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Biomedical subjects

B J D'Alonzo

Publications and source records attributed to B J D'Alonzo.

9 recordsLinked to original sources
PubMed1990

WAIS-R scores as predictors of employment success and failure among adults with learning disabilities.

The transition of adults with learning disabilities to successful employment is contingent upon numerous factors. Eighty-six adults (55 males and 31 females), 18 to 59 years old (mean age 26.7 years), with learning disabilities were evaluated clinically using the Wechsler Adult Intelligence Scale-Revised (WAIS-R) (Wechsler, 1981) to determine the value of WAIS-R IQs and subtest scores in predicting successful employment. Significant relationships were identified between subjects' WAIS-R IQs and scaled scores and job success. Conclusions and recommendations were reported.

Adolescent↗
PubMed1983

Ototoxicity: etiology and issues.

Several classes of drugs have been identified as having ototoxic potential: aminoglycoside antibiotics, other basic antibiotics, antimalarial drugs, loop diuretics, and salicylates. Various chemicals have also been implicated in causing ototoxicity. If certain predisposing conditions are present when a potentially ototoxic drug is administered, the risk of ototoxicity is increased. These conditions include impaired renal functioning, pregnancy, previous or concomitant treatment with another potentially ototoxic drug, inherited susceptibility to ototoxicity, and the effects of noise. Other conditions that have been associated with ototoxicity for which there is a lack of strong scientific support are age, sex, and pre-existing hearing loss. The physician's awareness of predisposing conditions combined with rational drug usage can reduce ototoxic risk to the individual.

Age Factors↗
PubMed1981

Comparison of comprehension scores of learning disabled high school students for content presented aurally at variable rates of speech.

60 learning disabled students, 43 males and 17 females, enrolled in a high school special education resource-room program listened to content presented at variable rates. The 60 subjects were randomly assigned to six experimental groups of 10 students each. Three groups were assigned to listen to content in history each at one of three predetermined rates. The same procedure was used for the three groups assigned to listen to biological content. Measures of comprehension of the content indicated no significant difference in the amount of information each group of students retained when the historical or biological content was presented to their particular group aurally at an expanded, normal, or compressed rate of speech.

Adolescent↗
PubMed1980

Lateralized finger recognition in three- and four-year-old children.

The purpose of this study was to determine whether there were development patterns of lateralized finger recognition in 3- and 4-year-old males and females when age appropriate tasks were used. The sample consisted of 160 3-year-olds (70 males and 90 females) and 205 4-year-olds (101 males and 104 females). Children were administered a warm-up task and three finger recognition tasks which increased in difficulty. Tasks were administered to both left and right hands. Different regression equations were obtained for 3- and 4-year-old males and females. Differences in regression equations were related to task difficulty and left and right hand conditions. Results were discussed in terms of cognitive and lateralization development.

Child Development↗
PubMed1976

Amount of verbal information and ear-differences in 5- and 6-year old boys and girls.

Tow experiments were performed. The first was to determine the effects of varying the amount of information in verbal instructions presented monaurally on differences between ears and sex in 5-yr.-old boys and girls. Verbal instructions were given for the performance of a visual-motor task. The results indicated that the amount of verbal information affects ear-asymmetry in girls and not boys. The second experiment was performed to determine the effects of varying the amount of verbal information in verbal instructions presented monaurally on differences between ears, sexes, and reading ability of 6-yr.-old boys and girls. The findings indicated that above average readers performed better than below average readers. Ear-asymmetry was observed across sex and reading abilities for sentences containing 7 and 8 stimulus attributes. No ear-asymmetry was observed in sentences containg 9 stimulus attributes. The results appear to support the progressive lateralization hypothesis which states that ear-asymmetry is dependent on task conditions. The results also support sex differences in the development of brain lateralization.

Aptitude↗