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Biomedical subjects

M C Etchepareborda

Publications and source records attributed to M C Etchepareborda.

5 recordsLinked to original sources
PubMed1999

[Child neuropsychology in the next millennium].

INTRODUCTION: The progress made in recent decades in neuropsychology has meant a major advance in the recognition of sub-types of various disorders of nervous development. DEVELOPMENT: Recognition of symptomatology by means of a fragmental study of the components of all the different systems for obtaining information brings to light new therapeutic options. The different neuropsychological tests are used to study not only the final development of a particular ability but also how this has been achieved. Study of the type of mistakes made by each child permits recognition of the neuro-cognitive profile used. Cognitive rehabilitation of different processes presenting in infancy and adolescence offers the possibility of acquiring an alternative system of learning to minimize or substitute for deficiency. This is possible in cases affecting secondary or tertiary processing areas. CONCLUSIONS: The recognition of alternative routines, used to overcome specific disorders of nervous system development, makes one reflect on the way in which information is acquired, processed and produced by the brain and the possibility of generating auxiliary strategies for processing, even in healthy brains, so that perhaps options will be available in the case of future lesions (aphasia, Alzheimer's disease, etc.).

Child↗
PubMed1999

[Neurocognitive and pharmacological approach to specific learning disorders].

INTRODUCTION: Specific learning disorders are distinguished from general development disorders since, in general, only a certain number of processing mechanisms are involved whilst the remainder are unaffected. DEVELOPMENT: The classification proposed by the DSM-IV takes a step towards clinical understanding and use of a common nomenclature. However, neuropsychological assessment is essential to understanding clinical subtypes. The neuro-cognitive approach, when taking into account the processing systems affected or involved, should include the strategies and principles of a cognitive-behavioural approach, accompanied by computerized cognitive training. Pharmacological treatment uses drugs with different modes of action depending on the specific neuropsychological characteristics of each type of disorder of nerve development. We discuss the clinical use of various drugs in view of investigations, present and past: methylphenidate for the dys-attentional subtype of ADHD; piracetam in developmental dyslexia of dysideatic type; citocolina in the infantile dysphasias of sensory input predominance, thiapride in dysfluencial and combined subtype of ADHD; pipamperona in behaviour disorders and the hyperactive-impulsive subtype of ADHD, with or without associated and selegilina in the dysattention subtype of ADHD and the dysgraphias of the subtype with predominance of calligraphy and spatial disorders.

Child↗
PubMed1999

[Epilepsy and learning: a neuropsychological approach].

INTRODUCTION: The quality of life of an epileptic patient largely depends on the interplay of the control of the convulsive crises and the degree to which higher mental functions are affected. Some types of epilepsy lead to mental retardation during development and with others the basic cerebral mechanisms for processing data are damaged and this may lead to transient or permanent cogniscitive deterioration. DEVELOPMENT: There are certain important clinical factors such as the site of the discharge regarding the lobe, hemisphere, type of cerebral area involved and the age of the patient. We describe the clinical features of each type of epilepsy with respect to focal or generalized involvement. The subclinical effects of continuous discharges affects processing in the areas involved and therefore intellectual function, thus leading to a secondary learning disorder. The neuropsychological tests used in investigation of higher cerebral functions in epilepsy include, in general, tests to assess speed of processing, attention, memory, reasoning and visuospacial ability and frontal executive functions. CONCLUSIONS: These tests should be sufficiently sensitive so as to detect minimal changes in the state of the illness, the time elapsed and the medication given. Anticonvulsant drugs may themselves cause changes in mental functions. There may often be mixed neurocognitive behaviour depending on the drug used. There may also be transient cognitive deterioration.

Anticonvulsants↗
PubMed1999

[Neuropsychological subtypes of the inattention and hyperactivity syndrome].

INTRODUCTION: One of the commonest neurological development disorders is the syndrome of inattention with hyperactivity, ADHD. The complex neurobiological network which intervenes in paying attention permits us to maintain a basal state of alertness, to focalize and maintain attention for long periods, select the stimulus-signal required and analyze its components, and also to simultaneously carry out processes of input-output and performance (tutorial, controlling). DEVELOPMENT: Damage to the various systems participating in 'paying attention' leads to a syndrome of inattention, with or without hyperactivity. The distinction into clinical sub-types (combined, mainly lacking attention or mainly hyperactive and impulsive) gives a primary differentiation of the syndrome. However, from the neuropsychological point of view, some degree of heterogeneity within the groups which defines academic behaviour and conduct may also be recognized. This type of study permits a more specific neuro-cognitive and pharmacological approach. Some clinical characteristics of the syndrome of inattention improve with different drugs, such as the state of alterness (methylphenidate), impulsivity (pipamperone) and selective attention (tiapride). However, this treatment is symptomatic and in most cases is useful to accompany the ultimate biological development of the neocortical control mechanisms. CONCLUSIONS: A neuro-cognitive approach which permits acquisition of habits of control, functional strategies, sequential planning of activities and per- and post-functional surveillance is fundamental. The EFE programme for training executive functions is directed towards working with the damaged processing mechanisms in each neuropsychological subtype.

Attention Deficit Disorder with Hyperactivity↗