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https://www.readbyqxmd.com/read/27899087/paradoxical-physiological-responses-to-propranolol-in-a-rett-syndrome-patient-a-case-report
#1
P J Santosh, L Bell, K Lievesley, J Singh, F Fiori
BACKGROUND: Rett Syndrome (RTT), caused by a loss-of-function in the epigenetic modulator: X-linked methyl-CpG binding protein 2 (MeCP2), is a pervasive neurological disorder characterized by compromised brain functions, anxiety, severe mental retardation, language and learning disabilities, repetitive stereotyped hand movements and developmental regression. An imbalance in the sympathetic and the parasympathetic nervous system (dysautonomia) and the resulting autonomic storms is a frequent occurrence in patients with RTT...
November 29, 2016: BMC Pediatrics
https://www.readbyqxmd.com/read/27851795/health-related-quality-of-life-for-children-and-adolescents-with-specific-language-impairment-a-cohort-study-by-a-learning-disabilities-reference-center
#2
Gaëlle Hubert-Dibon, Marie Bru, Christèle Gras Le Guen, Elise Launay, Arnaud Roy
OBJECTIVES: To assess the health-related quality of life (HRQOL) of children with specific language impairment (SLI). STUDY DESIGN: In a prospective sample at a Learning Disabilities Reference Center, proxy-rated HRQOL (KIDSCREEN-27) was assessed for children with SLI and unaffected children from January 1, 2014 to March 31, 2015. Quality of life predictors for children with SLI were evaluated by recording the length and number of speech therapy and psychotherapy sessions and the specific school organization that the children had participated in...
2016: PloS One
https://www.readbyqxmd.com/read/27819320/descriptive-epidemiology-of-prenatal-and-perinatal-risk-factors-in-a-chinese-population-with-reading-disorder
#3
Lingfei Liu, Jia Wang, Shanshan Shao, Xiu Luo, Rui Kong, Xiaohui Zhang, Ranran Song
Several prenatal and perinatal factors have been found to be associated with developmental dyslexia (reading disorder) in alphabetic language. Given the absence of relevant studies of Chinese children, the present study tries to investigate these risk factors. A total of 45,850 students were recruited from grades three to six, from seven cities of Hubei province. Dyslexia in Chinese was diagnosed based on children's clinical symptoms. The clinical symptoms of children's reading performance were assessed by Dyslexia Checklist for Chinese Children (DCCC) and Pupil Rating Scale Revised Screening for Learning Disabilities (PRS) which were completed by parent/guardian and header teacher respectively...
November 7, 2016: Scientific Reports
https://www.readbyqxmd.com/read/27818011/human-grin2b-variants-in-neurodevelopmental-disorders
#4
REVIEW
Chun Hu, Wenjuan Chen, Scott J Myers, Hongjie Yuan, Stephen F Traynelis
The development of whole exome/genome sequencing technologies has given rise to an unprecedented volume of data linking patient genomic variability to brain disorder phenotypes. A surprising number of variants have been found in the N-methyl-d-aspartate receptor (NMDAR) gene family, with the GRIN2B gene encoding the GluN2B subunit being implicated in many cases of neurodevelopmental disorders, which are psychiatric conditions originating in childhood and include language, motor, and learning disorders, autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), developmental delay, epilepsy, and schizophrenia...
October 2016: Journal of Pharmacological Sciences
https://www.readbyqxmd.com/read/27814797/professional-practices-and-opinions-about-services-available-to-bilingual-children-with-developmental-disabilities-an-international-study
#5
Stefka H Marinova-Todd, Paola Colozzo, Pat Mirenda, Hillary Stahl, Elizabeth Kay-Raining Bird, Karisa Parkington, Kate Cain, Julia Scherba de Valenzuela, Eliane Segers, Andrea A N MacLeod, Fred Genesee
This study aimed to gather information from school- and clinic-based professionals about their practices and opinions pertaining to the provision of bilingual supports to students with developmental disabilities. Using an online survey, data were collected in six socio-culturally and linguistically diverse locations across four countries: the United States, Canada, the United Kingdom, and the Netherlands. In total, 361 surveys were included in the analysis from respondents who were primarily teachers and speech-language pathologists working in schools, daycares/preschools, or community-based clinics...
September 2016: Journal of Communication Disorders
https://www.readbyqxmd.com/read/27814795/a-multi-site-review-of-policies-affecting-opportunities-for-children-with-developmental-disabilities-to-become-bilingual
#6
Diane Pesco, Andrea A A N MacLeod, Elizabeth Kay-Raining Bird, Patricia Cleave, Natacha Trudeau, Julia Scherba de Valenzuela, Kate Cain, Stefka H Marinova-Todd, Paola Colozzo, Hillary Stahl, Eliane Segers, Ludo Verhoeven
This review of special education and language-in-education policies at six sites in four countries (Canada, United States, United Kingdom, and Netherlands) aimed to determine the opportunities for bilingualism provided at school for children with developmental disabilities (DD). While research has demonstrated that children with DD are capable of learning more than one language (see Kay Raining Bird, Genesee, & Verhoeven, this issue), it was not clear whether recent policies reflect these findings. The review, conducted using the same protocol across sites, showed that special education policies rarely addressed second language learning explicitly...
September 2016: Journal of Communication Disorders
https://www.readbyqxmd.com/read/27729149/the-contribution-of-short-term-memory-capacity-to-reading-ability-in-adolescents-with-cochlear-implants
#7
Lindsey Edwards, Lynne Aitkenhead, Dawn Langdon
OBJECTIVE: This study aimed to establish the relationship between short-term memory capacity and reading skills in adolescents with cochlear implants. METHODS AND MATERIALS: A between-groups design compared a group of young people with cochlear implants with a group of hearing peers on measures of reading, and auditory and visual short-term memory capacity. The groups were matched for non-verbal IQ and age. The adolescents with cochlear implants were recruited from the Cochlear Implant Programme at a specialist children's hospital...
November 2016: International Journal of Pediatric Otorhinolaryngology
https://www.readbyqxmd.com/read/27695426/an-extension-of-the-procedural-deficit-hypothesis-from-developmental-language-disorders-to-mathematical-disability
#8
Tanya M Evans, Michael T Ullman
Mathematical disability (MD) is a neurodevelopmental disorder affecting math abilities. Here, we propose a new explanatory account of MD, the procedural deficit hypothesis (PDH), which may further our understanding of the disorder. According to the PDH of MD, abnormalities of brain structures subserving the procedural memory system can lead to difficulties with math skills learned in this system, as well as problems with other functions that depend on these brain structures. This brain-based account is motivated in part by the high comorbidity between MD and language disorders such as dyslexia that may be explained by the PDH, and in part by the likelihood that learning automatized math skills should depend on procedural memory...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27633160/a-synthesis-of-the-evidence-on-peer-research-with-potentially-vulnerable-adults-how-this-relates-to-dementia
#9
Claudio Di Lorito, Linda Birt, Fiona Poland, Emese Csipke, Dianne Gove, Ana Diaz-Ponce, Martin Orrell
BACKGROUND: There is limited literature around peer research in dementia. This study aims to identify the benefits, the risks and the practical challenges and to develop a model of good practice in peer research with people with dementia. METHODS: We searched on PsycInfo, PubMed and Google Scholar for empirical investigations or discussion papers on peer research. Given the limited literature in the field of dementia, we included studies with groups who share similar demographics (older people), experience of stigma (mental health service users) and exclusion from research (people with learning disabilities)...
September 15, 2016: International Journal of Geriatric Psychiatry
https://www.readbyqxmd.com/read/27623293/supporting-the-home-language-of-bilingual-children-with-developmental-disabilities-from-knowing-to-doing
#10
Elizabeth D Peña
There is a growing awareness of bilingualism and the needs of children with developmental disabilities who are exposed to more than one language. This growing awareness is paralleled by a growing research base in the area of bilingualism and emerging research in bilingual children with developmental disabilities. In this set of articles we see that there is general agreement that bilingualism does not increase risk for language impairment nor does intervention in the home language interfere with second language learning...
August 24, 2016: Journal of Communication Disorders
https://www.readbyqxmd.com/read/27562095/a-comparative-historical-and-demographic-study-of-the-neuromodulation-management-techniques-of-deep-brain-stimulation-for-dystonia-and-cochlear-implantation-for-sensorineural-deafness-in-children
#11
V E Hudson, A Elniel, I Ughratdar, B Zebian, R Selway, J P Lin
: Cochlear implants for sensorineural deafness in children is one of the most successful neuromodulation techniques known to relieve early chronic neurodisability, improving activity and participation. In 2012 there were 324,000 recipients of cochlear implants globally. AIM: To compare cochlear implant (CI) neuromodulation with deep brain stimulation (DBS) for dystonia in childhood and explore relations between age and duration of symptoms at implantation and outcome...
August 3, 2016: European Journal of Paediatric Neurology: EJPN
https://www.readbyqxmd.com/read/27550556/examining-the-relationship-between-home-literacy-environment-and-neural-correlates-of-phonological-processing-in-beginning-readers-with-and-without-a-familial-risk-for-dyslexia-an-fmri-study
#12
Sara J Powers, Yingying Wang, Sara D Beach, Georgios D Sideridis, Nadine Gaab
Developmental dyslexia is a language-based learning disability characterized by persistent difficulty in learning to read. While an understanding of genetic contributions is emerging, the ways the environment affects brain functioning in children with developmental dyslexia are poorly understood. A relationship between the home literacy environment (HLE) and neural correlates of reading has been identified in typically developing children, yet it remains unclear whether similar effects are observable in children with a genetic predisposition for dyslexia...
October 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/27537831/a-synthesis-of-relevant-literature-on-the-development-of-emotional-competence-implications-for-design-of-augmentative-and-alternative-communication-systems
#13
Ji Young Na, Krista Wilkinson, Meredith Karny, Sarah Blackstone, Cynthia Stifter
PURPOSE: Emotional competence refers to the ability to identify, respond to, and manage one's own and others' emotions. Emotional competence is critical to many functional outcomes, including making and maintaining friends, academic success, and community integration. There appears to be a link between the development of language and the development of emotional competence in children who use speech. Little information is available about these issues in children who rely on augmentative and alternative communication (AAC)...
August 1, 2016: American Journal of Speech-language Pathology
https://www.readbyqxmd.com/read/27501641/out-of-school-suspensions-of-black-youths-culture-ability-disability-gender-and-perspective
#14
Wendy Haight, Misa Kayama, Priscilla Ann Gibson
Racial disproportionality in out-of-school suspensions is a persistent social justice issue in public schools. This article examines out-of-school suspensions of four black youths from the perspectives of the youths, their caregivers, and educators. The case involving David, a 14-year-old African American with a learning disability, illustrates the challenges of students experiencing the intersection of disability and race. The case involving George, a 14-year-old Liberian immigrant, illustrates how parents and teachers may form alliances around shared goals and values despite profound cultural differences in understanding of youths' misbehavior...
July 2016: Social Work
https://www.readbyqxmd.com/read/27487315/the-profiles-of-students-with-significant-cognitive-disabilities-and-complex-communication-needs
#15
Karen A Erickson, Lori A Geist
Understanding the characteristics of students with complex communication needs and significant cognitive disabilities is an important first step toward creating the kinds of supports and services required to help them successfully access the general education curriculum, achieve grade-level standards, and improve overall communication competence. The First Contact Survey was designed to collect important information about students with significant cognitive disabilities who were eligible to take the Dynamic Learning Maps™ (DLM(®)) alternate assessment based on alternate achievement standards...
September 2016: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/27471442/neural-biomarkers-for-dyslexia-adhd-and-add-in-the-auditory-cortex-of-children
#16
Bettina Serrallach, Christine Groß, Valdis Bernhofs, Dorte Engelmann, Jan Benner, Nadine Gündert, Maria Blatow, Martina Wengenroth, Angelika Seitz, Monika Brunner, Stefan Seither, Richard Parncutt, Peter Schneider, Annemarie Seither-Preisler
Dyslexia, attention deficit hyperactivity disorder (ADHD), and attention deficit disorder (ADD) show distinct clinical profiles that may include auditory and language-related impairments. Currently, an objective brain-based diagnosis of these developmental disorders is still unavailable. We investigated the neuro-auditory systems of dyslexic, ADHD, ADD, and age-matched control children (N = 147) using neuroimaging, magnetencephalography and psychoacoustics. All disorder subgroups exhibited an oversized left planum temporale and an abnormal interhemispheric asynchrony (10-40 ms) of the primary auditory evoked P1-response...
2016: Frontiers in Neuroscience
https://www.readbyqxmd.com/read/27461977/bilingualism-in-children-with-developmental-disorders-a-narrative-review
#17
Elizabeth Kay-Raining Bird, Fred Genesee, Ludo Verhoeven
Children with developmental disabilities (DD) often need and sometimes opt to become bilingual. The context for bilingual acquisition varies considerably and can impact outcomes. In this first article of the special issue, we review research on the timing and amount of bilingual exposure and outcomes of either direct language intervention or educational placements in three groups of children with DD: Specific Language Impairment (SLI), Autism Spectrum Disorders (ASD), and Down syndrome (DS). Children with SLI have been studied more than the other two groups...
July 18, 2016: Journal of Communication Disorders
https://www.readbyqxmd.com/read/27445952/learning-disabilities-in-extremely-low-birth-weight-children-and-neurodevelopmental-profiles-at-preschool-age
#18
Chiara Squarza, Odoardo Picciolini, Laura Gardon, Maria L Giannì, Alessandra Murru, Silvana Gangi, Ivan Cortinovis, Silvano Milani, Fabio Mosca
At school age extremely low birth weight (ELBW) and extremely low gestational age (ELGAN) children are more likely to show Learning Disabilities (LDs) and difficulties in emotional regulation. The aim of this study was to investigate the incidence of LDs at school age and to detect neurodevelopmental indicators of risk for LDs at preschool ages in a cohort of ELBW/ELGAN children with broadly average intelligence. All consecutively newborns 2001-2006 admitted to the same Institution entered the study. Inclusion criteria were BW < 1000 g and/or GA < 28 weeks...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27443172/practitioner-review-multilingualism-and-neurodevelopmental-disorders-an-overview-of-recent-research-and-discussion-of-clinical-implications
#19
REVIEW
Mirko Uljarević, Napoleon Katsos, Kristelle Hudry, Jenny L Gibson
BACKGROUND: Language and communication skills are essential aspects of child development, which are often disrupted in children with neurodevelopmental disorders. Cutting edge research in psycholinguistics suggests that multilingualism has potential to influence social, linguistic and cognitive development. Thus, multilingualism has implications for clinical assessment, diagnostic formulation, intervention and support offered to families. We present a systematic review and synthesis of the effects of multilingualism for children with neurodevelopmental disorders and discuss clinical implications...
November 2016: Journal of Child Psychology and Psychiatry, and Allied Disciplines
https://www.readbyqxmd.com/read/27434553/relationships-between-language-input-and-letter-output-modes-in-writing-notes-and-summaries-for-students-in-grades-4-to-9-with-persisting-writing-disabilities
#20
Robert Thompson, Steven Tanimoto, Robert Abbott, Kathleen Nielsen, Ruby Dawn Lyman, Kira Geselowitz, Katrien Habermann, Terry Mickail, Marshall Raskind, Stephen Peverly, William Nagy, Virginia Berninger
This study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4-6) and early adolescence (grades 7-9). Participants then completed computerized writing instruction and posttesting. The 12 computer lessons varied output modes (letter production by stylus alternating with hunt and peck keyboarding versus by pencil with grooves alternating with touch typing on keyboard), input (read or heard source material), and task (notes or summaries)...
July 19, 2016: Assistive Technology: the Official Journal of RESNA
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