Objectives: This study aimed to identify the effectiveness of treatment programs for children with reading (RD) or mathematics disorders (MD). Structured treatment programs were developed to improve phonological awareness and number sense among children and adolescents with RD or MD, respectively, and the effectiveness of the learning disorder treatment programs were evaluated. Methods: We used standardized, objective diagnostic, and evaluation tools not only to recruit participants with RD, MD, or comorbid attention deficit and hyperactivity disorder, but also to assess the effectiveness of the treatments regarding both improved core neurocognitive deficits of RD or MD and academic achievement. Forty children with RD or MD received one-on-one treatments from therapists. Results: In the RD group, treatment effects were observed in all subtests. In the word and paragraph reading tests, the accuracy rates and fluency improved. The results of the phonological working memory test, word–sound correspondence test, and rapid automatic naming tests also improved. In the MD group, the accuracy rate and fluency on the arithmetic test improved. An increase in the accuracy rate in the size and distance comparison tests and a decrease in the error rate in the estimation test were also observed. However, there were no improvements in reaction time in these subtests. Conclusion Learning disorder treatment programs that focus on improving phonological awareness or number sense in children with RD or MD improved achievement, phonological awareness, and number sense.

Human bone marrow mesenchymal stem cells are thought to be multipotent cells, which are present in adult marrow, that can replicate as undifferentiated cells and that have the potential to differentiate to lineages of mesenchymal tissues, including bone, cartilage, fat, tenden, muscle, and marrow stroma. Cells that have the characteristics of human mesenchymal stem cells could be isolated from marrow aspirates of human and animals. This study was designed to identify and characterize genes specifically expressed by osteogenic supplements-treated cells by suppression subtractive hybridization(SSH) method. The results were as follows: 1. 2 genes were upregulated genes in osteogenic diffeentiation of hMSCs, which is further proved by Northern blot analysis. 2. IGFBP-2 has been identified playing an important role in bone formation. 3. HF1 was also upregulated during osteogenic differentiation, but its role in bone formation is not clear yet.
Adult ; Animals ; Blotting, Northern ; Bone Marrow ; Cartilage ; Durapatite ; Humans ; Insulin-Like Growth Factor Binding Protein 2 ; Mesenchymal Stromal Cells ; Muscles ; Osteogenesis

OBJECTIVES: This study was conducted in order to develop a computerized test to measure the level of mathematic achievement and related cognitive functions in children and adolescents in South Korea. METHODS: The computerized Comprehensive Learning Test-Mathematic (CLT-M) consists of the whole number computation test, enumeration of dot group test, number line estimation test, numeral comparing test (magnitude/distance), rapid automatized naming test, digit span test, and working memory test. To obtain the necessary data and to investigate the reliability and validity of this test, 399 children and adolescents from kindergarten to middle school were recruited. RESULTS: The internal consistency reliability of the CLT-M was high (Cronbach's alpha=0.76). Four factors explained 66.4% of the cumulative variances. In addition, the data for all of the CLT-M subtests were obtained. CONCLUSION: The computerized CLT-M can be used as a reliable and valid tool to evaluate the level of mathematical achievement and associated cognitive functions in Korean children and adolescents. This test can also be helpful to detect mathematical learning disabilities, including specific learning disorder with impairment in mathematics, in Korea.
Adolescent* ; Child* ; Cognition ; Dyscalculia ; Humans ; Korea ; Learning ; Learning Disorders ; Mathematics* ; Memory, Short-Term ; Reproducibility of Results ; Specific Learning Disorder

OBJECTIVES: The aim of this study was to develop the computerized Comprehensive Learning Test-Reading (CLT-R) to evaluate the cognitive processes and achievements related to their basic reading ability and identify dyslexia in children and adolescents in South Korea. We also obtained the normative data and evaluated the reliability and validity of the test. METHODS: We developed the CLT-R, including the word attack/nonword decoding, paragraph reading, sound blending, nonword repetition, rapid automatized naming, letter-sound matching, visual attention, orthography awareness, and digit span tests, for the purpose of diagnosing dyslexia. We investigated the reliability and validity of the tests and gathered the normative data from 399 subjects (male 48.9%), aged 5-14 years, from the last grade in kindergarten to middle school, dwelling in Seoul and Gyeonggi Province, South Korea. RESULTS: No statistical differences were observed between the means of the tests and retests of the CAT. The mean of the correlation coefficient of the test-retest scores was 0.85. According to the construct validity test calculated by principal constant analysis using the oblique rotation method, 4 factors explained 70.0% of the cumulative variances. In addition, the normative data were obtained for all of the CLT-R subtests. CONCLUSION: The computerized CLT-R can be used as a reliable and valid tool to evaluate the reading achievement and reading related cognitive process in Korean children and adolescents in schools, clinics, and research institutes.
Academies and Institutes ; Adolescent* ; Animals ; Cats ; Child* ; Diagnosis* ; Dyslexia* ; Gyeonggi-do ; Humans ; Korea ; Learning* ; Methods ; Reading ; Reproducibility of Results ; Seoul

Objectives: This study investigated the effectiveness of the intervention program for elementary school students with reading disorders. Methods: The intervention program focused on phonological awareness, phonics, and decoding training applied individually to 25 children with a reading disorder by the teachers in charge for four months. To measure the efficacy, this study evaluated the word reading accuracy, fluency, and the related cognitive functions, including phonemic awareness, phonics, and rapid automatized naming using the Computerized Comprehensive Learning Test-Reading before and after the program. Results: After the intervention, improvements were observed in the following: the reading fluency score and fluency percentile in the word attack test; reading accuracy rate, fluency score, and fluency percentile in the nonword decoding test; fluency score and fluency percentile in the rapid automatized naming tests; accuracy rate in the letter-sound matching test; accuracy rate in the nonword repetition test. On the other hand, there was no significant difference in the paragraph reading fluency test. According to the subtypes of reading disabilities, children with dyslexic or mixed types improved after the intervention. Conclusion Reading accuracy and fluency of school-aged children with reading disorders improved through the intervention program by the schoolteachers.

Anabolic Agents ; Biology ; Bone Matrix ; Cell Culture Techniques ; Cell Line ; Negotiating ; Osteoblasts ; Osteogenesis

Animals ; Bone and Bones ; Bone Marrow ; Bone Regeneration ; Bone Substitutes ; Ceramics ; Durapatite ; Fibrin ; Mesenchymal Stromal Cells ; Microspheres ; Osteoblasts ; Rats

Aggrecans ; Alkaline Phosphatase ; Bone Regeneration ; Cell Culture Techniques ; Collagen ; Dental Implants ; Durapatite ; Electrons ; Extracellular Matrix Proteins ; Gene Expression ; Integrin-Binding Sialoprotein ; Mesenchymal Stromal Cells ; Osteocalcin ; Real-Time Polymerase Chain Reaction ; Titanium

Objectives: This study investigated the effectiveness of the intervention program for elementary school students with reading disorders. Methods: The intervention program focused on phonological awareness, phonics, and decoding training applied individually to 25 children with a reading disorder by the teachers in charge for four months. To measure the efficacy, this study evaluated the word reading accuracy, fluency, and the related cognitive functions, including phonemic awareness, phonics, and rapid automatized naming using the Computerized Comprehensive Learning Test-Reading before and after the program. Results: After the intervention, improvements were observed in the following: the reading fluency score and fluency percentile in the word attack test; reading accuracy rate, fluency score, and fluency percentile in the nonword decoding test; fluency score and fluency percentile in the rapid automatized naming tests; accuracy rate in the letter-sound matching test; accuracy rate in the nonword repetition test. On the other hand, there was no significant difference in the paragraph reading fluency test. According to the subtypes of reading disabilities, children with dyslexic or mixed types improved after the intervention. Conclusion Reading accuracy and fluency of school-aged children with reading disorders improved through the intervention program by the schoolteachers.

BACKGROUND: Unplanned intensive care unit admission (UIA) is associated with perioperative morbidity and mortality, and can be used as a surrogate marker for patient safety. This study aimed to compare the characteristics of planned and unplanned intensive care unit (ICU) admission groups. METHODS: We retrospectively reviewed the electronic medical records of adult patients admitted to the ICU after abdominal and thyroid surgery under general anesthesia between 2016 and 2017. Preoperative, intraoperative, and postoperative information of enrolled patients was recorded. We compared patients' characteristics and outcomes between the unplanned and planned admission groups. RESULTS: In the total cohort, the proportion of UIA was 82.8% (202/244). In the unplanned admission group, total hospital stay was significantly shorter and ICU stay longer than that in the planned admission group (19.0 and 3.0 days, respectively vs. 28.5 and 2.0 days, respectively). In-hospital mortality rates were 21.3% and 7.1% in the unplanned and planned groups, respectively (P = 0.055). Patients in the UIA group showed higher Acute Physiology And Chronic Health Evaluation II scores, higher American Society of Anesthesiologist physical status class, and more co-morbidities than those in the planned group. There were significant differences in the incidence of UIA among surgery types. CONCLUSIONS: The UIA group had a relatively high mortality rate and longer ICU stay. More critically ill patients tended to be admitted to the ICU without planning.
Adult ; Anesthesia ; Anesthesia, General ; APACHE ; Biomarkers ; Cohort Studies ; Critical Care ; Critical Illness ; Electronic Health Records ; Hospital Mortality ; Humans ; Incidence ; Intensive Care Units ; Length of Stay ; Mortality ; Patient Safety ; Perioperative Care ; Retrospective Studies ; Thyroid Gland