bluuebunny/crossref_metadata_2025 huggingface dataset:
Domaines majeurs sélectionnés en matière de sécurité d’emploi des vaccins
Authors: Iskander John K. , Gidudu Jane , Arboleda Nelson , Huang Wan-Ting
Published: December 2008

La réduction globale de la mortalité due à la rougeole et les plus basses incidences jamais observées de maladies pouvant être prévenues par des vaccins aux États-Unis constituent de récents exemples des bénéfices majeurs des vaccinations pour la santé publique. Des domaines ayant trait à la sécurité d’emploi des vaccins, réelle ou perçue, peuvent néanmoins affecter les programmes de vaccination. Une pharmacovigilance attentive après autorisation de mise sur le marché, associant une surveillance active et passive avec utilisation de définitions normalisées des cas d’événements indésirables, est la base scientifique de l’évaluation des préoccupations ayant trait à la tolérance. Les aspects émergents de la science de la sécurité des vaccins comprennent les réseaux de recherche clinique et les recherches sur la communication des risques vaccinaux. Les domaines actuellement majeurs concernant la sécurité d’emploi concernent l’introduction de deux vaccins antirotavirus de seconde génération, pour lesquels une étroite surveillance des cas d’invagination intestinale est nécessaire. À ce jour, les données provenant des États-Unis n’indiquent pas de risque élevé associé au vaccin Merck agréé (Rotateq®). L’utilisation du thiomersal comme conservateur dans des flacons multidoses de vaccins est toutefois un problème d’intérêt global. Une analyse exhaustive indépendante et des recherches récemment publiées ont réaffirmé l’absence d’association entre le thiomersal et des troubles du développement neurologique, notamment l’autisme. L’utilisation élargie du vaccin antigrippal annuel et la prévision d’une pandémie grippale dans les pays industrialisés ou en développement doivent s’accompagner de plans de surveillance de la sécurité d’emploi. Tandis que le nombre des vaccins nouvellement agréés augmente, des erreurs d’administration ou des événements après vaccination facilement évitables, par exemple des cas de syncope, sont de plus en plus fréquemment signalés. Les cliniciens assurant les soins primaires et ceux intervenant dans l’administration des vaccins doivent suivre des méthodes correctes de conservation, de manipulation et d’administration des produits, et doivent participer à des systèmes de notifications d’événements indésirables postvaccinaux (EIPV). La Brighton Collaboration apporte un autre débouché auquel les cliniciens et chercheurs intéressés peuvent participer, accroissant la base globale des connaissances sur la sécurité des vaccins. L’amélioration des connaissances et des systèmes de sécurité vaccinale ainsi que de la participation à ceux-ci à tous les niveaux des systèmes de soins de santé dans les pays tant industrialisés qu’en développement permettront aux vaccins de maintenir leur excellent profil connu de tolérance, tandis que des données sur leur sécurité d’emploi seront appliquées afin d’améliorer les pratiques de vaccination.
The Non-Problem of the Other Minds: A Neurodevelopmental Perspective on Shared Intentionality
Authors: Colle Livia , Becchio Cristina , Bara Bruno G.
Published: December 2008

In this paper, we combine neurological and developmental evidences in order to differentiate between two levels of sharing: dyadic sharing, virtually present from birth and depending on the activation of shared representation, and triadic sharing, requiring that agents not only share a common representation, but also represent complementary perspectives. Mirror neurons are proposed as a fundamental mechanism to account for dyadic sharing, explaining why infants are able to interact symmetrically and contingently with others from very early on in infancy. In the second part of this paper, we reinterpret the 9-month revolution as a revolution in sharedness: the transition from dyadic sharing to triadic sharing. The neural event which renders this transition possible might be the emergence of a basic mechanism that allows the attribution of actions and intentions to their owner. We suggest two neuronal networks possibly responsible for the shift to triadic sharing.
Validation of a New Prognostic Staging System for Hepatocellular Carcinoma: A Comparison of the Biomarker-Combined Japan Integrated Staging Score, the Conventional Japan Integrated Staging Score and the BALAD Score
Authors: Kitai Satoshi , Kudo Masatoshi , Minami Yasunori , Haji Seiji , Osaki Yukio , Oka Hiroko , Seki Toshihito , Kasugai Hiroshi , Sasaki Yo , Matsunaga Takashi
Published: December 2008

Objectives: The conventional Japan Integrated Staging (c-JIS) score has been reported to effectively stratify patients with hepatocellular carcinoma (HCC). Recently, two new staging systems, the biomarker-combined JIS (bm-JIS) score and the BALAD score, have been proposed. Both staging systems include three tumor markers: α-fetoprotein (AFP), lens culinaris agglutinin-reactive AFP and des-γ-carboxy prothrombin specific for HCC. The aim of this study is to evaluate the performance of these three staging systems. Methods: A total of 1,173 HCC patients were included in this study. The stratification ability and prognostic predictive power were compared between these three staging systems. Results: These three staging systems effectively predicted the patient survival. When accounting for the best prognostic subgroup of each staging systems (i.e. score of 0), there were significant differences between the bm-JIS score and the BALAD score and, likewise, between the c-JIS score and the BALAD score. The likelihood ratio χ2 test showed the highest value and the Akaike information criterion value was lowest in the bm-JIS score. Conclusions: The bm-JIS score showed good stratification ability and was thus demonstrated to be a better predictor of the prognosis than the c-JIS score and the BALAD score, especially for the patients with a good prognosis.
PIVKA-II Is the Best Prognostic Predictor in Patients with Hepatocellular Carcinoma after Radiofrequency Ablation Therapy
Authors: Takahashi Shunsuke , Kudo Masatoshi , Chung Hobyung , Inoue Tatsuo , Ishikawa Emi , Kitai Satoshi , Tatsumi Chie , Ueda Taisuke , Nagai Tomoyuki , Minami Yasunori , Ueshima Kazuomi
Published: December 2008

Objective: This study was undertaken to assess the prognostic predictor in patients with hepatocellular carcinoma (HCC) after radiofrequency ablation (RFA). Methods: This study retrospectively evaluated clinical outcomes in a cohort of 179 Child-Pugh stage A cirrhotic patients who received curative RFA for naive HCC within Milan criteria. The median follow-up period was 40.5 months. Results: The cumulative survival rate was significantly lower in patients with prothrombin induced by vitamin K absence or antagonist II (PIVKA-II) ≥100 mAU/ml compared with PIVKA-II <100 mAU/ml (58.0 vs. 84.0% at 5 years; p < 0.001). The cumulative recurrence-free survival rates were significantly lower in patients with PIVKA-II ≥100 mAU/ml compared with PIVKA-II <100 mAU/ml (12.1 vs. 16.9% at 5 years; p < 0.032). The cumulative rate of maintaining period within Milan criteria was significantly lower in patients with PIVKA-II ≥100 mAU/ml compared with PIVKA-II <100 mAU/ml (34.1 vs. 55.6% at 5 years; p < 0.001). Cox regression analysis showed that low serum albumin (<3.5 g/dl; p = 0.002, RR 3.75, CI 1.64–8.56), a high level of PIVKA-II (≥100 mAU/ml; p = 0.04, RR 3.15, CI 1.45–6.87), and multiple nodules (p = 0.021, RR 2.61, CI 1.15–5.91) were independently significant mortality risk factors. Conclusion: In patients with Child-Pugh stage A HCC, the PIVKA-II level is the best prognostic predictor after curative RFA.
Spinal Hamartoma with Severe Kyphoscoliosis – A Rare Case of Spinal Mass in a Fetus
Authors: Loder Danna , Lalous Maria , Rochon Louise , Albrecht Steffen , Carpineta Lucia , Lefebvre Josée , Fitzpatrick Jennifer , Miner Louise , Tischkowitz Marc
Published: December 2008

Spinal hamartomas are rare lesions consisting of disorganized ecto- and mesodermal tissues of the spinal region. While postnatal identification of spinal hamartomas has been reported, a literature search did not reveal any published reports of prenatal identification of spinal hamartomas. Here we report a 46,XX fetus who presented at 20 weeks’ gestation with a lower thoracic and lumbar kyphoscoliosis, suspected spina bifida, and amniotic fluid α-fetoprotein (AFP) levels within the normal range. Interestingly, autopsy at 22 weeks revealed a lumbosacral spinal hamartoma with kyphoscoliosis. We discuss the differential diagnosis for such spinal masses which includes congenital tumors and spinal dysraphism. This case illustrates that spinal hamartomas should be considered as part of the prenatal differential diagnosis of spinal dysraphisms, especially in the presence of normal AFP levels.
Clinical Results and Nutritional Consequences of Biliopancreatic Diversion: Three Years of Follow-Up
Authors: de Luis D.A. , Pacheco D. , Izaola O. , Terroba M.C. , Cuellar L. , Martin T.
Published: December 2008

Background: Bariatric surgery is the most effective long-term treatment for morbid obesity, reducing obesity-associated comorbidities. The aim of our work was to describe clinical results and nutritional complications in morbidly obese patients with biliopancreatic diversion. Methods: We have analyzed a consecutive series of 64 patients who have been followed up for 3 years after undergoing open biliopancreatic diversion by the Scopinaro technique. Results: Initial excess weight loss was 29.3% at 6 months and 61.5% at 3 years. A significant improvement of body mass index, weight, waist circumference, fat mass, glucose level, total cholesterol, uric acid and triglycerides levels was detected. Ferritin, vitamin A, vitamin D, vitamin B12, zinc and copper levels showed a low percentage of deficiency at basal time, but during the follow-up, the percentage of deficiency increased. Vitamin E and K did not show basal deficiency. However, after surgery, a moderate deficiency of both vitamins was detected (vitamin E 7.1% and vitamin K 8.3%). Folic acid deficiency was observed in 54.3% of the subjects at basal time, but decreased during the study. Conclusion: Biliopancreatic diversion is an effective method of sustainable weight loss. However, micronutrient deficiencies can occur.
Contribution of Transient Receptor Potential Vanilloid Subtype 1 to the Analgesic and Antihyperalgesic Activity of Nefopam in Rodents
Authors: Verleye Marc , Gillardin Jean-Marie
Published: December 2008

In order to further elucidate the mechanism(s) of action of analgesic and antihyperalgesic nefopam, its interactions with the transient receptor potential vanilloid subtype 1 (TRPV1) were investigated. In sensory neurons of rat embryos, dorsal root ganglion (DRG) in culture, nefopam (3–30 μmol/l) and capsazepine (TRPV1 antagonist, 10 μmol/l) prevented intracellular calcium elevation and calcitonin gene-related peptide release induced by vanilloid agonist capsaicin. Unlike nefopam, capsazepine failed to inhibit these same responses induced by KCl excess. In vivo, nefopam (0.5 and 2 mg/kg, i.v.) and capsazepine (40 mg/kg, i.p.) reduced the licking response due to intraplantar injection of capsaicin in mice. These findings suggest that nefopam exerts its analgesic and antihyperalgesic effects through multiple mechanisms including blockade of TRPV1 in addition to voltage-dependent calcium channels in the DRG.
Clinical Characteristics and Outcomes of the Meningitides in Systemic Lupus Erythematosus
Authors: Baizabal-Carvallo José Fidel , Delgadillo-Márquez German , Estañol Bruno , García-Ramos Guillermo
Published: December 2008

Background: The meningitides are rare but well-identified complications in patients with systemic lupus erythematosus (SLE). Aims: To determine the clinical characteristics, risk factors, prevalence and outcomes of the meningitides (septic and aseptic) in patients with SLE. Patients and Methods: From January 1988 to December 2006, we identified patients with SLE and septic or aseptic meningitis. Results: We identified 25 episodes of meningitis in 23 patients with SLE, from a total of 1,411 SLE patients (1.63%); in 15 out of 25 episodes, a microorganism was identified. Mycobacterium tuberculosis, Listeria monocytogenes and Criptococcus neoformans represented the main microorganisms. In 10 episodes, aseptic meningitis was diagnosed. Lymphopenia, steroid use, chronic damage and systemic activity of SLE were frequent in both kinds of meningitis. Although the clinical presentation did not differ significantly, patients with septic meningitis had more residual neurological deficits (p = 0.04). Conclusions: Meningitis was observed in about 1.6% of the patients with SLE; in 40% of the cases, no microorganism could be isolated. A residual neurological deficit was more common in patients with septic meningitis.
The Clinical Significance of Serum Procalcitonin Levels following Direct Hemoperfusion with Polymyxin B-Immobilized Fiber Column in Septic Patients with Colorectal Perforation
Authors: Shimizu T. , Hanasawa K. , Sato K. , Umeki M. , Koga N. , Naganuma T. , Sato S. , Shimonishi T. , Ikeda T. , Matsuno N. , Ono S. , Saitoh H. , Satoh K. , Otani Y. , Endo Y. , Eguchi Y. , Tani T.
Published: December 2008

Background: The efficacy of direct hemoperfusion with polymyxin B-immobilized fiber columns (PMX) has already been demonstrated in clinical studies for the treatment of septic shock. However, serum procalcitonin levels following PMX remain unknown. Methods: This prospective, multicenter, nonrandomized clinical study was performed at 12 institutions. Forty-five patients with severe sepsis or septic shock due to colorectal perforation underwent PMX. Patients’ outcome as well as circulating levels of endotoxin, procalcitonin and IL-6 were monitored. Results: Before surgery, procalcitonin level, but not endotoxin and IL-6 levels, was elevated according to patients’ septic conditions. Procalcitonin was significantly and positively correlated with sequential organ failure assessment score. Circulating levels of procalcitonin peaked 24 h after PMX treatment. Change in serum procalcitonin level was significantly higher in nonsurvivors than survivors. Nine mortalities were observed within 28 days. The best predictor for 28-day mortality was procalcitonin >85.7 ng/ml at 24 h after PMX (area under the receiver operating characteristic curve: 0.808 ± 0.105). Conclusions: Procalcitonin may be a good indicator of severity of sepsis secondary to colorectal perforation. Furthermore, procalcitonin level at 24 h after PMX appears to predict outcome after PMX. Therefore, procalcitonin may be a useful diagnostic marker to evaluate patients’ condition in candidates for PMX treatment.
An Analytical Model for Elucidating Tendon Tissue Structure and Biomechanical Function from in vivo Cellular Confocal Microscopy Images
Authors: Snedeker J.G. , Pelled G. , Zilberman Y. , Ben Arav A. , Huber E. , Müller R. , Gazit D.
Published: December 2008

Fibered confocal laser scanning microscopes have given us the ability to image fluorescently labeled biological structures in vivo and at exceptionally high spatial resolutions. By coupling this powerful imaging modality with classic optical elastography methods, we have developed novel techniques that allow us to assess functional mechanical integrity of soft biological tissues by measuring the movements of cells in response to externally applied mechanical loads. Using these methods we can identify minute structural defects, monitor the progression of certain skeletal tissue disease states, and track subsequent healing following therapeutic intervention in the living animal. Development of these methods using a murine Achilles tendon model has revealed that the hierarchical and composite anatomical structure of the tendon presents various technical challenges that can confound a mechanical analysis of local material properties. Specifically, interfascicle gliding can yield complex cellular motions that must be interpreted within the context of an appropriate anatomical model. In this study, we explore the various classes of cellular images that may result from fibered confocal microscopy of the murine Achilles tendon, and introduce a simple two-fascicle model to interpret the images in terms of mechanical strains within the fascicles, as well as the relative gliding between fascicles.
'Nothing in Our Histories': A Postcolonial Perspective on Twelfth-Century Christian Hebraism
Authors: Goodwin Deborah
Published: December 2008

This essay examines how twelfth-century Christian Hebraism, as an aspect of biblical exegesis, contributed to producing Christian knowledge of the Jewish Other. It argues that Christian Hebraism was symptomatic of strategies central to the formation of Christian identity, a process to which Jews were essential not only as foils, but as collaborators. An alternative approach to Christian Hebraism, its contributions to a volatile Christian identity, and its status as both a cause and an effect of changing relations between Jews and Christians in the period, is demonstrated by the application of postcolonial discourse analysis to the psalms commentary by Herbert of Bosham.
Islamic Spaces and Diplomacy in Constantinople (Tenth to Thirteenth Centuries C.E.)
Authors: Anderson Glaire
Published: December 2008

This article focuses on the built spaces, often described as mosques, of two Muslim communities in Constantinople between the tenth and thirteenth centuries. These Islamic spaces in the Byzantine capital originated pragmatic solutions to the functional requirements of accommodating Muslim prisoners and merchants. During this period one of these built spaces acquired political status as “the mosque of Constantinople” in diplomatic negotiations, serving as a counterpart to Christian monuments in Islamic territories. By the end of the twelfth century the Muslim spaces of Constantinople had acquired social, economic and religious significance for an international Muslim community, becoming in effect Islamic monuments. The “mosques” of Constantinople thus illuminate a role for architecture within Byzantine-Islamic diplomatic exchange, and a process of medieval monument formation, based not on intrinsic artistic interest, but on meanings acquired through social processes.
A Thirteenth-Century Arthurian Tale in Hebrew: A Unique Literary Exchange
Authors: Drukker Tamar
Published: December 2008

A single fragment of a thirteenth-century Hebrew translation of an Arthurian romance is testimony to the familiarity of Jews in Italy with the popular tales of King Arthur. The translator is a learned jew, well-versed in Hebrew, scripture and exegesis, and yet his translation is a classic example of a chivalric romance set in a culture far removed from that of its translator and its possible readers.
The Gendered Nature of Drug Acquisition Behavior Within Marijuana and Crack Drug Markets
Authors: Griffin Marie L. , Rodriguez Nancy
Published: December 2008

Previous studies examining how gender structures women’s opportunities to engage in the street-level drug economy have provided insight into the changing nature of illicit drug markets and women’s roles within this illegitimate economy. Using national data from the Arrestee Drug Abuse Monitoring program, this study adds to the existing body of research by examining drug market acquisition behaviors and how such drug activity differs by gender. The findings indicate that male and female arrestees use different strategies when obtaining drugs. Specifically, women appear to rely on a more limited array of social contacts than men when acquiring drugs. The results also reveal that the effect of gender on efforts to obtain drugs is not constant across drug types. This study suggests that the strategies used by women when obtaining drugs may very well reflect the gendered culture of street-level drug markets and the influence of personal relationships on women’s involvement in criminal activity.
Preventing Truancy and Dropout Among Urban Middle School Youth
Authors: Rodríguez Louie F. , Conchas Gilberto Q.
Published: December 2008

This case study explores how a community-based truancy prevention program mediates against absenteeism, truancy, and dropping out and positively transforms the lives of Black and Latina/Latino middle school youth. Findings suggest that community—school partnerships are critical in the quest to combat truancy and the alarming dropout rate among urban youth. This study also shows how committed individuals can work to engage and empower low-income urban youth who are disengaged from school. Extensive interviews and observations with Latina/Latino and Black youth demonstrate how the intervention program mediates against social and academic failure. Using grounded theory, this article explores four student-identified dimensions that impact his/her (re)engagement with school: (a) the importance of space that promotes peer relations, (b) incentive structures within programs, (c) the need for social networks, and (d) youth advocacy as a mechanism for institutional accountability. Implications for combating truancy, reducing dropout, and promoting student engagement are discussed.
Visual Perception, Integrative Functions and Academic Learning
Authors: Frostig Marianne
Published: December 2008

Because intelligent behavior depends on the development of all psychological functions and upon their integration, remedial training, although it may focus upon one area, must take into account all areas. Specific examples are given as to how visual perceptual exercises may also be used to enhance the child's development in language, sensory-motor functions, higher thought processes, integrative abilities, and social and emotional growth. Principles of teaching, such as over-learning, directing attention, individualization, and personalization apply to ability training as well as to teaching of academics. Facilitation of transfer of initial visual perceptual training to academic skills is discussed and illustrated,
Negative Relationships between Ability to Visuolize Space and Grades in Specific Courses
Authors: Stafford Richard E.
Published: December 2008

The Identical Blocks Test of spatial visualization was administered to college freshmen and correlated with grades in specific courses. Negative relationships between test scores and grades in foreign languages were noted and implications for counseling and testing are discussed.
The EEG as a Predictor of Intellective and Academic Performance
Authors: Hartlage Lawrence C. , Green Joseph B.
Published: December 2008

This study investigated intellective and academic performance of 111 children who had been classified on the basis of locus of EEG abnormality. Analyses of variance were computed among EEG classes for 15 Wechsler intellective variables and three Wide Range Achievement Test academic variables. Only one analysis produced significant differences, and subsequent analysis suggested that this difference was artifactual. It was concluded that on the basis of EEG classification of locus of abnormality, there may be little payoff in terms of predicting specific areas of intellectual or academic impairment in learning disabled children.
A Twin Study of Genetic Influences in Reoding Achievement
Authors: Matheny Adam P. , Dolan Anne Brown
Published: December 2008

The California Reading Achievement Test was administered to 70 pairs of same-sex twins, ages 9 to 12 years. Intraclass (within-pair) correlations were significantly higher for monozygotic (MZ) than for dizygotic (DZ) pairs, and F ratios of variance showed that the DZ pairs had significantly greater within-pair variability than the MZ pairs. The results were in close agreement with findings of previous studies, and together are indicative of hereditary influences in reading achievement. The MZ twins' reading scores were found in a bimodal rather than a normal distribution, suggesting a recessive gene influence on relatively lower reading scores. Tentative support for this suggestion was found by comparing the observed distribution with that expected from a recessive gene model. The advantages are discussed for utilizing twin samples for further research into (1) inherited underlying traits which might influence reading achievement, and (2) environmental contributions to reading achievement.
The Relationship Between the Canter Bockground Interference Procedure and the Hyperkinetic Behavior Syndrome
Authors: Adams Jerry , Hayden Benjamin S. , Canter Arthur
Published: December 2008

Performance on the Canter Background Interference Procedure (BIP) of 40 hyperkinetic boys was compared with that of 38 male control subjects. While the groups did not differ on the Bender-Gestalt Test (with IQ partialled out), the hyperkinetic group showed a significantly greater decrement in performance under Canter-BIP conditions. However, the magnitude of the differences found was too small to yield reliable classification of the individual child. The results indicate the necessity of caution in clinical use of the technique with children.
Children with Learning Disabilities Referred to Psychiatrists: A Follow-up Study
Authors: Nichol Hamish
Published: December 2008

Data are presented on 232 children under 18 years of age in the metropolitan area of Vancouver referred in 1960 to psychiatric facilities for evaluation because of academic difficulties. This material formed the basis for a 5-year follow-up study on the utility of the psychiatric consultation to the children's teachers and the children's subsequent progress in school. In only 40% of cases were the findings of psychiatric evaluation available to the school personnel; in less than half of these instances were the findings deemed by the teachers to be of any assistance to them in their work with the children.
Ten Guidelines for Writing Instructional Sequences
Authors: Siegel Ernest , Siegel Rita
Published: December 2008

Despite the fact that more courses are given and more literature is devoted to the overall topic of task analysis, teachers, though more than willing to implement, still seek more definitive guidelines for writing instructional sequences. This paper presents ten specific guidelines based on the pooled experiences and ideas of the authors and education majors in various colleges.
Techniques for Involving the Child with MBD in Meaningful Psychotherapy
Authors: Gardner Richard A.
Published: December 2008

A problem familiar to all child therapists is that of engaging an inhibited, uncooperative, or resistant child in meaningful psychotherapy. The child with minimal brain dysfunction may be particularly difficult to involve and may be even more prone to exhibit impediments to therapeutic engagement. In addition, his impairments in perception, conceptualization, and concentration frequently compound the therapist's difficulties in treating his emotional problems. The author presents a number of games that he has found useful in involving children with MBD. They are all based on the standard board game (traditionally attractive to most children), and utilize token reinforcement to further stimulate interest. The Mutual Story telling Technique and other forms of therapeutic communication are also incorporated into the game structure in a way to further enhance the child's involvement.
Braille: A Language for Severe Dyslexics
Authors: McCoy Lois E.
Published: December 2008

Braille is suggested as an alternative language for the severely learning disabled student; it is a ready-made language and it uses a completely different pathway than that of auditory/ visual input. The apparent success using this technique with a 15-year-old girl who could neither read nor write seems to justify consideration of this radical approach to teaching a method of communication to the severe dyslexic. Instruction in Braille began for this girl in September 1973, and within four months she had exceeded her highest previous reading achievement. In June 1974, she began fourth-grade studies in Braille, and a whole new world of information was opened to her through her newly found skills and the Talking Books and tape-recorded information which accompanied her Braille program.
Use of CNS Stimulant Medication in Averaged Electroencephalic Audiometru with Children with MBD
Authors: Weber Bruce A. , Sulzbacher Stephen I.
Published: December 2008

Averaged electroencephalic audiometry (AEA) was conducted on 12 children diagnosed as having minimal brain dysfunction (MBD). Each child was tested on three separate days to permit a double-blind evaluation of responsiveness to no-drug, placebo and CNS stimulant drug conditions. In addition, 9 of the 72 children were tested a fourth time to permit an examination of the two dosage levels. Lower thresholds were recorded when the subjects were tested on medication. This finding suggests that AEA with MBD children can be enhanced by taking advantage of the medication prescribed to counteract hyperactivity. It was also observed that the AEA performance of children on whom medication had a favorable behavioral effect was different from that of poor drug responders, even in the no-medication conditions.
The Development of Learning Sers in Adequate and Retarded Readers
Authors: Wirtenberg Thelma J. , Faw Terry T.
Published: December 2008

Potential differences in the development of learning sets between eight- and 72-year-old adequate and retarded readers were examined. The learning set problem required the children to learn to consistently choose one of two nonsense syllables despite variations in four irrelevant dimensions and to generalize that solution to similar problems employing different stimulus materials. Retarded readers were not found to be deficient in their ability to solve the simple discrimination learning problem presented, but were deficient in their ability to generalize their solution to subsequent problems. Although the younger children were inferior to the older ones in their ability to generalize the solution to the discrimination learning problem, the deficiency exhibited by retarded readers did not change with changes in age.
A Comporison of the KeyMath Diagnostic Arithmetic Test and the California Arithmetic Test Used with Learning Disabled Students
Authors: Tinney Franklin A.
Published: December 2008

This study investigated the comparative advantages of the KeyMath Diagnostic Arithmetic Test and the California Arithmetic Test in the evaluation of learning disabled children. Pre-and post-tests of both instruments were administered to 56 children enrolled in a diagnostic/remedial resource program for children with specific learning disabilities. The results indicate that there is a significant positive relationship between the KeyMath and the CA T for the learning disabled population under study. The KeyMath was found to offer the advantage of providing individual diagnostic information as well as achievement data.
programs, materials and techniques
Authors: Brown Virginia L.
Published: December 2008

A variety of items covering a wide range of interests is presented this month. Gaye McNutt of the University of Texas-Austin reviews a two-kit spelling program:Continuous Progress in Spelling. User suggestions are considered in this review. Materials developed for teaching English as a second language are useful for older students who need interesting reading at a low level of complexity. Oxford University Press, a primary distributor of these materials, publishesReading and Exercise Series andEnglish in Focus — samples of the rich resources offered by this field to learning disabilities. For the very severe language/learning disorder, theNon-Speech Language Initiation Program (NON-SLIP) is recommended because it by-passes the auditory-vocal channels of communication. ThePacemaker Primary Curriculum is seen as an excellent resource for the person who works with primary-age LD children or with their teachers (grades K-3). It is an excellent example of a planned, structured program designed to extend for an entire school year. Of the four Ms of teaching: materials, methodology, management, and measurement, the third and fourth Ms receive attention this month. Marvin Fine's The Teacher's Role in Classroom Management presents a practical approach to classroom discipline. It may be used by LD or resource teachers to help match technique to the child. Both informal and formal methodologies are suggested.Measurement and Analysis of Behavioral Techniques by John O. Cooper concisely describes and illustrates a wide range of techniques for the observation and measurement of permanent "academic" products. Included is a section on the preparation of data for professional colleagues. For the supervisor or administrator,Group Techniques for Program Planning: A Guide to Nominal Group and Delphi Processes describes in detail how to use each of these processes. Of special interest is the Nominal Group Technique, which helps reduce the dominance of a group by a few of its members.
Pseudo-Retardation as a Form of Learning Disability: The Case of Jean
Authors: Stott Denis H.
Published: December 2008

In a preschool for the retarded, a four-year-old girl was suspected of playing the role of a low-grade retardate, controlling her social environment by means of extreme dependence and helplessness. Rehabilitation was successful through a behavior modification program in which this role was not reinforced and through use of the Flying Start Learning-to-Learn Program, which positively reinforces good learning behaviors. This child showed herself to have good learning ability and her IQ was raised to within the normal range. It was noted that her choice of the dependent role was not arbitrary, but was an understandable aftermath of early handicaps.
Definitions of Learning Disabilities Used in the United States
Authors: Mercer Cecil D. , Forgnone Charles , Wolking William D.
Published: December 2008

This article features the results of a survey of 42 state departments of education regarding their respective definitions of learning disabilities and attempts to operationalize them. A conceptual framework consisting of 15 components is presented as a vehicle for analyzing LD definitions. The definitions from the state departments were examined and discussed in terms of those components. The results revealed trends and variations in the state definitions and these are highlighted by a discussion of the approaches used in the states of Washington and Florida to operationalize the LD definition. The use of the conceptual framework and a study of functional relationships between behavior and environment are two of the procedures recommended to enhance the development of an acceptable definition of LD.
Visual and Tactual Integration and Cerebral Dysfunction in Children with Learning Disabilities
Authors: Adams Jerry
Published: December 2008

This study reintroduces a historically old question: Of what relevance is brain dysfunction to educational planning? It has been widely accepted in educational circles that the brain's physical integrity is not relevant as the child still must be educated. Adams demonstrates that optimal educational programs may need to take into account brain status. — G.M.S.
Maintaining the Mainstreamed Child in the Regular Classroom: The Decision-making Process
Authors: Heron Timothy E.
Published: December 2008

Inevitably, mainstreaming will place new burdens on regular teachers and test our schools' flexibility in dealing effectively with children with special problems. Likely, solutions will need to be as many and distinctive as the children in question — as yet no formulas exist for successful mainstreaming. Heron clearly describes some of the tools available to schools, and the references he provides should be especially useful to readers wishing to pursue one or more of his suggestions. — G.M.S.
Myths of Mainstreaming
Authors: Diamond Barbara
Published: December 2008

While the concept of mainstreaming is highly commendable as an educational objective, it promises more than our educational institutions can deliver at this time. This article will critique some of its flaws, such as grade-level curriculum demands, reporting systems, standardized tests, teacher training, and the individualization of instruction. As a child advocate, the author discusses the often unfortunate sequelae of current educational practices on the learning disabled child, his family, and concerned professionals. Modifications are proposed to improve and facilitate more effective implementation of mainstreaming.
Relationships between Environmental Distractions and Task Performance of Hyperactive and Normal Children
Authors: Steinkamp Marjorie W.
Published: December 2008

Thirteen hyperactive children and 11 normal children, all boys who were functioning at the second-grade level, were individually given four representative academic tasks in selected distracting environments during four one-hour testing sessions. Performance was measured by 'time-off' task, "time-to-complete" task, and number correct "score." Multivariate analyses of variance were used to determine whether hyperactive children were more distractible than normal children who were also distractible under similar conditions. The results clearly indicated that on a simple picture-completion task, hyperactive and normal subjects were equally distractible. Hyperactive children were not helped more than normal children by the presence of an adult except on a complex arithmetic task; their decrease in time-off on this task, however, was not accompanied by an increase in score performance. Hyperactive children did not improve more than normal children when placed in a distraction-free environment. Only on the complex arithmetic and creative-fun tasks did hyperactive children find manipulatable gadgets more distracting than did normal children. The increase in time-off did not result in deterioration of scores, however.
Use of Grammatical Morphemes by Beginning Readers
Authors: McClure Judith , Kalk Michael , Keenan Verne
Published: December 2008

Grammatical morphemes have little inherent meaning but provide the syntactic cues necessary to structure language (the, -ing). Twenty-four good beginning readers and 24 poor readers from 12 suburban schools were tested on three measures of grammatical morpheme use: sentence recall, speech production, and language comprehension. The two groups did not differ in sentence recall. Good readers produced more correct grammatical morphemes than poor readers, but the difference disappeared when IQ effects were partialized. More grammatical morphemes were comprehended by good readers than poor readers, even when IQ was controlled.
Long-Term Effects of Resource Room Programs on Learning Disabled Children's Reading
Authors: Ito H. Richard
Published: December 2008

A follow-up study was conducted to ascertain if the rate of reading gain made during part-time placement in a resource room would be maintained following a year of full-time attendance in the regular classes. The Wide Range Achievement Test (WRA T) was administered to 62 learning disabled children. Statistical analyses were computed for children grouped by duration of intervention and chronological age and were compared among the three testing phases: pretest, posttest, and follow-up. It was found that the resource room intervention is effective for increasing reading rates of learning disabled children but that the increased rates do not appear to be maintained in the regular classrooms. The group with the shortest stay in the resource room made significantly greater rate gains during treatment and continued during follow-up to learn at a higher rate. Conversely there were no significant differences between the chronological age groups. However, the difference between the testing phases was statistically significant. The author suggested alternative strategies to sustain the increased rates of reading achievement for children returning full time to the regular classrooms.
Variability and Instability in Perceptual and Reading Functions of Brain-Injured Children
Authors: Aviezer Ya'ara , Simpson Seymour
Published: December 2008

Thirty-four children diagnosed as brain-injured and enrolled in a school for brain-injured children and 40 children in regular classes took part in a study of variability and instability in perceptual and reading functions. The children were divided into an older group (10 to 11 years old) and a younger group (6 to 7 years old) and were matched for age, IQ, and socioeconomic background. Three perceptual functions were tested — auditory sequence, spatial relationships, and visual-motor coordination. Reading was tested by means of a four-part examination composed of single consonants, nonsense syllables, words, and sentences. All children were individually examined three times over an interval of two months two weeks.

The three major hypotheses investigated were (1) brain-injured children would display more instability in repeated task performance over time than normal children; (2) brain-injured children would display more variability in level of performance from task to task; and (3) instability in perceptual functioning is not developmentally related, whereas instability in reading level is developmentally related.

The results indicate that both older and younger brain-injured children display instability in various perceptual areas. Young brain-injured children appear not to differ significantly in this respectfrom their normal peers. Only in the case of older brain-injured children is such instability of diagnostic significance.
Conceptual and Educational Implications of the Use of Efficient Task Strategies by Learning Disabled Children
Authors: Torgesen Joseph K.
Published: December 2008

This paper presents evidence that learning disabled children, like other groups that show performance deficiencies, do not spontaneously employ appropriate task strategies in a variety of situations. Thus their low performance on many tasks is attributable to failure to engage in certain kinds of goal-directed activities rather than to structural or capacity limitations. This concept of performance problems in learning disabled children has important potential implications for educational practice. The last section of this paper is devoted to a consideration of the additional kinds of information needed to fully assess the applicability of the basic research to classroom procedures.
A Comparison of the Performance of Normal, Learning Disabled, and Educable Mentally Retarded Children on Cattell's Ability Constructs
Authors: Hill David S.
Published: December 2008

The purpose of this investigation was to explore the use of Cattell's ability traits (fluid and crystallized intelligence, visualization, and fluency) as difference characteristics of the learning disabilities category. Previous research and conceptual differences among the learning disabled, normal, and educable mentally retarded populations suggested that learning disabled children would perform better than educable mentally retarded children but not as well as normal children on measures of the traits. Fifteen subjects between the ages of 7 years and 8 years 6 months from each category were administered measures of the traits. An analysis of the scores indicated significant differences between learning disabled and normal children and between learning disabled and educable mentally retarded children on the visualization and fluency measures. Significant differences between the groups were also found on the crystallized intelligence measure but not in fluid intelligence. The results suggest that the crystallized intelligence, visualization, and fluency traits may represent difference characteristics of the learning disabled category, while fluid intelligence may not.
The Direct Assessment: An Alternative to Psychometric Testing
Authors: Dickinson Donald J.
Published: December 2008

There is currently a need for school psychologists to write remedial recommendations for the same educational problems identified by teachers and parents. Such fundamental problems as reading, writing, and arithmetic need to be assessed on the basis that a child simply has not learned the necessary subtasks within these skills or that certain immediate environmental conditions prevent the child from acquiring the skills. Previous assessment procedures ignore the task and the immediate environment and assess only the child's inability to learn. The child, the task, and the immediate environment need to be included in an assessment.

A direct assessment anaylzes the task to be learned in such a way that the steps required to learn the skills are specified, and the child's level within the task is determined. This assessment takes into consideration that the child's immediate environment can make a difference in performance.

Factors within the environment are assessed to determine whether they set the occasion for inappropriate responses. In addition, the environment in which the child must learn is systematically evaluated to determine those factors that can be modified so that learning will occur, while the unique learning characteristics of the child are also considered.
Completeness and Readability of 16 Learning Disabilities Introductory Texts
Authors: Rose Terry L. , Lessen Elliott I.
Published: December 2008

Sixteen introductory texts on learning disabilities published since 1973 were subjected to content and readability analysis. The contents of the texts were analyzed to determine their inclusion of material relevant to the major content areas of an introductory class on learning disabilities. No text was found to cover all content areas, but most included a large number of these areas. Reading ease scores were computed using the formula developed by Flesch, and these ranged from the college level to the college graduate level.
Assessment of the Learning Disabled and Hyperactive Child: An Analysis and Critique
Authors: Berler Ellen S. , Romanczyk Raymond G.
Published: December 2008

A survey of seven scientific journals from the years 1972 through 1978 was conctucted to determine the assessment procedures used in the research literature to select learning disabled and hyperactive children. The findings supported an expected lack of specificity and consistency in the use of assessment instruments and selection criteria. A comparison between learning disabilities and hyperactivity studies showed that learning disabled children tended to be selected on the basis of standardized, objective tests, whereas, hyperactive children were more frequently identified on the basis of subjective indices. The need for standardized assessment procedures and for more detailed descriptions in the literature of these procedures in discussed.
Blueprint for the Diagnosis of Difficulties with Cardinality
Authors: Dunlap William P. , Brennen Alison H.
Published: December 2008

Children frequently have difficulties solving exercises involving missing addends. In most cases these children lack mental images for the cardinal numbers.

This manuscript describes a diagnostic procedure for assessing children's mental images and knowledge of cardinal numbers, 0 through 9. The diagnostic procedure includes the assessment of a child's visual memory, visual perception, symbol recognition, oral naming of numerals, and symbol-set linkage. These skills must be possessed by a child in order for him/her to be successful with cardinal numbers and missing addend exercises.
Portrait of the Teacher as a Normal Curve
Authors: Chandler Harry N.
Published: December 2008

The weight of most of the effort and most of the criticism of working with the learning disabled child falls on the public school teacher. Those professionals in the LD field who help formulate legislation that affects the public schools and who write the articles that criticize the public school teacher are those persons who are least likely to have worked directly with large groups of LD children. The author asks that other professionals in the LD field have a better understanding of the constraints, both personal and institutional, under which the public school teacher must attempt to meet the many demands placed on her or him. Programs of consistent high quality can only follow realistic legislation and field tested programs implemented by teachers who have been selected and trained in institutions that are more dedicated to training competent educators than to merely filling their classrooms.