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Biomedical subjects

E Leinonen

Publications and source records attributed to E Leinonen.

58 records · Page 4Linked to original sources

Explaining the parental stress of fathers and mothers caring for a child with intellectual disability: a Double ABCX Model.

BACKGROUND: Twenty variables based on the Double ABCX Model of adaptation and selected on the basis of previous research were chosen to explain the parental stress of the mothers (n = 116) and fathers (n = 120) of children with an intellectual disability (age range = 1- 10 years). METHODS: Principal component analysis, rotated into varimax-criterion, was done separately for mothers and fathers. The solution containing eight factors was considered best for both groups. They accounted for more than 70% of the total variance of the original variables. These eight orthogonal components were then entered into a stepwise regression analysis that was done separately for mothers and fathers. RESULTS: The multiple regression equations obtained explained 72% of the variance in maternal stress and 78% of the variance in paternal stress. The equations for mothers and fathers contained six and seven components, respectively. CONCLUSIONS: The variables used in the present study were highly successful in accounting for parental stress. The results confirm the importance of intervening factors in explaining the stress. The single most important predictor of parental stress was the negative definition of the situation. In mothers, the negative definition was associated with the behavioural problems of the child while, in fathers it was connected with the experienced social acceptance of the child.

Adult↗

Relevance theory and pragmatic impairment.

This paper summarizes aspects of relevance theory that are useful for exploring impairment of pragmatic comprehension in children. It explores data from three children with pragmatic language difficulties within this framework. Relevance theory is seen to provide a means of explaining why, in a given context, a particular utterance is problematic. It thus enables one to move on from mere description of problematic behaviours towards their explanation. The theory provides a clearer delineation between the explicit and the implicit, and hence between semantics and pragmatics. This enables one to place certain difficulties more firmly within semantics and others within pragmatics. Relevance, and its maximization in communication, are squarely placed within human cognition, which suggests a close connection between pragmatic and cognitive (dis)functioning. Relevance theory thus emerges as a powerful tool in the exploration and understanding of pragmatic language difficulties in children and offers therapeutically valuable insight into the nature of interactions involving individuals with such impairments.

Adolescent↗

Postoperative EEG and electrocorticography: relation to clinical outcome in patients with temporal lobe surgery.

To evaluate the role of different EEG methods with respect to postoperative clinical follow-up, 32 non-lesionary epilepsy patients who had undergone temporal lobectomy were studied preoperatively and at 2-week, 3-month, and 1-year postoperative follow-up. Routine, sleep, and sphenoidal EEG recordings as well as intraoperative electrocorticography (ECoG) were made for all patients. At 1-year follow-up, the EEGs with sphenoidal electrodes and with sleep deprivation procedure provided important prognostic information; the appearance of seizures was associated with the presence of interictal epileptiform abnormalities in EEG. In the postresection ECoG, however, epileptiform abnormalities were not associated with clinical outcome or with postoperative epileptiform EEG at 1 year. Routine EEG reliably reflects clinical outcome after temporal lobectomy; with sphenoidal electrodes as well as with sleep deprivation procedure, the diagnostic yield can be further improved.

Adolescent↗

Comprehension of inferential meaning in language-impaired and language normal children.

Three groups of language-normal (LN) 6, 8 and 16/17 year olds, and a group of language-impaired (LI) children were given a task answering questions about pictures that involved inferential meaning. A developmental progression in the types of responses given is seen, with the LI children performing like the youngest LN children. A similar progression is seen in the ability to justify the answers given to inferential questions with the young adult group giving the fewest justifications that were problematical in some way. Larger numbers of problematical justifications in the LI group can be related to some extent to non-pragmatic aspects of their impairment, but overall this group also gave more pragmatically irrelevant responses when asked to justify answers given. It was not possible to identify any major differences between subgroups of children within the LI group, identified as pragmatically impaired (PI) and non pragmatically impaired (NPI), in terms of either answers given to inferential questions or in terms of problematical justifications for these answers. Possible reasons for these findings are discussed.

Adolescent↗