Search results for "disability"
showing 10 items of 989 documents
Rehabilitation for Multiple Sclerosis in Adults (I); Impairment and Impact on Functioning and Quality of Life: An Overview
2010
Multiple sclerosis (MS) is a chronic, central nervous system, disabling disease. International Classification of Functioning and relevant generic and specific outcome measures are reported. Problems perceived by people with MS (PwMS) affect mobility, sight, continence, feeding, or cognitive impairment, depending on whether acute, chronic, or long-term disability was involved. The most common body function and structure impairments leading to disability and reported by health care professionals are fatigue, weakness, decreased fitness, sensory disorders, pain, upper motor neuron syndromes, ataxia and tremor, balance and postural control problems, gait pattern disorders, visual problems, and …
Randomized controlled trial of postoperative exercise rehabilitation program after lumbar spine fusion: study protocol
2012
Abstract Background Lumbar spine fusion (LSF) effectively decreases pain and disability in specific spinal disorders; however, the disability rate following surgery remains high. This, combined with the fact that in Western countries the number of LSF surgeries is increasing rapidly it is important to develop rehabilitation interventions that improve outcomes. Methods/design In the present RCT-study we aim to assess the effectiveness of a combined back-specific and aerobic exercise intervention for patients after LSF surgery. One hundred patients will be randomly allocated to a 12-month exercise intervention arm or a usual care arm. The exercise intervention will start three months after su…
Relationships of leisure-time physical activity and work ability between different occupational physical demands in adult working men
2019
Purpose: Leisure-time physical activity (LTPA) is known to be associated with positive health benefits, but the role of occupational physical demands remains inconsistent. The purpose of the current study was to assess the relationship between LTPA and work ability in different occupational physical activity (OPA) levels between young adult men. - Methods: We performed physical activity measurements in work and leisure time with the long version of International Physical Activity Questionnaire (IPAQ) and work ability with the Work Ability Index (WAI) in 921 Finnish employed male volunteer participants. The participants were divided into LTPA tertiles I ( 28 MET-h/week) and OPA tertiles I (0…
Developmental Underpinnings of the Association of Attention Deficit Hyperactivity Disorder and Its Subtypes to Neuropsychological and Academic Weakne…
2005
Caron and Rutter (1) and Pennington (2) recently published excellent conceptual and methodological reviews and analyses of comorbidity in child psychopathology, and a special issue of Developmental Neuropsychology (3) reviewed attention deficit hyperactivity disorder (ADHD)-learning disabilities (LD) comorbidity in particular. None of these reviews, however, focused on the association of dimensions of ADHD and cognitive development, which are included in this chapter. Moreover, relatively little empirical data exist from early development. It is very likely that language-related impairments and extreme temperament traits contribute to the emergence of developmental problems and/or the accum…
Bayesian Modelling of Confusability of Phoneme-Grapheme Connections
2007
Deficiencies in the ability to map letters to sounds are currently considered to be the most likely early signs of dyslexia. This has motivated the use of Literate, a computer game for training this skill, in several Finnish schools and households as a tool in the early prevention of reading disability. In this paper, we present a Bayesian model that uses a student's performance in a game like Literate to infer which phoneme-grapheme connections student currently confuses with each other. This information can be used to adapt the game to a particular student's skills as well as to provide information about the student's learning progress to their parents and teachers. We apply our model to …
Early development of children at familial risk for Dyslexia—follow-up from birth to school age
2004
We review the main findings of the Jyväskylä Longitudinal study of Dyslexia (JLD) which follows the development of children at familial risk for dyslexia (N = 107) and their controls (N = 93). We will illustrate the development of these two groups of children at ages from birth to school entry in the skill domains that have been connected to reading and reading disability in the prior literature. At school entry, the highest score on the decoding task among the poorer half (median) of the at risk children--i.e. of those presumably being most likely genetically affected--is 1 SD below the mean of the control group. Thus, the familial risk for dyslexia shows expected consequences. Among the e…
Predicting Reading Disability: Early Cognitive Risk and Protective Factors
2013
This longitudinal study examined early cognitive risk and protective factors for Grade 2 reading disability (RD). We first examined the reading outcome of 198 children in four developmental cognitive subgroups that were identified in our previous analysis: dysfluent trajectory, declining trajectory, unexpected trajectory and typical trajectory. We found that RD was unevenly distributed among the subgroups, although children with RD were found in all subgroups. A majority of the children with RD had familial risk for dyslexia. Second, we examined in what respect children with similar early cognitive development but different RD outcome differ from each other in cognitive skills, task-focused…
Does IQ matter in adolescents' reading disability?
2009
Abstract We studied the connection of IQ, reading disability (RD) and their interaction with reading, spelling and other cognitive skills in adolescents with average IQ and RD (n = 22), average IQ, non-RD (n = 71), below average IQ and RD (n = 29), and below average IQ non-RD (n = 33). IQ was not connected to reading and spelling in subjects without RD, but a connection to non-word spelling in subjects with RD existed. IQ and RD showed a connection to other cognitive skills (IQ to working memory, verbal memory and syntactic skills, RD to poor performance in text reading and rapid naming and both of them to reading comprehension, phonological and arithmetic skills), but no interaction existe…
Very early phonological and language skills: estimating individual risk of reading disability
2007
Background: Analyses from the JyvaskylaLongitudinal Study of Dyslexia project show that the key childhood predictors (phonological awareness, short-term memory, rapid naming, expressive vocabu- lary, pseudoword repetition, and letter naming) of dyslexia differentiate the group with reading disability (n ¼ 46) and the group without reading problems (n ¼ 152) at the end of the 2nd grade. These measures were employed at the ages of 3.5, 4.5 and 5.5 years and information regarding the familial risk of dyslexia was used to find the most sensitive indices of an individual child's risk for reading disabil- ity. Methods: Age-specific and across-age logistic regression models were constructed to pro…
Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
2011
The aim of the longitudinal study was to investigate whether a computer application designed for remedial reading training can enhance letter knowledge, reading accuracy, fluency, and spelling of at-risk children. The participants, 7-year-old Finnish school beginners (N = 166), were assigned to 1 of 3 groups: (a) regular remedial reading intervention (n = 25), (b) computer-assessed reading intervention (n = 25), and (c) mainstream reading instruction (n = 116). Based on the results, computer-assisted remedial reading intervention was highly beneficial, whereas regular type of intervention was less successful. The results indicated that at-risk children require computer-based letter–name and…