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Biomedical subjects

C S Hayes

Publications and source records attributed to C S Hayes.

9 recordsLinked to original sources
PubMed1990

Subacute osteomyelitis.

Subacute osteomyelitis is a chronic low-grade infection of bone characterized by a lack of systemic manifestations. The onset is insidious. Pain is the most common symptom, and has usually been present for several months before the initial evaluation. Swelling and tenderness over the area of involved bone may also be seen. Laboratory evaluation is unrevealing, with a normal white blood cell count and differential. The erythrocyte sedimentation rate may also be normal. The most common organism cultured from a subacute osteomyelitis is a staphylococcus species. Twenty-five percent of subacute bone infections are sterile. The most common manifestation of a subacute osteomyelitis in a child is a geographic lytic metaphyseal lesion (Brodie's abscess). Treatment of a culture positive infection includes surgical debridement and antibiotic therapy. A sterile abscess can be treated conservatively without antibiotics, provided the patient's symptoms are improving and the lesion is regressing radiographically.

Adolescent↗
PubMed1977

Projective assessment of personal space among retarded and nonretarded children.

A figure-placement method was used to examine the personal space usage of 60 mildly retarded and 60 nonretarded children of comparable MA. Spatial distance between a self-figure and second figure for both groups was least when the second figure was designated with positive affect, greater when designated with neutral affect, and greatest when the designation involved negative affect. Retarded children used less spatial distance than nonretarded children when the interaction involved a self and teacher figure, supporting Zigler's (1973) positive- and negative-reaction tendency formulation. More space was used by both groups when the second figure was designated as not smart than when designated as smart.

Adolescent↗
PubMed1977

Interpersonal distance behavior of mentally retarded and nonretarded children.

The investigators compared interpersonal-distance choice behavior of 60 mildly retarded children and 60 nonretarded children of comparable MAs to a male adult stranger. Contrary to the original prediction, stemming from Zigler's negative-reaction tendency formulation, interpersonal distance by retarded children was not generally different from that of nonretarded children. However, analysis of the interaction between IQ group and approach condition (child approaching adult or adult approaching child) indicated that retarded children preferred greater distance from the approaching adult than did nonretarded children. This result raises the possibility that perception of lessened personal control by retarded children stimulated a stronger avoidance reaction.

Adolescent↗
PubMed1976

Reflection-impulsivity and reading recognition ability among mildly retarded children.

The Matching Familiar Figures test of reflection-impulsivity and a test of reading recognition ability (Standard Reading Inventory) were administered to 236 youngsters (ages 8 to 17 years) who were in programs for educable mentally retarded students. Age was, of course, associated with reading recognition, but there was no relationship between Matching Familiar Figures and Standard Reading Inventory scores with age and IQ controlled. This finding casts doubt on the association of reflection-impulsivity as defined by performance on the Matching Familiar Figures test and the ability of retarded children to decode words.

Adolescent↗
PubMed1976

Affective reactions of retarded and nonretarded children to success and failure.

After performing a simple motor task, 208 mildly retarded and nonretarded girls and boys pointed to photographs of modeled affective facial expressions to indicate how they felt, wished to feel, and thought their teachers would feel about their performance. Children in both IQ groups frequently attributed positive affect to themselves and their teachers after success, although younger retarded children were less positive than were nonretarded children in teacher affect attributions. Following failure, retarded subjects were generally less frequently negative than were nonretarded subjects in affect attributions to themselves and particularly to their teachers. Emphasis on success and minimization of failure in classrooms for retarded children was offered as one possible explanation for the IQ group affect differences following failure.

Achievement↗