Essential facts Cerebral palsy, the term for several neurological conditions that affect movement and coordination, is the leading cause of physical disability in children and young people in the developed world. About one in 400 children in the UK is affected by the condition which can occur if the brain develops abnormally or is damaged before, during or shortly after birth.

The aircraft disaster of the first flight of Operation "Baby Lift", which departed from Saigon, Vietnam, April 4, 1975, was survived by 149 orphaned children on their way to adoptive homes in the West. It had 157 passenger fatalities. The aircraft disaster exposed the surviving children to a complex disaster environment in which subatmospheric decompression, hypoxia, and deceleration were experienced, many children suffered a transient unconsciousness. We examined 135 surviving children between 1978 and 1985. The U.S. resident children were examined in the years 1979 to 1982 at an average age of 8 years and 6 months. They displayed the following symptomatology: attention deficit (> 75%), hyperactivity (> 65%), impulse disorder (> 55%), learning disabilities (> 35%), speech and language pathology (> 70%), and soft neurological signs (> 75%). The European children were examined in the years 1983 to 1985. On arrival at the adoptive home, 2 weeks after the accident they displayed the following symptomatology: muscle hypotonia (26%), seizures (2.5%), and regressed developmental milestones (33%). At the time of the diagnostic evaluations (1983 to 1985) the average age was 11 years and 8 months. They displayed the following symptomatology: attention deficit (59%), hyperactivity (52%), impulse disorder (48%), learning disabilities (43%), soft neurological signs (43%), epilepsy (16%), and speech and language pathology (34%). We conclude that a complex disaster environment can cause brain damage in children without prolonged unconsciousness, and that victims of disasters require a thorough evaluation from a multidisciplinary team.

Journal of Developmental & Behavioral Pediatrics: September 1981 - Volume 2 - Issue 3 - p 97-104

Infant stimulation programs are organized programs of enrichment designed to provide developmentally appropriate activities to babies and toddlers who have or who are at risk for a variety of conditions that may interfere with their ability ultimately to have a full and productive life. Among these conditions are the sequelae of poverty, nutritional, sensory, and emotional deprivation, family instability, and developmental disability, any of which may interfere significantly with social and interpersonal relationships as well as cognitive, language, and motor performance.1-3 There are now a number of well-documented follow-up studies to show that early preschool stimulation programs for the baby from a low socioeconomic environment have both short-term and long-term benefits, providing that support systems are maintained during the school years.4,5 Further, there are studies which demonstrate short-term cognitive and long-term social improvement in babies genetically handicapped with Down syndrome,4 although contrary results have been reported recently.6 The Committee on Children with Handicaps of the American Academy of Pediatrics has requested this review of the historical background of infant stimulation programs and has sought to confirm that they accomplish their purpose of improving the overall outlook for children with developmental disabilities and those considered at high risk for them. DEVELOPMENTAL DISABILITIES The 1979 Developmental Disabilities Assistance and Bill of Rights Act defines the term "developmental disability" as any severe, chronic disability of a person attributable to a mental or physical impairment or combination thereof, that is manifested before the age of 22 years, is likely to continue indefinitely, and will result in substantial limitation of function in three or more of the following areas: (1) self-care, (2) receptive and expressive language, (3) learning, (4) mobility, (5) self-direction, (6) capacity for independent living, (7) economic self-sufficiency, and (8) need for combinations and sequences of special, interdisciplinary or generic care, treatment, or other services which are of lifelong or extended duration and are individually planned or coordinated.

The recent article by Piper and Pless1 typifies studies necessary to help place early infant intervention programs on a more objective basis. There is a great need for controlled studies on the effects of various treatments and/or education methods on biologically handicapped babies. This point is emphasized in a current review being prepared for the members of the Committee on Children with Handicaps, American Academy of Pediatrics. One anticipates both favorable and adverse reactions to the Piper-Pless article.

Developmental Medicine & Child NeurologyVolume 18, Issue 2 p. 249-256 Annual Meeting of the American Academy for Cerebral Palsy, 1975 Eric Denhoff, Eric DenhoffSearch for more papers by this author Eric Denhoff, Eric DenhoffSearch for more papers by this author First published: April 1976 https://doi.org/10.1111/j.1469-8749.1976.tb03640.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume18, Issue2April 1976Pages 249-256 RelatedInformation

The pediatrician has an important contributing role in the problems associated with learning disabilities, but often does not know how to capitalize on his strengths. He knows the child and family intimately, and parents will listen to him for guidance and direction. He can rule out disease and point to areas of inefficient development which contribute to the frustration of both child and teachers. He can provide a comprehensive assessment under his supervision. He can offer specifics in management, and he can be an advocate by offering to provide guidance and direction. With the physician as the advocate, parents will come away with the feeling that someone cares what happens, and that the pediatrician, knowing the local scholastic, political, and legislative situation, can guide them more directly to obtain the proper help for their learning-disabled child.

SUMMARYSodium dantrolene was evaluated for efficacy and safety in 28 children with spastic forms of cerebral palsy in a double‐blind study over treatment periods of six weeks. While five of the 28 children showed marked benefit in various functioning areas from the drug as compared with the placebo, in no case did all of the observers agree about improvement. 10 showed moderate to marginal improvements and 13 showed no consistent differences. Minor side‐effects were transient, but three children in whom the drug was continued after the study period had increased seizures and a fourth who had had no previous seizure and a normal EEG developed fits. Parents reported a small but definite improvement in activities of daily living during the period of drug administration.RÉSUMÉTrattement des enfants infirmes moteurs cérébraux par le sodium dantrolèneL'efficacité et l'inocuité du sodium dantrolène a été appréciée chez 28 enfants présentant des formes spastiques d'infirmité motrice cérébrale dans une étude à double aveugle portant sur des traitements de six semaines. Cinq enfants sur les 28 ont présenté une amélioration marquée dans des zones fonctionnelles variées par comparaison avec le placebo, mais en aucun cas tous les observateurs n'ont été d'accord sur les améliorations. Dans dix cas, il fut observé des améliorations modérées ou limitées et aucune différence dans les 13 autres cas. Les effets secondaires ont été minimes mais chez trois enfants pour qui le traitement a été prolongé, on a observé une accentuation des crises comitiales, des crises sont apparues chez un quatrième enfant qui n'en avait pas auparavant et qui présentait un EEG normal. Les parents ont fait part d'une amélioration limitée mais bien définie dans les activités de tous les jours durant la période de traitement.ZUSAMMENFASSUNGDie Behandlung spastiseh geláhmter Kinder mit Sodium dantroleneSodium dantrolene wurde in einem Doppelblindversuch über sechs Wochen auf seine Wirksamkeit und Zuverlässigkeit an 28 Kindern mit spastischer Cerebralparese geprüft. Während fünf von 28 Kindern eine deutliche Besserung in verschiedenen Funktionsbereichen durch das Medikament im Vergleich zu dem Placebo zeigten, konnten die Untersucher in keinem Fall eine allgemeine Besserung feststellen. 10 zeigten eine mäßige bis begrenzte Besserung und 13 keine beständigen Veränderungen. Kleine Nebenwirkungen waren vorübergehend, jedoch entwickelten drei Kinder, bei denen das Medikament über die Dauer der Studie hinaus weitergegeben wurde, zunehmend Krampfanfälle und ein viertes, das zuvor keine Anfälle und ein normales EEG gehabt hatte, bekam Anfälle. Die Eltern berichteten, daß während der Dauer der Medikation eine kleine aber beständige Besserung der Aktivitäten des täglichen Lebens zu beobachten war.RESUMENTratamiento de niños con parálisis cerebral espástica con dantrolene sódicoEl dantrolene sódico fué evaluado en su eficacia e inocuidad en 28 niños con formas espásticas de parálisis cerebral en un estudio doble ciego en periodos de tratamiento de seis semanas. Mientras que cinco de los 28 niños mostraron un beneficio marcado en varias áreas funcionales en comparación con un placebo, en ningún caso coincidieron todos los observadores acerca de la mejoría. Diez mostraron mejorías desde moderada a marginal y 13 no mostraron ninguna diferencia consistente. Efectos secundarios menores fueron transitorios, pero tres niños en los cuales el fármaco se continuó después del periodo de estudio, tuvieron un aumento de las convulsiones y un cuarto que no había padecido ataques previos y que tenia un EEG normal sufrió convulsiones. Los padres mencionaron una pequeña pero definida mejoría en las actividades de la vida diaria durante el periodo de administratión del fármaco.

Annals of the New York Academy of SciencesVolume 205, Issue 1 p. 188-205 THE NATURAL LIFE HISTORY OF CHILDREN WITH MINIMAL BRAIN DYSFUNCTION Eric Denhoff, Eric Denhoff Governor Medical Center, Providence, Rhode Island 02906 and Institute for the Life Sciences, Brown University Providence, Rhode Island 02912Search for more papers by this author Eric Denhoff, Eric Denhoff Governor Medical Center, Providence, Rhode Island 02906 and Institute for the Life Sciences, Brown University Providence, Rhode Island 02912Search for more papers by this author First published: February 1973 https://doi.org/10.1111/j.1749-6632.1973.tb43176.xCitations: 16AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume205, Issue1Minimal Brain DysfunctionFebruary 1973Pages 188-205 RelatedInformation

&dquo;Isn’t the current dyslexia fad in the United States really caused by poor academic preparation ?&dquo; In Austria, the neurology professor points out that &dquo;most children who learn poorly are cases of mild cerebral palsy.&dquo; In Japan, an educator claims that Japanese children don’t have learning disabilities because of the pictoidiographic basis of the language. Such challenges by perceptive people make us in the United States ask: Are so many of

A specific and common behavior disorder in children, the hyperkinetic syndrome, may be due to organic causes and is characterized by: hyperactivity; short attention span and poor powers of concentration; impulsiveness; irritability; explosiveness; variability; and poor school work.