[Malformation of the vein of Galen].
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Arteriovenous Malformations↗
Biomedical subjects
R S Shalev
Publications and source records attributed to R S Shalev.
Development of color association in normal and neurologically impaired children.
Color association, defined as the ability to identify the characteristic color of familiar objects, was studied in 2 groups of brain-damaged children with language or nonlanguage impairment and in a group of control patients. The performance of the 16 control children, 3.5-4.5 years of age, was compared with that of 31 patients, 4.5-5.5 years of age; their scores were 52.4 +/- 31.3 (mean +/- SD) and 85.9 +/- 13.1, respectively (p less than 0.005). Seventeen dysphasic, brain-damaged children and 11 age-matched children with neurologic deficits but without language delay were examined. Their scores were 57.7 +/- 11.7 and 70.6 +/- 21.9, respectively (p less than 0.05). Finally, each of the brain-damaged groups was compared with age-matched controls. Although the control children performed far better than the dysphasic children (77.6 +/- 20.9 and 57.5 +/- 11.7, respectively, p less than 0.001), there was no significant difference between controls and neurologically impaired children without language delay (77.6 +/- 20.9 and 70.6 +/- 21.9, respectively). We conclude that color association in normal children is already operative at 3.5 years and approaches maturity by 4.5-5.5 years. This function was preserved in neurologically impaired children without language delay but was significantly distrubed in the dysphasic children; therefore, the use of color should be assessed in the habilitation of children.
Anomia↗
Attention deficit disorder: association with familial-genetic factors.
The etiology of attention deficit disorder and hyperactivity (ADDH) is controversial because both biologic and social factors have been postulated. To study such factors, we undertook a referral study based on an entire cohort (N = 6,950) of children born in Jerusalem in 1976. Of 479 children referred for learning disabilities, hyperactivity, and behavioral problems, 381 were available for study. Information regarding obstetric, developmental, and family histories was obtained by a detailed, structured interview. A DSM-III-based questionnaire for ADDH was completed by parents and teachers. Each child underwent neurologic examination and 133 had IQ testing. Of these children, 145 fulfilled the criteria for ADDH. Our results revealed a number of significant familial-genetic factors: boys outnumbered girls by 3:1, 30% of ADDH children had siblings with learning disabilities (P less than .001); and ADDH children clustered within families of North African descent (P less than .001). The only significant developmental factor was delayed language development. Of numerous pre- and peri-natal factors investigated, only intrauterine growth retardation was significantly associated with ADDH. No correlation was found between ADDH and IQ, parental age, years of education, profession, and language spoken at home. Our study supports the hypothesis that familial-genetic factors are contributory to ADDH.
Adolescent↗
Developmental dyscalculia is a familial learning disability.
Whereas current evidence attests to a genetic component in the etiology of dyslexia and attention-deficit/hyperactivity disorder (ADHD), little is known about the role of genetics in developmental dyscalculia (DC). The objective of this study was to determine the familial aggregation of DC. Siblings and parents of children with DC were assessed for arithmetic, reading and attention disorders. The criteria for DC were an IQ higher than 85, poor performance in arithmetic, and a significant discrepancy between arithmetic achievement and IQ. The study group was composed of 39 children with DC, 21 mothers, 22 fathers, 90 siblings, and 16 second-degree relatives. We found that 66% of mothers, 40% of fathers, 53% of siblings, and 44% of second-degree relatives had DC. The intraclass correlation between the sib pairs was .27. A 95% confidential interval (CI) for the prevalence of DC among siblings of DC probands (see Note 1) ranged from 40% to 64%, indicating a familial prevalence almost tenfold higher than expected for the general population. IQ and attention problems were not risk factors for DC. We conclude that DC, like other learning disabilities, has a significant familial aggregation, suggesting a role for genetics in the evolution of this disorder.
Adolescent↗