Psychophysiological Evaluation of Children’s Neuropsychological Disorders

Harmony, Thalı́a

doi:10.1007/978-1-4899-6807-4_15

Cited by 10 publications

(5 citation statements)

References 89 publications

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“…8 –11 However, there is an explanation for such contradictory results: there are clear differences in sample selection, age range, subtypes of learning disability, and the degree of severity of the deficiencies. 12 –14 For these reasons it is very important to properly define the sample studied. The great majority of references deal with dyslexia, however, the most frequent deficiencies found in a school population are the so-called “garden-variety poor readers” 15 or “poor readers” according to Rayner and Pollatsek.…”

Section: Introductionmentioning

confidence: 99%

Sources of EEG Activity in Learning Disabled Children

Fernández

Harmony

Fernández-Bouzas

et al. 2002

Clinical Electroencephalography

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The sources of different EEG frequencies were studied in 25 normal children and 46 learning disabled (not otherwise specified) children between 7 and 11 years old. The EEG sources were computed using Frequency-domain Variable Resolution Electromagnetic Tomography which produces a three dimensional picture of the currents at each EEG frequency. Significant differences between groups were observed. LD children showed more theta activity (3.5 to 7.02 Hz) in the frontal lobes and control children more alpha (9.75 to 12.87 Hz) in occipital areas. These results may support the maturational lag hypothesis, as the neurobiological cause of learning deficiencies not otherwise specified.

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Section: Introductionmentioning

confidence: 99%

Sources of EEG Activity in Learning Disabled Children

Fernández

Harmony

Fernández-Bouzas

et al. 2002

Clinical Electroencephalography

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Section: Introductionmentioning

confidence: 99%

“…Normal persons display few values outside the predicted range, indicating that these features are independent of cultural or ethnic background (Matousek and Petersen, 1973;Ahn et al, 1980;Gasser etal, 1982;Harmony, 1984Harmony, , 1988Jonkman et al, 1985;Yingling et al, 1986;Alvarez et al, 1987). When these features were evaluated in large groups of patients with a variety of cognitive, psychiatric and neurological dysfunctions, a high proportion of abnormal values were found (Harmony, 1984(Harmony, , 1988Alvarez et al, 1987). The patterns of abnormal values appeared to be distinctive for different disorders and made it possible to perform computer-assisted differential classification with good accuracy (Gasser et al, 1983;Prichep and John, 1986;John et al, 1988a;Prichep, 1987;Prichep et al, 1990).…”

Section: Introductionmentioning

confidence: 99%

Neurometric-quantitative EEG as a diagnostic adjunct in clinical psychiatry

et al. 1991

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SummaryComputer based quantitative evolution of the electroencephalogram (QEEG) holds promise as an adjunct in the evaluation of psychiatric patients. One such method is neurometrics (N-QEEG) in which quantitative electrophysiological features are evaluated by statistical comparison with age appropriate normative data and compared with the profile of dysfunction seen in different psychiatric populations. This paper is based upon the experiences of the senior author in using this method in a series of 88 patients seen in a clinical setting. Neurometric testing provided a unique and significant contribution to the clinical diagnosis or management of 12% of these cases and gave some clinically useful information in another 44% of this population. In the remaining 44%, the method did not provide any additional contribution to the clinical diagnosis and/or to the management of the patient. Six case histories are provided to illustrate these 3 categories. It must be emphasized that N-QEEG is not a technique that can be substituted for any part of a systematic clinical evaluation, least of all for the process itself, which remains crucial. Once embedded in a solid clinical framework, N-QEEG has the capacity to enhance one’s diagnostic efforts and therapeutic strategies by providing objective quantitative data reflecting brain dysfunction. In such a context, the nominative and cost-effective nature of this technique can further adds to its practicality.

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“…The major advantage of HAEPS over cortical evoked potentials is that they are independent 'of consciousness or attention (Picton andHillyard 1974, Cohen andBritt 1982) and have a very low intersubject variability (McClelland and McCrea 1979). This methodology is particularly appropriate for children with audiological, iieurological or neuropsychological problems (John 1977, Harmony 1989.…”

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confidence: 99%

Auditory Brainstem Responses of Children With Developmental Language Disorders

Roncagliolo

Benítez

Pŕz

1994

Develop Med Child Neuro

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SUMMARY Brainstem auditory evoked potentials (BAEPs) were recorded from 48 children with language disorders (aged four to nine years old, IQs normal to borderline, normal audiometric thresholds and attending special school) and 20 healthy children (four to eight years old, with normal IQs, audiometry and school‐level). The language‐disabled group showed significantly lower absolute latency values of the BAEPs than controls. There we're no significant differences in the central conduction time of the auditory pathway (I‐V interval). Therefore, the only significant difference corresponded to a minor value for the first wave (auditory nerve discharge) of the BAEP. A reduction in the control mechanisms of the sensory inputs at the peripheral level, or a disturbance in the inhibitory mechanisms of coruco‐subcouical modulation, might explain these findings. RÉSUMÉ Réponses auditives du tronc cérébral chez les enfants présentant des troubles développementaux du langage Les potentiels évoques auditifs du tronc cérébral (BAEPs) ont été enregístrés chez 48 enfants présentant des troubles du langage (âges de quatre à neuf ans, ď intelligence normale ou limite, de seuils audiometriqucs normaux et fréquentant une école spèciale) et chez 20 enfants en bonne santé (âgès de quatre à huit ans, avec Ql, audiogramme et résultats scolaires normaux). Le groupe avec (roubles du langage présentait des valeurs de latence absolue significativement plus basses que les contrôles. II n'y avail pas de différences significatives dans lc temps de conduction central des voies auditives (intervalle I‐V). Ainsi, la seule différence correspondait à la moindre valeur de la prèmiere onde des BAEPs (décharge du nerf auditif)‐ Une réduction dans le mécanisme de contrôle des entrées sensovielles au niveau périphétique, ou une perturbation des mécanismes inhibiteurs de la modulation cortico‐souscorticale, pourraient expliquer ces résultats. ZUSAMMENFASUNG Akustische Hirnstammpotentiale bet Kindern mil Sprachentwicklungsstorungen Akustisch evozierte Hirnstammpotentiale (BAEPs) wurden bei 48 Kindern mit Sprachentwicklungsstorungen (Alter vier bis neun Jahre, normale bis grenzwertig normale IQs, normaler audiometrischer Befund und Sonderschuler) und 20 gesunden Kindern (vier bis acht Jahre, IQs, Gehor und Schulleistungen normal) abgeleitet. Die Kinder mit Sprachstorungen hatten significant niedrigere absolute Latenzwerte bei den BAEPs als die Kontrollen. Es fanden sich keine signifikanten Ünterschiede bei der zentralen Oberleitungszeit der Hörbahn (I‐V Interval). Daher bezog sich der einzige signifikante Unterschied auf einen geringen Wert der ersten Welle (akustische Reizantwort) des BAEP. Eine Herabsetzung der Kontroll‐mechanismen des sensorischen Inputs auf peripherer Ebene oder eine Störung der inhibitorischen Mechanismen des cortico‐subcorticalen Regelkreises könnten diese Befunde erklären. RESUMEN Respuestas audilivas de tronco cerebral en nihos con alteraciones en el desarrollo del lenguaje Se obtuvieron los potenciales evocados auditivos de tronc...

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Psychophysiological Evaluation of Children’s Neuropsychological Disorders

Cited by 10 publications

References 89 publications

Sources of EEG Activity in Learning Disabled Children

Sources of EEG Activity in Learning Disabled Children

Neurometric-quantitative EEG as a diagnostic adjunct in clinical psychiatry

Auditory Brainstem Responses of Children With Developmental Language Disorders

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