ライフサイエンスコーパス: learning disability

1 specific comprehension deficit, and language learning disability.

2 ause of human miscarriage, malformations and learning disability.

3 tients with schizophrenia and not those with learning disability.

4 e cleft palate, facial dysmorphism, and mild learning disability.

5 ion and appropriate treatment of this common learning disability.

6 hand preference, which has associations with learning disability.

7 red with 32 out of 150 patients (21%) with a learning disability.

8 creening tests for cancer that those without learning disability.

9 ers were significantly lower for people with learning disability.

10 unction in predisposing to both epilepsy and learning disability.

11 is associated with a subsequent diagnosis of learning disability.

12 ble marker of a subgroup of individuals with learning disabilities.

13 obese and do not develop retinopathy or have learning disabilities.

14 ring fetal development is a leading cause of learning disabilities.

15 ecular etiology of nervous system tumors and learning disabilities.

16 besity, polydactyly, renal malformations and learning disabilities.

17 ct disorder, depression, mania, anxiety, and learning disabilities.

18 phisme Humaine and 28 families affected with learning disabilities.

19 rning disability was there a higher risk for learning disabilities.

20 nrandom mating between spouses with ADHD and learning disabilities.

21 proximately one-half of NF1 patients exhibit learning disabilities.

22 autosomal dominant disorder associated with learning disabilities.

23 al insufficiency, craniofacial anomalies and learning disabilities.

24 ncal heart defects, immune deficiencies, and learning disabilities.

25 l heart defects, craniofacial anomalies, and learning disabilities.

26 whether this is also true of other causes of learning disabilities.

27 tex growth and cause life-long cognitive and learning disabilities.

28 ction of and intervention for language-based learning disabilities.

29 achydactyly, syndactyly, bone fragility, and learning disabilities.

30 mental health disorders in young people with learning disabilities.

31 one of the most common single-gene causes of learning disabilities.

32 ving learning and cognition of children with learning disabilities.

33 from this single-gene disease to idiopathic learning disabilities.

34 ost common and most carefully studied of the learning disabilities.

35 lifelong complications such as deafness and learning disabilities.

36 tes of reading and language in children with learning disabilities.

37 sychiatric history (1.3; 95% CI 1.1 to 1.7), learning disability (1.8; 95% CI 1.2 to 2.6) and extrate

38 Mammograms: Number eligible with learning disability = 2,956; IRR = 0.76 (0.72-0.81); Pro

39 Age-matched and sex-matched patients with learning disability (20 cases), schizophrenia (25), and

40 For those with a learning disability, 32 patients had a total of 35 CNVs.

41 ) were Cervical smears: Number eligible with learning disability = 6,254; IRR = 0.54 (0.52-0.56).

42 female ratio=1.87); 65 with ASD and 150 with learning disability], abnormal microarray results were s

43 ocessing deficits are found in children with learning disabilities and ADHD.

44 Importantly, NF1 causes learning disabilities and attention deficits.

45 ted therapeutic strategies for children with learning disabilities and attention disorders.

46 h GRIA1 mutations shows evidence of specific learning disabilities and autism.

47 with chronic hypertension are likely to have learning disabilities and deficiencies in executive func

48 rent learning skills in the understanding of learning disabilities and emphasizes the diagnostic sign

49 be mutated to obtain animals with insomnia, learning disabilities and homosexual courtship behaviour

50 tinopathy, polydactyly, renal malformations, learning disabilities and hypogenitalism, as well as sec

51 limb, and craniofacial anomalies, as well as learning disabilities and increased incidence of schizop

52 )] were measured in a group of children with learning disabilities and normal-learning children.

53 y and, on emerging from infancy, evidence of learning disabilities and overeating behavior due to an

54 e presence of congenital cataracts, profound learning disabilities and renal dysfunction.

55 tal delays recognized since early childhood, learning disabilities and short stature.

56 while some patients are mildly affected with learning disabilities and subtle craniofacial malformati

57 Here, we describe three individuals with learning disability and a heterozygous deletion at chrom

58 Learning disability and death were more common following

59 Although the association between learning disability and epilepsy is well known, until re

60 , cleft lip and/or palate, craniosynostosis, learning disability and genital, limb and vesicorenal an

61 However, learning disability and global functioning were modified

62 s of brain structure, patients with comorbid learning disability and schizophrenia resemble patients

63 tic resonance imaging (MRI) in patients with learning disability and schizophrenia, learning-disabled

64 ronophthisis and four out of eight displayed learning disability and/or hydrocephalus.

65 learning disability, girls with ADHD but no learning disabilities, and a comparison group of girls w

66 ome that involves over 40 somatic anomalies, learning disabilities, and behavioral disorders and is a

67 y conotruncal cardiac defects, cleft palate, learning disabilities, and characteristic facial appeara

68 olydactyly, renal and cardiac malformations, learning disabilities, and hypogenitalism.

69 olydactyly, renal and cardiac malformations, learning disabilities, and hypogenitalism.

70 olydactyly, renal and cardiac malformations, learning disabilities, and hypogenitalism.

71 f time for neurodevelopmental abnormalities, learning disabilities, and other unknown but yet-to-be-d

72 gical differences in intellectual abilities, learning disabilities, and social intelligence.

73 rome (RTT), nonsyndromic mental retardation, learning disability, and autism.

74 ttentive type of ADHD, less likely to have a learning disability, and less likely to manifest problem

75 woman with motor-coordination problems, mild learning disability, and skewed X inactivation; in her s

76 f the gene (> 200 repeats) can cause autism, learning disabilities, anxiety disorders, and mental ret

77 th and social care needs of individuals with learning disabilities are receiving more attention, with

78 innings of the co-occurrence of epilepsy and learning disability are becoming apparent.

79 involving the coronal sutures, and variable learning disability are the most characteristic features

80 rt (n = 198) for history of language-related learning disability as well as hand preference, which ha

81 s for the development of a treatment for the learning disabilities associated with NF1 and indicate t

82 Ras signaling may explain, at least in part, learning disabilities associated with NF1.

83 the complex neuropsychological literature on learning disabilities associated with this condition.

84 plethora of auditory processing deficits in learning disabilities at both the perceptual and physiol

85 uring exercise, delayed motor milestones and learning disabilities at school.

86 nce of complex cognitive symptoms, including learning disabilities, attention deficit disorder, execu

87 evel lead (Pb) exposure is a risk factor for learning disabilities, attention deficit hyperactivity d

88 nant astrocytomas) and neuronal dysfunction (learning disabilities, attention deficits).

89 in premature infants is emerging, including learning disabilities, behavioral abnormalities, inatten

90 n families of ADHD probands with and without learning disabilities; both groups had significantly hig

91 identifying the causes of mental illness and learning disabilities, but it is obvious that more infor

92 ul in the assessment of suspected associated learning disabilities, but there is no evidence at prese

93 ealth needs of children and adolescents with learning disabilities, by examining salient studies publ

94 syndrome, with and without dementia, at four learning disability centres in the UK and Norway.

95 ity at age 5 y, hospitalisation with asthma, learning disability, cerebral palsy, and death.

96 ntion deficit/hyperactivity disorder, severe learning disability, cerebral palsy, epilepsy, muscle or

97 from children aged 7-11 years referred to a learning disabilities clinic if they were dyslexic and h

98 mong genes overlapped by CNVs in both DD and learning disability cohorts, indicating a congruent etio

99 , sex, prior concussions, migraine, anxiety, learning disability, depression, and sleep disorder.

100 in six families characterized by overgrowth, learning disability, dysmorphic features and variable ad

101 Greater risk of death and learning disability following unscheduled repeat CS comp

102 ctrum disorders (ASD) or developmental delay/learning disability for genetic services at the Universi

103 e Glasgow Depression Scale for people with a Learning Disability (GDS-LD) score at 12 months.

104 dex children: girls with ADHD and a comorbid learning disability, girls with ADHD but no learning dis

105 l involvement, we sought to identify whether learning disability had a predilection for one or more o

106 A higher percentage of individuals with a learning disability had clinical findings of seizures, d

107 a unique biological marker of language-based learning disabilities has so far yielded inconclusive fi

108 Learning disabilities have profound, long-lasting health

109 number of deleterious phenotypes, including learning disability, heart defects, early-onset Alzheime

110 olydactyly, renal and cardiac malformations, learning disabilities, hypogenitalism, and an increased

111 well-characterized International Genetics of Learning Disability (IGOLD) cohort, where currently dise

112 he authors assessed the presence of ADHD and learning disabilities in 679 first-degree relatives of t

113 ral circuit formation that contribute to the learning disabilities in a mouse model and humans with c

114 on deficit hyperactivity disorder (ADHD) and learning disabilities in either mathematics or reading.

115 ast some degree of cosegregation of ADHD and learning disabilities in family members.

116 r the learning deficits in a mouse model for learning disabilities in neurofibromatosis type I (NF1).

117 iety of clinical syndromes ranging from mild learning disability in females to severe mental retardat

118 A high frequency of neurodevelopmental learning disability in primary progressive aphasia has b

119 g model predicts literacy and diagnosis of a learning disability in school-aged children.

120 Despite recent incentives, people with learning disability in the UK are significantly less lik

121 mental health disorders in young people with learning disabilities, in clinical practice these mental

122 in girls, the relationship between ADHD and learning disabilities is due to shared familial risk fac

123 e conclude that abnormal brainstem timing in learning disabilities is related to higher incidence of

124 l pyrethroid exposure and parental report of learning disability (LD) and attention deficit/hyperacti

125 n urinary cadmium concentration and reported learning disability (LD), special education utilization,

126 sis type 1 (NF1) patients are predisposed to learning disabilities, macrocephaly, and brain tumors as

127 also characterized by a more severe form of learning disability manifested by poorer reading, listen

128 The learning disabilities may include a depression in mean I

129 KA1, in an individual with schizophrenia and learning disability (mental retardation).

130 ssessing future risk of offspring to exhibit learning disabilities, mental health disorders, and limi

131 Learning disability might confer vulnerability of this n

132 nd performance of children with mathematical learning disabilities (MLD) during arithmetic training c

133 dren exhibit moderate to severe mathematical learning disabilities (MLD).

134 ignificant neurological morbidity, including learning disabilities, motor deficits, and behavioral pr

135 totic brain that are perhaps relevant to the learning disabilities observed in children with NF1.

136 Importantly, learning disabilities occur in 30% to 45% of patients wi

137 at may explain why syndromes of epilepsy and learning disability often co-exist.

138 We investigated whether the presence of learning disability or non-right-handedness was associat

139 , the non-fluent group showed no increase in learning disability or non-right-handedness.

140 ients that neurologists, paediatricians, and learning disability psychiatrists will encounter.

141 lt rehabilitation of neurobiologically based learning disabilities remain unexplored, despite their h

142 m that links loss of function of FMR1 to the learning disability remains unclear.

143 Children with learning disabilities respond well to stimulants but oft

144 isorders (RR, 6.6; 95% CI, 2.8-15.7), severe learning disabilities (RR, 10.6; 95% CI, 5.5-20.2), cere

145 Specific learning disabilities (SLDs) are estimated to affect up

146 For the learning disability subgroup, chromosomes 2 and 22 were

147 ssociated with autism spectrum disorders and learning disability susceptibility, is enriched within s

148 Learning disabilities that affect about 10% of human pop

149 (RD) and language impairment (LI) are common learning disabilities that make acquisition and utilizat

150 Dyslexia is a specific learning disability that is neurobiological in origin.

151 Developmental dyslexia is a learning disability that specifically affects reading ac

152 A typology is provided for other prevalent learning disabilities; this framework focuses on differe

153 equences on brain function, which range from learning disabilities to complex psychiatric disorders s

154 dings regarding the relationship of ADHD and learning disabilities to female subjects and raise the p

155 of developmental disorders from language and learning disabilities to mental retardation, delayed dev

156 f fetal HCMV disease range from deafness and learning disabilities to more severe symptoms such as mi

157 sability was selected for each person with a learning disability, using stratified sampling on age wi

158 In this group, learning disability was associated with earlier onset of

159 We showed that a high frequency of learning disability was present only in the logopenic gr

160 omparison cohort of up to six people without learning disability was selected for each person with a

161 only among relatives of ADHD probands with a learning disability was there a higher risk for learning

162 A substantial number of young offenders have learning disabilities, which has implications for educat