bluuebunny/crossref_metadata_2025 huggingface dataset:
Managing Transfrontier Hazardous Waste Transport Forms
Authors: Bartels Jeroen , Nanninga Michel , van Weenen Bart , de Walle Foppe
Published: March 2008

The present study evaluates the implementation of the EC Directive concerning transfrontier movements of hazardous wastes. Two of the identified bottlenecks, i.e. "the surplus of forms" and "too long delay in returning forms," were studied in greater detail. A comparison of the forms used in the international waste transport in Europe showed a redundancy of information in comparison with the EC form. This indicates substantial cost savings when the existing forms are replaced by a "single administrative document", for which the EC form can serve as an example.
Site Selection of a Waste Disposal Facility in Kuwait, Arabian Gulf
Authors: Al-Bakri D. , Shublaq W. , Kittaneh W. , Al-Sheikh Z.
Published: March 2008

The study is part of a programme on solid waste management in the Shuiba Industrial Area in Kuwait. Potential landfill sites were identified and evaluated in terms of environmental, technical and socio-economic factors. Exclusion/avoidance criteria were formulated and used for a preliminary screening, which resulted in two candidate sites. A set of site selection criteria was then compiled and used in a multidisciplinary study of the candidate sites that included field investigation, soil analysis, and an assessment of groundwater, ecology and socio-economic setting. A weighting/scaling scoring system was applied to the final evaluation of the results and the selection of the most suitable site. This work also presents recommendations on operations and management of the landfill to ensure maximum protection of the environment and public health.
In-School Adaptive Behavior: Assessment Domains of Behavior Rating Scales and Child Characteristics
Authors: Keller Harold R.
Published: March 2008

This study examined the in-school adaptive behavior of 283 randomly selected black, Hispanic and white 7-year-old children with two teacher behavior rating scales, Brown and Hammill's Behavior Rating Profile (BRP) and Mercer's Teacher Questionnaire (MTQ). Multiple regression analyses showed that the single best predictor of school functioning was MTQ competence ratings. Sociability as measured by the MTQ was only moderately related to school functioning. The BRP, a rating scale of behavior problems, appears to be a measure of social conformity in that it correlated most highly with the MTQ social conformity score. The BRP did not correlate highly with school functioning (either grades or standardized achievement test scores). Multivariate analyses indicated that child characteristics (gender and ethnic group) arc strongly related to teacher ratings of adaptive behavior. Specific correlations between adaptive behavior ratings and school functioning and the patterns of correlations varied across ethnic groups. The implications of these systematic rating differences were discussed in relation to the mandates for assessment of adaptive behavior and for nonbiased assessment. It is apparent that sociocultural background characteristics must be considered explicitly in the decision making process.
A Comparison of At-Risk Preschool Children's Performance On the K-Abc, McCarthy Scales, and Stanford-Binet
Authors: Lyon Mark A. , Smith Douglas K.
Published: March 2008

This study examined the relationship among performance on the Kaufman Assessment Battery for Children (K-ABC), McCarthy Scales, and Stanford-Binet for 72 children referred for placement in two early intervention preschool programs. The correlational results of the study yielded moderate positive relationships between both the Mental Processing Composite (MFC) and General Cognitive Index (GCI) (r = .59) and the MPC and Stanford-Binet IQ (r = 45). Individual performance profiles of the children placed in the programs were relatively flat on both the K-ABC and McCarthy. On the K-ABC, the Simultaneous scale (SIM) was 2 points higher than the Sequential scale (SEQ), and the Achievement scale (ACH) was about 2 points higher than MPC. On the McCarthy, all of the scale indexes were within 2 to 3 points of each other, except Verbal, which was 4 to 5 points higher.
Factor Similarities Between Traditional Psychoeducational and Neuropsychological Test Batteries
Authors: Sutter Emily G. , Bishop Peter C. , Battin R. Ray
Published: March 2008

Psychoeducational test scores from the clinical records of 360 children were factor analyzed and the results compared to factors cited in the literature as characterizing formal published neuropsychological test batteries such as the Halstead-Reitan and the Luria-Nebraska. The psychoeducational battery yielded five factors: Language, Academic Achievement, Visual Spatial, Attention and Memory, and Motor Speed. It was concluded that traditional psychoeducational test batteries could yield brain-behavior information similar to the neuropsychological batteries and might thus serve a legitimate screening function, enabling the psychoeducational specialist to provide relevant information to the neuropsychologist in referrals.
Cluster Analysis of the Wechsler Preschool and Primary Scale of Intelligence
Authors: Silverstein A.B.
Published: March 2008

The intercorrelations among the 11 subtests of the WPPSI were analyzed for each of the six age groups in the standardization sample, and clusters were found that clearly corresponded to the Verbal and Performance Scales. The results were in general agreement with those of previous research in which factor analysis was employed with the same data. Alternative interpretations are offered for the absence of a Freedom from Distractibility cluster (or factor).
Significance Testing of Subtest Score Differences: the Rules of the Game
Authors: Cahan Sorel
Published: March 2008

Significance testing is widely used as one way to evaluate subtest score differences. Nevertheless, misinterpretations of statistically significant differences are frequent, due to basic misunderstandings of the underlying model. This article reviews the significance testing model and discusses the interpretations and misinterpretations of statistically significant differences.
Students' Acceptability Ratings of Interventions for Classroom Misbehaviors: a Study of Well-Behaving and Misbehaving Youth
Authors: Turco Timothy L. , Elliott Stephen N.
Published: March 2008

Fifth-, seventh-, and ninth-grade students ( N = 151) completed the Children's Intervention Rating Profile (CIRP) in response to four teacher-initiated intervention methods (home-based praise, home-based reprimand, public praise, and public reprimand) to correct classroom behavior problems. In addition, each student's teacher rated a student's general behavior. When examining the intervention preferences of students at each grade level, several trends in the acceptability of intervention methods were evident. Specifically, (1) fifth graders preferred positively oriented interventions more than negatively oriented interventions, (2) seventh and ninth graders preferred home-based interventions more than school-based interventions, and (3) only ninth graders indicated a sensitivity to selecting intervention methods based upon the problematic student's sex and the teachers' rating of the students' overall behaviors. The results are discussed within the context of previous treatment acceptabilty research and highlight the importance for acceptability research to include more background variables concerning both the raters and the target child.
Parent-School Collaboration: The Utility of a Competence Lens
Authors: Lawrence Edith C. , Heller Mary Beth
Published: March 2008

Although the significant impact parent-school collaboration can have on student achievement, attendance, and behavior is well documented, parents and schools can sometimes slip into adversarial positions with one another. When this occurs, school psychologists are often called upon to intervene, if not mediate. This article presents a template for how school psychologists can bring out the best in both parents and teachers through the adoption of a competence lens.
Multimodal School-Based Intervention for At-Risk, Aggressive, Latency-Age Youth
Authors: Stirtzinger Ruth , Campbell Lorraine , Green Anne , DeSouza Claire , Dawe Ian
Published: March 2008

This pilot study examines the effects of a school-based multimodal intervention project to assist aggressive students at risk for school drop out and delinquency. School climate, peer-pairing, teacher education and whole class interventions are main clinical strategies which seek to attain a multiple reinforcement model for increased social inclusion, healthy behaviour and social interaction in the at-risk student group. Results show significant positive effects (p< .01) in participant group with more mature interpersonal negotiation skills, and a trend toward decreased negative peer perceptions, with no change in control group. These changes are felt to be important protective factors aiding the development of friendships and self-esteem. The study emphasizes the need for more sensitive measures of at-risk children's psychological and academic changes and emphasizes the need for longitudinal program intervention and follow-up.
The Potential Buffering Effects of Group Interaction on Emotional Responses to Differential Outcomes
Authors: Simpson Anna , Benenson Joyce F.
Published: March 2008

Participants were given a questionnaire, consisting of schematic drawings of children and adolescents in interindividual and intergroup contexts, to assess their perceptions about how their typical same-sex peers feel when they are experiencing relative success or failure in developmentally relevant domains. In Study 1, 192 participants in grade 4 and grade 10 came from mixed-sex schools. In Study 2, 173 participants in grades four, five and ten were recruited from same-sex schools. Results indicated that participants judged their typical same-sex peers to feel better when experiencing relative success in an intergroup as compared to interindividual context. In the same-sex schools participants also reported more positive feelings in an intergroup context when experiencing relative failure. Discussion centers on the implications for achievement and performance in educational contexts.
Resistance: Experienced and Novice Consultants' Interpretations and Strategies for Addressing it in Behavioral Consultation Interviews
Authors: Gorges Todd , Elliott Stephen N. , Kettler Ryan J.
Published: March 2008

This study examined whether experienced and novice school psychology consultants differed in identification of consultee resistance, attribution of sources of resistance, and quantity and variety of strategies to handle resistance. The participants were characterized as novice consultants (N = 33) if they had completed fewer than 20 cases or as experienced consultants (N = 19) if they had completed 20 or more cases. All participants viewed two videotapes of consultation cases: one featuring overt resistance and one featuring subtle resistance. Participants completed involvement worksheets, indicating when they observed resistance on the videotape, who was the source of the resistance, and what strategies could be used to address the resistance and the rationales behind such strategies. The findings supported the prediction that all participants would attribute resistance primarily to the consultee rather than to the psychologist or the environment. The prediction that experienced consultants would produce a greater number and variety of strategies also was supported, but only for the overt-resistance case. The findings did not support the prediction that experienced consultants would identify more resistant statements/behaviors than novice consultants. These results indicate the need for further research on attributions to resistance in behavioral consultation, and the use of more extensive strategies to address resistance by experienced school psychology consultants.
Self-worth and Social Support of Children Exposed to Marital Violence
Authors: Riesen Yuriko , Porath Marion
Published: March 2008

The purpose of this study was to examine the relationships among global self-worth (GSW), competencies in various domains, discrepancy between these perceptions of competence and their ratings of importance, and perceived social support of children who were exposed to marital violence using Harter's (1985a, 1985b) theoretical model. Participants were 38 children aged 7 to 12 years. Children individually completed measures assessing their GSW, domain-specific competencies, perceived importance of each domain, and perceived emotional support from several significant individuals in their lives. The findings are consistent with Harter's model in which perceived social support and the perception of success in domains children believe to be important are related to their GSW. Specifically, children's perceived competencies in physical appearance, behavioural conduct, scholastic achievement, and popularity are strongly related to their GSW. Emotional support from mothers and close friends is more strongly related to children's GSW than support from teachers and non-kin adults.
The Role of Executive Functions in Attention Deficit Hyperactivity Disorder: Testing Predictions from Two Models
Authors: Lee Donghyung , Riccio Cynthia A. , Hynd George W.
Published: March 2008

The role of executive functions in attention deficit hyperactivity disorder (ADHD) varies considerably depending on the models of ADHD. We examined the interrelationship of two major executive functions (i.e., inhibition and working memory) with behavioral, emotional, and school problems in a group of children who had a comprehensive neuropsychological evaluation. Our sample included both children with one of ADHD subtypes and a non-clinical control group. Multiple measures of executive functions were subjected to an exploratory factor analysis, resulting in three interdependent but distinguishable underlying factors: executive concept formation, working memory, and cognitive perseveration (disinhibition). A series of predictions from two recent models of ADHD (Barkley, 1997a, 1997b; Rapport, Chung, Shore, & Isaccs, 2001) were tested through hierarchical regressions. Results indicated that, although working memory and disinhibition were significantly related to teacher-reported attention problems, working memory was a mediator, but not a moderator, of the effect of disinhibition on attention problems. Working memory was related to a variety of behavioral, emotional, and school problems that are common to children with ADHD. These results were interpreted as affirming a series of predictions from the working memory model of ADHD (Rapport et al., 2001).
Standardized Procedures for Measuring the Correlates of ADHD in Children: A Research Program
Authors: Saklofske D.H. , Schwean V.L.
Published: March 2008

This article examines preliminary findings of a multidisciplinary research project designed to explore the cognitive, social, behavioral, and academic correlates of Attention Deficit Hyperactivity Disorder as measured by standardized clinical tests. The effectiveness of methylphenidate intervention on these measured abilities is also examined. Research in progress and future directions are discussed.
Ethical Issues in School Psychological Consultation: Can Every Expert Consult?
Authors: Scholten Teeya , Pettifor Jean , Norrie Beatrice , Cole Ester
Published: March 2008

Over the past two decades, there has been a shift in the practice of school psychologists from a unidimensional, direct service delivery model to a multidimensional role that includes indirect methods of service delivery such as consultation. This article considers the scope and adequacy of current ethical guidelines as they relate to the provision of school psychological consultation. Of particular concern is the issue of informal consent when the school psychologist is an active member of the school problem solving team. Following a delineation of the issues, severnl school practice dilemmas are examined and su ggestions are offered for dealing with consultation on individual practitioner, school-based, and professional association levels.
Theory-based Assessment and Remediation of Writing Disabilities: An Update
Authors: Berninger Virginia W. , Whitaker Dianne
Published: March 2008

Process assessment, which is directed toward identifying why a child's writing achievement is discrepant from IQ, is contrasted with product assessment, which is directed toward measuring the amount of discrepancy between writing achievement and IQ. Whereas process assessment is theory based, product assessment is not. The theoretical model underlying a research program designed to validate process measures for writing assessment is described. An overview of the findings of that research, in which 300 primary grade, 300 intermediate grade, and 288 junior high students participated, is provided. The implications of the findings for the model and for the assessment of writing disabilities by school psychologists are discussed.
Enierging Issues in the Assessment of Young Children With Disabilities: The Expanding Role of School Psychologists
Authors: Flanagan Dawn P. , Sainato Diane M. , Genshaft Judy L.
Published: March 2008

The traditional roles of school psychologists have included the tasks of assessment, consultation, intervention, and program planning and evaluation. These roles have focused primarily on service delivery to school-aged children and youth. With the new focus on early intervention, school psychologists must expand their roles to include service delivery to infants, toddlers, and preschoolers in order to effectively identify and treat the special needs of these young children and their families. This article offers an overview of the current issues impacting service delivery to preschoolers and their families, such as assessment, intervention, and training. Finally, several role functions pertinent to the emerging profession of preschool psychology are presented.
A Comparative Analysis of Practitioners' Errors on WIS C-R and WIS C-III
Authors: Klassen Robert M. , Kishor Nand
Published: March 2008

An investigation of the difference in school psychologists' clerial error rates between WISC-R and WISC-III showed that WISC-III appears no less prone to examiner errors than WISC-R. Errors were found on 38% of WISC-R protocols and 42% of WISC-III protocols. On WISC-III, the decline in Full Scale IQ-changing errors over a period of 18 months was statistically reliable.
A Psychometric Investigation of the Wechsler Individual Achievement Test with a Sample of Saskatchewan Schoolchildren
Authors: Michalko K.T. , Saklofske D.H.
Published: March 2008

The Wechsler Individual Achievement Test (WIAT, Psychological Corporation) was introduced in 1992. The purpose of this study was to examine the psyciiometric properfies and normative data of the WIAT with a sample of Canadian children. Ninety randomly selected Saskatchewan schoolchildren in grades 4, 5, and 6 were administered the WIAT in conjurcction with the Canadinn Achievement Test/2 (Canadian Test Centre, 1992). Teacher ratings of academic achievement and expert evaluations of the WIAT item content were obtained. Although there is support for the reliability and validity of the WIAT, prelimirzary data suggest the need fnr further study of Canadian children's perfornurnce on this test..
A Structural Equation Model of Learning Approaches and Strategies
Authors: Andrews Jac , Violato Claudio
Published: March 2008

A total of205 high school students (grades 10,11,12) with approxi=tely equal numbers of niales (N=104;.50.7%) and females (N=101;49.3%) and a mean IQ of117.7 (SD=13.27; range.-74-150) responded to the Learning Process Questionnaire (LPQ) and the Learning and Study Strategies Inventory (LASSI-HS). The resulting data were fitted to a three-factor model of learning motives and strategies theoretically deritrdfrom Biggs' (1987) learning process model and based on associated empirical evidenre, the nature of the LASSI-HS, and our assuniptiotis regarding the mediating role of inteIligence and the nature of twmi-r*renced measures of intelligence (Otis Lenon). The resulting frt of the nwdel was very good (comparatine frt index =.98; residual mean square =.21), thus providing strong support for the proposed model. We conclude that there is a strong relationship between studetits'approaches and strategies for learning and that infeIlectutrI functioning plays a critical role in their ability to discriminate approaches and strafegies for learning.
Efficacy of Cognitive Strategy-Based Instruction for Elementary Students with Learning Disabilities
Authors: Peat David , Wilgosh Lorraine , Mulcahy Robert
Published: March 2008

The data used for this study draw on and extend the research results of a longitudinal project, the Cognitive Education Project, which evaluated the long-term impact on student performance of two cognitive education programs, the Strategies Program for Effective Learning/Thinking (SPELT, Mulcahy, Marfo, Peat, & Andrews,1987) and Instrumental Ertrichment (IE) (Feuerstein, Rand, Hoffman, & Miller, 1980). For the present study, which was a reanalysis of selected data fram the above project, results indicated that after two years of SPELT strategy-based instruction, a larger percentage of students categorized as learning disabled at pretest were no longer dassified as learning disabled three years later, as compared with the control condition. This suggests that strategy-based instruction can substantially increase students'levels of achievement, particularly when those students have learning difficulties or disabilities.
Structuring Reflection: Teaching Argument Concepts and Strategies Enhances Critical Thinking
Authors: Klein Perry , Olson David R. , Stanovich Keith
Published: March 2008

By middle childhood most students understand the concept of evidence, but do not use it when reading or writing arguments. It was hypothesized that teaching concepts about argument components, and tenching a strategy to organize the application of these concepts, would improve students' evaluations of written arguments. In a two-by-two factorial design, 55 grade 5 students read, wrote, and discussed arguments in instructional groups that emphasized: argument concepts; an organizational strategy; both concepts and strategy; or neither concepts nor strategy. Students in all treatment groups improved relative to the control group in evaluating arguments, and transferred gains from social to science items. Concept instruction significantly improved students' evaluations of invalid arguments with plausible claims. Strategy instruction significantly improved their argument writing.
The Effects of Hostile Attribution on Adolescents' Aggressive Responses to Social Situations
Authors: VanOostrum Natalie , Horvath Peter
Published: March 2008

This study extended past findings on the effects of children's hostile attribution bias on aggressive behavior to an adolescent population. Male high school students (N=58) aged 16 to 18 years participated in the study. We examined the relationship of their perceived hostile intent, harm, and importance of social interactions to the adolescents' aggressive responses. It was hypothesized that the greater the participants' perception of hostile intent, the more they would respond with aggression. Participants were randomly presented with three vignettes of social situations and were asked to state their responses to them. The vignettes consisted of problematic social interactions between two males, an antagonist and protagonist. The intent of the antagonist was ambiguous in all cases. Items from the Youth Self Report of the Child Behavior Checklist were also used to measure the aggressive behaviors of the students. It was found that the adolescents' perceptions of hostile intent were related to their level of aggressive responses and aggressive behaviors.
Social Behavior Ratings of At-Risk Preschool Children: Comparisons with Typical Preschool Children by Parents and Teachers
Authors: VonBrock Treuting Mary , Elliott Stephen N.
Published: March 2008

This study examined differing perceptions of teachers and parents pertainitig to frequency and importance of social skills and problem behaviors in preschool children. Children considered at-risk for educationally disabling conditions and typical children were investigated. Teacher and parent ratings on the Social Skills Rating System (SSRS, Gresham & Elliott, 1990) and the revised Conners Rating Scales (CRS, Goyette, Conners, & Ulrich, 1978) were obtained from a sample of 95 children. Both parents and teachers of at-risk children identified significantly fewer social skills and more problem behaviors than did parents and teachers of typical children. Teacher ratings of behaviors did not vary across groups and suggested social behaviors related to peer interactions were valued most. Variation occurred across groups for parent ratings of important social skills, with parents of at-risk students rating self-control behaviors most important and parents of typical students stressing compliance behaviors. Findings were discussed with implications forassessment and remediation.
Observations of Bullying and Victimization in the School Yard
Authors: Craig Wendy M. , Pepler Debra J.
Published: March 2008

The purpose of this research was to describe bullying on the playground The subjects were children observed either bullying or being victimized on the playground. Bullying episodes were identified with 90% inter-rater agreement. Bullying occurred regularly on the playground, approximately once every seven minutes and was of short duration, 38 seconds. The majority of bullying episodes (68%) occurred within 120 feet of the school building. Adults were found to have intervened in 4% of the episodes, while peers intervened in 11% of the episodes. However, adults were more likely to intervene than peers if they were present. Peers were involved in some capacity in 85% of the episodes. Boys bullied more than girls and were more likely to bully victims of the same-sex and repeatedly target the same victim. There were no gender differences in the type of bullying and aggression. Children in the primary and junior grades were equally likely to be involved in bullying and tended to bully students from the same grade level. The results are discussed from an individual difference, socialinteractional, and ecological perspective.
Topical Review : Preventive Therapy in Pediatric Migraine
Authors: Wasiewski Warren W.
Published: March 2008

Preventive therapy for migraine headache includes identification of migraine precipitants, possible adjustments in lifestyle, appropriate management of acute headache, and, when necessary, the use of pharmacologic agents. There are no well-controlled clinical trials with sufficient patient numbers to support the use of any agent in the prevention of migraine headache in children. Data on the use of amitriptyline and divalproex sodium in open-label studies suggest that these agents may be efficacious. The mechanism of action for these agents is unknown but may be related to the 5-hydroxytryptamine-2 (5-HT2) receptor antagonism or regulation of ion channels. A review of the pertinent literature on migraine prophylaxis in children is presented. Dosing guidelines are presented based on the limited data available and clinical experience. (J Child Neurol 2001;16:71-78).
Developmental Changes in Cerebrospinal Fluid Concentrations of Monoamine-Related Substances in Patients With Dentatorubral-Pallidoluysian Atrophy
Authors: Takeuchi Yoshihiro , Matsushita Hiroko , Sakai Hisahiro , Kawano Hisashi , Ochi Masaharu
Published: March 2008

Using a Coulochem electrode array system, we investigated the developmental changes of monoamine-related substances in patients with dentatorubral-pallidoluysian atrophy. The patterns observed in the developmental changes of tryptophan, tyrosine, homovanillic acid (HVA), 3-O-methyldopa, and 3-methoxy-4-hydroxyphenyl glycol (MHPG) in patients with dentatorubral-pallidoluysian atrophy are quite different from those in control subjects. These abnormal developmental changes in monoamine-related substances may be implicated in age-related differences in clinical symptoms of dentatorubral-pallidoluysian atrophy. (J Child Neurol 2001;16:79-82).
Melatonin for Chronic Sleep Onset Insomnia in Children: A Randomized Placebo-Controlled Trial
Authors: Smits Marcel G. , Nagtegaal Elsbeth E. , van der Heijden Janine , Coenen Anton M.L. , Kerkhof Gerard A.
Published: March 2008

To establish the efficacy of melatonin treatment in childhood sleep onset insomnia, 40 elementary school children, 6 to 12 years of age, who suffered more than 1 year from chronic sleep onset insomnia, were studied in a double-blind, placebo-controlled study. The children were randomly assigned to receive either 5-mg melatonin or placebo. The study consisted of a 1-week baseline, consecutively followed by a 4-week treatment period. After that period, treatment was continued if the parents wished so. The study's impact was assessed by measurements of lights-off time, sleep onset, and wake-up time, recorded in a diary (n = 33). Sleep onset was also recorded with an actigraph (n = 25). Endogenous dim light melatonin onset was measured in saliva (n = 27). Sustained attention was evaluated with the Bourdon-Vos reaction time test (n = 36). In the melatonin group, mean (95% CI) lights-off time advanced 34 (6-63) minutes, diary sleep onset 63 (32-94) minutes, actigraphic sleep onset 75 (36-114) minutes, and melatonin onset 57 (24 to 89) minutes; total sleep time increased 41 (19-62) minutes. In the placebo group, these parameters did not shift significantly. The change during the 4-week treatment period differed between the treatment groups significantly as to lights-off time, diary and actigraphic sleep onset, sleep duration, and melatonin onset. There were no significant differences between the treatment groups in the change of sleep latency, wake-up time, and sustained attention reaction times. Mild headache occurred in 2 children during the first 2 days of the melatonin treatment. Eighteen months after the start of the trial, in 13 of the 38 children who could be followed up, melatonin treatment was stopped because their sleep problem was solved and in 1 child because sleep was not improved. Twelve children used melatonin 5 mg, the other 1.0 to 2.5 mg. One child developed mild generalized epilepsy 4 months after the start of the trial. The results show that melatonin, 5 mg at 6 PM, was relatively safe to take in the short term and significantly more effective than placebo in advancing sleep onset and dim light melatonin onset and increasing sleep duration in elementary school children with chronic sleep onset insomnia. Sustained attention was not affected. (J Child Neurol 2001;16:86-92).
Do Cognitively Normal Children With Epilepsy Have a Higher Rate of Injury Than Their Nonepileptic Peers?
Authors: Kirsch Roxanne , Wirrell Elaine
Published: March 2008

The objective of this study was to determine if cognitively normal children with epilepsy have higher accidental injury rates than their age- and sex-matched friends without epilepsy and what factors may predict this. Patients 5 to 16 years old, with a developmental quotient >70, without major motor or sensory impairments, with a 1-year history of epilepsy and who either had a seizure or had been on antiepileptic drugs within the past year, were identified from the pediatric neurology database of the Royal University Hospital. Twenty-five of 31 cases and their best friend controls agreed to participate. Seizure-related factors including type, duration, frequency, timing, date of diagnosis, antiepileptic drug initiation and discontinuation, and specific types and total antiepileptic drugs used were assessed by interview. Questionnaires about accidental injury including type, number, severity, and, if applicable, injuries resulting from seizures, as well as general safety practices, activity restrictions, and presence of attention-deficit hyperactivity disorder, were completed by cases and controls. No significant differences in injury numbers (specific types or total) or severity were found, although a small number of epileptic children were very predisposed to injury. Seizure-related factors did not predict injury in cases. Safety practices were similar, and restrictions in cases were not excessive. Children with attention-deficit hyperactivity disorder had a higher injury rate, both in cases and controls. Cognitively normal children with epilepsy do not have a higher injury rate than their nonepileptic peers. If consciousness is impaired in seizures, extra supervision for swimming and bathing and restricted climbing heights are suggested. All other safety restrictions for epileptic children should follow those appropriate to nonepileptic children to allow a normal lifestyle. (J Child Neurol 2001;16:100-104).
Use of Botulinum Toxin Type A in Pediatric Patients With Cerebral Palsy: A Three-Center Retrospective Chart Review
Authors: Gormley Mark E. , Gaebler-Spira Deborah , Delgado Mauricio R.
Published: March 2008

Over the last several years, botulinum toxin type A has gained widespread use for the management of focal spasticity in children with cerebral palsy. To assess the current patterns of botulinum toxin type A use in the clinical setting, the dose, muscles injected, age at injection, and interval between injections of botulinum toxin type A treatments were examined in a retrospective chart review of children with cerebral palsy (N = 270) over a 2-year period at three major treatment centers. The average dose of botulinum toxin type A across the three centers ranged from 7.7 to 10.8 U/kg body weight, and the average total amount of botulinum toxin type A injected at a single visit ranged from 154 to 205 U. The majority of botulinum toxin type A injections were to the muscles to the lower limbs. The average age at first injection was 6.2 years, and the average interval between injections ranged from 134 to 199 days. (J Child Neurol 2001;16:113-118).
Anterior Spinal Artery Syndrome in an Adolescent With Protein S Deficiency
Authors: Ramelli Gian P. , Wyttenbach Rolf , von der Weid Nicolas , Ozdoba Christoph
Published: March 2008

The diagnosis of anterior spinal artery syndrome can be made with high accuracy by thorough clinical examination in combination with typical magnetic resonance imaging findings. Sudden onset of tetra- or paraparesis and dissociated sensory loss with bladder dysfunction are the leading clinical signs. We discuss clinical and radiologic findings in an adolescent presenting with anterior spinal artery syndrome. The laboratory results showed a hereditary protein S deficiency. (J Child Neurol 2001;16:134-135).
Mitochondrial DNA Depletion Associated With Partial Complex II and IV Deficiencies and 3-Methylglutaconic Aciduria
Authors: Scaglia Fernando , Sutton V. Reid , Bodamer Olaf A.F , Vogel Hannes , Shapira Stuart K. , Naviaux Robert K. , Vladutiu Georgirene D.
Published: March 2008

We report a patient with mitochondrial DNA depletion, partial complex II and IV deficiencies, and 3-methylglutaconic aciduria. Complex II deficiency has not been previously observed in mitochondrial DNA depletion syndromes. The observation of 3-methylglutaconic and 3-methylglutaric acidurias may be a useful indicator of a defect in respiratory chain function caused by mitochondrial DNA depletion. (J Child Neurol 2001;16:136-138).
Melatonin Replacement Therapy in a Child With a Pineal Tumor
Authors: Jan James E. , Tai Joseph , Hahn George , Rothstein Ralph R.
Published: March 2008

The case report of a child with the diagnosis of a pineal tumor and severe, chronic sleep disorder is reported. Due to treatment of her lesion, the nighttime melatonin secretion was markedly suppressed. For 41/2 years, she has been receiving oral melatonin, which has greatly improved her sleep, without any adverse effects. Sleep difficulties should be considered in the management of pineal lesions. Melatonin replacement therapy is beneficial for those patients who have deficient melatonin synthesis. (J Child Neurol 2001;16:139-140).
Tumor-Related Epilepsy in Children
Authors: Patel Hema , Garg Bhuwan P. , Salanova Vicenta , Boaz Joel C. , Luerssen Thomas G. , Kalsbeck John E.
Published: March 2008

A 10-year retrospective review of 15 children with cerebral tumors and seizures was conducted to study the factors responsible for delay in the diagnosis of tumors and to assess outcome following surgery. Mean duration of seizures prior to surgery was 37 months. Ninety-three percent had no focal neurologic deficits. Head computed tomography was abnormal in 64%, whereas magnetic resonance imaging was abnormal in all patients. Electroencephalography showed focal abnormalities ipsilateral to the tumor in 73%. There was no surgical mortality. Eighty percent were seizure free or had rare seizures following surgery. Factors contributing to a delayed diagnosis of the brain tumor included a nonfocal neurologic examination and delay in obtaining an appropriate neuroimaging study. We believe that head magnetic resonance imaging should be the investigation of choice in partial epilepsies. (J Child Neurol 2000;15: 141-145).
Narcolepsy in a 12-Month-Old Boy
Authors: Sharp Stephen J. , D'Cruz O'Neill F.
Published: March 2008

Narcolepsy, although frequently beginning in childhood, is usually diagnosed in young adults. The diagnostic symptoms of narcolepsy are usually less typical in the young child, and sleep studies have not been standardized. We present a 12-month-old child with symptoms typical for narcolepsy who shows improvement with non-pharmacologic narcolepsy therapy. (J Child Neurol 2000;15:145-146).
Additional Case of Marden-Walker Syndrome: Support for the Autosomal-Recessive Inheritance and Refinement of Phenotype in a Surviving Patient
Authors: Orrico Alfredo , Galli Lucia , Zappella Michele , Orsi Alessandra , Hayek Giuseppe
Published: March 2008

In this report, we present a 14-year-old girl, born to consanguineous parents, who presented with severe mental retardation, hypotonia, short stature, and congenital joint contractures. The craniofacial features were scaphocephaly, thin/long and immobile face, marked hypoplasia of the midface, temporal narrowness, blepharophimosis, palpebral ptosis, and strabismus. The combination of such a distinctive craniofacial appearance and psychomotor retardation allows us to recognize a new case of the Marden-Walker syndrome. Our patient represents one of the rare cases in which consanguineous mating supports the autosomal-recessive pattern of inheritance of this condition. Furthermore, through refining the phenotype of a surviving patient, this report may contribute to a better recognition of this disorder in older affected children. (J Child Neurol 2001;16:150-153).
Effectiveness of N,N-Dimethylglycine in Autism and Pervasive Developmental Disorder
Authors: Kern Janet K. , Miller Van S. , Cauller Lawrence , Kendall Roger , Mehta Jyutika , Dodd Mary
Published: March 2008

N,N-dimethylglycine, a dietary supplement, has been reported to be beneficial in children with autism and pervasive developmental disorder. We examined the effectiveness of dimethylglycine in children with autism and pervasive developmental disorder in a double-blind, placebo-controlled study. Thirty-seven children between 3 and 11 years of age with a diagnosis of autism and/or pervasive developmental disorder were gender and age matched and randomly assigned to receive either placebo or dimethylglycine for 4 weeks. All children were assessed before and after treatment on two behavioral measures, the Vineland Maladaptive Behavior Domain and the Aberrant Behavior Checklist. Standardized neurologic examinations before and after treatment on 33 children showed no change. An overall improvement on all behavioral measures was observed for both the placebo and the dimethylglycine groups. However, the improvement among the children who received dimethylglycine was not statistically different from the improvement observed among the children who received the placebo. The children who participated in this study were a heterogeneous group, and their apparent responses to the dimethylglycine varied. Some children appeared to respond positively to the dimethylglycine, and there was a smaller proportion of negative changes in the dimethylglycine group, but the quantitative changes in the dimethylglycine behavioral assessments were not significantly different from what was observed among children who received placebo. ( J Child Neurol 2001;16:169-173).
Hot Feet: Erythromelalgia and Related Disorders
Authors: Layzer Robert B.
Published: March 2008

Erythromelalgia is an extraordinary pain syndrome first described by S. Weir Mitchell in 1878. Episodes of severe burning pain in the distal limbs, accompanied by striking redness and warmth of the skin, are precipitated by heat or activity and can be terminated only by cooling the affected part. Primary erythromelalgia is a sporadic or autosomal-dominant hereditary disorder whose symptoms begin in childhood. Secondary erythromelalgia occurs in association with thrombocythemia, collagen-vascular diseases, diabetes mellitus, peripheral neuropathy, and use of certain drugs. Aspirin is effective for patients with thrombocythemia, but most other cases are very resistant to treatment. The pathogenesis of erythromelalgia has remained puzzling, especially the peculiar switch-like manner in which symptoms are turned on by heat and turned off by cold. Following Ochoa's description of the ABC (angry backfiring C nociceptors) syndrome, it seems plausible to regard erythromelalgia as a problem of sensitized skin polymodal C-fiber receptors. C-fiber threshold to activation by heat would be lowered to 32°C to 36°C; activated C fibers would cause vasodilation via axon reflexes with redness, heat, and swelling. Cooling would bring the nociceptors below threshold. Secondary erythromelalgia may result from humoral factors released from platelets or ischemic tissues or from C-fiber injury in some cases of neuropathy, whereas primary erythromelalgia could be due to a mutation of the capsaicin receptor. ( J Child Neurol 2001;16:199-202).
Topical Review : Neurologic Aspects of Adenylosuccinate Lyase Deficiency
Authors: Ciardo Francesca , Salerno Costantino , Curatolo Paolo
Published: March 2008

Adenylosuccinate lyase deficiency is an autosomal-recessive disorder of the purine de novo synthesis pathway, diagnosed up to now in approximately 40 patients. The clinical presentation is characterized by severe neurologic involvement including seizures, developmental delay, hypotonia, and autistic features. Neonatal seizures and a severe infantile epileptic encephalopathy are often the first manifestations of this disorder. The existence of genetic heterogeneity for the adenylosuccinate lyase defect could account for variability of the clinical presentation. Deficiency of purine nucleotides, impairment of energy metabolism, and toxic effects are potential mechanisms of cerebral damage. Laboratory investigations show the presence in urine and cerebrospinal fluid of succinylpurines, which are normally undetectable. Currently, no effective treatment is available for adenylosuccinate lyase deficiency. A search for this disorder should be included in the screening program of children with unexplained neonatal seizures or severe infantile epileptic encephalopathy. (J Child Neurol 2001;16:301-308).
A Study of Novel Polymorphisms in the Upstream Region of Vasoactive Intestinal Peptide Receptor Type 2 Gene in Autism
Authors: Asano Eishi , Kuivaniemi Helena , Mahbubul Huq A.H.M. , Tromp Gerard , Behen Michael , Rothermel Robert , Herron Joy , Chugani Diane C.
Published: March 2008

We investigated the vasoactive intestinal peptide receptor type 2 (VIPR2) gene as a candidate gene for autism. We searched for mutations in the VIPR2 gene in autistic individuals, and 10 novel polymorphisms were identified. Three polymorphisms in the upstream region were studied in detail, and there was no significant difference in the frequencies between the autistic group (n = 14) and unrelated controls (n = 52). The distribution of the genotypes in two of the three polymorphisms differed somewhat between autistic subjects with gastrointestinal problems and those without. Moreover, there was a trend showing a correlation between the genotypes for the third polymorphism and the severity of stereotypical behavior as ranked by the Gilliam Autism Rating Scale. These preliminary results suggest that VIPR2 may have a role in gastrointestinal symptoms and stereotypical behaviors in autism, although a larger collection of samples suitable for transmission disequilibrium tests is necessary to validate the results. (J Child Neurol 2001;16:357-363).
31Phosphorus Magnetic Resonance Spectroscopy in Late-Onset Tay-Sachs Disease
Authors: Felderhoff-Mueser Ursula , Sperner Jürgen , Konstanzcak Paul , Navon Ruth , Weschke Bernhard
Published: March 2008

The late-onset form of GM2 gangliosidosis (Tay-Sachs disease) is an autosomal-recessive disorder with progressive neurologic disease, mainly characterized by motor neuron and spinocerebellar dysfunction. The majority of patients are of Ashkenazi Jewish origin. 31Phosphorus magnetic resonance spectroscopy of the brain was performed to study the metabolic changes of a 16-year-old patient with late-onset Tay-Sachs disease who had a heterozygous Gly 269 → Ser mutation in the hexosaminidase A encoding gene in compound heterozygosity with another, yet unidentified mutation. Severe changes in phosphorus metabolism with a decreased amount of phosphodiesters and membrane-bound phosphates were demonstrated, suggesting an activation of phosphodiesterases by accumulating gangliosides. The clinical findings were well related to the changes in spectroscopically determined metabolites. (J Child Neurol 2001;16:377-380).
Topical Review : New Trends in the Etiopathogenesis of Diabetic Peripheral Neuropathy
Authors: Verrotti Alberto , Giuva T. , Morgese G. , Chiarelli F.
Published: March 2008

Neuropathy is well recognized as a major complication of insulin-dependent diabetes mellitus in adults, resulting in significant morbidity and possibly an increased mortality. Both the peripheral and autonomic nervous systems can be involved, and adolescents with diabetes can show early evidence of neuropathy. The pathogenesis of diabetic neuropathy remains unclear but is thought to involve various mechanisms. This complication can be traced to the metabolic effects of hyperglycemia and/or other effects of insulin deficiency on the various constituents of the peripheral nerve. The polyol pathway and/or nonenzymatic glycation affecting one or more cell types in the multicellular constituents of the peripheral nerve appear likely to have an inciting role. The role of other factors, such as possible direct neurotrophic effects of insulin and insulin-related growth factors, seems to be relevant. (J Child Neurol 2001;16:389-394).
Brain Volume in Autism
Authors: Hardan Antonio Y. , Minshew Nancy J. , Mallikarjuhn Mahesh , Keshavan Matcheri S.
Published: March 2008

Increased brain size has been observed in individuals with autism with a wide range of cognitive functioning. The purpose of this investigation was to obtain measurements of the brain volume in a sample of nonmentally retarded autistic individuals. Magnetic resonance imaging scans from 16 nonmentally retarded individuals with autism and 19 male volunteer comparison subjects were obtained and the following structures were measured: third, fourth, and lateral ventricles and intracranial and cerebral volumes. Mean cerebral and third ventricle volumes in the autistic subjects were significantly greater than in the controls when adjusted for intracranial volume. No other significant results were found. Our finding of increased brain volume in autism is consistent with previous reports in the literature. Additional longitudinal neuroimaging and, more importantly, neuropathologic studies are warranted to provide a better understanding of the complexities underlying increased brain size in autism. (J Child Neurol 2001;16:421-424).