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At least 1,621 records · Page 90Linked to original sources
PubMed1997

[Malignant ethmoid-sphenoidal tumors. 130 cases. Retrospective study].

We report on 130 ethmoidal cancers. 96 (74%) were adenocarcinomas (ADKE). 110 were operated upon between 1984 and 1996: 9.1% T1 + T2, 27.7% T3, 36.2% T4a, 27% T4b. Neoadjuvant chemotherapy was administered in 93 patients (76 ADKE). Combined surgical route was performed 103 times, sub-fronto-orbito-nasal (SFON) route 7 times. Post-operative radiotherapy was performed in 36 patients. Complete clinical and radiological response to chemotherapy was noted in 21.5% of cases (23% of ADKE). Post-operative mortality concerned one patient who died from a pulmonary embolism during the third post-operative week. Morbidity included: 3 transient clinical rhinorrheas, 5 meningitis (one of which was responsible for heavy psycho-intellectual disability), 4 deep suppurations associated with osteitis of the bone flap and two superficial suppurations. 44 patients had a local recurrence (10 ADKE). No recurrence appeared in complete chemoresponders. Systematic preservation of intra-orbital contents did not increase the risk of local failure. Eleven patients (4 ADKE) developed cervical nodes and/or systemic metastasis. Death occurred after a mean of three months following the diagnosis of metastasis. Survival rate was: 60% at 3 years, 51.5% at 5 years, 32.5% at 10 years. ADKE survival rate was: 55% at 3 years, 51.5% at 5 years, 23% at 10 years. Survival ws related to tumoral extension: 75% at 5 and 10 years for T3, 45% at 5 years and 38% at 10 years for T4a, 40% at 3 years and null at 5 years for T4b, 5 and 10 years survival rate of complete chemoresponders are 100% whatever the tumour. Prognosis remained poor for epidermoid carcinomas (survival rate: 36% at 3 years, 0% at 5 years) and for melanomas (mean survival: 19.6 months). Post-operative radiotherapy should be indicated for large tumors T3, T4a and T4b).

Adenocarcinoma↗
PubMed1989

The effects of central processing strategies on learning disabled, mildly retarded, average, and gifted children's elaborative encoding abilities.

The purpose of these studies was to examine potential central processing strategy differences among subgroups of children on a series of elaborative encoding tasks. To this end, two experiments included four ability groups (slow learners, learning disabled, average, and intellectually gifted children) who recalled words embedded in sentences. In general, the results suggest that lower verbal and learning ability subgroups recalled less information during elaboratorive encoding conditions than higher ability groups. More importantly, however, the results indicated that lower ability groups differed from higher ability groups in how they shared, discriminated, and selectively allocated resources between the central and secondary recall tasks. The results were discussed within a framework that views individual differences in encoding as reflecting central processing (i.e., resource monitoring) deficiencies.

Aptitude↗
PubMed1995

The efficacy of lamotrigine on seizure control in 34 children, adolescents and young adults with intellectual and physical disability.

This study reports the use of lamotrigine, largely as add-on therapy, in 34 children, adolescents and adults with brain damage and resistant seizures. Seventy-four percent of the patients showed a greater than 50% improvement in seizure control with 35% becoming seizure free. This improvement in seizure control was associated with an enhanced quality of life in 65% of the patients as assessed by improved alertness, mobility, speech and independence. It was possible to reduce 36% of the pre-existing antiepileptic drugs and the side effect profile of lamotrigine was very good. It is proposed that lamotrigine may be a particularly useful antiepileptic drug in this particular group of patients.

Activities of Daily Living↗
PubMed2005

An overview of research on increasing indices of happiness of people with severe/profound intellectual and multiple disabilities.

PURPOSE: This paper was to provide an overview of research studies aimed at increasing indices of happiness of persons with severe/profound intellectual and multiple disabilities. METHODS: Computerized and manual searches were carried out to identify the studies published from 1990 to 2004 (i.e., the period during which the issues of quality fo life and happiness in people with disabilities have become more prominent). Twenty-four research studies were identified. They involved the use of six different procedures, that is, structured stimulation sessions, microswitch-based simulation sessions, leisure activities and favourite work tasks or conditions, positive environment or positive behaviour support programmes and mindful caregiving, favourite stimulation automatically delivered on exercise engagement, and snoezelen. RESULTS AND CONCLUSION: Data tended to be positive with increases in the participants' indices of happiness, but some failures also occurred. The outcomes were discussed in relation to (a) methodological issues, such as designs of the studies, length of the intervention, and number of participants, and (b) personal and practical implications of the procedures. Some suggestions for future research (particularly focused on extending evidence and overcoming present methodological weakness) were also examined.

Behavior Therapy↗
PubMed2006

Growing pains: a personal development program for students with intellectual and developmental disabilities in a specialist school.

A personal development program, entitled 'Growing Pains', was developed for 11-to 15-year-old students with intellectual and developmental disabilities in a specialist school. Seven topics were identified as important in supporting students through the physical and emotional changes of adolescence. A single-group, non-experimental outcome evaluation was conducted on a 20 week trial program. Teacher-developed checklists of observable skills were completed pre-and post-program for 68 participants yielding individual 'personal development' scores and whole group 'topic' scores, graphed to observe pre-post differences. Parents and teachers completed feedback questionnaires. Graphed data showed positive trends in individual personal development and most topic scores. The topic 'personal hygiene' showed almost no change across the group but parent and teacher feedback identified it as highly important. Causality cannot be established using this design; however, positive trends justified persisting with the program. Future studies might investigate effective means of teaching personal hygiene skills.

Adolescent↗