Biomedical subjects

Peter M Rankin

Publications and source records attributed to Peter M Rankin.

3 recordsLinked to original sources

PubMed2005

Immediate effects of methylphenidate on cognitive attention skills of children with attention-deficit-hyperactivity disorder.

This study investigated the immediate effects of stimulant medication (methylphenidate) on cognitive attention processes in children with attention-deficit-hyperactivity disorder (ADHD). Thirteen males and two females (mean age 9 y 5 mo, SD 18.3 mo) with a diagnosis of ADHD and who were to be prescribed methylphenidate were assessed twice on one day with the Test of Everyday Attention for Children, a neuropsychological battery designed to tap different aspects of cognitive attention. Between assessments, the children were administered methylphenidate (10 mg). Each child had at least average intelligence (IQ 80 or over, as measured by the Wechsler Intelligence Scale for Children-III UK) and was on no other medication. A group of 16 children, who were matched for age, sex, and intelligence, also performed the cognitive tests twice on the same day to control for practice effects of testing. At the first assessment, children with ADHD demonstrated significant impairments in several aspects of cognitive attention in comparison with the control group, particularly sustained attention. After administration of methylphenidate for the children with ADHD, they showed significant improvements in their performance on measures of cognitive attention compared to controls. The immediate effects of methylphenidate and the significance of measuring cognitive aspects of attention as well as behavioural measures are discussed.

Attention↗

PubMedDate not supplied

How do specific memory disorders present in the school classroom?

Childhood memory disorders have received increasing empirical investigation over recent years and reviews of the dissociations within the developmental memory system are now available. However, there are few descriptions within the literature of children's consequent behavioural and learning difficulties within an educational context. This paper reviews the growing evidence that links specific memory disorders to academic skills and then provides clinical descriptions of the day-to-day behaviour and learning often observed following the identification of such children. It is anticipated that such descriptions will allow professionals to understand the range of consequences possible and alert health and educational staff to children at risk of suffering unidentified memory difficulties. A clinical description of the behavioural repertoire associated with different childhood memory disorders is also necessary to consider how professionals may design rehabilitative support.

Child↗

PubMedDate not supplied

Designing clinical interventions for children with specific memory disorders.

Despite increasing research into the severe effects of childhood memory disorders, there is currently a paucity of evidence available to inform the design of appropriate rehabilitation strategies. Indeed, within the paediatric literature there is no model that links specific memory disorders with hypotheses for appropriate rehabilitation strategies. This paper introduces a series of intervention hypotheses based on an examination of the strengths and weaknesses associated with each type of childhood memory disorder, including short-term phonological, visuo-spatial, central executive and long-term semantic and episodic memory. Guidance is provided for integrating the hypotheses within practical rehabilitation strategies and case studies are described to examine a number of the hypotheses.

Articulation Disorders↗