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Biomedical subjects

M J Eliason

Publications and source records attributed to M J Eliason.

12 recordsLinked to original sources
PubMed1991

Factors that influence ratings of facial appearance for children with cleft lip and palate.

This study examined the influence of familiarity and gender of raters on judgments of facial appearance for individuals with repaired cleft lip and palate. Forty professionals familiar with cleft lip and palate and forty individuals unfamiliar with the disorder were asked to examine photographs of 24 adolescents and rate them for facial appearance. The familiar judges assigned more negative ratings of facial appearance than did the unfamiliar judges. In addition, males responded more negatively than did females. There was also a significant gender by familiarity interaction, with familiar males assigning more negative ratings of appearance than any other group.

Adolescent↗
PubMed1991

Cleft lip and palate: developmental effects.

Children with cleft lip and/or palate are at risk for societal disapproval and/or discrimination and emotional adjustment problems due to facial disfigurement, speech impairment, and learning difficulties. This article reviews the potential psychosocial problems from a developmental perspective and offers suggestions as to the role of nurses at each developmental stage. Nurses may be prone to the same negative attitudes and biases as the general population and may engage in subtle discrimination against children with cleft lip and/or palate.

Adaptation, Psychological↗
PubMed1989

Immediate memory functions in reading disability subtypes.

This study examined immediate memory processes in specific reading disability subtypes. Three subgroups (n = 15 in each subgroup) of reading disabled children were examined: (a) perceptual-motor disorder, (b) verbal disorder-general, and (c) verbal disorder-specific (memory). The three groups were matched for age and full scale IQ. All children received a memory-for-colors task (Color Span Test) designed to evaluate intra- and intermodal serial memory functioning. Comparison of memory profiles for the three reading disability subtypes revealed that patterns varied depending on mode of stimulus presentation or response. Although all three groups performed considerably below normative levels on each of the four subtests of the Color Span Test, all subjects performed significantly better on verbally presented items than on visually presented items. The findings were interpreted to suggest that these reading disabled children may not consistently utilize verbal strategies for coding or retrieval of information when stimuli are visually presented.

Child↗
PubMed1988

Neuropsychological patterns: neurofibromatosis compared to developmental learning disorders.

A group of 32 children with von Recklinghausen's neurofibromatosis (VRNF) and school learning problems were compared to a matched sample of learning-disordered (LD) students without known genetic or medical disorders. VRNF children were found to differ from LD children on the frequency of WISC-R verbal-performance IQ discrepancies, on Kaufman's perceptual organization factor, and on specific measures of visual-perceptual functioning. Measures of visual perception were found to be the best predictors of group membership and accurately classified 96% of the LD group and 63% of the VRNF group. VRNF subjects also differed from LD subjects on reading achievement and error patterns on the Continuous Performance Test. It is suggested that the learning problems associated with VRNF might represent a form (or forms) of LD distinct from the category of learning deficits usually associated with 'learning disabilities'.

Adolescent↗
PubMed1988

Reading disability in children with clefts.

The prevalence of reading disability was examined in 172 elementary school children with cleft lip and palate (CLP) or cleft palate only (CPO). Approximately 35 percent of the sample displayed a moderate degree of reading disability, and 17 percent of the group exhibited severe reading disability. Reading disability was more prevalent at younger ages, presumably because of peripheral speech deficits. For older children, those with CLP displayed an incidence of reading disability similar to the general population (9 percent), whereas children with CPO exhibited a much higher rate of reading disability (33 percent). There were no sex differences in the prevalence of reading disability in this sample. The study supports earlier suggestions that children with CPO may be more likely to experience general language disorders leading to long-term reading disabilities. Children with CLP appear to manifest reading problems that tend to resolve with increased age.

Adolescent↗
PubMed1986

Neurofibromatosis: implications for learning and behavior.

Learning and behavior problems occur frequently in children with neurofibromatosis (NF), although, to the best of our knowledge, no one has described the types of problems encountered. This paper presents psychological test data on 23 NF children referred to a Learning Disorders Clinic. A high incidence of visual-perceptual disability was found in isolation (56%) or in conjunction with language deficits (30%). This pattern was found to differ from that seen in children with developmental learning disorders, without NF. The need for physicians to incorporate questions about learning and behavior into their history-taking process is stressed.

Adolescent↗
PubMed1985

Adolescents with cleft lip and palate: self-perceptions of appearance and behavior related to personality adjustment.

Two groups of adolescents with cleft lip and palate were compared on their self-ratings of facial appearance and behavior. The two groups were identified as well adjusted (N = 19) or poorly adjusted (N = 17), based on their parents' ratings of behavior. T-test comparisons indicate that the group with good adjustment have realistic perceptions of facial appearance (based on independent ratings by their teachers), and their self-perceptions of behavior are similar to those of their parents. The poorly adjusted group have unrealistic perceptions of facial appearance and perceive their behavior as more socially acceptable than do their parents.

Adolescent↗
PubMedDate not supplied

A classroom activity to introduce cultural diversity.

The authors describe an activity designed to introduce cultural diversity to an undergraduate developmental psychology course in a nursing baccalaureate program. The students' responses to the activity served as the basis for a discussion of stereotypes and their effects on culturally diverse populations. The student responses are described and the importance of introducing cultural diversity into mainstream education is discussed.

Humans↗