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Ability Level (ability + level)
Selected AbstractsLongitudinal development of hand function in children with unilateral cerebral palsyDEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 4 2010MARIE HOLMEFUR PHD REG OT Aim The aim of this study was to describe how the usefulness of the hemiplegic hand develops in children with unilateral cerebral palsy (CP) aged between 18 months and 8 years. Method A prospective longitudinal study of 43 children (22 males, 21 females) with unilateral CP was conducted. Inclusion age was 18 months to 5 years 4 months (mean 2y 8mo [SD 1y 1mo]). Children were assessed with the Assisting Hand Assessment (AHA) 3 to 11 times per child over a mean period of 4 years 6 months. Two models were used for grouping children: by AHA score at 18 months and by Manual Ability Classification System (MACS) levels. Estimated average motor development curves were fitted with a nonlinear mixed-effects model. Results Children with a high AHA score (high ability level) at 18 months reached a significantly higher ability level and at a higher progression rate than children with a low 18-month AHA score. Limits of development differed between the three MACS levels. Interpretation Results indicate that the AHA score at 18 months can be used to discuss future development of affected hand use in bimanual tasks in children with unilateral CP. [source] Economic aspects of human cloning and reprogeneticsECONOMIC POLICY, Issue 36 2003Gilles Saint-Paul SUMMARY While most discussions of human cloning start and end with ethics, this paper analyses the economics of human cloning. I analyse the incentives for cloning and its implications for the long-run distribution of skills and income. I discuss models of human cloning for different motives, focusing on those that tend to produce new human beings with improved ability. I distinguish three cases: cloning as a means of assisted reproduction for infertile couples, cloning by fertile couples aimed at producing high ability offspring and, finally, financially motivated cloning. The third case supposes that the creator of a clone can appropriate some fraction of the clone's future income. Even if this fraction is small, the possibility of producing exceptionally talented clones with correspondingly high incomes might make it profitable, and thus turn cloning into a form of financial investment. An important consequence of these models is that to the extent that ability is genetically determined and cloners prefer to make high-ability clones, cloning will act as a form of what might be called ,unnatural selection'. Following standard Darwinian logic, such selection will tend to increase the proportion of high ability people in society. Indeed, under some assumptions the distribution of ability eventually converges to a mass point at the highest possible ability level. Under weaker assumptions, it is shown that ability-reducing genes are eventually eliminated. These results do not depend on cloning displacing sexual reproduction or even being widespread; they hold even if a small, or even negligible number of top ability workers are cloned at a small (but not negligible) number of copies. The paper discusses the plausibility of the models and their results in light on the evidence on marriage markets, child selection, human assisted reproduction and animal husbandry. Finally, it is shown how the analysis can be used to help formulate policies toward cloning, whether they aim at preventing it or managing its external effects. , Gilles Saint-Paul [source] Adults with intellectual disabilities: prevalence, incidence and remission of self-injurious behaviour, and related factorsJOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 3 2009S.-A. Cooper Abstract Background Self-injurious behaviour (SIB) is a serious condition, with implications for the person, their family and financial costs to the state providing care. The previously reported prevalence of SIB has ranged from 1.7% to 41%, or 1.7%,23.7% in community studies. There has been little study of remission rate, and incidence has not previously been reported. SIB has been reported to be individually associated with lower ability, autism and communication impairments, but given the inter-relationships between these three factors, it is not known whether they are independently associated with SIB. This study investigates the point prevalence, incidence and remission rates of SIB among the adult population with intellectual disabilities (ID), and explores which factors are independently associated with SIB. Method A prospective cohort study design was used in a general community setting. The participants were all adults (16 years and over) with ID in a defined geographical area. Individual assessments were conducted with all participants. Results The point prevalence of SIB (as defined by DC-LD) was 4.9%, the two-year incidence was 0.6%, and two-year remission rate was 38.2%. Independently related to SIB were: lower ability level, not living with a family carer, having attention deficit hyperactivity disorder, visual impairment, and not having Down syndrome. Other factors, including communication impairment, autism, and level of deprivation of the area resided within, were not related. Conclusions SIB is not as enduring and persistent as previously thought; a significant proportion gains remission in this time period. This should provide hope for families, paid carers and professionals, and reduce therapeutic nihilism. Our study is a first tentative step towards identifying risk-markers for SIB, and developing aetiological hypotheses for subsequent testing. The extent to which SIB may be a relapsing-remitting (episodic) condition requires further investigation, so does further hypothesis-based investigation of factors that might be predictive of incidence of, and remission from, SIB. [source] Comparison of the General Ability Measure for Adults and the Kaufman Adolescent and Adult Intelligence Test with college studentsPSYCHOLOGY IN THE SCHOOLS, Issue 5 2002Kerry S. Lassiter Ninety-four college students were administered the GAMA and KAIT. GAMA IQs were significantly and moderately correlated with KAIT Fluid, Crystallized and Composite IQs, supporting the convergent validity of this instrument. Although significant correlations between measures emerged and nonsignificant differences were found between mean scores across these instruments, GAMA IQ scores did not accurately predict KAIT Composite IQ scores when GAMA IQ scores were compared to KAIT Composite IQs. Similarly, when the sample was divided into two groups by ability level, GAMA IQs accurately estimated the intelligence for individuals of Average and Below Average intelligence, but underestimated the KAIT Composite IQ scores by 4 points for the Above Average group. Implications of the findings are discussed and suggestions for future research are provided. © 2002, Wiley Periodicals, Inc. [source] Teachers' expectations about students' use of reading strategies, knowledge and behaviour in Grades 3, 5 and 7JOURNAL OF RESEARCH IN READING, Issue 2 2001Fatemeh Arabsolghar Although extensive basic research has been carried out on children's metacognition, little is known about teachers' views of their students' cognitive and metacognitive skills in reading. The ways in which teachers expected their children to use, or to know how to use, certain reading skills are examined in this study. A questionnaire on reading components (strategies, knowledge and behaviour) was completed by 45 teachers in Grades 3, 5 and 7. In this questionnaire teachers were asked to make judgements about whether or not students of high, average and low ability levels in their classes would be likely to show these skills. An analysis of variance (gradeŚabilityŚcomponent) revealed a significant interaction between ability and component. There was much greater variability in the three components for the low and average levels of ability. The main effect for ability was significant. The highest expectations of teachers were for high-ability students in all the three groups of items, followed by average and low-ability students. The main effect for component was also significant for knowledge. There was no significant difference between the grades. However, teachers hold equivalent performance expectations for high-ability students in each of the three components, but for average and low-ability groups, expectations were higher for knowledge than strategy and behaviour. [source] Concurrent validity of the Slosson full-range intelligence test: Comparison with the Wechsler intelligence scale for children,third edition and the Woodcock Johnson tests of achievement,revisedPSYCHOLOGY IN THE SCHOOLS, Issue 1 2002Nancy L. Bell This study examined the concurrent validity of the Slosson Full-Range Intelligence Test (S-FRIT) by comparing S-FRIT scores to the scores of the Wechsler Intelligence Scale for Children,Third Edition (WISC-III) and the Woodcock-Johnson Tests of Achievement,Revised (WJ-R). Data from 123 elementary students' screening and psychological testing results were examined. Results revealed that the S-FRIT scores were more related to overall intelligence, verbal, and math abilities than nonverbal intelligence, reading, or written language abilities. Further, it was found that 89% of the participants' S-FRIT Full-Range IQ scores fell within one standard deviation of their WISC-III FSIQ scores, with an average discrepancy of 7.6 points. Discrepancies between S-FRIT and WISC-III scores were also examined by educational diagnostic categories and ability levels. Limitations and suggestions for future research are provided. © 2002 John Wiley & Sons, Inc. [source] | ||||||||||