Search

Background: Although the reliability of pain drawings (PDs) has been confirmed in people with chronic pain, there is a lack of evidence about the validity of the PD, that is, does the PD accurately represent the pain experience of the patient? Objectives: We investigate whether people with chronic neck pain (CNP) can recognize their own PD to support the validity of the PD in reporting the experience of pain. Moreover, we examined the association between their ability to recognize their own PD with their levels of pain intensity and disability and extent of psychosocial and somatic features. Study Design: Experimental. Setting: University Laboratory. Methods: Individuals with CNP completed their PD on a digital body chart, which was then automatically modified with specific dimensions using a novel software, providing an objective range of distortion and eliminating errors, which could potentially occur in manually controlled visual-subjective based methods. Following a 10-minute break listening to music, a series of 20 PDs were presented to each patient in a random order, with only 2 being their original PD. For each PD, the patients rated its likeliness to their own original PD on a scale from 0 to 100, with 100 representing “this is my pain.” Results: Overall, the patients rated their original PD with a median score of 92% similarity, followed by 91.8% and 89.5% similarity when presented with a PD scaled down to 75% and scaled up by 150% of the original size, respectively; these scores were not significantly different to the ratings given for their original PD. The PD with horizontal translation by 40 pixels (8%) and vertical translation by 70 pixels (12.8%) were rated as the most dissimilar to their original PD; these scores were significantly different to their original PD scores. The Spearman correlation coefficient revealed a significant negative association between their ability to recognize their original PD and their Modified Somatic Perceptions Questionna

Item does not contain fulltext, Background: The negative discrepancy between residual functional capacity and reduced use of the contralesional hand, frequently observed after a brain lesion, has been termed Learned Non-Use (LNU) and is thought to depend on the interaction of neuronal mechanisms during recovery and learning-dependent mechanisms. Objective: Albeit the LNU phenomenon is generally accepted to exist, currently, no transdisciplinary definition exists. Furthermore, although therapeutic approaches are implemented in clinical practice targeting LNU, no standardized diagnostic routine is described in the available literature. Our objective was to reach consensus regarding a definition as well as synthesize knowledge about the current diagnostic procedures. Methods: We used a structured group communication following the Delphi method among clinical and scientific experts in the field, knowledge from both, the work with patient populations and with animal models. Results: Consensus was reached regarding a transdisciplinary definition of the LNU phenomenon. Furthermore, the mode and strategy of the diagnostic process, as well as the sources of information and outcome parameters relevant for the clinical decision making, were described with a wide range showing the current lack of a consistent universal diagnostic approach. Conclusions: The need for the development of a structured diagnostic procedure and its implementation into clinical practice is emphasized. Moreover, it exists a striking gap between the prevailing hypotheses regarding the mechanisms underlying the LNU phenomenon and the actual evidence. Therefore, basic research is needed to bridge between bedside and bench and eventually improve clinical decision making and further development of interventional strategies beyond the field of stroke rehabilitation.

Contains fulltext : 231141.pdf (Publisher’s version ) (Closed access), Background: The negative discrepancy between residual functional capacity and reduced use of the contralesional hand, frequently observed after a brain lesion, has been termed Learned Non-Use (LNU) and is thought to depend on the interaction of neuronal mechanisms during recovery and learning-dependent mechanisms. Objective: Albeit the LNU phenomenon is generally accepted to exist, currently, no transdisciplinary definition exists. Furthermore, although therapeutic approaches are implemented in clinical practice targeting LNU, no standardized diagnostic routine is described in the available literature. Our objective was to reach consensus regarding a definition as well as synthesize knowledge about the current diagnostic procedures. Methods: We used a structured group communication following the Delphi method among clinical and scientific experts in the field, knowledge from both, the work with patient populations and with animal models. Results: Consensus was reached regarding a transdisciplinary definition of the LNU phenomenon. Furthermore, the mode and strategy of the diagnostic process, as well as the sources of information and outcome parameters relevant for the clinical decision making, were described with a wide range showing the current lack of a consistent universal diagnostic approach. Conclusions: The need for the development of a structured diagnostic procedure and its implementation into clinical practice is emphasized. Moreover, it exists a striking gap between the prevailing hypotheses regarding the mechanisms underlying the LNU phenomenon and the actual evidence. Therefore, basic research is needed to bridge between bedside and bench and eventually improve clinical decision making and further development of interventional strategies beyond the field of stroke rehabilitation.

Contains fulltext : 231141.pdf (Publisher’s version ) (Closed access), Background: The negative discrepancy between residual functional capacity and reduced use of the contralesional hand, frequently observed after a brain lesion, has been termed Learned Non-Use (LNU) and is thought to depend on the interaction of neuronal mechanisms during recovery and learning-dependent mechanisms. Objective: Albeit the LNU phenomenon is generally accepted to exist, currently, no transdisciplinary definition exists. Furthermore, although therapeutic approaches are implemented in clinical practice targeting LNU, no standardized diagnostic routine is described in the available literature. Our objective was to reach consensus regarding a definition as well as synthesize knowledge about the current diagnostic procedures. Methods: We used a structured group communication following the Delphi method among clinical and scientific experts in the field, knowledge from both, the work with patient populations and with animal models. Results: Consensus was reached regarding a transdisciplinary definition of the LNU phenomenon. Furthermore, the mode and strategy of the diagnostic process, as well as the sources of information and outcome parameters relevant for the clinical decision making, were described with a wide range showing the current lack of a consistent universal diagnostic approach. Conclusions: The need for the development of a structured diagnostic procedure and its implementation into clinical practice is emphasized. Moreover, it exists a striking gap between the prevailing hypotheses regarding the mechanisms underlying the LNU phenomenon and the actual evidence. Therefore, basic research is needed to bridge between bedside and bench and eventually improve clinical decision making and further development of interventional strategies beyond the field of stroke rehabilitation.

In dit onderzoek staan markeringen van coherentierelaties in basisschoolteksten centraal. Er wordt gekeken naar de invloed van connectieven op het tekstbegrip en de waardering van beginnende lezers. Uit eerder onderzoek (Land, 2009) blijkt dat vmbo-leerlingen geïntegreerde teksten (waarin coherentierelaties gemarkeerd worden) beter begrijpen dan gefragmenteerde teksten (waarin deze markeringen ontbreken). In dit onderzoek wordt door middel van een experiment gekeken of dit resultaat ook gegeneraliseerd kan worden naar kinderen die net begonnen zijn met (begrijpend) lezen. De resultaten van het experiment wijzen inderdaad uit dat teksten beter begrepen worden door beginnende lezers wanneer de coherentierelaties geëxpliciteerd worden door connectieven. Er wordt geen eenduidig effect van connectieven gevonden bij teksten die (door deze markeringen) voornamelijk uit samengestelde zinnen bestaan. De resultaten van dit onderzoek bieden aanleiding om bij het construeren van teksten voor zowel het taalonderwijs als voor overige vakken meer aandacht te besteden aan (het markeren van) coherentierelaties.

In dit onderzoek staan markeringen van coherentierelaties in basisschoolteksten centraal. Er wordt gekeken naar de invloed van connectieven op het tekstbegrip en de waardering van beginnende lezers. Uit eerder onderzoek (Land, 2009) blijkt dat vmbo-leerlingen geïntegreerde teksten (waarin coherentierelaties gemarkeerd worden) beter begrijpen dan gefragmenteerde teksten (waarin deze markeringen ontbreken). In dit onderzoek wordt door middel van een experiment gekeken of dit resultaat ook gegeneraliseerd kan worden naar kinderen die net begonnen zijn met (begrijpend) lezen. De resultaten van het experiment wijzen inderdaad uit dat teksten beter begrepen worden door beginnende lezers wanneer de coherentierelaties geëxpliciteerd worden door connectieven. Er wordt geen eenduidig effect van connectieven gevonden bij teksten die (door deze markeringen) voornamelijk uit samengestelde zinnen bestaan. De resultaten van dit onderzoek bieden aanleiding om bij het construeren van teksten voor zowel het taalonderwijs als voor overige vakken meer aandacht te besteden aan (het markeren van) coherentierelaties.