OBJECTIVE: This study aimed to analyze scientific evidence on the relationship between vitamin B12 deficiency, cerebral myelination, and its potential implications for language development and speech fluency. METHODS: An integrative literature review was conducted using the PubMed, Scopus, and Cochrane databases between August 2025 and July 2026. The search strategy included terms related to vitamin B12, myelination, brain development, language, and speech. Original studies published in English investigating the effects of vitamin B12 deficiency on the central nervous system, neurodevelopment, or structural brain changes were included. RESULTS: Thirteen studies met the eligibility criteria and were synthesized through thematic narrative analysis. The findings indicated a relationship between vitamin B12 deficiency and delayed neuropsychomotor development, impaired myelination, reduced white matter integrity, and structural brain abnormalities identified by neuroimaging. Furthermore, studies investigating the neural circuits underlying language showed that these same structures are essential for language organization and speech fluency, providing biological plausibility for a potential relationship between vitamin B12 deficiency and impairments in these processes. CONCLUSION: Vitamin B12 deficiency may adversely affect neurodevelopment and cerebral myelination, representing a potential mechanism underlying alterations in the maturation of neural circuits involved in language. These findings support the biological plausibility that vitamin B12 deficiency may contribute to impaired language development through disrupted cerebral myelination, although direct clinical evidence remains lacking.
OBJECTIVE To evaluate the functional performance of children with myelomeningocele undergoing rehabilitation and its association with the perceived burden of their informal caregivers. METHODS A cross-sectional analytical study was conducted at a rehabilitation center with eight child-caregiver dyads representing the entire population of children with myelomeningocele receiving care at the institution. Child functionality was assessed using the Pediatric Evaluation of Disability Inventory - Computer Adaptive Test, and caregiver burden was measured using the Informal Caregiver Burden Assessment Questionnaire. Sociodemographic and clinical data were also collected. Descriptive statistics and Pearson correlation analyses were performed between the domains of both instruments. RESULTS Caregivers were all mothers, most with low household income and full-time caregiving responsibilities. Most children exhibited functional performance below age expectations in the domains of Mobility, Daily Activities, and Social and Cognitive Skills. Only three participants achieved normative percentiles above 50 in more than one domain. The lowest continuous scores were observed in Responsibility, followed by Daily Activities and Mobility. Financial Burden and Family Support showed the highest mean caregiver burden scores. Strong negative correlations were identified between functional performance and subjective burden domains, indicating that lower functionality was associated with greater emotional burden, stronger reactions to caregiving demands, and lower perceptions of efficacy and control. CONCLUSIONS Functional deficits in children with myelomeningocele are associated with increased emotional and practical burden among informal caregivers. These findings highlight the importance of rehabilitation strategies aimed at improving children's functional independence while also incorporating caregiver support as an essential component of care.
BACKGROUND Motor difficulties are common among children with autism spectrum disorder (ASD) and may affect participation in everyday activities. Structured physical activity incorporating rhythmic movement may provide an engaging approach to motor-skill development. OBJECTIVE This study evaluated the effect of a 12-week Zumba-based intervention on motor proficiency in children with ASD. METHODS Sixty children with ASD aged 6-12 years were assigned to an experimental Zumba group (n = 30) or a control group (n = 30). The experimental group participated in 45-minute Zumba sessions three times per week for 12 weeks. Motor proficiency was assessed before and after the intervention using the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). Within-group changes were examined using paired-samples t-tests, and baseline differences were examined using an independent-samples t-test. RESULTS Baseline motor-proficiency scores did not differ significantly between the Zumba and control groups (6.83 ± 3.42 vs. 7.43 ± 1.59; t(58) = 0.870, p = .388). The Zumba group demonstrated a significant increase from 6.83 ± 3.42 to 14.83 ± 2.98, representing a mean improvement of 8.00 points (117.1%; t(29) = 23.597, p < .001). The control group also showed a significant but smaller increase from 7.43 ± 1.59 to 8.53 ± 1.28, corresponding to a mean improvement of 1.10 points (14.8%; t(29) = 5.674, p < .001). The reported within-group effect size for the experimental group was approximately 2.49. CONCLUSION A 12-week Zumba program was associated with substantial improvement in motor proficiency among children with ASD. Larger controlled studies with blinded assessment and long-term follow-up are needed to establish intervention-specific and sustained effects.
