Gene/Protein Disease Symptom Drug Enzyme Compound
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Query: UMLS:C0029713 (immaturity)
 4,335 document(s) hit in 31,850,051 MEDLINE articles (0.00 seconds)

Many centrally acting drugs which are prescribed for hypertension, depression, epilepsy, insomnia and asthma may also affect fetal brain neurotransmission and behavioral states. Nearly all these drugs enter the fetal circulation following maternal administration. The immaturity of the blood-brain barrier and greater accumulation in the developing brain make the fetal brain a major target of its mother's medication. Adverse effects that are seen in the fetus are not necessarily evident in its mother. We have shown that drugs like clonidine (an antihypertensive) and clomipramine (an antidepressant), which act on noradrenaline and serotonin neurotransmission in the brain, suppress rapid eye movement sleep in the developing rat. In adulthood, the neonatally treated rats showed hyperactivity, hyperanxiety, reduced sexual behavior, disturbed sleep patterns and reduced cerebral cortical size. Furthermore, such treatment induced an increase in voluntary alcohol consumption and a decreased adaptability of responses to changes in water deprivation in a Y-maze. Little is known about long-lasting consequences of centrally acting drugs used during late gestation in humans. Minor neurological disturbances, such as delayed visual motor performance, smaller head circumference, increased anxiety and disturbed sleep-wake patterns, have been reported in children born to hypertensive mothers treated with clonidine or alpha-methyl-dopa.
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PMID:Neurochemical and electrophysiological disturbances mediate developmental behavioral alterations produced by medicines. 287 4

Every year, 7% to 15% of preschool children are found to be underqualified for first grade. We examined whether sleep disturbances are factors in school readiness and their association with neurocognitive skills and behavior. The population included 148 kindergarten students. The study group consisted of 50 students who were assessed by the educational authority as unready for first grade. Children who were scheduled to attend first grade (n = 98) were in the control group. All children/parents filled in a sleep questionnaire and underwent a week of actigraphic sleep/wake study as well as cognitive and behavioral assessments. Children in the study group had significantly shorter total sleep time, reduced sleep efficiency, and increased number of nighttime awakenings. There were significant correlations between sleep variables, and cognitive and behavioral scores. In conclusion, children who fail to qualify for first grade have significantly inferior sleep patterns. Sleep disturbances were associated with cognitive and emotional immaturity.
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PMID:Kindergarten children's failure to qualify for first grade could result from sleep disturbances. 1918 33

Several previous studies have demonstrated deteriorated scholastic achievements in school-aged children who experience sleep disturbances. In the current study, we examined the association between sleep disturbances during kindergarten (fifth to sixth year of children), and behavior, neurocognitive skills, as well as the children's future academic performance in first grade. The population included 98 kindergarten students who were scheduled to attend first grade. All children/parents filled out a sleep questionnaire and underwent one week of actigraphic sleep/wake study, as well as cognitive and behavioral assessments. Toward the end of first grade achievement evaluation in reading, writing, and arithmetic as well as teachers' evaluations were administrated. Of the 98 pupils, 6 failed the end of first grade's achievement tests (6.1%). When looking at their sleep patterns a year earlier, they had significantly longer sleep latencies (41 +/- 14 vs. 21 +/- 12 min, p < .05), increased arousals from sleep (4.1 +/- 0.9 vs. 1.8 +/- 1.1, p < .01), and lower sleep efficiencies (89.5 +/- 1.1 vs. 94.3 +/- 2.7%, p < .05) than pupils who passed the tests. There were significant correlations between sleep variables and cognitive and behavioral scores. The correlation between sleep efficiency in kindergarten and grades at the end of first year of school was r = .64 (p < .01). Children who failed first grade had significantly inferior sleep patterns. Sleep disturbances were associated with cognitive and emotional immaturity.
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PMID:Sleep disturbances are associated with reduced school achievements in first-grade pupils. 2018 20