ABSTRACT
Objective To explore the relationship between behavioral psychological symptoms in Alzheimer' s dementia(AD) patients and region-specific alterations in cerebral blood flow. Methods 60 patients with AD randomly selected from a psychiatric outpatient department and 30 randomly selected healthy elderly community controls were administered the Mini-Mental State Exam (MMSE). All subjects underwent a perfusion CT scan to assess blood perfusion in brain regions of interest. The AD subjects were administered the behavioral patholigy in alzheimer' s disease(BEHAVE-AD) Rating Scale classified as mild, moderate or severe based on the results of the Clinical Dementia Rating scale. Results The most incidence was conduct disorder and the next was delusion.The score was 81.7% and 58.3% in turn. The conduct disorder score was higher in the severe demented group than in the mildly and moderate demented group(P＜0. 05). The delusion score was higher in the moderate demented group than that in the mildly demented group(P＜0.05). The time to peak(TTP)scores in the four groups of subjects were significantly different in the bilateral hippocampal formation, anteroinferior subiculum and entorhinal area. The TTP score was significantly higher in the moderately demented group than that in the mildly demented group and the control group(P＜0. 05 ). Correlation analysis identified a positive correlation between conduct disorder, delusions and TTP in cerebral heteroplasia cortex (P ＜ 0. 05 ), also identified a negative correlation between mood disorder and TTP(P＜0. 05 ). Conclusion The conduct disorder,delusions and mood disorder in AD are associated with the chronicity ischemia of cerebral heteroplasia cortex leading to neural conduction disorders.
ABSTRACT
Objective:To investigate types of learning disabilities in primary school children and do intervention to improve the situation.Methods:Four primary schools in Pudong district were investigated. Among the 1572 students from grade 2 to grade 4, 15.7% had learning disability. They were divided into intervention group and control group by means of cluster sampling.Comprehensive intervention lasted for 1 year, then we did the follow up in both groups.Results:Among the children with learning disabilities,one third were mix type with reading, calculation and spelling difficulties at the same time. After one-year intervention, the rate of improvement was 57%, their academic score and IQ improved significantly than before and than control group.Conclusions:Nearly 16% primary school children have learning disability, the most common type is the mix one. Comprehensive intervention can help more than half of them to improve their learning.