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Distribution by Scientific Domains

Medical Sciences	50%

Selected Abstracts

Alcohol use in congenital central hypoventilation syndrome

PEDIATRIC PULMONOLOGY, Issue 3 2006
Maida Lynn Chen MD
Abstract Congenital central hypoventilation syndrome (CCHS) is a rare disorder where there is failure of automatic control of breathing. With improved recognition of CCHS, more children are appropriately diagnosed and treated in infancy, allowing survival into adult years. Because most of these children are able to participate in regular school, they are exposed to common adolescent behaviors, such as abusing alcohol and drugs. Alcohol and many illicit substances are known respiratory depressants. We report on 3 cases of adolescents/young adults with CCHS who had severe adverse events related to alcohol, including coma and death. This series illustrates the dangers of alcohol abuse in CCHS. We speculate that adolescents with CCHS may be less able to perceive the risks of substance abuse and impulsive behavior, leading to increased morbidity and mortality. Patients with CCHS appear to lack anxiety and the awareness that their inability to perceive physiologically dangerous levels of hypercarbia and hypoxia deprives them of important protective mechanisms. Pediatr Pulmonol. © 2006 Wiley-Liss, Inc. [source]

Alcohol use and abuse in adolescence: proposal of an alternative analysis

CHILD: CARE, HEALTH AND DEVELOPMENT, Issue 3 2008
C. Simões
Abstract Background A national, representative, school-based sample of Portuguese youths was used to examine the prevalence of alcohol use in this population and to analyse differences between demographic variables such as gender and age, as well as to propose a statistical procedure that optimally quantifies categorical variables. Methods Data on 6109 state school students from Portugal, in the 6th, 8th and 10th grades, aged 11,18, who participated in the 2002 (Health Behaviour in School-aged Children/WHO) survey of adolescent health, were analysed. Adolescents aged between 11 and 14 were placed in the younger group, and those 15,18 years old were placed in the older group. Optimal scaling was used to optimize the computation of factor scores, which were subsequently submitted to multiple regression analysis in order to analyse the impact of gender and age on alcohol use. Results The results of this study show that the majority of Portuguese school-aged adolescents attending regular school at 6th, 8th and 10th grades do not drink alcoholic beverages (beer, wine or spirits) on a regular basis (at least once a month). However, about 8% of these adolescents do drink beer, 3% do drink wine and 12% do drink spirits on a regular basis. With regard to age and gender, about a quarter of the older boys stated that they drink beer or spirits regularly. The multiple regression analysis showed that age and gender had a significant impact on alcohol use. Conclusion Alcohol , in particular spirits , is a substance used by some Portuguese adolescents. Alcohol use and abuse is more frequent in boys and increases with age. The importance of these findings for health promotion strategies is discussed. [source]

The Self,Concept of Students with Learning Disabilities: A Meta,Analysis of Comparisons Across Different Placements

LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 4 2002
Batya ElbaumArticle first published online: 17 DEC 200
Although placement in less restrictive settings is generally believed to be associated with more positive social outcomes for students with disabilities, the empirical research has yielded equivocal findings. The purpose of this study was to synthesize the empirical research comparing the self,concept of students with learning disabilities (LD) in different educational placements. Meta,analysis revealed no overall association between self,concept and educational placement for four out of five comparisons: regular class vs. resource room, regular class vs. self,contained class, resource room vs. self,contained class, and regular class vs. special school. Students with LD receiving instruction in self,contained classrooms in regular schools exhibited lower self,concept compared to students with LD attending special schools. Follow,up analyses were conducted to explore whether the variability of effect sizes in regular class,resource room comparisons was associated with any of several potential moderator variables; the only variable for which the association approached significance was whether students in the regular classroom were provided with appropriate special education supports and services. The findings are discussed in light of documented individual variation in students' placement preferences. [source]

Perceived competence and school adjustment of hearing impaired children in mainstream primary school settings

CHILD: CARE, HEALTH AND DEVELOPMENT, Issue 6 2008
N. Hatamizadeh
Abstract Background Although educational main streaming of children with special needs formally began in Iran since 1992 there is little information whether hearing impaired children feel competent in regular schools. Methods To determine the perceived competence and school adjustment of hearing impaired children in mainstream primary school settings, the self-perception profile was administered to 60 mainstreamed hard of hearing children and 60 classmates with normal hearing matched for gender by a single interviewer. The instrument comprised 28 items, 23 of which were similar to those of ,adapted test Image for children with cochlear implants' asking children about their feelings about their own cognitive, physical, socio-emotional and communication competence and school adjustment. The Cronbach alpha coefficient for the instrument was 0.93. Results Hard of hearing children rated their competence significantly poorer than their hearing classmates for all domains. Mean differences for the five domains ranged from 0.48 (for physical competence) to 0.90 (for school adjustment) on a scale of 1,4. There were no significant differences between girls' and boys' competence, in either the hearing or the hearing impaired groups. Classifying overall scores for perceived competence into four groups (,poor competence', ,low competence', ,moderate competence' and ,high competence'), 23.4% of hearing impaired children but none of the hearing classmates rated themselves as having low or poor competence. On the other hand 85% of hearing children and only 18.3% of hearing impaired children rated themselves as highly competent. Conclusion We suggest that periodical assessments of mainstreamed children might help to identify those children who are having difficulty adapting to their environment. [source]