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Biomedical subjects

L E Augustine

Publications and source records attributed to L E Augustine.

5 recordsLinked to original sources
PubMed1996

Formulating a functional model of attention deficit hyperactivity disorder for the practicing speech-language pathologist.

Speech-language pathologists need to embrace new models of service delivery if their work with children having ADHD is to be successful. Old models that are oriented toward deficits have proven to be ineffective, but application of a systems-theory approach from the social sciences to ADHD, together with support from recent educational research, provides a contextually-related model of service delivery. This model is discussed in terms of three major issues--identifying and describing students with ADHD, helping them overcome their problems, and meeting the needs of their teachers and parents--and how it may guide more effective assessment and intervention of ADHD students in educational settings.

Adolescent↗
PubMed1995

Middle latency response in children with learning disabilities: preliminary findings.

The objective of this investigation was to determine if auditory middle latency responses (MLR) obtained from children with learning disabilities (LD) differ from those obtained from children without LD. Simultaneous recordings of auditory brainstem and middle latency responses were obtained in both vertex-ipsilateral (V-I) and vertex-contralateral derivations (V-C) in 22 children (11 LD and 11 normal) in the age range of eight to twelve years whose peripheral hearing was within normal limits to bilateral. The results indicate that for specific recording conditions, the latencies of middle latency responses differ significantly between children with LD and a normal group of children.

Acoustic Stimulation↗
PubMed1995

Attention deficit hyperactivity disorder: the scope of the problem.

Throughout the recent past, the evolution of ADHD as a disability label or category has been driven primarily by the development of a series of diagnostic manuals by a professional organization (i.e., American Psychiatric Association). The result has been a diagnostic category consisting of behaviors that form a practical construct of the disability. The evolution of the label and its behavioral construct was driven more by the needs of professional manuals than by theoretical considerations or empirical research. With the development of theoretical models and additional empirical research, however, we appear to be gaining a better understanding of the nature of ADHD. New symptom categories have more educational and communicative significance, and, importantly, these categories appear to have more explanatory value than did previous categories. Further investigation of these emerging symptom categories should advance our understanding of ADHD and how it can be managed more effectively. As clinicians, however, whether we focus on primary symptom categories for clinical/educational purposes or emerging symptom categories for their explanatory power, we need to continue to gain a better understanding of ADHD and its impact on our students. This article has provided a description of the evolution of the ADHD label and noted some of the directions that current research appears to be leading. In doing so, we hope that we have provided practicing speech-language pathologists with a better understanding of the history and scope of this problem.

Attention Deficit Disorder with Hyperactivity↗