A theory of brain development to help treat autism | Yehezkel Ben Ari | TEDxCanebière
-
0:06 - 0:09Sometimes, I wonder
if I’m not a bit masochistic, -
0:09 - 0:12because to spend your life
trying to understand -
0:12 - 0:15how the brain works
you kind of have to be so. -
0:15 - 0:19That said, I may have
mitigating circumstances. -
0:19 - 0:22After having been born
into a Jewish family in Cairo; -
0:23 - 0:27spoken Hebrew at home,
then Arab, and French of course; -
0:27 - 0:32gone to a Catholic school St Jean-Baptiste
de la Salle, to learn catechism; -
0:32 - 0:34learned a grasp of the Coran;
-
0:34 - 0:38then lived in Israel and seen
the other side of the fence, -
0:38 - 0:42I concluded: one, a secular
atheist country is pretty cool, -
0:42 - 0:46and two, we can approach
any subject no matter how complicated. -
0:46 - 0:49Now, life is complicated, for sure.
-
0:49 - 0:52The brain is very complex.
-
0:53 - 0:57There are a million billion
connections in the human brain, -
0:57 - 1:00a million billion connections
and each one of them -
1:00 - 1:02is far more complicated
than a mobile phone, -
1:02 - 1:05because it learns and the phone doesn’t.
-
1:05 - 1:07That would mean that each human being
-
1:07 - 1:10possesses the equivalent
of 200,000 mobile phones. -
1:10 - 1:13We can understand why this
"telephone exchange" is so complex -
1:13 - 1:15and tends to be overloaded.
-
1:16 - 1:20So, in 1986, I was appointed
-
1:20 - 1:23unit director at the INSERM,
in Paris, at Port Royal, -
1:23 - 1:27in a maternity ward that had four floors
where there were women giving birth, -
1:27 - 1:29planned cesareans, premature births, etc.
-
1:29 - 1:31I was in charge of the top floor.
-
1:31 - 1:35I took over the post after a great guy,
Alexandre Nikovski, -
1:35 - 1:40who was the first to understand
that pregnant women need protection -
1:40 - 1:43because pregnancy
is the period "of living dangerously." -
1:43 - 1:47He fought to ensure that during pregnancy,
there could be some time off, etc. -
1:47 - 1:48He was a really great person.
-
1:49 - 1:51My wife and I went with him
out to lunch after my appointment, -
1:51 - 1:54and he said finally, "All is well!
-
1:54 - 1:57We’re replacing an Azhkenazi Jew
with a Sephardic Jew. -
1:57 - 2:00Your wife is fairly smart,
so necessarily, you must be good!" -
2:00 - 2:03So apparently, proficiency
was not the main criterion. -
2:04 - 2:07So, I began to work
on the development of the brain -
2:08 - 2:11about which we know very little.
-
2:11 - 2:13These are unborn childs.
-
2:14 - 2:19One seems to be working
on a math problem, -
2:19 - 2:20scratching his head.
-
2:20 - 2:23This one wants to go out
as the food isn’t very good. -
2:23 - 2:27And this one can’t decide if he wants
to play football with OM or PSG. -
2:28 - 2:30Why am I showing you this?
What does this mean? -
2:30 - 2:33Well, it means there are lots
of things happening in the womb. -
2:33 - 2:36In a monkey's brain for example,
-
2:36 - 2:40a cortical neuron has 7,000 connections
before birth and 10,000 after birth. -
2:40 - 2:43So this is not at all a period of inertia.
-
2:43 - 2:48The first thing to take from this
is that the brain in utero moves a lot, -
2:48 - 2:50develops rapidly and is highly active.
-
2:50 - 2:53Obviously, to make a comparison,
-
2:53 - 2:59a brain is a lot more complex
than a plane, a submarine or a boat. -
3:00 - 3:02The major difference
is that when we assemble a plane - -
3:02 - 3:04I’ve never built a plane
but I can imagine - -
3:04 - 3:07the engine isn’t running,
but in this case, it is. -
3:07 - 3:10The engine is running
while the brain is being built. -
3:10 - 3:13The process is identical:
an architect creates a blueprint, -
3:13 - 3:15then there are site meetings
to ensure all is going well, -
3:15 - 3:17otherwise everything would go wrong.
-
3:17 - 3:21So the first thing to understand
is that the brain in utero works a lot. -
3:21 - 3:26The second thing to understand
is that not only it does all this work, -
3:26 - 3:30but the electric currents - brain electric
currents are my specialty - -
3:30 - 3:34the currents that are generated
by these neurons as they’re being formed -
3:34 - 3:36are nothing like those of adults.
-
3:36 - 3:39The immature brain
is not a small adult brain. -
3:39 - 3:43It has its own language, one that’s
totally different from that of the adult. -
3:43 - 3:45By the way, this explains
-
3:45 - 3:49the reason why it took me years
to convince the administrators -
3:49 - 3:53that we can't give to a baby the drug
of an adult and just split the dose. -
3:53 - 3:56It makes no sense because
the processes are totally different. -
3:56 - 3:59We must understand how the brain
develops in order to heal it. -
3:59 - 4:00Now why this image?
-
4:00 - 4:05Well, Imagine I’m a conductor -
unfortunately, I’m not - -
4:05 - 4:09and we're going to play Brahms' Second
Symphony with Jascha Heifetz on violon, -
4:09 - 4:15then I’m telling you they should be
playing Brahms during the rehearsals. -
4:15 - 4:18Well, in this case, they didn't.
A group is playing rock. -
4:18 - 4:21Another is playing Bach,
and yet another is playing whatever. -
4:21 - 4:25Then, comes showtime,
and they all play Brahms. -
4:25 - 4:28So it has nothing
to do with an adult brain. -
4:28 - 4:31The question to ask,
obviously, is why is it like that? -
4:32 - 4:33Let's take the visual system.
-
4:33 - 4:36The human retina is formed
-
4:36 - 4:39almost at the end
of the first trimester of pregnancy. -
4:39 - 4:41We see nothing, we forget everything.
-
4:41 - 4:44In all animal species,
-
4:44 - 4:47the retina generates an activity
caled "retinal waves" -
4:47 - 4:50which does not enable vision at all,
-
4:50 - 4:52but which is critical
because if we block it, -
4:52 - 4:54the visual system develops badly.
-
4:54 - 4:57So here is this activity
that is not related to the senses -
4:57 - 5:00but has a major function.
-
5:00 - 5:03So, with my friend Nick Spitzer,
-
5:03 - 5:06we came up with what we called:
"the checkpoint theory." -
5:06 - 5:08The idea is while something
is being built, -
5:08 - 5:12this building or anything else,
we have to check what’s being done. -
5:12 - 5:15The construction of the brain
isn't like pushing a button, -
5:15 - 5:19and then from one cell I get a brain,
thanks to genetics. That's ridiculous! -
5:19 - 5:20Indeed, there are checks.
-
5:20 - 5:23So we proposed
to call them "checkpoints." -
5:23 - 5:26For example, when the
Channel tunnel was built, -
5:26 - 5:29there were these enormous machines
on both sides of the Channel - -
5:29 - 5:31they hadn’t left Europe at the time -
-
5:31 - 5:34that drilled until they came face to face.
-
5:34 - 5:37Without GPS, they could
have gone like this or this, -
5:37 - 5:38but not like this.
-
5:38 - 5:40It takes continuous checking.
-
5:40 - 5:43What I proposed
was that this continuous checking -
5:43 - 5:46is this electrical activity present
during the brain development. -
5:46 - 5:49While the cell is maturing,
just like an apple, -
5:49 - 5:54it sends electrical signals that indicate
its state and its stage of construction. -
5:54 - 5:59The aim of this activity in the retina
is to tell the visual brain -
5:59 - 6:03"I’m here, not there,"
like basically, a GPS. -
6:04 - 6:06All that sounds good
but you’ll probably ask, -
6:06 - 6:09"That’s interesting but what happens
when things goes wrong?" -
6:09 - 6:12We see cases of neurological
and psychiatric illnesses -
6:12 - 6:13and, as you know,
-
6:13 - 6:17we’ve been trying to treat them
for centuries without success -
6:17 - 6:20for lots of reasons, in part
because they arise very early, -
6:20 - 6:24and we don’t know
what they do to the brain. -
6:24 - 6:28But if we think a little bit,
there're two ways to go about it. -
6:28 - 6:32The first is like in "The Imaginary
Invalid" by Moliere, -
6:32 - 6:36when Argan's servant says,
"The lungs! The lungs, I say to you." -
6:37 - 6:40Well, geneticists say, '"The genes!
The genes! it’s all genetic!" -
6:40 - 6:44Now, after pondering a little more,
-
6:44 - 6:46I proposed a concept
called "neuro-archeology." -
6:46 - 6:50The idea's very simple:
if one day this building collapses, -
6:50 - 6:53we’ll discover that in one spot,
there was a poorly built post -
6:53 - 6:57that rose out of one floor
that itself collided something else, -
6:57 - 6:59and at one point, everything collapsed.
-
7:00 - 7:02The idea is exactly the same:
-
7:02 - 7:04during the maturation of the brain,
-
7:04 - 7:07there are sequences of maturation
as I told you before, -
7:07 - 7:10in case something happens in the womb
such as a gene, a mutation, -
7:10 - 7:13pesticides, stress, alcohol,
-
7:13 - 7:17whatever that can happens in life
or in the environment basically. -
7:18 - 7:21This is important because,
if we come back to genetics for a second, -
7:21 - 7:23contrary to what is told,
-
7:23 - 7:28the vast majority of psychiatric illnesses
are not of genetic origin. -
7:29 - 7:32They do not involve genetics
such as Alzheimer or Parkinson. -
7:32 - 7:35They may involve mutations
in very few patients. -
7:36 - 7:39They are not monogenic,
which means that if, for example, -
7:39 - 7:42a kid who has a mutation
that predisposes him to be diabetic, -
7:42 - 7:45goes to McDonald's everyday,
he’ll indeed be diabetic. -
7:45 - 7:48If he chooses to live on an island
and eats fresh fish -
7:48 - 7:51and pesticide-free tomatoes,
he probably won’t be diabetic. -
7:51 - 7:54So it is about susceptibility.
what we call "epigenetic." -
7:54 - 7:57It means that the environment
creates a susceptibility -
7:57 - 8:01that will be expressed as an illness
in some cases and not in others. -
8:01 - 8:05Now, the second way is the following.
-
8:05 - 8:09It consists in trying to understand
how the brain is built, -
8:10 - 8:12how the sequence
of maturation is deviated, -
8:13 - 8:15and from there, start to think.
-
8:16 - 8:19Imagine the fundamental
thesis is confirmed, -
8:19 - 8:22I believe it will be a major
step forward in the understanding -
8:22 - 8:26and the treatment of neurological
and psychiatric illnesses. -
8:26 - 8:29I’m saying that when there is
an "attack" in the womb, -
8:29 - 8:31whatever the cause may be,
genetic or not, -
8:31 - 8:33it modifies the sequence of maturation,
-
8:33 - 8:36and the neuron that was supposed
to mature does not mature, -
8:36 - 8:38just like an apple
that doesn’t ripen. -
8:38 - 8:41It doesn't connect where it should,
it doesn't go where it should. -
8:41 - 8:44So the thesis
is that this misplaced neuron -
8:44 - 8:47remains immature in the adult brain.
-
8:47 - 8:51In this perspective, many
neurological or psychiatric ailments -
8:51 - 8:53would be due to displaced neurons
-
8:53 - 8:55that have kept immature
electrical characteristics. -
8:55 - 8:58Ar first, I explained
that the developing brain -
8:58 - 9:00has a different function
than the adult one. -
9:00 - 9:03Those neurons
that are here, here or there, -
9:03 - 9:06produce activities that interfere
with their surroundings. -
9:06 - 9:10So, what I propose is a kind
of pharmacological intervention -
9:10 - 9:14using drugs that only block
these immature neurons in an adult brain -
9:14 - 9:17since their properties
are precisely different, right? -
9:18 - 9:20That's the idea
and it needed to be proved. -
9:20 - 9:24This can’t be demonstrated on humans
but on experiments with animals, -
9:24 - 9:27be it for Parkinson, Alzheimer or autism.
-
9:27 - 9:30In fact, we have noticed
-
9:30 - 9:35that a neuron is an electrical machine.
-
9:35 - 9:40Ions come in and go out:
potassium, sodium, calcium, chlorine, etc. -
9:40 - 9:44It produces electricity
that codes what we are. -
9:44 - 9:46Everything that we integrate is just that.
-
9:46 - 9:50Among the ions
that play an important role, -
9:50 - 9:52one is particularly important: chlorine.
-
9:52 - 9:57We have discovered
that in an adult naive neuron, -
9:57 - 9:59there's very little chlorine.
-
9:59 - 10:03In a young naive neuron,
there is a lot of chlorine. -
10:03 - 10:06It completely changes
the neuron' stability. -
10:06 - 10:10We also discovered
that in animal models of autism, -
10:10 - 10:14the situation is somewhat similar
to that of an immature brain. -
10:14 - 10:15So, it's just like what I said.
-
10:15 - 10:18A neuron that is young
has a lot of chlorine. -
10:18 - 10:21it matures, and then has none.
-
10:21 - 10:24If it matures "in the wrong way,"
it retains a lot of chlorine. -
10:25 - 10:32So, as you see, the consequence
is that chlorine comes in here, -
10:32 - 10:35but here it goes out, so the electrical
response is totally different. -
10:35 - 10:38Me and my friend Éric Lemonnier,
-
10:38 - 10:40one of the best French experts
on the treatment of autism, -
10:40 - 10:43who has been working
with autistic children for ages, -
10:43 - 10:45we've thought ...
Well, chance has a role. -
10:45 - 10:47Five or six years ago,
I didn’t know what autism was. -
10:47 - 10:49I wasn’t working on it at all.
-
10:49 - 10:53I was helding a conference
for parents of autistic children -
10:53 - 10:54and spoke about chlorine and so on,
-
10:54 - 10:57and Eric said to me, "You know,
if there’s a lot of chlorine, -
10:57 - 11:01there’s reason to think that these kids
are autistic due to clinical reasons, -
11:01 - 11:07since when we give them Valium,
instead of going to sleep as adults would, -
11:07 - 11:09they get extremely agitated,
so this probably means -
11:09 - 11:11there’s a lot of chlorine inside."
-
11:11 - 11:17So we made the extremely naive hypothesis
that we could reduce the chlorine levels, -
11:17 - 11:20by using a diuretic which is a molecule
-
11:20 - 11:24that, when ingested,
makes you need to urinate. Why? -
11:24 - 11:27Because the same happens in the kidneys.
-
11:28 - 11:31The same system that exists
in the kidneys, exists in the brain. -
11:32 - 11:36There are diuretics on the market
that people have used for a long time -
11:36 - 11:39to treat hypertension and cerebral edema.
-
11:40 - 11:43We took five kids in Brest
and gave them a diuretic -
11:43 - 11:45and it seemed to have a positive effect.
-
11:45 - 11:48We did a second trial
with about 50 children, -
11:48 - 11:50a double blind trial and it worked.
-
11:50 - 11:53I’m going to show you one of those kids.
-
11:53 - 11:56You’re going to see a child
before and after treatment -
11:56 - 11:59using diuretics for three months.
-
11:59 - 12:02(Video) Woman: ... for baby’s birthday.
-
12:02 - 12:06So for baby's birthday ...
-
12:13 - 12:14Please come, Allan!
-
12:15 - 12:18Y.B.A.: Notice that he doesn’t
make eye-contact. -
12:20 - 12:22(Video) Woman: Come!
-
12:22 - 12:24(Child' screams)
-
12:25 - 12:29Y.B.A.: He stimulates himself
by playing with the light, you'll see. -
12:30 - 12:32(Child' screams)
-
12:33 - 12:35Child: Mama ...
-
12:37 - 12:40Y.B.A.: She has a lot
more patience than me. -
12:40 - 12:45(Video) Woman : And on baby’s
birthday cake, I put some candles. -
12:45 - 12:47Please come and put the candle on?
-
12:55 - 12:57Put the candle on.
-
12:58 - 13:00Put the candle on.
-
13:00 - 13:03Y.B.A.: Not once
did he look her in the eye. -
13:03 - 13:05Here is three months after treatment.
-
13:05 - 13:08(Video) Woman: For baby's birthday,
let's make a cake. -
13:08 - 13:12Let's stick the candles on top.
Do you want to put one on? -
13:13 - 13:14Hop!
-
13:17 - 13:19Hop!
-
13:21 - 13:23Good job!
-
13:23 - 13:26Let's light the candles. It’s hot!
-
13:26 - 13:32And let's sing: Happy Birthday to you.
-
13:32 - 13:35(Singing) Happy Birthday to you.
-
13:35 - 13:38Y.B.A.: Notice, he’s
looking her in the eye. -
13:38 - 13:40(Video: Child blows the candles out)
-
13:40 - 13:43Woman clapping hands:
Yay! Good job, Allan! -
13:43 - 13:45Let’s take the candles off.
-
13:46 - 13:49Y.B.A.: You’ve probably guessed
I don’t believe in miracles, -
13:49 - 13:50and this is no miracle.
-
13:50 - 13:54This child wasn’t speaking
before and he still isn’t, okay? -
13:54 - 13:56But parents are all
telling us the same thing : -
13:56 - 13:59"There are more present.
They interact with us more." -
13:59 - 14:00That’s important because with autism,
-
14:00 - 14:03it’s not just the children
that suffer but parents as well. -
14:03 - 14:07So the fact that they become
more sociable is extremely important. -
14:07 - 14:09It means they participate more in society.
-
14:09 - 14:12I don’t think there will be a pill
that will cure this illness -
14:12 - 14:14such as one can take
an aspirin for a headache -
14:14 - 14:17because, if you’ve understood
what I’ve told you so far, -
14:17 - 14:21it's an early occurring condition
that modifies parts of the brain, -
14:21 - 14:24and this can't be undone
with some miracle cure. -
14:24 - 14:26However, schooling will cure it.
-
14:26 - 14:30If we can get these kids into school,
it will make them more sociable. -
14:30 - 14:32Why am I showing you this image?
-
14:32 - 14:34The not-so-young among you will know.
-
14:34 - 14:36It's an extract from "Who’s
afraid of Virginia Woolf ?" -
14:36 - 14:40with Richard Burton and Elizabeth Taylor.
-
14:40 - 14:43Indeed, you see what’s going on:
-
14:43 - 14:46they’re screaming at each other
because he made a move on this one, etc. -
14:46 - 14:48But if you were looking at the plate here,
-
14:48 - 14:51as an autistic child would do
when avoiding eye-contact, -
14:51 - 14:52you wouldn't understand anything.
-
14:52 - 14:56So, it’s not that they're not empathetic
but they don’t look where they should. -
14:56 - 14:58If you don’t look at peoples eyes,
-
14:58 - 15:00you don't know if the other
is crying or laughing. -
15:00 - 15:04With Nouchine Hadjikhani,
we chose some autistic children -
15:04 - 15:06and showed them
pictures that were sad or joyful, -
15:06 - 15:08before and after the treatment,
and we noticed -
15:08 - 15:12that they watched the eyes more
than before as parents have confirmed. -
15:12 - 15:14So, it works but it’s not a miracle cure.
-
15:14 - 15:16It’s a treatment with secondary effects
-
15:16 - 15:19such as less potassium in the blood
which must be kept under control, -
15:19 - 15:23but for the moment, no other medication
on the market can help those kids. -
15:23 - 15:25We've initiated a second phase.
-
15:25 - 15:29Recently, we were authorized
by the European authorities -
15:29 - 15:31to do a phase 3.
-
15:31 - 15:37Now, I’m focusing on the brain during
birth about which we know very little. -
15:37 - 15:41How does a brain get ready for birth?
How complex that is! -
15:41 - 15:44What does it do?
What happen if things go wrong? -
15:44 - 15:47The mother might have
hyper tension or diabetes, whatever. -
15:47 - 15:50How does that work?
What are the consequences? -
15:50 - 15:53It’s one of the major public
health issues we’re not dealing with -
15:53 - 15:57since neither the pharmaceutical industry
nor our politicians are interested -
15:57 - 16:00because obviously,
it’s a complicated issue. -
16:00 - 16:04In conclusion, art and science
are not the same thing. -
16:04 - 16:07But sometimes, they do have similarities.
-
16:07 - 16:10The process we call
"creativity" is precisely as follow: -
16:11 - 16:13a process by which
we leave the beaten path, -
16:13 - 16:18we leave all orthodoxies behind,
-
16:18 - 16:21and we think about things differently.
-
16:22 - 16:24The last picture
I will show you is this -
16:24 - 16:27because I’m a fan of Modigliani.
-
16:27 - 16:30When he painted that cellist,
-
16:30 - 16:34one student said to his master
at the Grande Chaumière school: -
16:34 - 16:37"That arm isn’t right, it’s too long,"
-
16:37 - 16:40to which the master
answered majestically: -
16:40 - 16:43"An arm that is so well painted
is never too long." -
16:44 - 16:46He expressed what creativity expresses,
-
16:46 - 16:50that is the leaving of the beaten path
to really show what a cellist does. -
16:50 - 16:52Thank you.
-
16:52 - 16:54(Applause)
- Title:
- A theory of brain development to help treat autism | Yehezkel Ben Ari | TEDxCanebière
- Description:
-
In a talk sure to bring hope to many, Yehezkel Ben Ari shows us how his approach to brain development has lead to a new treatment for behavioral disorders in autistic people. More than a merely scientific outlook is expressed as he imparts his own approach to research: never stick to the beaten path, never shy away from unfamiliar routes for they might just get you to where you want to go.
Physiologist and biophysician, Yehezkel Ben-Ari has made major discoveries regarding the stages of development of the brain and various disorders. He has, along with colleagues at the INMED, uncovered the maturation sequences of neurons and neural networks including one which has since become a major area of study: the maturation of inhibitory currents that were first excitatory. His team has also uncovered the changes that occur during birth and their role in the emergence of autism and other cerebral pathologies. Having lead a unit at the INSERM (French National Institute of Health and Medical Research) for more than 20 years, he created the INMED (Mediterranean Institute of Neurobiology) which he managed from its creation until 2009. His discoveries have lead him to create two innovative start-ups: Neurochlore and B&A Therapeutics. His current work focuses on clinical trials and research projects aiming to determine whether or not neurological and psychiatric pathologies can emerge during birth.
Yehezkel Ben-Ari is the author of more than 500 scientific publications. He has received numerous awards including, in 2009, the Biomedical Prize of the INSERM, the FNRS's Prize in Belgium, and the Grand Prize of American and European Foundations for Autism. For more information please consult Yehezkel Ben Ari's blog at http://leblogdebenari.com/ or the Neurochlore website at http://www.neurochlore.fr/This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
About TEDxCanebière, see:
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- French
- Team:
- closed TED
- Project:
- TEDxTalks
- Duration:
- 16:55