Psychosocial and cognitive function in children with nephrotic syndrome: association with disease and treatment variables

BackgroundTo investigate possible differences in emotional/behavioral problems and cognitive function in children with nephrotic syndrome compared to healthy controls and to examine the effect of disease-specific and steroid treatment-specific characteristics on the abovementioned variables. MethodsForty-one patients with nephrotic syndrome (23 boys, age range: 4.4-15.2 years) and 42 sex- and age-matched healthy control subjects (20 boys, age range: 4.1-13.4 years) were enrolled in the study. Disease (severity, age of diagnosis, duration) and steroid treatment (total duration, present methylprednisolone dose and duration of present dose) data were collected. In order to assess children’s emotional/behavioral problems, the Child Behavior Checklist was administered. The Wechsler Intelligence Scale for Children – Third Edition was administered to assess Full-Scale, Verbal, and Performance intelligence quotient (IQ) scores. ResultsThe patients presented with more internalizing problems (P = 0.015), including withdrawal (P = 0.012) and somatic complaints (P = 0 .011), but not more anxiety/depression or externalizing problems. A significant association was found between severity of disease and somatic complaints (P = 0.017) as well as externalizing problems (P = 0.030). Years of illness were significantly more in those presenting with abnormal anxiety/depression (P = 0.011). Duration of steroid medication was significantly higher among those presenting with abnormal anxiety/depression (P = 0.011) and externalizing problems (P = 0.039). IQ was not associated significantly with disease or steroid treatment variables. ConclusionsPsychosocial factors and outcomes may be important correlates of children’s nephrotic syndrome and potential targets of thorough assessment and treatment

Transform Autism Education - Final Report

The Transform Autism Education (TAE) project focused on the domain of ‘good autism practice’ in the education of pupils with autism in the UK, Greece and Italy with the overall objectives to:• Research good autism practice in education.• Create professional development programmes in Greece and Italy.• Enhance the knowledge and practice of school staff.• Facilitate the inclusion of autistic children in primary schools in those countries.Funded by the European Commission through Erasmus Plus Key Action 2, Strategic Partnerships scheme, and led by Principal Investigator Dr. Karen Guldberg, the project involved a range of Greek, Italian and UK partners. It employed the Autism Education Trust (AET) collaborative training schemes in the UK as a founding model. While the requirements of each country were distinct, and so necessitated careful adaptations of the materials to their specific needs, what united all aspects of the project was a desire to improve the educational inclusion of autistic children, as well as their general experiences in school and their outcomes

Brain morphology and behavioural and neuropsychological profile of preterm young adults

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Transform Autism Education - Final Report

The Transform Autism Education (TAE) project focused on the domain of ‘good autism practice’ in the education of pupils with autism in the UK, Greece and Italy with the overall objectives to:• Research good autism practice in education.• Create professional development programmes in Greece and Italy.• Enhance the knowledge and practice of school staff.• Facilitate the inclusion of autistic children in primary schools in those countries.Funded by the European Commission through Erasmus Plus Key Action 2, Strategic Partnerships scheme, and led by Principal Investigator Dr. Karen Guldberg, the project involved a range of Greek, Italian and UK partners. It employed the Autism Education Trust (AET) collaborative training schemes in the UK as a founding model. While the requirements of each country were distinct, and so necessitated careful adaptations of the materials to their specific needs, what united all aspects of the project was a desire to improve the educational inclusion of autistic children, as well as their general experiences in school and their outcomes

35-Year Follow-Up of a Case of Ring Chromosome 2: Array-CGH Analysis and Literature Review of the Ring Syndrome

Cote et al. [1981] suggested that ring chromosomes with or without deletions share a common pattern of phenotypic anomalies, regardless of which chromosome is involved. The phenotype of this ‘general ring syndrome’ consists of growth failure without malformations, few or no minor anomalies, and mild to moderate mental retardation. We reconsidered the ring chromosome 2 case previously published by Cote et al. [1981], and we characterized it by array CGH, polymorphic markers as well as subtelomere MLPA and FISH analysis. A terminal deletion (q37.3qter) of maternal origin of the long arm of the ring chromosome 2 was detected and confirmed by all the above-mentioned methods. Ring chromosome 2 cases are exceedingly rare. Only 18 cases, including the present one, have been published so far, and our patient is the longest reported survivor, with a 35-year follow-up, and the third case characterized by array-CGH analysis. (C) 2015 S. Karger AG, Base