Stroke in Children and Young Adults, Second Edition
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Tightly focused, this fully referenced textbook fills the void in the literature by including detailed discussions on topics such as stroke in neonates, atherosclerotic cerebral infarction in young adults, strokes caused by migraines, stroke during pregnancy, and a myriad of others. Up-to-date tables containing rich troves of data along with the careful selection of multiple references further enhances your acumen. Offers practical, clinical guidance on stroke and stroke related issues, such as atherosclerotic cerebral infarction, non-atherosclerotic cerebral vasculopathies, cardiac disorders, and disorders of hemostasis to broaden your knowledge base.
Includes an overview of stroke types, risk factors, prognosis, and diagnostic strategies in neonates, children, and young adults to help you better manage every condition you see.
Frequently Asked Questions
Discusses the diverse etiologies of stroke in children and young adults to increase awareness in the differences of presenting signs between children and adults. Presents data from the latest American Heart Association guidelines for stroke in children and young adults—coauthored by Dr. Biller—to help you make better informed evaluation and management decisions. Offers the latest knowledge on therapy and rehabilitation to help you chose the best treatment options. Yao and Artusio's Anesthesiology. Fun-Sun F. Paediatric Cardiology. Robert H. Acute Care Surgery. LD Britt. Neonatal Cardiology, Second Edition.
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Stroke in Children and Young Adults
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Stroke in Children and Young Adults by José Biller | eBook on Inkling
Running this file will extract the program onto the PC and initiate the password and log-in processes. It will open when selected from the program list or if the icon is clicked. The computerised subtests of the TEA-Ch2 will run well on devices that meet minimum specification as follows:. It will work on a Mac and PC, but not on smaller tablet or mobile devices.
After entering an Examination ID, while this is 'live' on the test-user's system and until it is deleted e. The TEA-Ch2 has all new subtests: some cover the same tasks and functions as subtests in the original TEACh and some address new and different abilities. Please see the table below for what each subtest measures and how these compare with the original TEACh.
Brand new subtests include:. The TEA-Ch2 is designed to be administered as a whole, using both computer-based and comic paper-based parts.
Some of the subtests can be administered without using the program:. Can you give me some information about the standardisation?
What is the normative data for this test? The sample was matched to UK demographic variables for gender and family educational level, and the UK regions and ethnic groups are represented. The sample were typically-developing children attending mainstreams schools, who were primary speakers of English. Children with significant medical, psychiatric or neurological illnesses, with a learning disability, sensory impairment, or a diagnosis of specific learning disability, were not included. The normative data were collected by trained examiners, either Pearson Clinical development staff or qualified and specialist psychologists clinical, forensic, neuro- or educational psychologists who were experience users of child cognitive and neuropsychological tests.
In addition, the program provides a percentile rank that corresponds to the number of persons achieving either that scaled score or less in the standardisation sample. If all of the required subtests have been administered, the scoring program will provide composite index scores corresponding to the key attentional domains, and performance overall:.
Percentile ranks are provided to correspond to the standard scores. The TEA-Ch2 is designed for use by clinical, educational and child psychologists who are asked to undertake assessment of attentional functions in children. As with all psychometric instruments, examiners using the TEA-Ch2 should have training and experience in the administration and interpretation of standardised tests.
Examiners should also have experience in testing children and young people from linguistic, clinical, cultural or educational backgrounds similar to those they will be evaluating. Although a trained technician or a research assistant may administer the subtests, results should always be interpreted only by those who have appropriate graduate or professional training in assessment.
The test may also be used by academic researchers and other health and care professionals who have appropriate training in test administration and interpretation.