This paper describes the symptom profiles of a large group of patients with Gilles de la Tourette disorder (TD). In Part one we report the results of a questionnaire study of patients in North Dakota with TD. The data suggest that TD patients have high rates of academic and social problems. Obsessive-compulsive symptomatology is quite high in this population. This report is unique in that these results are reported using an available data base to allow for pooling of future research in TD patients in other settings. In Part two of this paper we discuss important findings from our clinic population of 130 TD patients.

Adolescent↗

PubMedDate not supplied

Transient and resident microflora of burn unit personnel and its influence on burn wound sepsis.

The exogenous contamination of a thermally injured patient by contact with the health are team has been a major concern of all burn units. Since the University of Chicago Burn Center routinely monitors each burn injury for sepsis by quantitative bacteriology and recently examined the microbial population present on the hands of the health care team, it was felt that these combined data would shed some pertinent information on exogenous burn wound sepsis. Twenty-nine patients with clinical burn wound sepsis and a bacterial level of greater than 10(5) bacteria/gram of tissue were studied. These patients yielded a variety of microorganisms with P. aeruginosa and Staphylococcus aureus being predominant, followed in incidence by Candida albicans. The resident and transient microflora isolated from each member of the health care team treating the specific individual concerned did not correlate with the causative agent of burn wound sepsis. The most frequent isolate from the staff personnel was Staphylococcus epidermidis followed by Micrococcus species. Though colonization of the thermally injured individual has been reported, these data strongly suggest that colonization is primarily one of an endogenous source rather than that of an exogenous one.

Burn Units↗

PubMedDate not supplied

Preschool language intervention: a follow-up study.

A follow-up study was undertaken of 38 children who had attended a preschool language unit with detailed assessments of 25 by speech therapists and an educational psychologist. The subjects were assessed in a number of areas (language, learning and social skills) using standardized tests and rating schedules completed by teachers and parents. The initial results are presented in terms of group characteristics. At a mean age of 8.3 years the children were still making progress in all areas of development. Although some 16% of the children were attending specialist schools or classes (language unit, physically handicapped unit, schools for children with severe speech and language problems), the majority (84%) were within the mainstream of education. A continuing language difficulty was apparent on standardized tests. Reading and spelling were slightly depressed, but not significantly so. However, parents and teachers saw the children as differing little from their peers. The conclusion is reached that preschool intervention can prevent later educational failure.

Adaptation, Psychological↗

PubMedDate not supplied

Preschool language intervention--a follow-up of some within-group differences.

A more detailed study was made of the children who had been followed-up by Urwin, Cook & Kelly (1988) 4-8 years after leaving a preschool language group. Children were independently allocated into groups according to their speech and language diagnosis prior to entry to the Unit. There were two major dimensions--receptive/expressive versus expressive only, and phonology versus non-phonology. Comparisons were made between the group as indicated by children's performance at follow-up for measures of ability, achievement, language and social functioning. Conclusions are drawn about the long-term effects of the early language difficulty and preschool intervention. Attention is also drawn to differences in perceiving the effects of language difficulty between the specialist professionals on the one hand and parents and teachers on the other.

Child↗