Biomedical subjects

Chris Pratt

Publications and source records attributed to Chris Pratt.

4 recordsLinked to original sources

PubMed2006

Meta-analysis of the nonword reading deficit in specific reading disorder.

A meta-analysis was conducted to investigate whether specific reading disorder (SRD) groups demonstrate a deficit in using phonological recoding strategies. Thirty-four studies were reviewed that had compared the nonword reading performances of SRD groups with reading-level matched (RL) control groups. The average nonword reading difference between groups across the total number of studies was moderate (d = 0.65, N = 2865). Three predictors of the size of group differences in nonword reading ability were identified. Studies that used passage reading tests to match groups for reading level found significantly less evidence for nonword reading deficits than studies that used word-level reading accuracy tests. Secondly, there was a significant positive relationship between group differences in intelligence level (SRD-RL control group) and effect sizes. Finally, group differences in age showed a significant negative association with effect magnitudes. The mean age, reading level and intelligence level of groups did not significantly predict nonword reading outcomes. It was concluded that there was evidence for nonword reading deficits in SRD groups, consistent with the claim that deficient development of phonological recoding strategies is a leading cause of reading difficulties.

Dyslexia↗

PubMed2006

Recent advances in optimizing electroconvulsive therapy.

This review aims to summarize and critically evaluate the evidence for recent advances and alternative approaches in electroconvulsive therapy (ECT) technique. Novel developments in ECT research are also mentioned. An EMBASE literature search was undertaken of clinical trials, case reports and research updates on novel and alternative approaches in ECT practice and research, including alternative electrode placements, variations in stimulus configuration, and novel developments (magnetic seizure therapy, focal electrical stimulation). The evidence for these approaches is reviewed, and implications for the optimizing of ECT in clinical practice are discussed. Evidence from studies suggests that unilateral ECT be given at substantially suprathreshold doses (at least 6 times seizure threshold) for maximizing efficacy, while bilateral ECT is likely to be effective at doses of 1.5-2.5 times seizure threshold. There is some evidence to support the use of bifrontal ECT, although further research is required to establish its efficacy and side-effects relative to standard unilateral and bilateral electrode placements. Other alternative electrode placements have been minimally studied. More advantageous efficacy side-effect outcomes may be achieved by reducing the pulse width and/or frequency of the ECT stimulus. Lastly, novel developments using alternative means of seizure induction (magnetic fields, focal electrical stimulation) may hold promise for the future. Clinical practice should be guided by a careful appraisal of the available evidence for alternative approaches in ECT technique.

Electroconvulsive Therapy↗

PubMed2005

Specificity and characteristics of learning disabilities.

BACKGROUND: The specificity of impairments in specific reading disabilities (SRD) and specific language impairments (SLI) has recently been questioned, with many children recruited for studies of SRD and SLI demonstrating impairments in both reading and oral language development. This has implications for the results of SRD and SLI studies where both reading and oral language skills are not assessed. Thus there is a need to compare the profiles of children with both oral language and reading impairments to groups of children with SRD and SLI. METHODS: The reading, oral language, short-term auditory memory, phonological processing, spelling, and maths abilities of 151 children (aged between 7 and 12 years) drawn from a Learning Disabilities Clinic were assessed. RESULTS: Five groups were identified, including children who demonstrated either a specific reading disability or a specific language impairment and children who showed evidence of both reading and oral language impairments. Differences were found between the groups on maths, phonological processing, short-term auditory memory, and spelling measures, with the children displaying both language and reading deficits generally performing at a lower level than the children with specific reading or language deficits. CONCLUSIONS: It was concluded that more careful screening needs to be conducted in both clinical and research settings to accurately identify the nature of deficits in children with reading and oral language difficulties. Furthermore, a third and separate category of children with a mixed pattern of impairments needs to be considered.

Analysis of Variance↗

PubMed2003

Differences in assertive speech acts produced by children with autism, Asperger syndrome, specific language impairment, and normal development.

The assertive speech acts of children with autism (n = 12) and Asperger syndrome (n = 12), individually matched to children with specific language impairment (SLI; n = 24) and children with normal development (n = 24) were studied in the context of gently structured conversation. These children also completed the false belief test of theory of mind. The children with autism used significantly lower proportions of assertions involving explanations and descriptions than the children with SLI or normal development and significantly lower proportions of assertions involving internal state and explanations than the children with Asperger syndrome. The children with autism used a higher proportion of assertions involving identifications than any other group. The assertions of the children with Asperger syndrome were generally not different than those of the children with SLI or normal development except for a higher proportion of assertions involving own internal state. Further analysis of the mental assertions revealed that the children with autism and Asperger syndrome predominantly referred to desire and made few references to thought and belief, whereas the children with SLI and those with normal development used a higher proportion of references to thought and belief.

Asperger Syndrome↗