Evaluation of Brain Plasticity in Premature Infants at School Age After Cognitive Remediation

Author(s):  
2017 ◽  
Vol 41 (S1) ◽  
pp. S118-S118
Author(s):  
C. Isaac ◽  
M.C. Castillo ◽  
D. Januel

Cognitive deficits have been overlooked in bipolar spectrum disorders, despite their significant impact on patients’ quality of life. Indeed, nearly sixty percent of stabilized bipolar patients suffer from major cognitive impairments that impede their everyday life functioning. Without proper care, these impairments remain throughout lifespan and increase with hospitalisations, social isolation or pharmacological treatments. Cognitive remediation is a cost-effective tool well accepted by patients and caregivers that has proven its efficacy for treating cognitive impairments in several disorders such as schizophrenia. However, for bipolar disorders, this psychosocial intervention based on brain plasticity is still in its early stages. After depicting the state of the art on cognitive impairments and cognitive remediation in mood disorders, we will introduce the ECo program that was specifically designed for bipolar disorders. We will then present the preliminary results (n = 18) of a double-blind randomised controlled study that assessed the effect of this program on cognitive impairments and psychosocial functioning, at short term and long term (three and nine months). First results support the hypothesis of a positive impact of the ECo cognitive remediation program on bipolar patients’ neuropsychological functioning, self-efficacy and quality of life. Cognitive remediation may be a promising tool for bipolar disorders that meets the needs of patients, their caregivers and the community.Disclosure of interestThe authors have not supplied their declaration of competing interest.


1997 ◽  
Vol 41 ◽  
pp. 266-266
Author(s):  
Rita M Ryan ◽  
Gary J Myers ◽  
James A Kendig ◽  
Christopher Cox ◽  
Joan L Merzbach ◽  
...  

1955 ◽  
Vol 44 (s103) ◽  
pp. 113-114
Author(s):  
H. BLIX ◽  
K. HOLMDAHL
Keyword(s):  

2013 ◽  
Vol 23 (1) ◽  
pp. 21-25 ◽  
Author(s):  
A. Vita ◽  
S. Barlati ◽  
M. Bellani ◽  
P. Brambilla

Impairment of cognitive functions is a core feature of schizophrenia with relevant consequences on patients' psychosocial functioning. Cognitive remediation techniques have been recently developed with the aim to restore or compensate for such impairments and improve the functional outcome of the disease. There is now convincing evidence of the efficacy of many of these techniques, especially when delivered in the context of a comprehensive treatment programme. Whether the application of these techniques in the early phases of the disease could modify the disease course and outcome and how they could affect brain plasticity and the trajectory of brain disease of schizophrenia is still under scrutiny.


2021 ◽  
Vol 100 (5) ◽  
pp. 8-14
Author(s):  
E.Yu. Zapevalova ◽  
◽  
E.V. Bojcova ◽  
A.A. Speranskaya ◽  
Yu.B. Klyukhina ◽  
...  

Advances in medical technology are leading to the survival of very premature infants, who often develop bronchopulmonary dysplasia (BPD). In this regard, the health problem of children with extremely low birth weight (ELBW) and BPD is relevant, since there is insufficient domestic experience in monitoring such patients. The outcomes of the disease among deeply premature infants with ELBW at school age have not been fully studied in comparison with peers with BPD, but born with a greater body weight. Objective of the study: to assess the clinical, radiological and functional consequences of BPD in children of preschool and early school age, depending on body weight at birth. Materials and methods of research: the design of the study – a non-randomized retrospective single-center comparative pilot study. We examined 73 children with a history of BPD, aged from 5 to 8 years (median – 7 years). The boys/girls ratio is 38/35. Children were divided into 2 groups: 1st group – 50 children born with low body weight (LBW) and very low body weight (VLBW), and 2nd group – 23 children with ELBW, most of them had a mild form of the disease. Respiratory symptoms were studied, computed tomography (CT) of the chest organs was performed to assess structural changes and the study of external respiratory function (ERF). Results: 1/3 of children of the 1st and 2nd groups had prolonged episodes of bronchial obstruction. The vast majority of children, regardless of their birth weight, had structural changes in the lungs – 96% of children of the 1st group and 94% of children of the 2nd group, p=0,888. Most often, the results of CT revealed fibrotic changes, collapse/hypoventilation, ventilation inhomogeneity, somewhat less often – emphysema, peribronchial changes, without differences between groups (p>0,05). Children with ELBW had statistically insignificantly less frequent occurrence of the air trap symptom (12% and 26%, p=0,314) compared with children with VLBW and LBW. The study of ERF revealed a decrease in speed indicators, an increase in bronchial resistance and a slight decrease in the diffusion capacity of the lungs in children of both groups without statistically significant differences (p>0,05). Conclusion: children with ELBW who underwent BPD demonstrate persistence of clinical symptoms, structural and functional disorders, like their peers with BPD in anamnesis, but born with a greater body weight.


1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.


1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.


2020 ◽  
Vol 51 (3) ◽  
pp. 807-820
Author(s):  
Lena G. Caesar ◽  
Marie Kerins

Purpose The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method Data were obtained from 64 African American school-age children between the ages of 7 and 12 years from two geographic regions. Children were assessed using a combination of standardized tests and narrative samples elicited from wordless picture books. Bivariate correlation and multiple regression analyses were used to determine relationships to and relative contributions of oral language, literacy, age, and geographic region to DD. Results Results of correlation analyses demonstrated a negative relationship between DD measures and children's literacy skills. Age-related findings between geographic regions indicated that the younger sample from the Midwest outscored the East Coast sample in reading comprehension and sentence complexity. Multiple regression analyses identified five variables (i.e., geographic region, age, mean length of utterance in morphemes, reading fluency, and phonological awareness) that accounted for 31% of the variance of children's DD—with geographic region emerging as the strongest predictor. Conclusions As in previous studies, the current study found an inverse relationship between DD and several literacy measures. Importantly, geographic region emerged as a strong predictor of DD. This finding highlights the need for a further study that goes beyond the mere description of relationships to comparing geographic regions and specifically focusing on racial composition, poverty, and school success measures through direct data collection.


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