Low-grade Glioma: Principles of Diagnosis and Drug Treatment
David A. Walker, Giorgio Perilongo, Roger E. Taylor, Ian F. Pollack in Brain and Spinal Tumors of Childhood, 2020
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).
Exploring the profiles of children with autism spectrum disorder: association with family factors
Published in International Journal of Developmental Disabilities, 2022
Álvaro Mira, Carmen Berenguer, Belén Roselló, Inmaculada Baixauli, Ana Miranda
The Vineland Adaptive Behavior Scale (2nd edition; Vineland-II; Sparrow et al. 2005) is a semi-structured interview for parents to evaluate their child’s social competence and adaptation in four areas of behavior: communication, daily life skills, socialization, and motor skills. The scores used in this study referred to the Daily Living domain, which describes skills related to personal (e.g. eating, dressing, hygiene), domestic (e.g. household tasks performed), and community (e.g. using money, answering the phone) tasks.
Related Knowledge Centers
- Activities of Daily Living
- Clinical Psychology
- Intellectual Disability
- Pervasive Developmental Disorder
- Psychometrics
- Child & Adolescent Psychiatry
- Specific Developmental Disorder
- Vineland Social Maturity Scale
- Activities of Daily Living
- Social Skills