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The Role of the SLP and Assistive Technology in Life Care Planning
Published in Roger O. Weed, Debra E. Berens, Life Care Planning and Case Management Handbook, 2018
The second study is from the Developmental Cognitive Neuroscience Unit, UCL Institute of Child Health in the United Kingdom (Morgan et al., 2007). Dysarthria with severe articulatory impairment is a common and debilitating sequelae following severe TBI and the present study investigated the effectiveness of EPG in treating the articulatory component of dysarthria post-TBI. In the study, the articulatory component of dysarthria post-TBI was treated once per week with EPG over a 10-week period in three adolescents (aged 14 years, 10 months to 15 years, 1 month). Perceptual (articulation, intelligibility) and EPG (spatial, durational) assessments were conducted pre- and post-treatment to determine outcome.
Biological Dimensions of Difference
Published in Christopher J. Nicholls, Neurodevelopmental Disorders in Children and Adolescents, 2018
Child development specialists, again, are not typically involved in the screening process but need to become aware of the impact of various conditions as they impact or contribute to the developmental difficulties that present to our offices. Continuing with the example of PKU, the Developmental Cognitive Neuroscience Laboratory of Adele Diamond, at the University of British Columbia, has long studied factors that influence how children’s minds change as the grow up. Diamond has had a particular interest in what are termed “executive functions,” reflecting the self-regulatory and self-control mechanisms of the brain (Diamond, 2013). She hypothesized that poorly controlled diets among children with PKU, which would result in increases in the ratio of phenylalanine to tyrosine in the blood, would affect the cognitive functions in a certain area of the frontal lobes of the brain—the dorsolateral prefrontal cortex. Her findings confirmed her theories that children with PKU who had higher levels of plasma phenylalanine over a 4-year period performed more poorly on tasks involving working memory and inhibitory control, as compared with those children who maintained relatively better dietary control (Diamond, Prevor, Callender, & Druin, 1997). Diamond’s work serves as a mandate for those of us who work with neurodevelopmental disorders to grasp the broader implications of the disorder a child may present and not be content to simply perform our evaluation of where the child is functioning on a developmental continuum.
Women in science: a daughter’s perspective
Published in Journal of Neurogenetics, 2021
While it is impossible to pinpoint the precise qualities that lead a person to succeed, I believe that my mom’s scientific curiosity, unapologetic individualism, persistent optimism, fun-loving positivity, and collaborative spirit are some of the key traits she possesses that sustained her persistence through the many challenges of being one of the first women to rise to the top of her field. Of course, the trajectory of how these phenotypes emerged and evolved across her life remains an important unanswered question. Relatedly, having recently completed my PhD in Developmental Cognitive Neuroscience, I find my mind wandering to questions about myself. What challenges do I have ahead of me as a young woman in science in 2020? Do I, like my mom, possess a combination of traits that will allow me to overcome these challenges? Although addressing these questions is beyond the scope of this perspective, I suspect the answers have something to do with gene-environment interplay (Figure 1).