No description available.

No description available.

No description available.

The Individuals With Disabilities Education Improvement Act requires students with disabilities to show progress on the same standards as their nondisabled peers without indicating how teachers should accomplish this goal. Many teachers lack the skills needed to address the unique learning challenges of students who are cognitively functioning below 2 years of age. This study used a qualitative exploratory case study design. The purpose of this study was to explore what was hindering teachers from providing grade level standards-based instruction for their students with multiple disabilities. Piaget's constructivist theory guided this study. Research questions were used to elicit how teachers were providing standard-based instruction and how they were determining strategies for course delivery. Data collection included semi structured interviews with 20 special education teachers who were selected using purposive sampling and who had at least 3 years of experience working with students who had multiple disabilities and had cognitive functioning levels below 2 years of age. Observations of the instructional practices of these teachers were also conducted. Data were analyzed using Hatch's typology; according to study results, teachers based instructional decisions on their individual beliefs about students, personal level of content knowledge, and custodial needs of students due to disabilities. In classroom observations, there was a lack of grade-level content. A professional development-training plan for teachers was created on standards-based content to shift perceptions about students and to develop appropriate instructional strategies. The social change implications of this study will benefit teachers by providing students with disabilities access to standards-based curriculum instruction to meet legislative requirements.

The use of antihistamines (AHs) has until recently been associated with a number of undesirable side effects, the most troublesome of which is sedation. There are two aspects to sedation. The first, an objectively determined measure based on the results of psychometric tests from controlled trials, and the second, the subject's response to the administration of a drug. Since AHs are largely used in ambulant patients, a complete evaluation of sedation should be performed through standardised objective tests, shown to be sensitive to the central effects of AHs and reliable ratings of subjective experiences. A critical review of the literature on the experimental studies with AHs revealed that the traditional AHs had a greater propensity to produce adverse central nervous system (CNS) effects, whereas the so called second generation AHs were generally less impairing when administered within their recommended 'dose window'. A similar review of the clinical literature surveying subjective reports of sedation following the administration of AHs showed that the traditional AHs were perceived as more sedative than the second generation AHs. On the basis of these findings, a series of controlled experiments in non-atopic volunteers investigated the effects of a number of second generation AHs on various aspects of cognitive functioning and psychomotor performance. It is concluded that the second generation AHs have a lesser effect with respect to objective indices of sedation when compared to their predecessors, and that fexofenadine, has a claim to be the first truly non-sedating antihistamine as there is no objective evidence of CNS effects. The identification of an antihistamine, devoid of adverse CNS activity regardless of the administered dose, highlights the need for the introduction of a 'third generation' of AHs.

Although HIV/AIDS is the 9th leading cause of death in African-American children, 80% of HIV-infected children in the U.S. live into school-age years. This study focuses on associations between HIV illness severity, family factors, and long-term cognitive functioning of these children. Participants included 42 perinatally HIV-infected children (mean age = 72.4 months), 93% of whom were African-American. Mean intellectual functioning was more than one standard deviation below the normative mean; whereas, overall language and attention functioning were generally not different from the normative sample. First, this study described changes in functioning over time and/or between genders. Analyses of variance were conducted for five outcome variables (i.e., full scale IQ, verbal IQ, performance IQ, expressive and receptive one word picture vocabulary test). Expressive language scores increased over time. For receptive language, males’ skills improved significantly over time, while the decline in females’ skills did not reach significance. Second, the associations between Time Two illness severity (i.e., viral load), and Time One familial variables (i.e., adult-to-child ratio in the home, number of caregivers lost to death, number of months since caregiver death), with outcome variables at Time Two (i.e., intellectual, language, and attentional/hyperactivity functioning) were examined. For intellectual and expressive language, only the respective Time One functioning independently contributed a significant amount to Time Two functioning. For receptive language, Time One receptive language and the adult-to-child ratio in the home significantly predicted Time Two functioning. As the number of adults per child increased, there was an improvement in receptive language functioning. For both measures of language, the interaction between Time Two illness severity and Time One months since caregiver death significantly predicted Time Two functioning. With no loss of caregiver, more ill children demonstrated better language abilities than less ill children. Across illness groups, children performed similarly after a recent caregiver death. With greater time since caregiver death, the less ill children performed better than their more ill peers. For attention/hyperactivity, no predictor variables were significant. Interventions that consider family factors, as well as medical information, as potential influences on future child functioning may aid in the battle against this chronic illness.

Studies using animal models have found considerable evidence of neurological damage resulting from exposure to 3,4- methylenedioxymethamphetamine (MDMA, ecstasy). Yet, studies comparing the cognitive performance of human recreational ecstasy users to ecstasy naïve controls have produced inconsistent results. The present study is a meta-analysis of the published empirical literature on the cognitive sequelae of human recreational ecstasy use. The pooled effect size estimate for combined cognitive domains was statistically significant and moderate in size. Small to large, statistically significant aggregate effect sizes resulted for eight of the nine cognitive ability domains included in the analysis. Moderator analyses suggested that frequent ecstasy use is associated with greater cognitive impairment, cognitive impairment can occur after relatively low amounts of total lifetime cumulative use, and recovery of functioning does not occur within one year post cessation.

No description available.

It is apparent from the historical perspective regarding the theories of cognitive development and the cognitive functioning of individuals with visual impairments, that sight plays a major role in the development of certain cognitive processes. However, the affects of visual impairment on cognitive development remain to be at issue. Since sight seems to be highly integral in cognitive development beginning in the early stages of physical development, about the sixth month of life, and then begins to diminish in importance as verbal communication develops around eighteen months, then it should stand to reason that significant visual impairment or blindness occurring prior to this time would adversely impact an individual's cognitive development. Conversely, the occurrence of visual impairment or blindness after this critical period of development would have less of an impact. Cognitive theorists have proposed that visually impaired or blind persons may have developed different cognitive pathways to acquire, process, and accommodate sensory information. As a result, visually impaired or blind (VI/B) persons may "think differently" than sighted individuals. The present study was designed to address these issues as they relate to cognitive and neuropsychological development at various stages of growth and to examine possible differences in neuropsychological functioning dependent on the level of visual functioning a person retains; e.g. both the issues of age at onset and degree of impairment. It was also designed to study the possible interaction effects of degree of impairment with the age of onset. Findings indicated that the only differences in cognitive functioning appear to be related to age of onset and not the level of visual impairment. The findings further suggested that congenitally blind individuals have indeed developed alternate methods of cognitively processing nonverbal, abstract, or complex information, especially information involving a high degree of spatial orientation. Implications of this study may influence the educational methods used to teach congenitally blind individuals in order to reinforce these alternate pathways and facilitate more effective means of negotiating in a sighted environment.

Prior evidence has shown a reduction of neglect on line bisection tasks as a function of altered hemispace presentation and left cueing. The present study was conducted to examine the effect of these factors in reducing symptoms of neglect on measures of general cognitive functioning. To examine proposed changes, revised versions of the Raven's Coloured Progressive Matrices and the Memory-for-Designs (MFD) Test were constructed by placing the target stimuli in the right hemifield. Two experimental presentations, a right hemispace condition and a right hemispace plus left cue prompt condition, were compared to the standard presentation format. The primary hypotheses predicted that RBD neglect patients would reveal enhanced performance on the criterion measures as a result of these manipulations. Significant correlations were predicted between the neglect measures and between the two scoring systems for the MFD. The sample was comprised of 54 hospitalized patients, assigned to either a RBD neglect group (N = 18), a RBD nonneglect group (N = 18) , or an orthopedic control group (N = 18) . Both RBD groups were administered the Mini Inventory of Right Brain Injury, to document the presence and severity of right brain injury. Presence of neglect was assessed via the Schenkenberg Line Bisection Task and the Bells Test for Visual Neglect. Subjects were examined under all three conditions by administering one third of the items for each condition. Neglect subjects demonstrated significantly poorer performance on both criterion measures than the two comparison groups. However, no significant improvement in performance was revealed with right hemispace presentation of stimuli or left cue prompts combined with the right hemispace version. Ancillary predictions concerning correlations for the neglect measures and MFD scoring systems were confirmed. Results are interpreted in terms of increased attentional demands and task complexity. These results suggest that, despite the frequent clinical use of these manipulations in the cognitive assessment of this population, support for the efficacy of these procedures is lacking.