Developmental and Psychoeducational Sequelae of Chronic Otitis Media

Zinkus, Peter W.; Gottlieb, Marvin I.; Schapiro, Mark B.

doi:10.1001/archpedi.1978.02120360056010

Cited by 47 publications

(38 citation statements)

References 9 publications

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“…These findings were reported both publicly at the Academia Rodinensis Conference of the Royal Society of Medicine in London, England (1986) and in a personal communication (1987) with Francis Lestienne, Director of Research, National Center of Scientific Research, Paris, France. Equally consistent with, and explainable by, the proposed CV-basis hypothesized for dyslexia or learning disabilities are the findings of Zinkus, Gottlieb, and Shapiro (1978) and Silva, Kirkland, Simpson, Stewart, and Williams (1982). These studies indicated develop mental speech, motor and psychoeducational sequelae of chronic otitis media.…”

Section: Introductionsupporting

confidence: 65%

The Cerebellar-Vestibular Basis of Learning Disabilities in Children, Adolescents and Adults: Hypothesis and Study

Levinson

1988

Percept Mot Skills

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summary.-This paper provides a description of the cerebellar-vestibular determined (CV) neurological and electronystagmographic (ENG) parameters charac terizing 4,000 patients with learning disabilities. Of this sample, 1465 or 36.6% were children, 1156 or 28.9% adolescents, and 1379 or 34.5% adults. Using a set of diag nostic methods and criteria, the incidence of CV-dysfunction in this diverse sample was statistically equivalent to that reported by neurologists and neurotologists in a prior "blind" analysis of 115 dyslexic children. Over 94% of both the learning dis abled and the dyslexic samples showed two or more abnormal neurological or ENG parameters indicating a CV-dysfunction whereas less than 1% evidenced hard neuro logical signs of a cerebral disorder. These and related data suggested that: (l) learning disabilities and dyslexia may be cerebellar-vestibular-based and reflect a single disor der and that (2) the varying academic, speech, concentration, activity, and related symptoms characterizing learning disabled persons seem to be shaped by a diverse group of cerebellar-vestibular-determining mechanisms rather than distinct neurophysi ological disorders; also, (3) cerebellar-vestibular dysfunctioning and learning disabilities may secondarily trigger altered and/or compensatory cerebral processing and dominance mechanisms. (4) The cerebral cortex apparently plays a vital, compen satory role in shaping the final symptoms. A cerebellar-vestibular basis of learning disabilities is proposed. This conceptualization is consistent with, encompasses, and/or readily explains most of these clinical diagnostic, therapeutic, and research data as well as the many and varied hypotheses.

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Section: Introductionsupporting

confidence: 65%

The Cerebellar-Vestibular Basis of Learning Disabilities in Children, Adolescents and Adults: Hypothesis and Study

Levinson

1988

Percept Mot Skills

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“…For instance, the most prevalent diagnosis was chronic otitis media, a common childhood condition that is associated with delayed language development, reading and spelling difficulties, and auditory processing deficits. 38 Although recurrent ear infections may not be associated with significant limitations in daily activities, our study demonstrated that children with this condition are at increased risk of poor school readiness, even without having a more severe comorbid condition. We therefore echo the sentiments of others arguing for a move away from the diagnosis-based eligibility model for EI services.…”

mentioning

confidence: 55%

Chronic Illness and Developmental Vulnerability at School Entry

Bell

Bayliss²,

Glauert

et al. 2016

Pediatrics

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“…Table 1 summarizes a selection of studies from the last two decades. Results of this and other research are disturbing on a number Holm & Kunze, 1969Kaplan et al, 1973Lewis, 1976Needleman, 1977Zinkus et al, 1978Lehmann etal., 1979Howie et ai, 1979Bennet et ai, 1980 2 groups: ages 5-9 yrs; n=16 (1) CSOM (2) asymptomatic Eskimos; 3 groups: ages 5-7 yrs; n = 489 (1) CSOM since 0-24 mnths (2) CSOM since 2-10 yrs (3) asymptomatic…”

Section: Introductionmentioning

confidence: 83%

The Psychological, Educational and Auditory Sequelae of Early, Persistent Secretory Otitis Media

Webster

Bamford

Thyer

et al. 1989

Child Psychology Psychiatry

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Previous studies have suggested an association between chronic middle ear disorders due to secretory otitis media and adverse effects on auditory, educational and psychological development in children. Experimental design of such studies has often been poor. In this study, attempts were made to control extraneous variables more rigorously, using matched pairs. A group of children (n = 10) without current hearing problems but with a history of recurrent early secretory otitis media, aged 7-11 yrs, were compared on auditory, educational and psychological measures with a matched group of children with no history of otitis media. The results indicated weak but distinct differences between the two groups on the educational and psychological measures in favour of the control group. The implications for medical and educational services are outlined.

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Developmental and Psychoeducational Sequelae of Chronic Otitis Media

Cited by 47 publications

References 9 publications

The Cerebellar-Vestibular Basis of Learning Disabilities in Children, Adolescents and Adults: Hypothesis and Study

The Cerebellar-Vestibular Basis of Learning Disabilities in Children, Adolescents and Adults: Hypothesis and Study

Chronic Illness and Developmental Vulnerability at School Entry

The Psychological, Educational and Auditory Sequelae of Early, Persistent Secretory Otitis Media

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