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At least 721 records · Page 40Linked to original sources
PubMed2002

Successful management of drooling with botulinum toxin A in neurologically disabled children.

OBJECTIVES: The present study investigates the effect of topical injections of botulinum toxin A into the cephalic salivary glands of children with chronic hypersalivation due to neurodegenerative diseases. METHODS: Five children with hypersalivation due to severe neurological diseases received, under ultrasound guidance, a total of 50-65 units of botulinum toxin A (Botox) into the parotid and submandibular glands on both sides. All injections were tolerated without local anaesthesia. Before and 1, 2, 4, 8 and 12 weeks after toxin injection, salivary flow rates and the concentrations of total protein, alpha-amylase, acid phosphatase, kallikrein, and immunoglobulin A were measured in the secretions; simultaneously, the patients were clinically examined with regard to severity of symptoms, and their salivary glands were subjected to ultrasound study. RESULTS: A distinct improvement of symptoms within the first 2 weeks following toxin administration were reported by the parents. Sialometry revealed considerably reduced flow rates but sialochemistry showed an increase of amylase activity. Ultrasound examination did not reveal any changes of the salivary parenchyma, and side-effects were absent. CONCLUSION: Treatment of drooling by topical injection of botulinum toxin A into the salivary glands is a reliable and also side-effect-free therapeutic option for children with neurological disorders. All children involved in our study experienced a distinct improvement of their quality of life.

Adolescent↗
PubMed1984

The impact of phonemic processing instruction on the reading achievement of reading-disabled children.

It is hypothesized that a phonemic processing deficit is a primary causal factor in the reading problems of many children with developmental dyslexia. An instructional model which emphasizes phonics instruction as a key in the treatment of children with reading disorders is presented. Procedures for the application of this model in a parent-involvement clinic program are described. Results from two typical children from the clinic sample who had received treatment for more than a year are presented. One Fourth-Grade child, who began the program with a 1 1/2-year reading deficit, was reading grade-appropriate material and scoring about 1 year above grade-norms on a standardized test after 14 months of clinic treatment. The second child began the treatment program as a Sixth Grader who was virtually a non-reader. After 1 1/2 years of intervention, this child had attained a Third-Grade reading level, but was still nearly 4 years behind in reading. The pretest error responses to individual words made by both children are reviewed to demonstrate the underlying phonetic deficiency--an apparent difficulty with vowel sound correspondence. Averaged reading achievement results from 13 children who had received 3 months of instruction in an experimental study in which the instructional model is being used are presented. Results indicate a dramatic change in the children's rate of reading achievement during treatment. The children were divided into three groups on the basis of a measure of the transfer of phonic skills: normal transfer, poor transfer which improved dramatically in the first 3 months of treatment, and poor transfer which failed to improve. Analysis of the achievement data of these three groups indicates that the second group improved more rapidly than did the other two groups. It is suggested that further analyses of phonic transfer data may prove to be very instructive concerning the causes and treatment of developmental dyslexia.

Achievement↗