Related Experiment Videos
Rational dosages of nutrients have a prolonged effect on learning disabilities
1Stonybrook University, Medical School, NY, USA.
Context:
Reports that administration of nutrients has increased the academic performance of learning-disabled children exist in the literature.
Objective:
To document the effects of nutrients on learning-disabled children in a controlled study.
Design:
A randomized, double-blind, placebo-controlled crossover trial, which followed 1 year of open-label nutrients. Children who improved in the open-label trial were eligible to enter the controlled phase of the study.
Setting:
Subjects were enrolled from the general community through advertisements.
Patients Or Other Participants:
Twenty children met the criteria for being learning disabled.
Intervention:
Each child was tried out on some (but not necessarily all) of the B vitamins and minerals used in this study. These were administered semi-blinded for the first year; double-blinded in crossover rotations during the second year; and open-label in the ensuing years.
Main Outcome Measures:
At various time points, school-certified psychologists administered psychoeducational tests. School report cards were evaluated at baseline and for all subsequent periods.
Results:
Twenty learning-disabled children entered the study, but 1 dropped out because of nausea. The remaining 19 children showed significant academic and behavioral improvements within a few weeks or months of open-label treatment with nutrient supplements. Some children gained 3 to 5 years in reading comprehension within the first year of treatment; and all children in special education classes became mainstreamed, and their grades rose significantly. Twelve of the children completed the 1-year double-blind phase, after which approximately half of the children chose to remain on the nutrients for at least 2 additional years. For those who discontinued, it took at least 1 year to begin to see the first indications of decline in academic performance, and another year for their grades to drop significantly. In contrast, for children who remained on nutrients, the gains continued the upward trend; at the end of year 4, the difference in scores between the 2 groups had reached statistical significance (P < .01).
Conclusion:
The overall results of this study tentatively support the concept that learning disabilities may in some cases be a nutrient-responsive disorder.