1/4. Adolescents with learning problems.The adolescent with learning problems presents a multifaceted diagnostic and therapeutic challenge to the primary care clinician. The adolescent failing in school often manifests secondary affective symptoms that tend to obscure underlying developmental deficits. Inadequate educational experiences, family stress, environmental deprivation, and preoccupation with nonacademic sources of gratification can further cloud the picture. Efforts at remediation must overcome the tendency of medical and school professionals, parents, and students themselves to be overly pessimistic about the long-term outcome. With the knowledge of the common causes of school failure and developmental dysfunction in this age group, the general physician can reach a reasonable diagnosis, develop a functional profile of strengths and weaknesses, and collaborate with parents, educators, and the adolescent to effect a comprehensive management plan. The physician's ongoing involvement can be a very important factor stimulating the school to continue to evaluate an individual student's needs and abilities. parents may need assistance to recognize their child's own strengths and to help the child utilize them appropriately. If the adolescent is helped to see that he or she can make important contributions to society within the spectrum of his or her talents, then the clinician has played a crucial role in the development of a potentially happy and successful adult.- - - - - - - - - - ranking = 1keywords = physician (Clic here for more details about this article) |
2/4. Multidisciplinary team evaluation of school dysfunction. An analysis of utilization.Little is known of the characteristics of children experiencing school dysfunction who are evaluated by multidisciplinary teams. The records of 87 children seen during a calendar year were reviewed and information was gathered regarding their age, sex, and referral source. In addition, the chief concerns of the child's parents and educators, and the diagnostic outcome, were considered. Boys were more likely to have been referred for behavioral problems than for academic issues. Girls were seen at an earlier age. Younger children were more likely to have been referred by physicians. While there was a significant association between gender and reason for referral, we found no such relationship between gender and final diagnostic classification. Variables in the utilization of evaluation services are described. Cognizance of these issues should lead to improved provision of care to all children experiencing school dysfunction.- - - - - - - - - - ranking = 0.5keywords = physician (Clic here for more details about this article) |
3/4. adrenoleukodystrophy: a link between adrenal insufficiency and school performance.The combination of neurodevelopmental regression and adrenal insufficiency should alert practitioners or emergency room physicians about ALD. Although still unproven, early medical intervention with either gene therapy or bone marrow transplantation may offer more promise to these patients.- - - - - - - - - - ranking = 0.5keywords = physician (Clic here for more details about this article) |
4/4. Recovery of intellectual ability after closed head-injury.Seven children with intellectual and personality changes after closed head-injury were followed-up with neuropsychological and psycho-educational evaluations. Two cases are presented in detail. Persistent intellectual changes documented on standardized tests were not always apparent to parents or physicians, and recovery of intellectual abilities lagged behind the disappearance of neurological abnormalities. Some of the children required special class placement for several years after the injury. personality changes were thought to be secondary to stress on impaired perceptual and cognitive abilities, and the desirability of limiting such stress is emphasized.- - - - - - - - - - ranking = 0.5keywords = physician (Clic here for more details about this article) |