Association of Type 1 Diabetes vs Type 2 Diabetes Diagnosed During Childhood and Adolescence With Complications During Teenage Years and Young Adulthood

The burden and determinants of complications and comorbidities in contemporary youth-onset diabetes are unknown

Premorbid Indices of Intelligence: A review.

Accurately estimating premorbid levels of functioning is essential for the completion of adequate clinical neuropsychological evaluation. There have been a number of methods suggested for the completion of this task: use of Wechsler\u27s hold–don\u27t hold ratios, variations of this use of the WAIS or the Wechsler-Bellevue Intelligence Scales, use of performance on vocabulary and reading tasks, and the use of regression equations based on demographic variables to predict IQ. Results of such attempts and possible research directions are explored. Appropriate applications of the currently available methods for estimating premorbid functioning are suggested. (36 ref

Relationships Between the Booklet Category Test and the Wisconsin Card Sorting Test.

This study compares total errors on the Booklet Form of the Category Test (DeFilippis, McCampbell & Rogers, 1979) with several scores of the Wisconsin Card Sorting Test (Heaton, 1981). In a heterogeneous sample of 30 neurologically impaired patients and 31 normal individuals the two tests exhibited a maximum correlation of 0.52 when partialing out the effects of age and education. In addition, this study suggests that the two exhibit similar overall diagnostic hit rates; however, they differ in false negatives and false positives. These results bring into question the assumption that these two neuropsychological tests are interchangeable. A need to recognize the nature of the differences between the tests in their clinical applications and in future research is discussed

The Luria‐Nebraska Neuropsychological Battery—Children\u27s Revision: Theory and Current Research Findings

The Luria‐Nebraska Neuropsychological Battery (LNNB) has gained an unusual amount of acceptance for a new psychological instrument, probably because of its derivation from the neuropsychological theories of Aleksandr R. Luria. Some of the basic concepts of Luria\u27s theories are explained in this article, and some of the advantages and disadvantages of standardized neuropsychological batteries are discussed. The derivation of the Children\u27s Revision of the LNNB is briefly described and a review is presented of current research utilizing the battery. It is concluded that initial research using the Children\u27s LNNB is optimistic, but, like any psychological instrument, extensive research is needed in order to prove its worth, and the authors encourage continued investigation

The Luria-Nebraska Neuropsychological Battery-Children\u27s Revision: Validation with Brain-Damaged and Normal Children

This paper discusses briefly the development and rationale behind the Luria-Nebraska Neuropsychological Battery-Children\u27s Revision. Three investigations are discussed: (a) the development of normative data on a group of 125 normal children between the ages of 96 and 155 months, (b) development of the critical level formula for determining the upper bounds for normal performance given a child\u27s age, and (c) a validation of the ability of the battery to discriminate between normal and brain-injured children selected as a separate sample from that used in the initial investigations. In the third study, a MANOVA as well as subsequent individual t tests indicated highly significant group differences. Counting scores above the patient\u27s critical level (as determined from the formula designed in the second investigation) resulted in correct classification of 89% of the normal children and 79% of the brain-injured children. Methods of interpreting the battery and limitations of the current study are discusse

Analytic techniques in the interpretation of the Luria-Nebraska Neuropsychological Battery.

The use of the Luria-Nebraska Neuropsychological Battery meets clinical needs and provides for continued research, but should not prevent the clinician from using qualitative data when appropriate. A review of the theoretical basis of the Luria-Nebraska Battery, including reasons for use of a standardized battery and the construction of the scales, is included. The article also presents a brief example of a Luria-Nebraska interpretation using the case of a 60-yr-old male displaying fluent aphasic deficits, who was examined by D. C. Delis and E. Kaplan (see record 1982-08842-001). (11 ref

The Luria-Nebraska Neuropsychological Battery: Theoretical orientation and comment.

Since the introduction of the Luria-Nebraska Neuropsychological Battery (LNNB), issues related to its understanding, interpretation, and validity have generated much interest. In response to P. A. Spiers\u27s (see record 1981-24833-001) criticism of the battery, the authors suggest that the controversy appears to arise from a divergence in theoretical orientation on the role of quantitative versus qualitative assessment as well as from differences in the understanding of measurement methodology and validity. The present article discusses the theoretical basis from which the LNNB was constructed and describes the process of test interpretation. Previous and current research on use and validity of the battery is presented as it relates to the theoretical and methodological concerns. While basic philosophical differences with other theoretical systems are not likely to be resolved, the authors of the LNNB will continue to emphasize the integration of quantitative and qualitative approaches, both in the use of the LNNB and in the field of neuropsychology in general. It is concluded that the LNNB will continue to be revised on the basis of research findings and experience with the test in different patient populations. (35 ref

Neuropsychological function in children with hemophilia: A review of the Hemophilia Growth and Development Study and introduction of the current eTHINK study

Almost all of what is known about neurologic and cognitive development in hemophilia derives from the Hemophilia Growth and Development Study, conducted during an era when treatment regimens and comorbidities differed significantly from the current environment. Results suggested hemophilia and human immunodeficiency virus had independent effects, and hemophilia negatively impacts academic achievement, attention, and behavior. The introduction of prophylaxis treatment in hemophilia has created the need for re‐evaluation of the effects of hemophilia on neurodevelopment and cognition. We outline the Evolving Treatment of Hemophilia’s Impact on Neurodevelopment, Intelligence, and Other Cognitive Functions (NCT03660774) study, which aims to meet this need.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/152761/1/pbc28004.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/152761/2/pbc28004_am.pd