Current status of the neuromaturationalexamination as an index of learning disability

Shaywitz, Sally E.; Shaywitz, Bennett A.; McGraw, Kate; Groll, S.

doi:10.1016/s0022-3476(84)80474-6

Cited by 16 publications

(13 citation statements)

References 19 publications

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“…1. The median scores (IQR range) were 10.0 (8)(9)(10)(11)(12)(13) in the DAMP group and 2.0 (1-3) in the COMP group. Table 4 gives the distribution of children with marked abnormality on individual motor items.…”

Section: Resultsmentioning

confidence: 98%

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Deficits in attention, motor control and perception (DAMP): a simplified school entry examination

Landgren¹

2000

SPAE

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Section: Resultsmentioning

confidence: 98%

“…A variety of neurological deviations has been demonstrated in children with ADHD (9) and in children with learning disorders (10,11). A relationship between DCD, on the one hand, and language impairment, low non-verbal intelligence (12), poor school achievement (13) and social misperceptiveness (14), on the other, has also been established.…”

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confidence: 99%

Deficits in attention, motor control and perception (DAMP): a simplified school entry examination

Landgren¹

2000

SPAE

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“…Such abnormalities in reading and attention are usually identified during the early school years, while the peak prevalence of HUS is in those younger than 5 years, creating the potential for a distortion of the effect of HUS on observed learning or attentional problems. Given that a high number of so called soft neurological signs can be found in ∼ 19% of normal schoolchildren,31 it will be important in future studies to include a control group before it is possible to ascertain whether HUS survivors have a higher rate of clumsiness, poor fine motor coordination, or distractibility, as has been suggested by the authors of one small case series 28. In fact, with regard to distractibility, our data demonstrate that attentional problems are no more common in HUS survivors who are neurologically normal at discharge than they are in controls.…”

Section: Discussionmentioning

confidence: 99%

Neuropsychological sequelae of haemolytic uraemic syndrome

Schlieper¹,

Orrbine²,

Wells³

et al. 1999

Archives of Disease in Childhood

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Background-Severe haemolytic uraemic syndrome (HUS) in childhood can cause stroke, hemiplegia, cortical blindness, and psychomotor retardation. These outcomes are evident at the time of discharge immediately after the acute illness. Less is known about the neuropsychological outcomes of less severely aVected children who recover from acute HUS. Aims-This multicentre case control study investigated the hypothesis that children who survive an acute episode of HUS without recognisable neurological injuries have greater impairment of cognitive, academic, and behavioural functions than controls. Design-Children with HUS were eligible if they had no evidence of severe neurological dysfunction when discharged from one of six Canadian hospitals. Controls had been admitted to hospital for a non-HUS illness and were matched by age, sex, first language, and socioeconomic status. All subjects underwent evaluation of behaviour, academic achievement, cognitive function, and verbal abilities using standardised tests administered by a psychometrist blinded to the case or control status. Results-Ninety one case control pairs were enrolled. No important diVerences between patients with HUS and paired controls were evident on tests of IQ, behaviour, verbal abilities, or academic achievement. There was no increased risk of attention deficit disorder among patients with HUS. There was no correlation between the severity of acute renal failure and neuropsychological measures, although scores on some verbal ability tests were lower in those with the highest serum creatinine concentrations during illness. Conclusions-Children discharged from hospital without apparent neurological injury after an episode of acute HUS do not have an increased risk of subclinical problems with learning, behaviour, or attention. (Arch Dis Child 1999;80:214-220)

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“…We consider it unlikely that the reliability for soft signs could be significantly increased. Additional information that suggests that further pursuit of soft signs may not add much to predictive validity is the study of Shaywitz et al, which showed little association between soft signs and reading problems when age was co-varied (26). The issues of reliability and validity should also be addressed assessing the areas of behavior and attention.…”

Section: Discussionmentioning

confidence: 99%

A Review of Neuromotor Tests and the Construction of a Scored Neuromotor Examination for Four‐Year‐Olds

1994

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ABSTRACT. We have reviewed the methodologies in construction of some widely used tests and constructed a computer‐compatible scored method for the neuromotor evaluation of four year olds. Using the data from 333 neurological assessments, factor analysis indicated five subscales. Alpha coefficients show high reliability for both subscales and total scores. Using data from a second sample, we describe predictive validity for the five subscales and total score.

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Current status of the neuromaturationalexamination as an index of learning disability

Cited by 16 publications

References 19 publications

Deficits in attention, motor control and perception (DAMP): a simplified school entry examination

Deficits in attention, motor control and perception (DAMP): a simplified school entry examination

Neuropsychological sequelae of haemolytic uraemic syndrome

A Review of Neuromotor Tests and the Construction of a Scored Neuromotor Examination for Four‐Year‐Olds

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