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Low-grade Glioma: Principles of Diagnosis and Drug Treatment
Published in David A. Walker, Giorgio Perilongo, Roger E. Taylor, Ian F. Pollack, Brain and Spinal Tumors of Childhood, 2020
Pablo Hernáiz Driever, Olaf Witt, Astrid Gnekow, Daniela Kandels, Mark Kieran
The selection of evaluations for cognitive functioning in clinical trials for children with LGGs must meet several criteria: they must be clinically meaningful, validated in multiple languages, simple, brief, and inexpensive to administer. The CogState is a relatively brief, validated, patient-completed, computer-based questionnaire of neurocognitive processes known to be most affected in brain tumor survivors (i.e., attention, processing speed, and memory) among children 5 years and older.35,36 Adaptive behavior scales like the Vineland Adaptive Behavior Scale (VABS) address everyday performance in the following domains: communication (expressive and receptive), daily living skills (personal, domestic, and community), socialization (interpersonal relationships, play and leisure, coping skills), motor skills (gross and fine with a ceiling of abilities at 7 years), and problem behaviors. The questionnaire is a widely available, multilanguage assessment of adaptive functioning that has been used in pediatric brain tumor populations, including an LGG cohort.37–43 It is applicable to all ages and can be completed from responses to telephone interview or to a parent- or caregiver-rating form.44 The study design of the upcoming LOGGIC study in Europe will use the VABS as a primary endpoint. For this study, a trained research nurse will interview parents/guardians in an attempt to enhance participation and consistency of data.
Investigational drugs in early-stage clinical trials for autism spectrum disorder
Published in Expert Opinion on Investigational Drugs, 2019
Michael P. Hong, Craig A. Erickson
High-dose folinic acid (50 mg/kg; max dose 50 mg per day) was evaluated in a 12-week double-blind, placebo-controlled trial in 48 children (mean age 7.3 years) with autism [112]. This trial focused on verbal communication as the primary outcome evaluation, and folinic acid use was associated with improvement on ability-appropriate measures of language (Preschool Language Scale (PLS) or Clinical Evaluation of Language Fundamentals (CELF)) with a treatment-associated effect size of 0.70 (moderate to large effect). Youth who tested positive for glutathione and folate receptor-alpha autoantibody (FRAA) had significantly better improvement on the CELF or PLS (effect size = 0.91) compared to participants who tested FRAA-negative. Treatment-associated improvements were also noted across subscales of the ABC, the Vineland Adaptive Behavior Scale, and the Behavioral Assessment System for Children.
Let's Talk About Sex … Education
Published in American Journal of Sexuality Education, 2018
Dawn A. Rowe, James Sinclair, Kara Hirano, Josh Barbour
To begin developing specially designed instruction in relationships and sexuality education, a teacher must first engage in person-centered planning practices to build rapport with students and their families to get to know more about their preferences, interests, and needs. Teachers can learn more about their students through the transition assessment process. Transition assessment “is an ongoing process of collecting information on a student's strengths, interests, preferences, skills or aptitudes, and needs related to current demands and future career, educational, personal, and social environments” (Rowe, Mazzotti, Hirano, & Alverson, 2015, p. 1). According to Rowe, Kortering, and Test (2011), transition assessment is foundational for students to further refine their interests and preferences and explore future environments, while identifying ways to develop the skills necessary to attain their goals. Transition assessment is an excellent way to learn about individual students, especially their goals outside of academics and career ambitions, in this case interpersonal skills, romantic relationships, and sexuality (Kortering, Sitlington, & Braziel, 2010). Examples of transition assessments used to collect information related to interpersonal and social skills include: (a) Brigance Transition Skills Inventory (Curriculum Associates, 2010), (b) Casey Life Skills Assessment (Nollan, Horn, Downs, Pecora, & Bressani, 2002), (c) the Vineland Adaptive Behavior Scale (Sparrow, Cicchetti, & Saulnier, 2016), and (d) Tools for the Assessment of Levels of Knowledge Sexuality and Consent (TALK-SC; Hingsburger et al., 2018).
Learnings in developmental and epileptic encephalopathies: what do we know?
Published in Expert Review of Neurotherapeutics, 2023
Martina Giorgia Perinelli, Antonella Riva, Elisabetta Amadori, Roberta Follo, Pasquale Striano
«Neuropsychological assessment cannot be performed or evaluated without taking psychiatric comorbidity into consideration» [22]. The Child Behavior Checklist (CBCL) is a valuable tool for assessing the behavior of children aged 1–5 years and older children and adolescents. CBCL’s questionnaire consists of 113 questions completed by parents/caregivers, acknowledging the caregiver’s role in evaluating the patient. In addition, Vineland Adaptive Behavior Scale (VABS) is an appropriate generalized behavior assessment tool for patients with DEEs [63,85]. This tool assesses adaptive function (communication, daily living, and socialization skills) using semi-structured interviews or parent/caregiver questionnaires [85]. This tool has been successfully integrated into the clinical trial design for some early-onset epilepsies [63]. Additionally, the Adaptive Behavior Assessment System 3rd edition (ABAS-III) a questionnaire measuring everyday life skills and what people can do without the help of others may be used in patients with pervasive developmental disorders, neuropsychological problems, dementia, learning difficulties, biological risk factors and sensory or physical impairments such as in children with DEEs [63]. Table 2 summarizes the main scales that can be used in clinical practice. Neuropsychological assessment involves not just selecting and applying tests but also a hypothesis and evidence-driven diagnostic approach to clinical questions. A timely and accurate diagnosis of learning, neuropsychological and behavioral difficulties is crucial to enabling DEEs patients to receive appropriate treatment and support [63,86].