of ADD individuals you will find people who typically exhibit some or all

  The Hallowell-Ratey Criteria for A DD from page 14 of Thom Hartmann's Complete Guide to ADHD     In 1992, psychiatrists Edward M. Halowell and John J. Ratey developed, through years of clinical practice, study, and observation, their own set of criteria for spotting probable ADD, particularly in adults. While this isn't an "official" set of diagnostic criteria, since its first appearance in their book Driven to Distraction it has become both lay people and clinicians measure the probably of a person having ADD.   In publishing this, they added this caveat: "The following criteria are suggested only. They are based upon our clinical experience and constitute what we consider to be the most commonly encountered symptoms in adults with Attention Defict Disorder. These criteria have not been validated by field trials, and should be regarded as only as a clinical guide. Consider a criterian as met only if the behavior is considerably more frequent than

  Conditions That May Mimic ADD, And Vice Versa from page 19 of Thom Hartmann's Complete Guide to ADHD     Several conditions may mimic certain characteristics of ADD, causing an inaccurate diagnosis. These include:   Anxiety disorders. ADD may cause anxiety when people find themselves in school, life, or work situations with which they cannot cope. ADD differs from anxiety disorders in that latter disorder is usually episodic, whereas ADD is continual and lifelong. If anxiety comes and goes, it's not probably not ADD.   Depression. ADD may also cause depression, and sometimes depression causes a high level of distraction that's diagnosed as ADD. Depression, however, is also episodic. When depressed patients are given Ritalin or other stimulant drugs, which seem to help with ADD patients, depressed patients will experience a short-term "high" followed by an even more severe rebound-depression.   Manic-Depressive Illness. Manic-depression, or bipolar di

  Understanding ADD pages 38 -47 of The Gift of Learning by Ronald D. Davis     ADD AND DISORIENTATION The general definition of ADD is almost good enough: developmentally inappropriate inattention and impulsivity with and without hyperactivity. However one component is missing: spontaneous disorientation. Disorientation is a major factor in the life of any person with ADD. It happens easily and often. It is usually driven by emotion. Boredom, curiosity, confusion, and fear are just a few of the emotions that can trigger an ADD disorientation. In exploring spontaneous disorientation, I have that these triggering emotions can be reduced to two types: avoidance and engagement. In a boring situation, the person may disorient to avoid the boredom. This would be commonly recognized as daydreaming or simply as not paying attention. The student actually is paying attention, but has shifted it to an imaginary inner world that is more interesting. On the other hand, we could have

  ADHD,ADD, Inner Ear, Dyslexia from pages 235 - 244 of Smart But Feeling Dumb by Harold N. Levinson, M.D.     Hyperactivity, Overactivity, and Impulsiveness   The body's motor and energy levels are frequently improperly fine-tuned by the inner ear in dyslexia. The result is hyperactive, overactive--or even hypoactive or decreased--activity levels, as well as fluctuations between these different states. Dyslexic children may initially show abnormal activity levels at an early age, even from birth. Some mothers have been reported feeling hyperactive fetal activity, clearly suggesting that hyperactive or motor racing states may occur prior to birth. Hyperactivity is frequently distinguished by its onset. When this symptom occurs in the young or during the preschool years, it is frequently referred to as developmental in origin. If this hyperactive, overactive, or restless abnormal motor activity first appears in conjunction with school activity, it may be referred to as

  NUTRITION     Good nutrition is important for brain functioning. Nutritional deficiencies can lead to neurodivergent symptoms or aggravate neurodivergent conditions. Some people use medications to treat things that good nutrition can help resolve.     Vitamin A deficiencies   Sinus trouble, catarrh, ear abcess, skin blemishes, night blindness, xerosis, rough, dry skin, prematurely wrinkled skin, a poor sense of smell/taste and poor appetite, pneumonia, softening of bones and teeth, defective gums, sties in the eye, corneal ulcers, formation of gallstones or kidney stones, retarded growth in children, diarrhea, lack of stamina and vigor and sterility in both male and female   Sources:   Vegetables: Alfafa meal, asparagus, broccoli, carrots, celery, chard, dandelion leaves, escarole, green lettuce, okra, green peppers, red peppers, sweet potatoes, spinach, hubbard squash, turnip greens and watercress   Fruits and Nuts: Dried apricots, fresh apricots, cherries, nectarines,