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Biomedical subjects

D J O'Grady

Publications and source records attributed to D J O'Grady.

9 recordsLinked to original sources
PubMed1991

Correlates of hypnotizability in children: absorption, vividness of imagery, fantasy play, and social desirability.

This study examined correlates of hypnotizability in children that had previously been reported for adults. Forty-two children (ages 7-14) completed the Fantasy Questionnaire (FQ), the Children's Social Desirability Questionnaire (CSDQ), the Zelter and LeBaron (1984) revision of the Stanford Hypnotic Clinical Scale for Children (SHCS:C-R), and the Children's Fantasy Inventory: Absorption and Vividness Scales (CFI: A & V). The nine-item SHCS:C-R yields separate scores for Observed Behavior (OB), and Realness (R), as well as a Total Score (TS). Results indicated significant correlations between SHCS:C-R scores and those for CFI: A & V, and the FQ (r = .42-.53) but not for the CSDQ. On the SHCS:C-R, correlations between R (involuntariness) scores and the above measures were not appreciably different from those found for OB scores. Observations suggested that attitudes towards hypnosis may influence children's hypnotic responsiveness.

Adolescent↗
PubMed1979

Neuropsychologic consequences of Reye syndrome.

Behavioral measurement of brain function was conducted in 40 children, one or more years after their recovery of Reye syndrome. Test measures included standard indices of intelligence, school achievement, visual-motor coordination and social maturity, plus the Halstead-Reitan Neuropsychological Batteries. There was a strong correlation between the degree of impaired neuropsychologic function and clinical grade at admission, the duration of impaired consciousness, and the number of exchange transfusions required. Patients with milder disease had normal brain function and fewer school problems. Language and perceptual-motor performance significantly improved with increasing years in recovery, suggesting that some of the disturbances of brain functioning are transient. The statistical analysis indicated that there are lasting, often subtle disturbances of higher cognitive function as a result of Reye syndrome. These deficits, not always apparent on clinical examination, are clearly correlated with the extent of neurologic involvement. This quantitative assessment of neuropsychologic function is a basis for determining the "quality of survival" in Reye syndrome, and such measurements should be included in the comparative evaluation of Reye syndrome treatment programs.

Achievement↗
PubMed1979

Intellectual development and academic achievement of children treated early for phenylketonuria.

Twenty early-treated children with classical phenylketonuria (PKU), five early-treated children with variant PKU and seven untreated children with hyperphenylalinemia were compared with non-PKU family members in terms of intellectual development, and 14 school-age PKU children were also compared for academic achievement. For the early-treated children with classical PKU, mean IQ (98) was within the normal range, but nine of these 20 children had IQ scores more than 1SD below those of family members. There was a significant negative correlation between phenylalanine concentrations at one to four years of age and later measured intelligence in these early-treated children, but this was probably a consequence of poor dietary control in the early years. The early-treated children with variant PKU and those with hyperphenylalaninemia had IQ scores consistent with those of unaffected family members, but untreated children with variant PKU had scores significantly lower than their own early-treated siblings. Achievement scores of the early-treated PKU children were consistent with their intellectual ability: they and their non-PKU siblings had similar standard scores for reading and spelling, but arithmetic scores were significantly lower for the PKU children. Early-treated children whose diet had been discontinued had achievement scores in all subjects below those predicted from their IQS.

Achievement↗
PubMed1976

Negotiating educational programs for children with developmental disorders: assessment, interpretation, demonstration, support (AIDS).

An approach to negotiating educational programs for children with multiple developmental problems is presented using two case examples from an interdisciplianry setting, the University Affiliated Cincinnati Center for Developmental Disorders. The use of the AIDS (Assessment, Intervention, Demonstration, Support) approach offers the schools evidence that the professional educator and psychologist are working in good faith and will not abandon them prematurely. Proper school placement through mediation also allows the school personnel to receive credit from the family for making the necessary changes, therefore not losing face with the parents. This approach seems particularly applicable to children with multiple and chronic problems who do not fit single special educational/diagnostic categories or labels.

Child Psychiatry↗