The Impact of Neuropsychological Deficits on Functional Stroke Outcomes

This review examines the available literature on neuropsychological outcomes of stroke and the literature on the ability of specific areas of neuropsychological deficit to predict functional stroke outcome. The literature reviewed indicates that post-stroke deficits in executive function, memory, language, and speed of processing are common, with those identified as having progressive ‘post-stroke dementia’ presenting with a similar, though more impaired profile, with increased impairments particularly noted in the area of memory. It is clear that some aspects of neuropsychological functioning (e.g., presence of neglect, aphasia, anosognosia; and verbal memory and attention deficits) show promise as a means of predicting post-stroke functional outcomes. Examining the available literature, it becomes evident that there is a need for long-term, large scale (i.e., population based) follow-up studies, evaluating likely long-term neuropsychological outcomes of stroke and their prognostic utility.     

Crossed aphasia: an analysis of the symptoms,their frequency,and a comparison with left-hemisphere aphasia symptomatology

This study presents a thorough analysis of published crossed aphasia (CA) cases, including for the first time the cases published in Japanese. The frequency of specific symptoms was determined, and symptomatology differences based on gender, familial sinistrality, and CA subtype were investigated. Results suggested that the CA population is comparable to the left-hemisphere patient population. However, male were significantly more likely than female CA subjects to show a positive history of familial sinistrality. Typical right-hemisphere (i.e., nonlanguage-dominant) symptoms were frequent but rarely carefully reported or assessed. Results are compared with previous CA reviews and left-hemisphere aphasia. Suggestions for a more systematic assessment of the CA symptomatology are presented.     

Language Enrichment Teacher Preparation and Practice Predicts Third Grade Reading Comprehension

First and second grade public school teachers were trained through interactive video-conferencing to implement Language Enrichment, an Orton-Gillingham-based literacy instruction. The effectiveness of the linguistically informed training was demonstrated by documenting the longitudinal third grade reading comprehension achievement of their students. Student achievement was measured on the state-mandated achievement test, Texas Assessment of Academic Skills (TAAS). Hierarchical linear modeling (HLM) showed that students whose teachers were trained in Language Enrichment instruction had higher third grade reading comprehension achievement than students whose teachers were not trained. Additionally, a significant effect of the length of Language Enrichment teaching experience of the second grade teacher on third grade reading comprehension was found. Earlier occurring second grade teacher training was associated with higher reading scores than later training. Based on these findings it is suggested that teachers who have content-rich knowledge known to support literacy acquisition can provide reading instruction that results in a level of reading comprehension that is significantly higher than that resulting from teachers who do not have a well-developed domain of knowledge concerning the reading process. This study also indicates that teacher competence was enhanced through practice because student reading achievement of the more-experienced Language Enrichment teachers was higher than that of the less-experienced Language Enrichment teachers.     

Prenatal trauma and autism

Through the clinical history of a little girl, this paper explores some possible traumatic prenatal experiences of children who have autistic features from birth. It establishes a tentative connection between the precocity of the onset of pathology and potentially traumatic prenatal situations such as threats of miscarriage or pathological mental states in the pregnant mother. It is suggested that a psycho-physical retreat from the auditory experience of the mother's voice, which normally stimulates foetal proto-mental activity and may lead to the development of a 'sound-object', might contribute to the later autistic child's isolation and non-mental clinging to tactile sensations.     

Test–Retest Reliability of the ECO Computerised Cognitive Battery for the Elderly

The current study presents the test–retest reliability data for the ECO (Examen Cognitif par Ordinateur) computerised cognitive battery developed by Ritchie et al. (1993). Repeat testings were conducted using a sample of 36 healthy elderly with normal cognitive functioning. Sixteen of the battery’s 23 subtests yielded significant correlation coefficients ranging from .42 to .90 (Pearson’s r). A mild practice effect was detected with two of the seven memory tests and two of the seven visuospatial tests (p <.05). Comments about the sources of measurement error and recommendations for further test development are made.     

Establishing Therapeutic Dialogue with Refugee Families

The article describes an investigation into dialogues between native Swedish psychotherapists and refugee families. Dialogue is needed to establish the therapeutic alliance, which is ultimately important for healing, whether of individual sickness or family crisis. However the development of dialogue is hindered by cross-cultural and language barriers. We concentrate on one aspect of research originally presented in a Doctoral Thesis by the first author, asking how culture and power differences, together with their resettlement in a strange country, affected meetings with refugee families, and how these problems were overcome; language and the presence of an interpreter are not discussed. A multi-perspective methodology was used in the original research, combining text analysis, review of video-recordings by the participating therapists, and interviews with the families. All these forms of investigation are drawn on here, but particularly text analysis. Significant hindrances to dialogue turn out to be differences in cultural values between refugee and therapist, their different power positions, and the refugee’s weariness and distrust of meetings. Strategies to minimise power differences are an essential aspect of the Finnish open dialogue approach, which turns out to be particularly relevant to such refugee meetings.     

Identification of cognitive profiles among women considering BRCA1/2 testing through the utilisation of cluster analytic techniques

Based on the cognitive-social health information processing model, we identified cognitive profiles of women at risk for breast and ovarian cancer. Prior to genetic counselling, participants (N = 171) completed a study questionnaire concerning their cognitive and affective responses to being at genetic risk. Using cluster analysis, four cognitive profiles were generated: (a) high perceived risk/low coping; (b) low value of screening/high expectancy of cancer; (c) moderate perceived risk/moderate efficacy of prevention/low informativeness of test result; and (d) high efficacy of prevention/high coping. The majority of women in Clusters One, Two and Three had no personal history of cancer, whereas Cluster Four consisted almost entirely of women affected with cancer. Women in Cluster One had the highest number of affected relatives and experienced higher levels of distress than women in the other three clusters. These results highlight the need to consider the psychological profile of women undergoing genetic testing when designing counselling interventions and messages.