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Biomedical subjects

S A Vogel

Publications and source records attributed to S A Vogel.

9 recordsLinked to original sources
PubMed1998

Intussusception: the paediatric radiologist's perspective.

The diagnosis and treatment of idiopathic intussusception of childhood have changed over the last 10 years. Current diagnostic techniques include plain radiographs and ultrasonography. The standard treatment in the absence of peritonitis or free intra-abdominal air is gas enema, followed by surgical intervention if the intussusception remains irreducible. This review, by radiologists for surgeons, describes the current role of imaging in the diagnosis and management of intussusception.

Child↗
PubMed1990

Gender differences in intelligence, language, visual-motor abilities, and academic achievement in students with learning disabilities: a review of the literature.

A substantial body of research confirms higher verbal ability in normally achieving females and higher visual-spatial and mathematical abilities in normally achieving males. However, the specific nature of these differences varies by age, specific measure, magnitude, and variability within the groups. Re-analysis of earlier research showed that, although differences in visual-spatial ability were larger than verbal ability differences, gender differences did not account for more than 1% to 5% of the group variance. In the population with learning disabilities (LD), research must be interpreted cautiously because LD samples were drawn mainly from the system-identified population and may reflect selection bias. Findings indicate that system-identified females with LD are lower in IQ, have more severe academic achievement deficits in some aspects of reading and math, and are somewhat better in visual-motor abilities, spelling, and written language mechanics than males with LD. In mathematics, however, it is difficult to document consistent differences in computational skills in the elementary school ages. More consistent findings, however, indicate superiority in mathematical reasoning in males with LD. A limited number of studies on research-identified samples indicate that findings from studies of school-identified LD samples must be interpreted cautiously because females with LD identified in the schools may not be representative of females with LD in general.

Achievement↗
PubMedDate not supplied

The success of college students with learning disabilities: factors related to educational attainment.

This study reports on the educational attainment of 62 college students with learning disabilities as compared to a sample of 58 peers matched on gender and ACT composite score (+/- 1 point or exact match). All students were native English speakers and were enrolled as degree candidates in a small, competitive, private, midwestern college. Groups were compared on age, high school preparation and performance, college grades, GPA at the end of each year of study, graduation and academic failure rate, and time taken to complete degree. Factors that may have influenced outcomes are discussed as are implications for college admissions officers, college students with learning disabilities, service providers, and academic advisors.

Achievement↗
PubMedDate not supplied

The national learning disabilities postsecondary data bank: an overview.

A survey was developed to assess support services, procedures, policies, the proportion of students with learning disabilities (LD), and the factors that affect differences in proportion in a nationally representative sample of postsecondary institutions (PSIs). The factors investigated included general characteristics about the PSI, such as size of the student body and type of PSI. The specific characteristics investigated in regard to LD were admissions procedures, year of initiation of LD support services, type and location of support services, eligibility criteria for services and accommodations, the number of students with LD, and demographic and diagnostic information available. In this article, descriptive data regarding the services, practices, policies, procedures, and proportions are provided. The findings indicated that the proportion of students with LD ranged from .5% to almost 10%. The factors that had a significant impact on the proportion of students with LD were size of the student body, the type of institution, the institution's Carnegie classification, and whether the institution offered graduate degree programs. These findings and their implications are discussed.

Adolescent↗