Evaluating the Role of Micronutrients and Hormones in Cognitive Function: A Comparative Study in Children with Learning Disabilities Undergoing Speech Therapy

Abstract

Children with learning difficulties have significant challenges, affecting their cognitive ability and general development. Recent studies have highlighted the importance of micronutrients and hormonal balances in determining cognitive ability. However, knowledge of the connection between these physiological markers and mental processes in children with learning impairments is still growing. Objectives: The main aim of this research was to assess the concentrations of essential micronutrients (specifically Vitamin D, C, B vitamins, Magnesium, and Zinc) as well as hormones (Thyroxine, Epinephrine, and Norepinephrine) in children who have been identified with learning difficulties. In addition, the research's objective was to compare the aforementioned biochemical levels with those of a control group with comparable age and sex characteristics. One of the study's primary objectives was to investigate the correlation between the aforementioned biochemical parameters and cognitive abilities, as assessed by the Language Proficiency Test (LPT) scores in children undergoing speech treatment. Materials and Methods: 160 children between the ages of 6 and 13 were enrolled in this comparative cross-sectional study, which was structured into control, pre-test, and post-test cohorts. A comprehensive biochemical analysis was gathered from anthropometric measurements, demographic data, and blood samples. The objective of this methodology was to offer a comprehensive comprehension of the possible biochemical elements that impact the cognitive development of children who have learning disabilities. Cognitive functions were assessed using the LPT. The data analysis was conducted using SPSS software, with one-way ANOVA and Pearson's correlation coefficient as principal statistical instruments. Results: The study unveiled significant variations in the concentrations of diverse micronutrients and hormones among the various categories. The control group generally exhibited elevated concentrations of zinc, magnesium, and vitamin D. Significant variability in Thyroxine and Catecholamine levels suggested distinct physiological conditions among the groups. Notably, the post-test group, which underwent speech therapy and received nutritional counseling, demonstrated enhanced scores on the LPT compared to the pre-test group. Conclusion: This study's findings highlight the significant influence of micronutrients and hormones on the cognitive functionality of children with learning disabilities. The positive association observed between improved levels of nutrients and higher LPT scores in the post-test group emphasizes the effectiveness of integrated therapeutic approaches. The study advocates for including nutritional and hormonal evaluations in managing learning disabilities, pointing towards the necessity of comprehensive and holistic treatment methodologies.