f
Dale R. Jordan, Ph.D.
Jordan-Adams Learni ng
Oklahoma Ci
ty,
e*#[,{":*l:!,;!,ilyn
Cen
ter
0klahoma
fireird faven,
N 4gltl
SHOESTRiNG BAIJY SYNDROME
llithin the past few years we ha ve begun to see correlation between low birth weight
in infants and school Iearning problems these chjldren have later on. Babies wi[h
certain birth statistics fit th e category called the Post Maturity Syndrorne (late
developi ng syndrone), also call ed the Shoestring Baby Syndrome. Babjes who jre 19
inches or longer but weigh 7\a p ounds or less tend to fit this category. The lower
the birth we'i ght, the high er th e probabi li ty that the chjld will not be readv
neurologi cal )y for school I earn ing on schedule. The more difference between birth
length and weight, the mor e I ik ely the child js to have academic problems the first
several years of schoo'l . For e xample, a baby 20 inches long weighing 6 pounds, ll
ounces! or a baby 2l jnche s I on g weighing 6 pounds, 5 ounces js almoit certain not
to be ready for school by Age 7
The problem seems to be delayed development of the myalin structure of the central
nervous system. This is conmonly seen in prenrature infants with very low birth
weight. A similar delay-in nyalinization seems to occur in shoestring Babies. For
unknovrn reasons,
the myalin sheathing surrounding the nerve tissues slops developing,
or fails to develop fully as it should in ear'ly ahildhood. This ieaves the central-nervous system unable to process information smoothly.. The four sensory pathways
that are essential for school learning do not connect (integrate) propeii!. iCis
very difficult for shoestring Babies to connect sight, hearing, tolch', ani speech.
what they see often does not connect or integrate with what they hear, touch, or
say. what they hear often does not integrate with what they sei or touch. This
makes it very difficult for them to fol low oral instructioni, keep up r,rith classroom
discussjons, understand what adults mean in oral explanations, get the mearring of
friendly jokes or teasing, follovr the lyrics of songs or poetryl and so forth] It
also makes it difficult for them to answer questions quickly and accurately. The
ch'i1d's computer does not retrieve information smoothly. when the child reaches
into his/her memory for math facts, definjtjons, scjence facts, letter/sound associations, or. spelling patterns, he/she cannot find that specific information quickly
enough.to keep up with the pace of class work. 0nce the information is retiieved,
the child starts to lose part of the pattern. Bits and pieces of the information
may become mixed up with similar but different details. The child's memory systems
do not deliver or hold onto academic inforrrration as adults expect. It is;imi'lar to
a computer wjth a hundred short circu'i ts that interfere wi th data process.ing. The
Shoestri ng Baby has "short circu'i
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i
ts" in the memory systems
also have other physl ca1 prob l em s that tend to disappear in
tinE as the body reaches full maturity. l,1os t Shoes trin g Babies have colic during
infancy. This js usually due to 'lactose 'in t o lerance (i nabil ity to digest mi1k) .
certain enzymes are not yet present in th ed igestive tr act, leaving the baby unable
to handle normal baby foods. Gradual)y t hes e enzymes d evelop and colic symptoms
disappear. Shoestring Babies also tend t oh ave respi ra tory a'l lergies. They tend to
have a iot of ear infections and bronchia lp roblems dur ing early childhood. Many of
these children need tubes in the ears (rny ri n gotomy) to help them get through this
period of heavy a l1ergi es.
Many Shoestring Babies
I
several areas of physical deve'lopment are often late 'i n Shoestring lJabies. Tooth
development is often behind schedule. These children tend to lose baby teeth late.
A majgrity of shoestring Baby boys do not shed their front baby teeth until Age 7
I
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be Age l4 or older before first body hai.-up["i"t and adoles..nt
growth
begins.
These bovs continue to develop physically iilo-ill.i"
.uriy-id;r,
6rt"n
noi'sti.tirg
to shave until Age 18 or latei.'it is n"ot unusuat roi tnLm-io-g"on
another inch or
two in height after Age 20. They are almost ii*ays tate
deveioping
social
skills.
Most Shoestrins tsovs do not become comfortaur" oiiil;-;rii'irllir
early
years.
adurt
;ir*uiu.el,,
Duri ng school years they are mosily
.into uslal
having-trorUi.-f
itting
teen-age ljfe and activities.
Fortunately the central nervous system
finally
reaches fuil maturity in most shoestring Babies' T*g.breakthrough -p'lateaus i"."seen-in
a majority of these students.
About Age l6 the child rather iudbenly iinJt-siiroot worr
tiis'jirricult. Attention
span increases and frustration decreai.s, ii a-rule. ri no-oilrer
disability
is involved' Ase 16 fjnds most shoeia;i;; siuLi:pglting b.iil., learning
tearning
srannar
better, reading with-better-comprehensioi,-;;ing ubtt". fiuir,,-iio
instructions more effectively. 'Thi; l"a;'tn., iinish high-rin.rl understinoinq oral
with reta[ivdrv
less struggle and greater sutcess. Another oevetopr.niui ,ii.iionu
occurs in the
mid-20's, in most iases. Most stroesiiins-g.bi.i rino ioil;g;-;;
adutt
easier about Age 23 to 25. Most-of them tlii.oru" tl.]..-.oii"gu grades study becoming
improving,
and many go on to graduate school to ifie il.r;;se
or
theii.iEr.ntury
and
midd]e
school teachers' It is not unusual for a Snb"riring Baby to
become
a
successful
professional with an earned doctorate. It is a mat[er
o? nature needing several
more years than normal to achieve full maturation of
tne cen[iui n..uous system.
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