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The Saint Louis University Mental Status (SLUMS) Exam is a brief screening assessment used to detect cognitive impairment. [1] It was developed in 2006 at the Saint Louis University School of Medicine Division of Geriatric Medicine, in affiliation with a Veterans' Affairs medical center. [2]
[3] [4] [5] Other recommended tools were the Mini-Cog [6] and the Memory Impairment Screen (MIS). [7] A recently conducted study in Australia [8] found that the GPCOG in comparison to the MMSE and Rowland Universal Dementia Assessment Scale (RUDAS) [9] was best to rule out dementia in a multicultural cohort of 151 community-dwelling persons. [8]
Childhood dementia is very often diagnosed late, misdiagnosed, or not diagnosed at all. [9] A correct diagnosis happens, on average, 2 years or more after symptoms become apparent. Additionally, children affected by childhood dementia are often misdiagnosed with: Autism [16] [9] [17] Developmental or intellectual delay [16] [9] ADHD [9] Others [9]
In community samples, cutoff scores for likely dementia have ranged from 3.3 and above to 3.6 and above, while in patient samples the cutoff scores have ranged from 3.4 and above to 4.0 and above. [3] To improve the detection of dementia, the IQCODE can be used in combination with the Mini-Mental State Examination.
The Ohio Youth Problems, Functioning, Satisfaction Scales (Ohio Scales) are a set of parent-reported [1] [2] and self-reported [3] questionnaires, consisting of four scales used to assess the improvement and outcomes of children and adolescents who have received mental health services.
Pre-dementia or early-stage dementia (stages 1, 2, and 3). In this initial phase, a person can still live independently and may not exhibit obvious memory loss or have any difficulty completing ...
The Cambridge Behavioural Inventory (CBI) and its revised version, Cambridge Behavioural Inventory-Revised (CBI-R), are informant-based questionnaires that evaluate the emergence of behavioural symptoms in neurodegenerative brain disorders, including Alzheimer's disease (AD), Huntington's disease (HD), Parkinson's disease (PD), and frontotemporal dementia (FTD).
They encourage children with physical, cognitive, communication and behavior challenges to develop ways to live, play, learn and make friends despite their special needs. [16] Occupational therapists can work with these children and their schools to create more accommodating learning environments.