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Biomedical subjects

E Hjelmquist

Publications and source records attributed to E Hjelmquist.

9 recordsLinked to original sources
PubMed2001

Neurocognitive stability in Asperger syndrome, ADHD, and reading and writing disorder: a pilot study.

Boys with Asperger syndrome (n=20), attention-deficit-hyperactivity disorder (n=20), and reading and writing disorder (n=20) were followed up and retested on several neuropsychological measures 1 to 2 years after initial assessments. Wechsler Intelligence Scale for Children (WISC-III) Full Scale, Verbal, and Performance IQ scores remained stable for all diagnostic groups. Kaufman factors and 'fluid' and 'crystallized' abilities were also stable measures. Subtest stability over time, was slightly more variable. There was a tendency for the group with Asperger syndrome to deteriorate over time with respect to logical reasoning abilities. Measures of executive function/attention ('go-no-go' and 'conflict' tests) showed good test-retest stability in all diagnostic groups. This is the first study of its kind.

Asperger Syndrome↗
PubMed2000

Autism spectrum and attention-deficit disorders in girls. Some neuropsychological aspects.

This study compared the neuropsychological test profiles of non-mentally retarded girls and boys consecutively referred to a neuropsychiatric clinic and those of contrast cases of girls from mainstream classrooms of one Göteborg school district. To avoid overreliance on the male prototype with regard to diagnostic criteria the clinical group comprised a mixed sample of girls and boys without diagnostic subgrouping. Clinic girls had a lower IQ than comparison girls. Girls were more impaired than the boys with respect to executive functions and scored less well on theory of mind tasks. Previous studies have shown girls with autism and mental retardation to be more severely affected than boys both with regard to level of intellectual functioning and overall measures of brain dysfunction. The present study indicates that clinic girls with a variety of neuropsychiatric disorders at higher levels of intellectual functioning (some of which met diagnostic criteria for autism spectrum disorder) may also be more severely affected than boys with corresponding types of "surface" problems.

Attention Deficit Disorder with Hyperactivity↗
PubMed1998

Preschool children's mastery of the form/content distinction in communicative tasks.

Preschoolers' mastery of the form/content distinction in language and communication, along its contingency on the characteristics of particular task requirements and test procedures, was investigated in two studies. The theoretical concepts "principle of contrast" and "theory of mind" are closely related to the studies. A paraphrase task and a referential communication task were used. In the paraphrase task, children from 3 to 6 years of age acted as "messengers" and judged whether or not a paraphrase of a message was the same as what the child had said. The results in Study 1 indicated that children as young as 3 years of age recognized this kind of form/content distinction. Fewer children, in particular the younger ones, succeeded with the referential communication task in Study 1. However, among the 6-year-olds, the two tasks showed a tendency to be significantly related. In Study 2, performance decreased among children of all ages, but in particular among the youngest children. In Study 2, the two form/content tasks were not correlated in any age group. The general conclusion is that there is a range of tasks, which may reveal awareness of the form/content distinction among young children, and that it is possible to construct tasks which would enable young children to pay attention to this distinction. Aspects of awareness of the form/content distinction may start to develop early during the preschool period, rather than appearing around the school start. However, the question of why only some children, and not the majority of them, develop this distinction at a very young age is unsettled, as well as the consequences of this early development later on at school.

Child↗
PubMed1997

Asperger syndrome, autism and attention disorders: a comparative study of the cognitive profiles of 120 children.

The Wechsler Intelligence Scale for Children-Revised (WISC-R) was applied (in a Swedish version) in 120 children with Asperger syndrome, autistic disorder, and attention disorders. Using stepwise logistic regression analysis, the WISC's discriminating ability was investigated. The overall rate of correct diagnostic classification was 63%. Further, WISC profiles were analysed within each group. The group with autistic disorder was characterised by a peak on Block Design. The Asperger syndrome group had good verbal ability and troughs on Object Assembly and Coding. The group with attention disorders had troughs on Coding and Arithmetic. The results suggest that Kaufman's Verbal Comprehension, Perceptual Organisation and Freedom from Distractibility factors rather than verbal IQ and performance IQ account for the variance on the WISC. Furthermore, the Asperger syndrome and autistic disorder groups differed in respect of "fluid" and "crystallised" cognitive ability.

Adolescent↗
PubMed1996

Acyclovir treatment of relapsing-remitting multiple sclerosis. A randomized, placebo-controlled, double-blind study.

Acyclovir treatment was used in a randomized, double-blind, placebo-controlled clinical trial with parallel groups to test the hypothesis that herpes virus infections are involved in the pathogenesis of multiple sclerosis (MS). Sixty patients with the relapsing-remitting form of MS were randomized to either oral treatment with 800 mg acyclovir or placebo tablets three times daily for 2 years. The clinical effect was investigated by an extensive test battery consisting of neurological examinations, neuro-ophthalmological and neuropsychological tests, and evoked potentials. Results were based on "intent-to-treat" data and the primary outcome measure was the exacerbation rate. In the acyclovir group (n = 30), 62 exacerbations were recorded during the treatment period, yielding an annual exacerbation rate of 1.03. The placebo group (n = 30) had 94 exacerbations and an annual exacerbation rate of 1.57. Thus, 34% fewer exacerbations were encountered during acyclovir treatment. This difference in exacerbation rate between the treatment groups was not significant (P = 0.083). However, this trend to a lower disease activity in acyclovir-treated patients was supported in subsequent data analysis. If the patients were grouped according to exacerbation frequencies, i.e. into low (0-2), medium (3-5) and high (6-8) rate groups, the difference between acyclovir and placebo treatment was significant (P = 0.017). Moreover, in a subgroup of the population with a duration of the disease of at least 2 years providing an exacerbation rate base-line before entry, individual differences in exacerbation rates were compared between the 2-year pre-study period and the study period in acyclovir-treated (n = 19) and placebo (n = 20) patients and acyclovir-treated patients showed a significant reduction of exacerbations (P = 0.024). Otherwise, neurological parameters were essentially unaffected by acyclovir treatment and there were no convincing signs of reduced neurological deterioration in the acyclovir group. This study indicates that acyclovir treatment might inhibit the triggering of MS exacerbations and thus suggests that acyclovir-susceptible viruses might be involved in the pathogenesis of MS. This possibility warrants further investigation.

Acyclovir↗
PubMed1996

A comparative, descriptive study of reading and writing skills among non-speaking children: a preliminary study.

For many non-speaking. Bliss-using persons with cerebral palsy (CP), literacy skills seem hard to achieve, although their cognitive functioning and verbal reception skills would predict good reading and writing. The aim of this study was to describe literacy skills in relation to intellectual level and to level of phonological awareness, which are both considered important predictors of literacy in the speaking population. Seven disabled adolescents participated in the study. In a comparison group there were seven children matched for results on a non-verbal intelligence test and a test of phonological awareness. The subjects in the disability group performed on a lower level on reading and spelling variables than the subjects in the comparison group. The results also indicated that the spelling skills of the subjects in the disability group were more developed than their reading skills, and that spelling of words represented by photographs of well-known objects, presented visually only, seemed more difficult than spelling of words presented orally. A tentative explanation of these latter two results was proposed, namely that the phonological awareness of the subjects facilitated spelling, but that access to phonological and orthographic representation of visually presented material might be more difficult than orally presented material for non-speaking persons. The differences between the two groups also suggested that the subjects in the disabled group seemed to have difficulty in benefiting from formal literacy skills training at school.

Adolescent↗
PubMed1990

Differentiation and unification in perception and cognition.

It has been suggested that the development of distinctions between perception and cognition depends upon the perspective and the level of analysis chosen. Similarly, the unification of perception and cognition may be achieved from other perspectives and when other levels of analyses are applied. The fruitfulness, and disadvantages, of diverse suggestions for differentation/unification of perception and cognition are discussed briefly.

Child↗