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Janice Trigilio Tona, Sutanuka Bhattacharjya, Denise Calaprice
OBJECTIVE: Pediatric acute-onset neuropsychiatric syndrome (PANS) includes pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections and involves sudden-onset neuropsychiatric symptoms, including obsessions, compulsions, sensory difficulties, and dysgraphia after infection or other triggers. Our objective was to identify problems with areas of occupation, body functions, and performance skills during exacerbations. METHOD: In this online retrospective study, based on the Occupational Therapy Practice Framework: Domain and Process (2nd ed...
May 2017: American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association
Shao-Hsia Chang, Nan-Ying Yu
We investigated a visual-perceptual and haptic-perceptual training program to enhance motor skills and Chinese handwriting performance among children with handwriting difficulties. The participants were 28 first- and second-grade children with handwriting difficulties. They were matched according to age and then randomly assigned into a control group or an experimental group. Participants in the experimental group received 12 sessions of a training program, whereas those in the control group received conventional handwriting training...
March 2017: American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association
Elizabeth A Sanders, Virginia W Berninger, Robert D Abbott
Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text)...
February 1, 2017: Journal of Learning Disabilities
Todd Richards, Stephen Peverly, Amie Wolf, Robert Abbott, Steven Tanimoto, Rob Thompson, William Nagy, Virginia Berninger
Seven children with dyslexia and/or dysgraphia (2 girls, 5 boys, M=11 years) completed fMRI connectivity scans before and after twelve weekly computerized lessons in strategies for reading source material, taking notes, and writing summaries by touch typing or groovy pencils. During brain scanning they completed two reading comprehension tasks-one involving single sentences and one involving multiple sentences. From before to after intervention, fMRI connectivity magnitude changed significantly during sentence level reading comprehension (from right angular gyrus→right Broca's) and during text level reading comprehension (from right angular gyrus→cingulate)...
September 2016: Trends in Neuroscience and Education
Silvia Primativo, Keir X X Yong, Timothy J Shakespeare, Sebastian J Crutch
Spelling is a complex cognitive task where central and peripheral components are involved in engaging resources from many different cognitive processes. The present paper aims to both characterize the oral spelling deficit in a population of patients affected by a neurodegenerative condition and to clarify the nature of the graphemic representation within the currently available spelling models. Indeed, the nature of graphemic representation as a linear or multi-componential structure is still debated. Different hypotheses have been raised about its nature in the orthographic lexicon, with one positing that graphemes are complex objects whereby quantity and identity are separately represented in orthographic representations and can thus be selectively impaired...
January 8, 2017: Neuropsychologia
Liina Kuuluvainen, Minna Pöyhönen, Petra Pasanen, Maija Siitonen, Jaana Rummukainen, Pentti J Tienari, Anders Paetau, Liisa Myllykangas
Mutations in the progranulin (GRN) gene represent about 5-10% of frontotemporal lobar degeneration (FTLD). We describe a proband with a novel GRN mutation c.687T>A, p.(Tyr229*), presenting with dyspraxia, dysgraphia, and dysphasia at the age of 60 and a very severe FTLD neuropathological phenotype with TDP43 inclusions. The nephew of the proband had signs of dementia and personality changes at the age of 60 and showed similar but milder FTLD pathology. Three other family members had had early-onset dementia...
2017: Journal of Alzheimer's Disease: JAD
Lindsey Thiel, Karen Sage, Paul Conroy
BACKGROUND: Improving email writing in people with aphasia could enhance their ability to communicate, promote interaction and reduce isolation. Spelling therapies have been effective in improving single-word writing. However, there has been limited evidence on how to achieve changes to everyday writing tasks such as email writing in people with aphasia. One potential area that has been largely unexplored in the literature is the potential use of assistive writing technologies, despite some initial evidence that assistive writing software use can lead to qualitative and quantitative improvements to spontaneous writing...
June 14, 2016: International Journal of Language & Communication Disorders
Samrah Ahmed, Ian Baker, Sian Thompson, Masud Husain, Christopher R Butler
INTRODUCTION: Existing literature suggests that the presence or absence of apraxia and associated parietal deficits may be clinically relevant in differential diagnosis of dementia syndromes. AIM: This study investigated the profile of these features in Alzheimer's disease (AD) and frontotemporal dementia (FTD) spectrum disorders, at first presentation. METHODS: Retrospective case note analysis was undertaken in 111 patients who presented to the Oxford Cognitive Disorders Clinic, Oxford, UK, including 29 amnestic AD, 12 posterior cortical atrophy (PCA), 12 logopenic primary progressive aphasia (lvPPA), 20 behavioural variant FTD (bvFTD), 7 non-fluent variant PPA (nfvPPA), 6 semantic variant PPA (svPPA) and 25 patients with subjective cognitive impairment (SCI)...
November 2016: Journal of Neurology, Neurosurgery, and Psychiatry
Emanuela Onofri, Marco Mercuri, Trevor Archer, Max Rapp-Ricciardi, Serafino Ricci
BACKGROUND: The purpose of this study was to investigate the ability of Alzheimer's disease (AD) patients to express intentions and desires, and their decision-making capacity. This study examines the findings from a 6-month follow-up of our previous results in which 30 patients participated. MATERIALS AND METHODS: The patient's cognition was examined by conducting the tests of 14 questions and letter-writing ability over a period of 19 days, and it was repeated after 6 months...
2016: Clinical Interventions in Aging
Claire M Fletcher-Flinn
This is a case study of an adolescent who had largely overcome his early difficulty in learning to read, but continued to have severe problems with spelling. He had no visual memory impairment, and his letter-sound knowledge and phonemic awareness were at adult levels. Testing revealed that his difficulties in both reading and spelling only manifested when processing unfamiliar words. He was slow and inaccurate when reading non-words, despite a sublexical system dominated by the use of grapheme-phoneme units...
2016: Frontiers in Psychology
Matteo Chiappedi, Elisabetta DE Bernardi, Rossella Togni, Ilaria C Baschenis, Laura Nonini, Umberto Balottin, Maurizio Bejor
AIM: Writing ability requires to use and control several processes of visual and phonological information processing and an adequate programming and coordination of motor sequences. We studied a writing precursor gesture in children with Developmental Dysorthography and/or Developmental Dysgraphia in order to point out anomalies to be treated with specific rehabilitative interventions. METHODS: 25 children affected by Developmental Dysortography (ICD 9 CM: 315.09; ICD 10: F81...
February 19, 2016: Minerva Pediatrica
Steven Tanimoto, Rob Thompson, Virginia W Berninger, William Nagy, Robert D Abbott
Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD), students completed 18 sessions of computerized instruction over about 3 months...
December 1, 2015: Journal of Computer Assisted Learning
M Gentili, P M Marinaccio, C Galimberti, C Carnovale, S Antoniazzi, M Pozzi, E Clementi, C Viganò, S Radice
WHAT IS KNOWN AND OBJECTIVES: The occurrence of dysgraphia after sertraline intake has never been reported. The objective was to describe a case of this adverse drug reaction and present a review of similar cases held in international databases with a discussion of the possible pharmacological mechanisms. CASE SUMMARY: We observed a 60-year-old man who experienced resting tremors, dyskinesia and dysgraphia 2 months after a stepwise increase in sertraline dosing from 50 to 200 mg/day...
February 2016: Journal of Clinical Pharmacy and Therapeutics
Virginia Berninger, Robert Abbott, Clayton R Cook, William Nagy
Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior attention-deficit/hyperactivity disorder (ADHD) diagnosis was correlated only with impaired handwriting. Parental ratings of inattention, but not hyperactivity, correlated with measures of written language but not oral language...
January 8, 2016: Journal of Learning Disabilities
Brenda Rapp, Jeremy Purcell, Argye E Hillis, Rita Capasso, Gabriele Miceli
Spelling a word involves the retrieval of information about the word's letters and their order from long-term memory as well as the maintenance and processing of this information by working memory in preparation for serial production by the motor system. While it is known that brain lesions may selectively affect orthographic long-term memory and working memory processes, relatively little is known about the neurotopographic distribution of the substrates that support these cognitive processes, or the lesions that give rise to the distinct forms of dysgraphia that affect these cognitive processes...
February 2016: Brain: a Journal of Neurology
Barbara Tomasino, Dario Marin, Marta Maieron, Serena D'Agostini, Franco Fabbro, Miran Skrap, Claudio Luzzatti
Neuropsychological data about acquired impairments in reading and writing provide a strong basis for the theoretical framework of the dual-route models. The present study explored the functional neuroanatomy of the reading and spelling processing system. We describe the reading and writing performance of patient CF, an Italian native speaker who developed an extremely selective reading and spelling deficit (his spontaneous speech, oral comprehension, repetition and oral picture naming were almost unimpaired) in processing double letters associated with surface dyslexia and dysgraphia, following a tumor in the left temporal lobe...
December 2015: Cortex; a Journal Devoted to the Study of the Nervous System and Behavior
C Rigoldi, M Galli, C Celletti, D Blow, F Camerota, G Albertini
PURPOSE: This paper is a first attempt analysis of hand and upper limb proprioception coordination induced by NeuroMuscular Taping (NMT): application in a group of 5 participants with Down syndrome. MATERIALS AND METHODS: The participants underwent a drawing test with motion capture system acquisition before and after NMT application. Specific and descriptive parameters were computed and analysed in order to quantify the differences. RESULTS: Results showed statistical differences between pre and post treatment sessions: the 5 participants with Down syndrome evidenced more reliance on proprioceptive signals in the post treatment session during the execution of the specific writing tasks...
2015: La Clinica Terapeutica
Virginia W Berninger, Todd Richards, Robert D Abbott
In Study 1, children in grades 4 to 9 (N= 88, 29 females and 59 males) with persisting reading and/or writing disabilities, despite considerable prior specialized instruction in and out of school, were given an evidence-based comprehensive assessment battery at the university while parents completed questionnaires regarding past and current history of language learning and other difficulties. Profiles (patterns) of normed measures for different levels of oral and written language used to categorize participants into diagnostic groups for dysgraphia (impaired subword handwriting) (n=26), dyslexia (impaired word spelling and reading) (n=38), or oral and written language learning disability OWL LD (impaired oral and written syntax comprehension and expression) (n=13) or control oral and written language learners (OWLs) without SLDs (n=11) were consistent withreported history...
October 2015: Reading and Writing
Renzo Guerrini, Federico Melani, Claudia Brancati, Anna Rita Ferrari, Paola Brovedani, Annibale Biggeri, Laura Grisotto, Simona Pellacani
BACKGROUND: Absence epilepsy (AE) is etiologically heterogeneous and has at times been associated with idiopathic dystonia. OBJECTIVES: Based on the clinical observation that children with AE often exhibit, interictally, a disorder resembling writer's cramp but fully definable as dysgraphia, we tested the hypothesis that in this particular population dysgraphia would represent a subtle expression of dystonia. METHODS: We ascertained the prevalence of dysgraphia in 82 children with AE (mean age 9...
2015: PloS One
Natália Fusco, Giseli Donadon Germano, Simone Aparecida Capellini
PURPOSE: To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. METHODS: The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance). A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memory, visual-spatial relationship, shape constancy, sequential memory, visual figure-ground coordination, and visual closure...
March 2015: CoDAS
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