Neurodevelopmental Delays

Mr. Bobby L Porter, Behavioral Health & Clinical Psychology

My research is in Child & Adolescent Neurology, Psychiatry & Neurodevelopmental Delays, researching how subtypes of neurons, synapses and neural circuits process information, taking rodent visual cortex as a model system in Neurodevelopmental Disorders like Autism Spectrum Disorders from theory to practice, Bipolar Disorder episodes of mood swings ranging from depressive lows to manic highs and ADHD one of the most common mental disorders that develop in children. I am studying endogenous properties of single inhibitory interneuron that allows them to serve as information capture and storage devices in the brain. Neurodevelopmental disorders occur when the development of the nervous system is disturbed.


There are several different classes of neurodevelopmental disorders. Some, like Down syndrome, cause intellectual deficits, while others specifically affect communication, learning, or the motor system. Some disorders, such as autism spectrum disorder and attention deficit/hyperactivity disorder, have complex symptoms. Getting a better understanding of each Neurodevelopmental Disorder through the eyes of detection and refinement of topographic sensory maps will-characterized, the different-genetic forms of autism in young children at an earlier stage in life.


Intention of Research  


My research is intended to explore the development in children with developmental disabilities, including Autism Spectrum Disorder (ASD), Bipolar Disorder (BPD), and Attention Deficit/Hyperactivity Disorder (ADHD). I have found that each of these conditions has a unique linguistic “signature,” with different areas of relative strength and challenges with each and every child.


Current Project 


My current project examines a three-stage hypothesis, by testing the biological, behavioral, and environmental factors that influence the ways in which educational performances will increase by subsequently decreasing workloads and increasing self-esteem in return leveling out cognitive control. The three-different independent and dependent models will look at different ways to setup a scheduling policy for my son that is diagnosed with low functioning Autism Spectrum Disorder (ASD), Bipolar Disorder (BPD), Attention Deficit/Hyperactivity Disorder (ADHD), and Schizophrenia, to decrease stress and increase performance In and out of the classroom. By implementing a new policy in scheduling, working with goal-settings, and problem-solving on a day-to-day basses will give a better refinement of topographic sensory maps and daily assignment completion.


The model has been run over 5 years in three groups to increase the overall educational performance of my son’s ability to complete his assignment on time with higher marks, the values are Test-A, Test-B, and Test-C. Test controls to compare 3 groups are, 


Test-A looks at set scheduling mode 5 days a week, with no change.   


Test-B looks at set scheduling to be random mode 5 days a week.   


Test-C looks at alternating scheduling mode every other day per week, refreshing on every Monday.


My Goal for Findings  


Our goal is to use what we learn to promote more effective interventions for individuals with these disabilities. I expect to achieve this goal by sharing our findings with families, educators, and speech-language clinicians. I am also beginning to study ways in which implementing a new policy in scheduling can be made more effective longterm.


Mr. Bobby Porter, NSCS 

South University of Georgia                                         

College of Arts & Sciences                                           

Behavioral Health & Clinical Psychology                    

Phone: 678-353-8599 

Website: www.blp2.org   

Bobbyporter1@stu.southuniversity.edu