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Biomedical subjects

L B Silver

Publications and source records attributed to L B Silver.

At least 19 recordsLinked to original sources
PubMed1990

Learning disabilities and vision problems: are they related?

Vision problems can interfere with the process of learning. However, vision problems are not the cause of learning disabilities. If a child or adolescent is diagnosed as having a learning disability, refraction and eye muscle function must be assessed. If no disorders are found or, if found and corrected, the treatment of choice for the learning disability is special education.

Child↗
PubMed1989

Psychological and family problems associated with learning disabilities: assessment and intervention.

Learning disabilities not only interfere with academic tasks; they interfere also with all stages of psychosocial development as well as with peer and family interactions. It is not uncommon, therefore, for children and adolescents with learning disabilities to have psychological, peer, and family problems. These secondary difficulties must be recognized, correctly diagnosed, and treated.

Adaptation, Psychological↗
PubMed1989

Frequency of adoption of children and adolescents with learning disabilities.

Students from three different facilities who were diagnosed as learning disabled were studied to determine the frequency of adoption with this population as compared to the national norm. The frequency of adoption was found to be 4.5 times higher than the norm, that is, 17.3% versus 3.9%. The possible reasons for this high incidence are discussed.

Adolescent↗
PubMed1986

Controversial approaches to treating learning disabilities and attention deficit disorder.

It is estimated that between 3% and 7% of children and adolescents in this country--up to 4 million--are learning disabled. Of this group, about 20% also have attention deficit disorder. Many professionals in multiple disciplines have proposed treatment approaches. When research has been done to support the approach, the reports and data may be published in journals not normally read by the practicing physician. When research data are not available, the information may be in a popular book, newspapers, or lay magazines or on television. Thus, parents may know of ideas and suggestions before the professional in clinical practice. These acceptable and controversial approaches to treatment are reviewed. It is understandable that a parent would seek out improved ways of helping his or her child. I reviewed the significant literature in an effort to assist the practicing physician in providing appropriate parental guidance and clinical interventions.

Adolescent↗
PubMed1986

Learning disabilities. The primary care role in multidisciplinary management.

Learning disability is not just a school disability; it is a total life disability. The same dysfunctions that interfere with normal learning processes also impact on self-image, peer relationships, family relationships, and social interactions. If attention deficit disorder is present, the same hyperactivity or distractibility that creates problems for the child in the classroom interferes with peer and family relationships. From initial request for help to final implementation of a model of intervention, a multidisciplinary team effort is needed. Since many areas of difficulty may be involved, this team ideally should consist of a primary care physician, psychiatrist, neurologist, psychologist, social worker, special educator, and speech pathologist. Each professional contributes to a full understanding of the total child. The primary care physician may participate as part of such a team or refer the child to other professionals and then coordinate the recommendations. When a learning disability is properly recognized, diagnosed, and treated, the child has the potential for a reasonably successful future. Without help, the child's disabilities may become incapacitating and function as a major handicap throughout life.

Adolescent↗
PubMed1986

Attention deficit disorder in adolescents.

Attention deficit disorder may be part of a cluster of observable behaviors that reflect a dysfunctional central nervous system. The authors describe the differential diagnosis of attention deficit disorder in adolescents, a complex process in which the clinician must determine if observed distractibility, hyperactivity, or both are due to the disorder or are a reflection of anxiety, depression, or emotional, social, or family problems. In addition, the clinician must determine the relationship of these factors to the learning disabilities so often associated with attention deficit disorder. The authors discuss the clinical management of attention deficit disorder and review the literature on the clinical course and outcome of children and adolescents with the disorder.

Adolescent↗
PubMed1979

Mental health of medical school applicants: the role of the admissions committee.

This study was of the role of admissions committees as it relates to the mental health of applicants. Two-part questionnaires were sent to 115 medical schools. The first part explored the composition of the committee. In most schools the dean selected the members, attempting to obtain equal representation from clinical and basic science departments; most of the schools had one or more psychiatrists on the committee. The second part focused on the policy for applicants with former mental health problems. Over one-third of the committees asked about previous or present mental illness or therapy. Ninety percent of the schools had no policy or guidelines for using such information; instead, most relied on psychiatric interview or outside reports in making admissions decisions. The impact of federal legislation regarding the handicapped on admissions procedures is discussed. Since more students with previous or current psychiatric problems may be admitted, schools must be prepared to respond to their needs as fully as they now respond to other medical problems.

Educational Measurement↗
PubMed1977

Difficulties in integrating child and adolescent training and service in a community mental health center.

In 1972 the Rutgers Community Mental Health Center opened as an integral component of the department of psychiatry at the new Rutgers Medical School. The center was the primary clinical facility for training and service. The philosophy of the child and adolescent services within the center emphasized community-based programs with a continuum of backup care extending into the center. A multidisciplinary multimodal approach was developed. The author discusses several of the training and service problems that developed during the first two years of the center's operation and the approaches to resolving the difficulties.

Adolescent↗
PubMed1977

Governmental peer review of training programs in child psychiatry.

The authors present the results of a review of grant applications from 84 child psychiatry training programs that was conducted by the Psychiatry Education Branch of NIMH during fiscal year 1975. They found that training programs whose applications were approved were (among other things) university based and successful in filling training positions; they provided experiences in two or more treatment modalities in varied settings and with diverse types of patients, had active liaison with community organizations and with departments of pediatrics, and provided research opportunities for trainees.

Child Psychiatry↗