首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Studies about long-term outcome following abusive head trauma (AHT) are scarce. The aims of this study were to report long-term neurological, cognitive, behavioral and academic outcomes, ongoing treatments and/or rehabilitation, several years after AHT diagnosis, and factors associated with outcome. In this retrospective study, all patients admitted to a single rehabilitation unit following AHT between 1996 and 2005, with subsequent follow-up exceeding 3 years, were included. Medical files were reviewed and a medical interview was performed with parents on the phone when possible. The primary outcome measure was the Glasgow Outcome Scale (GOS). Forty-seven children (out of 66) met the inclusion criteria (mean age at injury 5.7 months; SD = 3.2). After a median length of follow-up of 8 years (range 3.7–12), only seven children (15%) had “good outcome” (normal life – GOS I) and 19 children (40%) presented with severe neurological impairment (GOS III and IV). Children sustained epilepsy (38%), motor deficits (45%), visual deficit (45%), sleep disorders (17%), language abnormalities (49%), attention deficits (79%) and behavioral disorders (53%). Most children (83%) had ongoing rehabilitation. Only 30% followed a normal curriculum, whereas 30% required special education services. Children with better overall outcome (GOS I and II) had significantly higher educated mothers than those with worse outcomes (GOS III and IV): graduation from high school 59% and 21% respectively (p = 0.006). This study highlights the high rate of severe sequelae and health care needs several years post-AHT, and emphasizes the need for extended follow-up of medical, cognitive and academic outcomes.  相似文献   

2.
ABSTRACT— The majority of children who receive special education services meet criteria for reading disability (RD) or attention-deficit/hyperactivity disorder (ADHD), but additional research is needed to understand the long-term academic outcome of children in these groups. Individuals with RD only ( N = 71), ADHD only ( N = 66), both RD and ADHD ( N = 51), or neither disorder ( N = 118) were identified through the ongoing Colorado Learning Disabilities Research Center twin study and retested 5 years later. Results of the follow-up testing indicated that, in addition to ongoing reading difficulties, individuals with RD exhibited higher rates of academic difficulties, depression, and adolescent-onset conduct disorder. Initial ADHD status was associated with academic and social difficulties and elevated rates of nearly all comorbid disorders 5 years later. The group with comorbid RD and ADHD had more stable reading deficits than the group with RD without ADHD and exhibited greater impairment than groups with either disorder alone on outcome measures of academic functioning and social difficulties. These results suggest that individuals with both RD and ADHD are at increased risk for negative outcomes as adolescents and young adults and that when RD and ADHD co-occur, interventions should be provided for both disorders.  相似文献   

3.
Lexical priming was assessed in children with reading disability (RD) and in age-matched controls ( M = 11.5 years), in visual and auditory lexical decision tasks. In the visual task, children with RD were found to have deficits in semantic (SHIP–BOAT), phonological/graphemic (GOAT–BOAT), and combined (FLOAT–BOAT) priming. The same pattern of semantic priming deficits also occurred in auditory lexical decisions, suggesting that the semantic deficits are not confined to reading. Children with RD also showed less priming than reading-age matched controls, suggesting that their priming deficits are not simply due to lower reading level but are due to the reading disability in particular. These semantic deficits may contribute to both the word reading and the comprehension problems seen in children with RD.  相似文献   

4.
The double-deficit hypothesis (Wolf, 1997; Wolf & Bowers, 1999, this issue) contends that deficits in phonological awareness and deficits in visual naming speed represent two independent causal impediments to reading acquisition for children with developmental reading disabilities (RD). One hundred and sixty-six children with severe RD from 7 to 13 years of age were classified into three deficit subgroups according to a double-deficit framework. A total of 140 children with RD, 84% of the sample, were classified; 54% demonstrated a double deficit (DD), 22% a phonological deficit only (PHON), and 24% a visual-naming speed deficit only (VNS). Diagnostic test profiles highlighted the joint contributions of the two core deficits in depressing written language acquisition. The children in the DD group were more globally impaired than those in the other subgroups, and the VNS group children were the highest achieving and most selectively impaired readers. Following 35 hours of word identification training, sizable gains and significant generalization of training effects were achieved by all subgroups. A metacognitive phonics program resulted in greater generalized effects across the domain of real English words, and a phonological training program produced superior outcomes within the phonological processing domain. The greatest non-word reading gains were achieved by children with only phonological deficits.  相似文献   

5.
This study investigated whether the likelihood of motor impairment in children with attention-deficit/hyperactivity disorder (ADHD) increases with the presence of other disorders, and whether the co-occurring diagnoses of reading disability (RD) and oppositional defiant disorder (ODD) account for the motor deficits seen in ADHD. A total of 291 children (218 boys, 73 girls) participated. Six groups of children were compared: ADHD only (n = 29); RD only (n = 63); ADHD and RD (n = 47); ADHD and ODD (n = 19); ADHD, RD, and ODD (n = 21); and typically developing control children (n = 112). Motor skills were assessed with the Bruininks-Oseretsky Test of Motor Proficiency and the Beery Test of Visual-Motor Integration. We found that the motor skills of the ADHD-only group did not differ from the typical control group. Furthermore, motor impairment in ADHD increased as a function of co-occurring disorders, and the presence of RD rather than ADHD predicted motor impairment.  相似文献   

6.
Over the last decade, there has been an enormous increase in the number of studies evaluating the overlap of developmental syndromes or disorders in both children and adults. This overlap of symptoms is often referred to as comorbidity, a term we criticize in this article because of its unsubstantiated presumption of independent etiologies. The premise of this article is that discrete categories do not exist in real life, and that it is misleading to refer to overlapping categories or symptoms as "comorbidities." We illustrate our point by presenting data from 179 school-age children evaluated with rigorous research criteria for seven disorders: reading disability (RD), attention-deficit/hyperactivity disorder (ADHD), developmental coordination disorder (DCD), oppositional defiant disorder (ODD), conduct disorder (CD), depression, and anxiety. Fully 50% of this sample met the criteria for at least two diagnoses. The children with ADHD were at higher risk of having at least a second disorder compared to the children with RD. Overall, the high rates of overlap of these behavioral, emotional, and educational deficits in this broadly ascertained sample support the idea that the concept of comorbidity is inadequate. We discuss the concept of atypical brain development as an explanatory idea to interpret the high rate of overlap of developmental disorders.  相似文献   

7.
Working memory in Dutch children with reading- and arithmetic-related LD   总被引：5，自引：0，他引：5  
The aim of the two studies presented in this article was to examine working memory performance in Dutch children with various subtypes of learning disabilities. The performance of children with reading disabilities (RD) was compared to that of children with arithmetic disabilities (AD), children with both reading and arithmetic disabilities (RAD), and chronological age-matched controls (CA). Measures covered the phonological loop, the visuospatial sketchpad, and the central executive. In both studies, the children with RD showed no working memory deficits whatsoever. Children with AD showed a single impairment on the task tapping working memory for dynamic visual information. Children with RAD performed lower only on the digit span backward task. The failure to replicate the expected working memory deficits in children with reading-related disabilities is discussed.  相似文献   

8.
The present investigation examined thehypothesis that early auditory temporalprocessing deficits cause later specificreading disability by impairing phonologicalprocessing (Farmer & Klein 1995; Tallal1980, 1984). Temporal processing ability atschool entry was examined using Tallal'sRepetition Test in a large unselected sample ofover 500 children followed over subsequentyears. Although our data confirmed the presenceof certain non-speech auditory processingdeficits in children later classified asspecific reading-disabled, many findings wereclearly at odds with a causal interpretation ofthis relationship. (1) Reading-disabled (RD)children were impaired at school entry on thesubtest with long interstimulus intervals(ISIs) but not the critical short-ISIsubtest. (2) RD children were not inferior toreading-age (RA) controls. (3) A subgroup of RDchildren with evidence of temporal deficitswere no less proficient on later phonologicalor reading measures than RD children with noevidence of early temporal impairment. (4)Although there was a reliable concurrentcorrelation between temporal deficits andphonological awareness at school entry(suggesting a possible common causeexplanation), early temporal deficits did notpredict later phonological impairment,pseudoword processing difficulties, or specificreading disability. On the other hand, earlytemporal deficits did predict later oralreceptive vocabulary and reading comprehensionweaknesses. These findings suggest thatauditory temporal deficits in dyslexics may beassociated with the same dysphasic-typesymptoms observed by Tallal and her colleaguesin specific language-impaired populations, butdo not cause the core phonological deficitsthat characterize dyslexic groups.  相似文献   

9.
Phonological coding, measured by the oral reading of nonwords, and orthographic coding, measured by the discrimination of words from homophonic nonwords (e.g., rane, rain), were compared for pairs of older children with reading disabilities (RD) and younger nondisabled readers matched on word recognition. Phonological coding was substantially lower for most children with RD, indicating a unique developmental deficit in phonological coding rather than an equal developmental lag across all component reading skills. Data from identical and fraternal twins indicated that the phonological coding deficit of the children with RD was highly heritable and accounted for most of the heritable variance in their word recognition deficits. The deficits of the twins with RD in segmental language skills (rhyming and phoneme segmentation) were related to the heritable variance in their phonological coding deficits. Orthographic coding was not significantly heritable, and it accounted for much of the environmental variance in word recognition deficits. Implications of the results for the remediation of reading disability are discussed.  相似文献   

10.
To examine whether there are common or specific deficits of reading disability (RD) in first (L1) and second languages (L2), Chinese children (9–11 years, N = 76) with or without RD who learn English as an L2 were studied during a visual word rhyming judgment task. Evidence was found for common deficits in L1 and L2 in visuo-orthographic processes in left inferior temporal gyrus and left precuneus, as well as in phonological processes in left dorsal inferior frontal gyrus as children with RD showed less activation than controls in both languages. Furthermore, the visuo-orthographic deficit appears to be a RD effect, whereas the phonological deficit appears to be a reading/performance effect. Some weak evidence for language specific effects was also found.  相似文献   

11.
阅读困难是学习困难研究中最受关注的一个领域,对整个学习困难研究领域具有重要影响。对阅读困难的有效诊断是阅读困难的研究和干预的基础。在阅读困难的诊断中,曾经广泛应用的智力—成就差异标准与模式在有效性、敏感性以及对干预的指导意义等方面存在严重不足,受到越来越多研究者和实践者的屏弃。目前,核心技能缺陷和干预—应答两类诊断标准和模式日益受到关注和采纳。我国迄今较少系统研究阅读困难的诊断标准与模式,不过,有关汉语阅读困难的初步研究鉴别出语音缺陷、快速命名缺陷和语素技能缺陷,为发展和应用核心技能标准和模式提供了重要基础,也为建立干预—应答模式提供了参考。确立汉语阅读困难诊断的核心技能与干预—应答标准与模式还有待系统和深入的研究。  相似文献   

12.
Imagery deficits in nonverbal learning disabilities   总被引：6，自引：0，他引：6  
This study reports the observations gathered from 11 children referred to consulting services because of learning difficulties at school and diagnosed with nonverbal learning disabilities (NVLD). These children had an average verbal IQ, but a WISC-R performance IQ lower than the verbal IQ by at least 15 points and experienced difficulties especially in mathematics and drawing. The children completed a battery of four tasks requiring visuospatial working memory and visual imagery: a memory task composed of pictures and their positions (Pictures task), a task that required them to memorize the positions filled in a matrix (Passive Matrix task), a task that required them to imagine a pathway along a matrix (Active Matrix task) and a task that required them to learn groups made up of three words, using a visual interactive imagery strategy (TV task). In comparison to a control group of 49 children, children with NVLD scored lower in all the tasks, showing deficits in the use of visuospatial working memory and visual imagery. By contrasting subgroups of children of different ages in the control group, it was possible to show that some tasks did not show a clear developmental trend. Thus the deficits shown by the children with NVLD cannot simply be attributed to a developmental delay of these children, but seem to reflect a more severe disability.  相似文献   

13.
This study examined the rates of special education placement during middle school grades (sixth through eighth) among children who participated in the Linda Ray Intervention Program (LRIP) center-based and home-based learning modalities. The study sample included 113 children in Miami Dade County Public Schools who had gestational cocaine exposure and received early intervention services due to developmental delays. This study found that children who participated in the center-based (25 hours per week) learning modality had a significantly lower rate of special education placement (14%) than the students in the home-based (three hours per week) learning modality (30%) in middle school. Also, results indicated that children who were socioeconomically disadvantaged (free/reduced lunch) and in the home-based learning modality were three to four times more likely to be in special education. This study provides evidence for the long-term impact of the LRIP center-based modality on special education outcomes.  相似文献   

14.
Early reading development in children at family risk for dyslexia   总被引：13，自引：0，他引：13  
In a 3-year longitudinal study, middle- to upper-middle-class preschool children at high family risk (HR group, N = 67) and low family risk (LR group, N = 57) for dyslexia (or reading disability, RD), were evaluated yearly from before kindergarten to the end of second grade. Both phonological processing and literacy skills were tested at each of four time points. Consistent with the well-known familiarity of RD, 34% of the HR group compared with 6% of the LR group became RD. Participants who became RD showed deficits in both implicit and explicit phonological processing skills at all four time points, clearly indicating a broader phonological deficit than is often found at older ages. The predictors of literacy skill did not vary by risk group. Both risk groups underwent a similar developmental shift from letter-name knowledge to phoneme awareness as the main predictor of later literacy skill. This shift, however, occurred 2 years later in the HR group. Familial risk was continuous rather than discrete because HR children who did not become RD performed worse than LR non-RD children on some phonological and literacy measures. Finally, later RD could be predicted with moderate accuracy at age 5 years, with the strongest predictor being letter-name knowledge.  相似文献   

15.
The aim of this study was to compare visual and verbal memory in children with nonverbal learning disability (NLD) using the Children's Memory Scale and to identify the profile of strengths and weaknesses in visual memory abilities. Performance was significantly lower on measures of visual than verbal memory, indicating that children with NLD have deficits in visual memory despite adequate verbal memory. A unique pattern of performance emerged for the visual but not the verbal subtests. Performance on the Faces Immediate subtest was well below average, although other measures of visual memory were within the average range. Hence, it appears that children with NLD have a specific deficit on immediate memory for faces. This facial memory deficit may be linked to a deficit in right hemisphere functioning, which has already been implicated in facial processing and may also be linked with other disorders (e.g., autism spectrum disorder) in which similar facial processing deficits have been documented. More research is needed to further understand the visual memory profile of children with NLD and to inform instruction and remediation.  相似文献   

16.
The current meta-analysis synthesized findings from profiling research on Chinese children with reading difficulties (RD). We reviewed a total of 81 studies published between 1964 and May 2015, representing a total of 9735 Chinese children. There are 982 effect sizes for the comparison between children with RD and age-matched typically developing (A-TD) children and 152 effect sizes for the comparison between children with RD and reading-level-matched typically developing (R-TD) children on multiple linguistic and cognitive skills. Results showed that compared to A-TD children, children with RD have severe deficits in morphological awareness, orthographic knowledge, phonological awareness, rapid naming, working memory, and visual skills and moderate deficits in short-term memory and motor skills. Compared to R-TD children, children with RD only have moderate deficits in rapid naming and mild deficits in orthographic knowledge. Moderation analyses for the comparison between RD and A-TD children revealed that children with more severe RD show more severe deficits in morphological awareness, phonological awareness, rapid naming, and visual skills. However, neither location (Mainland vs. Hong Kong) nor type of reading screening (character recognition vs. character recognition combined with reading comprehension) emerged as a moderator of the deficit profiles. These findings indicate that Chinese children with RD have deficits on a wide range of cognitive and linguistic skills. Deficits in rapid naming and orthographic knowledge may be potential causal factors for RD in Chinese based on existing evidence. Implications for the diagnosis and instructions of Chinese children with RD were discussed.  相似文献   

17.
The cognitive and behavioral symptoms of nonverbal learning disabilities (NLD) have been described by previous investigators. Nevertheless, we know far less about the potential genetic contributions that may predispose a child to have NLD. An endophenotype model was investigated in 5 samples of children ages 9 to 15 years: NLD (n = 32); reading disorders (RD; n = 59); participants with a psychiatric diagnosis but without a learning disability (n = 55); typically developing controls (n = 31); and children with velocardiofacial syndrome (VCFS), a chromosomal deletion syndrome that has been proposed as being an exemplar of NLD (VCFS + NLD; n = 20). Based on a family genetic interview, the authors' data suggest that children with NLD, RD, or a psychiatric diagnosis have a higher prevalence rate of attention-deficit/hyperactivity disorder (ADHD) and substance abuse/dependence. Psychiatric controls and children with NLD--but not children with RD-- showed higher prevalence rates of familial bipolar disorder.  相似文献   

18.
Adults and children with reading impairment (N = 67) were administered a rapid auditory task, a rapid visual task, and a battery of orthographic and phonological tasks. Our results support a differential development model of reading disability that argues that deficits in rapid auditory ability in children are primarily associated with problems in phonological processing, whereas deficits in rapid visual ability in children are primarily associated with problems in orthographic processing (Farmer & Klein, 1995). In contrast to the children, the adults showed a strong relation between rapid auditory ability and both orthographic and phonological processing. These results suggest that continued deficits in auditory ability may have a pervasive and negative impact on word processing in general. In addition, adults did not exhibit a relation between rapid visual ability and orthographic-processing problems. Orthographic-processing deficits may result from a reading delay condition that can be overcome with increased reading exposure (Harm & Seidenberg, 1999).  相似文献   

19.
The co-occurrence of reading disorder (RD) and attention-deficit/hyperactivity disorder (ADHD) has received increasing attention. This review summarizes the epidemiology, treatment strategies, psychosocial impact, and economic burden associated with the co-occurrence of these conditions. Common genetic and neuropsychological deficits may partially explain the high degree of overlap between RD and ADHD. Children who face the additive problems of both disorders are at greater risk for academic failure, psychosocial consequences, and poor long-term outcomes that persist into adulthood. However, few studies have evaluated interventions targeted to this patient population, underscoring the importance of identifying effective multimodal treatments that address the neuropsychological deficits of RD and ADHD through carefully planned clinical research.  相似文献   

20.
Epilepsy is the most common neurological disorder in childhood and can have a significant impact on a child's schooling. Children with epilepsy may have special educational needs due to having learning disability, specific learning difficulties, specific cognitive deficits or having symptoms associated with ASD, ADHD, depression or anxiety. These difficulties are often under‐recognised due to the emphasis placed on the management of seizures. The effects of seizures and side‐effects of anti‐epileptic medications (AEDs) can also influence classroom learning. The significant stigma associated with epilepsy can influence attitudes towards affected children and impact on self‐esteem. Interventions to support children with epilepsy should focus on epilepsy management, learning and behavioural interventions and whole‐school psychosocial interventions. Epilepsy is a spectrum condition and for some children the effects on schooling will be minimal but for others significant supports will be needed. Therefore, an individualised approach within the school environment and close collaboration between teachers, parents and medical professionals are essential in order to meet the children's needs.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号