Sentences with phrase «abnormal range at»

Notably, early problems with language development was one of the few factors significantly associated with peer problems; 23 % of children who were reported to have language difficulties at age 2 had peer problem scores in the borderline or abnormal range at school entry compared with 14 % of those with no language difficulties.

8 The results show that for each of the SDQ difficulty scales, those children who scored in the borderline or abnormal range were very likely to also have a score in the borderline or abnormal range at school entry.

This indicates that the odds of children whose health was temporarily or always poor having a conduct problems score in the borderline or abnormal range at school entry are 2.09 times greater than they are for children whose health is always good or very good (the reference category).

6 Thus the analysis identifies which characteristics are statistically significantly related to (or «associated with») a child having a score in the borderline or abnormal range at school entry.

Forty - seven percent of children with a total difficulties score in the abnormal range at age 3 also had a score in the abnormal range at school entry.

More detailed analysis of movement between normal, borderline and abnormal classifications indicated that 65 % of children with an emotional symptoms score in the abnormal range at school entry had scored in the normal range at age 3.

Almost half of all children (47 %) whose total difficulties score at pre-school was in the abnormal range also had a score in the abnormal range at school entry.

For example, in the second column of Table A. 1, which contains the results of the regression model seeking to identify factors related to the sample child having a conduct problems score in the borderline or abnormal range at school entry, the category of temporarily or always fair, bad or very bad health returns an odds ratio of 2.09.

Not exact matches

Researchers and clinicians have known for many years that different racial and ethnic populations get diseases at different rates, respond differently to medications, and show very different results on standard clinical tests: «For a whole range of medical tests, whether your physician is told that your lab result is normal or abnormal depends entirely on the race / ethnicity box that you tick on an intake form,» Zaitlen said.

The American Journal of Physiology - Regulatory, Integrative and Comparative Physiology highlights normal or abnormal regulation and integration of physiological mechanism at all levels of biological organizations, ranging from molecules to humans.

Howard Hughes Medical Institute researchers have provided the first detailed look at the core structure of the abnormal protein filaments found in at least 20 devastating diseases, ranging from...

This study does not support the idea of exercise as a strategy to raise brain progranulin levels in symptomatic patients with FTD due to GRN mutations, as we observed no effects on progranulin levels in Grn + / − mice at 4 — 8 months of age, the age range in which these mice begin to develop abnormal behavior and neuronal dysfunction (Filiano et al., 2013).

Pyroluria, like copper - zinc imbalance, was first researched at the Brain - Bio Center.36 Pyroluria patients display a range of symptoms connected with severe zinc deficiency that are familiar to me from my work with Chronic Fatigue Immune Deficiency Syndrome (CFIDS), including nausea, loss of appetite, abdominal pains and headache — all of which can be associated with food intolerance and digestive problems — as well as nervous exhaustion, emotional fragility, palpitations, depression and insomnia.37 Other complications include abnormal EEG findings38 and cognitive difficulties ranging from misperceptions and hallucinations39 to amnesia.40 Cognitive deficits such as memory, attention and concentration disturbance are widely recognized in CFIDS patients41 and can occasionally take on more serious manifestations.

It can lead to thickening of the joint capsule which decreases range of motion at the joint resulting in abnormal postures, compensation, and increased stress placed on the joint capsule.

Dogs testing in the abnormal range were generally considered affected with vWD and at risk for transmitting an abnormal vWF gene to their offspring, and in some individuals for expressing an abnormal bleeding tendency.

The highest associations between early and later scores were observed in relation to the total difficulties scale where those with borderline scores and those with abnormal scores at age 3 had odds 8 and 17 times higher than those with normal scores of having a score in the higher ranges at age 5.

Various background characteristics of children were explored to identify the children most likely to score in the borderline or abnormal ranges of each of the SDQ scales at entry to primary school.

Table 3.1 Socio - demographic and socio - economic characteristics of children who score in the borderline or abnormal ranges for each SDQ sub-scale and the total difficulties scale at school entry

Around two - fifths (42 %) of those with scores in the abnormal range for total difficulties at primary school entry also had scores in that classification at pre-school (data not shown in table).

To examine patterns of change in social, emotional and behavioural characteristics between pre-school and entry to primary school in more detail, children were again divided into three groups according to their score on each of the scales at age 3 and at primary school entry indicating different severities of difficult behaviour (normal, borderline or abnormal, see Appendix 2 for details of the score ranges each SDQ scale for these classifications).

The aim of this chapter is to identify the children most likely to score in the borderline or abnormal ranges of each of the SDQ scales at entry to primary school.

This finding is supported by the results of the regression analysis which show that a previous score in the borderline or abnormal range is strongly associated with a similar score at age of school entry.