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PubMed1990

Brainstem evoked potentials in learning disabled children.

Averaged brainstem auditory responses (BAER) were recorded using left and right ear stimulation with clicks of 90 dBs in two groups of primary school children (control and learning disabled). A linear multiple regression model was used in an attempt to demonstrate the effects of sex, high risk factors related to brain damage and learning disability on the evoked responses. Sex showed a strong influence in the latencies of the first five peaks, with girls having shorter latencies. Risk factors had an effect on the latency of peak V, the I-V interval and the V/I amplitude ration, but only when the left ear was stimulated. Learning disability had no significant influence according to this analysis. Multivariate test of complete homogeneity showed highly significant differences between LD and control boys when the left ear was stimulated and between control and LD girls when the right ear was stimulated. Principal component analyses revealed differences between the two groups: the BAER components of the control subjects showed a minor source of variance when the right ear was stimulated. A contrary effect was observed in LD children. Such differences might be related to ear preference and hemispheric dominance.

Acoustic Stimulation↗
PubMed1981

Televised classroom events as distractors for reading-disabled children.

Three experiments examined the influence of videotaped classroom events on the academic performance and study behavior of reading-disabled and normally reading children in grades 1 through 6. In experiments 1 and 2a an experimenter-controlled presentation of these distractors resulted in performance decrements, the magnitude of which was greater for higher difficulty tasks. The distractor effects were similar for the two groups in this condition. However, when the children themselves were allowed to control their degree of exposure to the same distractors in experiment 2b, the reading-disabled children were less likely to act to escape the distraction. Results are discussed in terms of children's metacognitive awareness of distraction, and implications for the classroom are considered.

Achievement↗
PubMed2000

Is sexual abuse of children with disabilities disclosed? A retrospective analysis of child disability and the likelihood of sexual abuse among those attending Norwegian hospitals.

OBJECTIVE: According to North American studies disabled children are at 2-3 times greater risk of being sexually abused than non-disabled. If the risk ratio for disabled children in Norway is similar, and the disclosure of sexual abuse is the same for disabled as for non-disabled, one should expect disabled children to constitute 2-3 times the 11% they constitute in the general population. This research aimed to investigate if this is the case for Norwegian children, and to find characteristics within in the handicapped group suspected of being sexually assaulted. METHOD: A questionnaire was addressed to all Norwegian pediatric hospitals. Of interest were numbers of children having a medical examination for possible sexual assault in the years 1994-1996, the number with a smaller or severe disability, a description of the disability, age and gender, and the conclusion of the examination as to the likelihood of sexual abuse. RESULTS: The severely disabled children constituted only 1.7% of the examined 1293 children. Altogether, 6.4% of the children had a smaller or severe disability. These children were more often assessed as "probably assaulted" than the non-disabled. The disabled group had a larger part of boys than the non-disabled group. CONCLUSIONS: Children with disabilities make up a smaller part of children coming to pediatric hospitals with the suspicion of being sexually abused than expected. The results indicate that when a child has a severe disability, the caretakers do not seem to recognize it as sexual abuse before it is quite obvious.

Adolescent↗
PubMed1976

Field dependence in visually and nonvisually involved learning disabled children.

39 visually and nonvisually perceptually impaired 8- to 11-yr.-old boys with learning disabilities were compared with a control group of 35 "normal" learners on the Rod-and-frame and Children's Embedded-figures Tests. Previous findings of greater field dependence of learning disabled children are confounded because the experimental tasks involved visual perception. In our study the 27 "visuals" were more field-dependent than either the 12 "nonvisuals" or the controls. The latter groups did not differ significantly from one another, which may in part be a function of the small sample of nonvisual children identified. Alternative explanations, e.g., the visual nature of the field-dependence measures and the lack of reading difficulty of the nonvisual group, are considered. For the visually disabled Ss only Vocabulary scores, suggesting that among such children those with higher verbal intelligence may be more field-independent.

Child↗
PubMed2002

Perception of human and nonhuman facial age by developmentally disabled children.

Human and nonhuman faces were shown to clinical controls, autistic, mentally retarded, and language-disordered children to assess their ability to detect and draw inferences about facial age. Children were asked to select from sets of three faces the one that appeared youthful or to select faces that would be associated with some age-related characteristic. In two studies, it was found that, relative to other children, autistic children had more difficulty perceiving youthfulness in nonhuman faces compared with human faces. These data are discussed with respect to differences in mechanisms and processes that may underlie facial information processing in autistic and nonautistic children.

Aging↗
PubMedDate not supplied

Identification of constraints acting on motor development in young visually disabled children and principles of remediation.

Babies and preschool children with severe visual disabilities have been studied in a developmentally orientated clinical research setting. Severe congenital visual disability delays and alters development in all areas; the impact on motor development is complex with much secondary to delays in other areas. The constraints on motor development are identified and discussed together with ideas for remediation and developmental prevention.

Blindness↗
PubMed2006

Surgery in disabled children: general gastroenterological aspects.

UNLABELLED: Cerebral palsy (CP) is a non-progressive but not unchanging disorder of movement and/or posture, due to an insult to or anomaly of the developing brain. Gastrointestinal surgery can play a role in the treatment of pathologies frequently associated with a condition of neurological impairment such as gastro-oesophageal reflux disease (antireflux procedure), feeding difficulties (percutaneous endoscopic gastrostomy/jejunostomy) and swallowing difficulties (ligation of salivary gland ducts). Gastro-oesophageal reflux occurs in up to 70-75% of children with cerebral palsy. Children with gastro-oesophageal reflux disease (GERD) may present with feeding difficulties, recurrent vomiting and recurrent chest infection associated with poor growth and nutrition, reactive airway disease particularly nocturnal asthma, choking attacks, anaemia, and wheezing. Nutritional deprivation in children with cerebral palsy is the summation of several factors which result in reduced intake. Percutaneous endoscopic gastrostomy (PEG) has radically changed the handling of children with nutritional problems who, before the introduction of this procedure, were force fed parenterally or enterally, by nasogastric tube, conventional surgical gastrostomy or central venous access. In children with CP, PEG is the preferred technique for long-term enteral feeding. Swallowing dysfunction is the main cause of drooling in cerebral palsy, and medical treatment is often inefficient. Surgical treatment involves neurectomy, translocation of the salivary duct, salivary gland resection or salivary duct (parotid and submandibular) ligation. CONCLUSION: This review focuses on the role of surgery in managing gastrointestinal aspects in children with CP and, in particular, surgical experience at our department with fundoplication, PEG placement and ligation of salivary ducts.

Adolescent↗
PubMed1983

Intrinsic vs extrinsic motivation in learning disabled children.

44 children identified as learning disabled were administered Harter's Scale of Intrinsic Versus Extrinsic Orientation in the Classroom. Scores were correlated with several indices of school behavior, standardized achievement test scores, report-card letter grades, and teachers' behavioral ratings. No consistent pattern of relationship was evidenced between the scale and academic achievement as assessed by standardized tests and report-card letter grades. However, a weak but statistically significant pattern of relationship (rs .24 to .33) was noted between two subscales of the Harter scale and teachers' behavioral ratings. Internality on these subscales tended to be associated with higher teachers' ratings.

Achievement↗
PubMed1987

Neuroelectric correlates of a neuropsychological model of word decoding and semantic processing in reading disabled children.

The purpose of this study was to distinguish the characteristics and components of event related potentials (ERPs) correlated with word decoding and semantic processing in a subgroup of children with specific reading disabilities related to visual processing deficiencies. The results were compared with those obtained from a group of normal readers previously studied (Ostrosky et al. in press). Visual ERPs were recorded to four stimuli: three physically different but with the same semantic content: a frequently used noun written in capitals (COCHE), the same noun in handwriting, the pictorial representation of the noun (drawing), and a neutral stimulus consisting of a checkerboard. Four derivations were used: occipital (O1-O2) and parietal (P3-P4) with reference to linked mastoids. Data were analyzed using multivariate procedures. A Principal Component Analysis with Varimax rotation of the solution was applied. In the normal readers, we found some components in the occipital derivations which identified the words presented in different styles of handwriting and others which seemed to identify these words with the pictorial representation (and not with the neutral stimuli). The first "verbal" components were situated around the 156-256 ms latency range and the second "semantic" components were observed at over 380 ms. In the disabled readers, there was no "verbal" or "semantic" recognition grouping of these physically different stimuli. As opposed to the normal readers, interhemispheric responses were symmetrical. At the left parietal leads in the normal readers, the morphology of the verbal stimuli (capitals and handwriting) were very similar throughout the sweep and both were very different from the nonverbal stimuli. At 376 ms the four stimuli elicited a prominent negative peak in which the verbal stimuli elicited significantly higher amplitude than the nonverbal stimuli. In the disabled group, the morphologies of the four stimuli were very similar and no significant differences were observed. The results are discussed in accordance with a hypothetical model of the neural bases underlying reading. The model takes into account the complexity of the reading process and the various cognitive skills required for its adequate performance, and emphasizes a complex, dynamic interplay between occipital, parietal and temporal areas.

Cerebral Cortex↗