Glutaric aciduria type I misdiagnosed as Leigh's encephalopathy and cerebral palsy / P. STUTCHFIELD in Developmental Medicine & Child Neurology, 27-4 (August 1985)

Public ISBD [article]  inDevelopmental Medicine & Child Neurology > 27-4 (August 1985) . - p.514-518 Titre : Glutaric aciduria type I misdiagnosed as Leigh's encephalopathy and cerebral palsy Type de document : Texte imprimé et/ou numérique Auteurs : P. STUTCHFIELD, Auteur ; Mary Anne EDWARDS, Auteur ; R. G. F. GRAY, Auteur ; P. CRAWLEY, Auteur ; Anne GREENE, Auteur Année de publication : 1985 Article en page(s) : p.514-518 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Two cases are reported of boys who suffer epileptic seizures only after playing video games. It is suggested that the amount of time the patient spends in front of the screen before the seizure is important, and also that video games trigger electrocortical activity far more efficiently than either television or intermittent photic stimulation. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594 [article] Glutaric aciduria type I misdiagnosed as Leigh's encephalopathy and cerebral palsy [Texte imprimé et/ou numérique] / P. STUTCHFIELD, Auteur ; Mary Anne EDWARDS, Auteur ; R. G. F. GRAY, Auteur ; P. CRAWLEY, Auteur ; Anne GREENE, Auteur . - 1985 . - p.514-518. Langues : Anglais (eng) in Developmental Medicine & Child Neurology > 27-4 (August 1985) . - p.514-518 Index. décimale : PER Périodiques Résumé : Two cases are reported of boys who suffer epileptic seizures only after playing video games. It is suggested that the amount of time the patient spends in front of the screen before the seizure is important, and also that video games trigger electrocortical activity far more efficiently than either television or intermittent photic stimulation. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594

A School-Based Expressive Writing Intervention for At-Risk Urban Adolescents' Aggressive Behavior and Emotional Lability / Wendy KLIEWER in Journal of Clinical Child & Adolescent Psychology, 40-5 (September-October 2011)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.693-705 Titre : A School-Based Expressive Writing Intervention for At-Risk Urban Adolescents' Aggressive Behavior and Emotional Lability Type de document : Texte imprimé et/ou numérique Auteurs : Wendy KLIEWER, Auteur ; Stephen J. LEPORE, Auteur ; Albert D. FARRELL, Auteur ; Kevin W. ALLISON, Auteur ; Aleta MEYER, Auteur ; Terri SULLIVAN, Auteur ; Anne GREENE, Auteur Année de publication : 2011 Article en page(s) : p.693-705 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This school-based randomized controlled trial tested the efficacy of 2 expressive writing interventions among youth living in high-violence urban neighborhoods. Seventeen classrooms (n = 258 seventh graders; 55% female; 91% African American/Black) from 3 public schools were randomized to 3 conditions in which they wrote 8 times about a nonemotional topic (control condition) or about experiencing and witnessing violence following either a standard or an enhanced expressive writing protocol. Outcomes were assessed 1 month prior and 2 and 6 months postintervention and included teacher-rated emotional lability and aggressive behavior and child-rated physical aggression. Intent-to-treat, mixed-model analyses controlled for preintervention measures of outcomes, sex, race, and family structure. At 2 months postintervention, relative to controls, students in the standard expressive writing condition had lower levels of teacher-rated aggression and lability (d = −.48). The beneficial effects of the writing interventions on aggression and lability were stronger at higher levels of community violence exposure. En ligne : http://dx.doi.org/10.1080/15374416.2011.597092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142 [article] A School-Based Expressive Writing Intervention for At-Risk Urban Adolescents' Aggressive Behavior and Emotional Lability [Texte imprimé et/ou numérique] / Wendy KLIEWER, Auteur ; Stephen J. LEPORE, Auteur ; Albert D. FARRELL, Auteur ; Kevin W. ALLISON, Auteur ; Aleta MEYER, Auteur ; Terri SULLIVAN, Auteur ; Anne GREENE, Auteur . - 2011 . - p.693-705. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.693-705 Index. décimale : PER Périodiques Résumé : This school-based randomized controlled trial tested the efficacy of 2 expressive writing interventions among youth living in high-violence urban neighborhoods. Seventeen classrooms (n = 258 seventh graders; 55% female; 91% African American/Black) from 3 public schools were randomized to 3 conditions in which they wrote 8 times about a nonemotional topic (control condition) or about experiencing and witnessing violence following either a standard or an enhanced expressive writing protocol. Outcomes were assessed 1 month prior and 2 and 6 months postintervention and included teacher-rated emotional lability and aggressive behavior and child-rated physical aggression. Intent-to-treat, mixed-model analyses controlled for preintervention measures of outcomes, sex, race, and family structure. At 2 months postintervention, relative to controls, students in the standard expressive writing condition had lower levels of teacher-rated aggression and lability (d = −.48). The beneficial effects of the writing interventions on aggression and lability were stronger at higher levels of community violence exposure. En ligne : http://dx.doi.org/10.1080/15374416.2011.597092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142

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