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the Effects of Toxic Products on Students with Learning Disabilities
Student Name:
School:
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The Effects of Toxic Products on Students with Learning Disabilities
Introduction
Objective of the Study
Hypothesis
Methodology
Research Methods and Tools
Review of Current Literature
Conclusion
References
Toxic Chemicals and the Impact on Students with Learning Disabilities
While the brain is still developing, it is significantly exposed to environmental toxins. The area that protects the brain is not fully developed, which makes it more penetrable to chemicals than a fully developed brain. While cells are growing, they are more unprotected against toxins, and it takes the brain a lot longer to develop than other organs. The brain has several phases of growth, each with diverse profiles of toxicity (Lanphear, 2015).
Toxic Chemicals and the Impact on Students with Learning Disabilities
Recent increases in the number of brain disorders in children may be caused from the use of unregulated toxic chemicals world-wide. Brain disorders affected by these chemicals include ADHD, dyslexia, cerebral palsy, and ASD. Six chemicals have recently been identified as being able to damage developing brains in fetuses and little children. By adding these six chemicals to the ones already identified, there are now a dozen known toxins that affect developing brains. Some of these chemicals have already been banned in Europe (Berman, 2014).
Toxic Chemicals and the Impact on Students with Learning Disabilities
Pediatricians are recognizing the links between toxic chemicals and brain disorders. Additionally, the amount of chemicals that experts suspect is causing problems in the brain development of children continues to rise. These include the chemicals found in cleaning products (Berman, 2014).
Toxic Chemicals and the Impact on Students with Learning Disabilities
Chemical exposure in the air can happen both outdoors and indoors. This includes homes and schools (Cometto-Muñiz & Abraham, 2015). Some recent studies have shown a link between toxic chemicals and learning disabilities as well as ASD, ADHD, and dyslexia. Patisaul (2017) states that neurodevelopmental disorders (NDDs) are caused by multiple factors, and evidence is showing that exposure to chemicals is one. LaKind, Anthony, and Goodman (2017) define NDDs as brain-related disabilities that affect behavior, memory, or learning ability in children.
Toxic Chemicals and the Impact on Students with Learning Disabilities
Some school administrations have begun to reduce the presence of toxic chemicals in their school buildings by switching over to all green cleaning products (Environmental Protection Agency, 2018).
Objective of the Study
To understand the impact of toxic products on students with learning disabilities, ADHD, ASD, and dyslexia
Hypothesis
There are significant adverse effects in students’ cognitive functions and/or behaviors when exposed to toxic chemicals
Methodology
Questionnaires will be given to students prior to the start of the experiment and one month after the experiment.
Daily journals written by teachers and students will be collected after one month.
Research Methods and Tools: Comparative Study
• Data will be analyzed on students with diagnosed learning disabilities, ADHD, ASD, and/or dyslexia. Students will be exposed to different chemicals during the school day over a period of one month.
• Questionnaires will be used to measure students’ demographic characteristics and current symptoms and difficulties at school prior to being exposed. Questionnaires will be used again after one month to analyze if there have been any changes.
• Daily journals from students will be collected after a period of one month to analyze if chemical exposure had any adverse effects on the students.
• Daily journals from teachers will be collected after a period of one month to analyze if students’ behaviors or performances were affected after chemical exposure.
Samples
Forty 9th-12th grade students with known diagnoses of learning disabilities, ADHD, ASD, and/or dyslexia.
Small private school that has been chemical-free for the five years.
All students must provide written consent from their parents to participate in this study.
School administration and teachers must also provide written consent.
Confidentiality will be upheld for every student and teacher.
Analysis
Questionnaires will be analyzed through coding and theme characterization to detect differences from how students reported feeling before being exposed to chemicals and after.
Daily journals collected from students and teachers will also be analyzed using coding and characterization to gain insight as to changes in behavior, academic performance, or any other adverse effects.
Review of Current Literature
Arbuckle, Davis, Boylan, Fisher, and Fu (2016) conducted a study to examine links between chemical exposure and children’s behavior. The researchers used a questionnaire to measure emotions, ADHD symptoms, and total difficulties. Normal scores were compared with borderline or abnormal scores. Additionally, blood and urine samples were taken. Considerations in this study were gender, medication, and whether children had ADHD, dyslexia, or other diagnoses. Results from this study showed that behavior in some of the children was significantly associated with the presence of BPA, lead, and phthalates in their urine samples.
Review of Current Literature Continued
Chopra, Harley, Lahiff, and Eskenazi (2014) conducted a study to explore the connection between phthalate metabolite levels in urine samples and learning disabilities. The children in this study ranged from age six to 15 years old. One hundred twelve children had ADD, 173 children had learning disabilities, and 56 children had both. Results from this study suggest links between phthalates and ADD and learning disabilities, especially among girls.
Review of Current Literature Continued
Hu et al. (2017) conducted a study to examine whether exposure to phthalates was linked to ADHD. The researchers recruited 225 children with ADHD and 225 children with no ADHD diagnosis between six and 13 years old. Surveys were given, and urine was collected and analyzed. Results showed that that higher concentrations of certain phthalates were linked to higher ADHD and ODD diagnoses probabilities. Likewise, high concentrations resulted in inattention symptoms. High concentrations were also linked to problems with aggression, externalization, depression, and internalization.
Review of Current Literature Continued
Park et al. (2014) conducted a study to examine concentrations of phthalate metabolites in the urine of children with ADHD. This study was conducted on 179 children between the ages of six and 15 years. Urine samples were collected and the continuous performance test (CPT) was administered to see if there were any correlations. The CPT measures inattentiveness and impulsive behaviors in children. More errors and varying response times were present in some children with high concentrations. Results showed a possible relationship between concentrations of phthalate metabolites and attention problems. Therefore, the presence of phthalate concentrations in urine, especially at high levels, might be a vital factor in raising the risks of ADHD diagnoses.
Review of Current Literature Continued
Verstraete et al. (2016) examined whether the presence of phthalates contributed to long-term ADHD. They tested 100 healthy children and 449 children who were patients in a pediatric unit of a hospital. Phthalate concentrations from plasma were collected and measured. Four years later, those children were tested neurocognitively. Results showed children had symptoms of ADHD as well as decreased coordination.
Conclusion
With the recent research studies showing the possibility of toxic chemicals playing a role in children's behavior and brain development, more in-depth research should become the highest priority. Chemical exposure prevention is not impossible. More in-depth research could lead to prevention world-wide and a change in the perspectives of medical professionals as well as school administrators. These changes are needed so that all children can live up to their potential.
References
Arbuckle, T. E., Davis, K., Boylan, K., Fisher, M., Fu, J. (2016). Bisphenol A, phthalates and lead and learning and behavioral problems in Canadian children 6–11 years of age: CHMS 2007–2009. NeuroToxicology, 54, 89-98. doi:10.1016/j.neuro.2016.03.014
Berman, J. (2014). Toxic chemicals blamed for 'silent pandemic' of brain disorders in children. Retrieved from http://www.academia.edu/download/36113274/Toxic_Chemicals_Blamed_for.docx
Chopra, V., Harley, K., Lahiff, M., & Eskenazi, B. (2014). Association between phthalates and attention deficit disorder and learning disability in U.S. children, 6–15 years. Environmental Research, 128, 64 – 69. doi:10.1016/j.envres.2013.10.004
Cometto-Muñiz, J. E., & Abraham, M. H. (2015). Compilation and analysis of types and concentrations of airborne chemicals measured in various indoor and outdoor human environments. Chemosphere, 127, 70-86. doi:10.1016/j.chemosphere.2014.12.089
References Continued
Environmental Protection Agency. (2018). Cleaning effectively for a healthy school environment. Retrieved from https://www.epa.gov/schools-healthy-buildings/cleaning-effectively-healthy-school-environment
Hu, D., Wand, Y., Chen, W., Zhang, Y., Li, H., Xiong, L.,… Du, Y. (2017). Associations of phthalates exposure with attention deficits hyperactivity disorder: A case-control study among Chinese children. Environmental Pollution, 229, 375-385. doi:10.1016/j.envpol.2017.05.089
LaKind, J. S., Anthony, L. G., & Goodman, M. (2017) Review of reviews on exposures to synthetic organic chemicals and children’s neurodevelopment: Methodological and interpretation challenges. Journal of Toxicology and Environmental Health, Part B, 20(8), 390-422. doi:10.1080/10937404.2017.1370847
Lanphear, B. P. (2015). The impact of toxins on the developing brain. Annual Review of Public Health, 36(1), 211 – 224. doi:10.1146/annurev-publhealth-031912-114413
References Continued
Park, S., Kim, B., Cho, S., Kim, Y., Kim, J., Lee, J.,... Han, D. H. (2014). Association between urine phthalate levels and poor attentional performance in children with attention-deficit hyperactivity disorder with evidence of dopamine gene-phthalate interaction. International Journal of Environmental Research and Public Health, 11(7), 6743-6756. doi:10.3390/ijerph110706743
Patisaul, H. B. (2017). Chemical contributions to neurodevelopmental disorders. Policy Insights from the Behavioral and Brain Sciences, 4(2), 123-130. doi:10.1177/2372732217719909
Verstraete, S., Vanhorebeek, I., Covaci, A., Güiza, F., Malarvannan, G.,... & Van den Berghe, G. (2016). Circulating phthalates during critical illness in children are associated with long-term attention deficit: a study of a development and a validation cohort. Intensive Care Medicine, 42(3), 379-392. doi:10.1007/s00134-015-4159-5