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Biomedical subjects

M D Levine

Publications and source records attributed to M D Levine.

At least 55 records · Page 3Linked to original sources
PubMed1984

The learning disorders of adolescence: organic and nonorganic failure to strive.

As students proceed through late elementary and junior high school, academic demands change drastically. The altered requirements may give rise to seemingly new learning disorders or may aggravate or modify a preexisting recognized dysfunction. This article discusses common areas of disability in this age group, developmental complications, and academic performance delays, and presents guidelines for assessment and management.

Adolescent↗
PubMed1984

Recurrent abdominal pain in school children: the loneliness of the long-distance physician.

The recurring of abdominal pain can be a taxing clinical ordeal for the primary care physician or consultant. It often is a test of stamina, of diagnostic self-confidence, of fiscal constraint, and of vigilance for rare conditions. The clinician is apt to be haunted by the lingering question: "Am I missing something?" That which might or might not be "missed" comprises the content as well as the rationale for this review.

Abdomen↗
PubMed1984

A study of treatment resistance among children referred for encopresis.

This study reports on some of the distinguishing characteristics of children with persistent encopresis who have proven, at long-term follow-up, to be resistant to intensive pediatric-based treatment at a referral outpatient clinic. Resistant children differed from responsive children primarily in two respects: they tended to have less stool retention at initial presentation, and their accidents occurred at all hours of the day. Additional information suggested that early success or failure did not presage long-term resistance and that parents' attributions of the cause of their child's soiling were related to outcome. Discussion centered on enumerating important high-risk factors that signal the need for more intensive intervention and follow-up.

Child↗
PubMed1983

Children's descriptions of their developmental dysfunctions. Field testing of a self-administered student profile.

To assess schoolchildren's own perceptions of their neurodevelopmental, social, and academic status, a self-administered student assessment has been developed. Using this instrument in conjunction with teacher ratings, 420 fourth- and sixth-grade students in a suburban community were compared with 110 grade-matched patients in a hospital referral clinic for school problems. In the community group, sixth graders reported fewer concerns than fourth graders in all developmental areas. Boys reported more difficulties in attention and memory, and girls reported more difficulties in gross motor skills. Teachers rated boys as having more problems than girls in all academic and behavioral areas, except mathematics. There was a significant correlation between teacher evaluations and total scores on the profile. Differences were found between the community and clinical groups on the total assessment and in most individual areas of development. The Self-Administered Student Profile can enhance evaluations of learning disorders, while eliciting issues for counseling such children.

Boston↗
PubMed1983

The pediatric extended examination at three: a system for diagnostic clarification of problematic three-year-olds.

The Pediatric Extended Examination at Three (PEET) is a neurodevelopmental assessment system designed to aid in the early detection and clarification of problems with learning, attention, and behavior in 3- to 4-year-old children. In this study the PEET was administered to 201 preschool children in the Boston area to ascertain standards of performance on this instrument and to demonstrate concurrent validity with the McCarthy Scales of Children's Abilities. When children with specific weaknesses on the PEET were analyzed with regard to their McCarthy scores on related indices, statistically significant agreement was documented in all areas. Data from the PEET administered to 59 children in a hospital clinic for behavioral and developmental concerns, was compared to results from the Boston area community sample. Performance on the PEET of the former group was significantly poorer, and a pattern of concerns emerged with specific therapeutic implications. Based on the two components of this study, the PEET was shown to be a valid and useful instrument which can help pediatricians clarify parental concerns about their preschool children.

Child Health Services↗
PubMed1983

Immunological and microbiological studies of midtrimester amniotic fluid.

Midtrimester amniotic fluids (MAF) from 73 women undergoing an amniocentesis were studied. The mean immunoglobin G (IgG) level was 34 +/- 14 mg/dl, which is higher than that reported in the third trimester. The maternal serum:MAF IgG ratio was 29 suggesting the blood:MAF barrier is less restrictive than others like the blood:cerebrospinal fluid barrier. Antibodies to herpes simplex virus (HSV) type 1 were detected in 78% of the MAF and the maternal serum:MAF HSV antibody titer ratio was 33. Antibodies to cytomegalovirus (CMV) were found in 84% of the MAF and the maternal serum:MAF CMV antibody titer ration was 40. Whenever either antibody was detected in the maternal serum it was also found in the MAF. No viruses, bacteria, mycoplasma, fungi and chlamyidae were isolated from MAF.

Amniotic Fluid↗
PubMed1983

The pediatric early elementary examination: studies of a neurodevelopmental examination for 7- to 9-year-old children.

The Pediatric Early Elementary Examination (PEEX) is a neurodevelopmental assessment designed to evaluate children with learning problems between the ages of 7 and 9. The current study of this procedure focused on a sample of youngsters from two middle-class communities and a group of children referred for learning problems to the School Function Program, a specialty clinic at The Children's Hospital in Boston. During prior pilot testing, diagnostic criteria had been established for specific areas of development assessed on the Pediatric Early Elementary Examination. Findings were expressed as "areas of concern" or developmental weaknesses suggesting the need for further monitoring or referral. It was found that nearly half of the children in the community had at least one such finding. These areas of concern were spread fairly evenly over the seven developmental areas of concern correlated with results of the revised Wechsler Intelligence Scale for Children (WISC-R) and the California Achievement Test in the community. Youngsters referred to the School Function Program with learning problems also were more likely to have multiple areas of developmental concern. Results suggest that the Pediatric Early Elementary Examination shows promise as a reliable and valid system of observation for use by health care professionals.

Achievement↗
PubMed1982

The longitudinal study of findings in childhood. Analysis of an interdisciplinary process.

The Brookline Early Education Project provided periodic diagnostic assessments and individualized educational programs for approximately 300 children enrolled at birth in an attempt to reduce the prevalence of neglected health needs and school problems. A method, The Longitudinal Study of Findings, was developed to monitor and document diagnostic findings (determinations suggesting a possible service need). Each finding was rated for severity, treatability, and predictive value (potential impact on future function). At the 42-month-old check-point, 87% of children had at least one finding; there was a mean of 3.4 findings per child. Only 15% of findings had a high likelihood of treatability, and 12% were rated as highly predictive of later problems. Only 1.1% of findings were highly predictive and highly treatable. Whole certain categories of findings tended to prevail in isolation, others tended to coexist in the same child.

Child Health Services↗
PubMed1982

A study of neurodevelopmental findings in early adolescent delinquents.

Subtle deficits or delays in the development of the central nervous system in young children are associated with problems affecting learning, behavior, and social adjustment. Less is known about the impact of such neurodevelopmental dysfunction in adolescents. This study assesses the possible association between neurodevelopmental delays and juvenile delinquency. An adolescent neurodevelopment examination was devised and administered to 54 delinquents and 51 secondary school students. Six areas were assessed. There were no significant differences in the prevalence of minor neurologic signs (P = 0.37) or in gross motor function (P = 0.02) and temporal sequential organization (P = 0.04). The greatest differences were in visual processing (P = 0.0002) and auditory-language function (P = 0.0001). Eighteen percent of delinquents and 4% of the comparison group were deficient in two or more neurodevelopmental areas. Nine percent of the delinquents and none of the comparison group had three or more dysfunctions. A neurodevelopmental examination may be a useful diagnostic tool for identifying endogenous factors in behavior, learning, and adjustment problems of this age group. Such findings have implications for the formulation of individualized management strategies.

Adolescent↗
PubMed1982

Developmental double jeopardy: a study of clumsiness and self esteem in children with learning problems.

This study was undertaken to discern the impact of gross motor incoordination upon the self-esteem of children with school problems. Twenty-three 8- to 12-year-old boys were studied in a hospital clinic for learning disorders. The determination of motor problems was based on a pediatric neurodevelopmental examination as well as parent and teacher questionnaires. Two scales of self-esteem and human figure drawings were given to both groups. Significantly lower self-esteem was documented in the gross motor-delayed group. In addition, there was evidence that boys with poor coordination rated themselves lower in their same sex social relationships but did not view themselves as less physically attractive. There were indications that parents were not sensitive to some of the issues regarding self-esteem. Finally, youngsters with gross motor delays were found to be significantly less happy.

Child↗
PubMed1982

The dimension of inattention among children with school problems.

Within a population of children referred for school-related problems, youngsters with significant attention deficits were compared with children having other types of learning problems. Using data from parent and teacher questionnaires as well as results of multidisciplinary team assessments, each patient was assigned either to a group with significant attention deficits or to one with learning problems, but fewer, if any, problems with attention. Disagreement between observation sources was demonstrated. Children qualifying for the significant attention deficit group were characterized by a greater likelihood of having behavioral problems during the toddler and preschool years. They also had a higher prevalence of minor neurologic signs and difficulty on tests of language development. Their current behavioral and adjustment problems seemed to be more severe and widespread than those of the youngsters with whom they were compared. No major intergroup differences were observed with regard to age at referral, socioeconomic status, family history of learning and behavior problems, perinatal health risks, or psychosocial difficulties. There was considerable historic and symptomatic overlap between the two groups, suggesting that the clinical picture characteristic of significant attention deficits is relatively nonspecific and is either a primary or secondary finding in a large proportion of a heterogeneous population of children experiencing difficulties in school.

Adolescent↗