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Diagnosis and treatment of back injuries in children with a focus on compressive fractures of vertebral bodies
Kulhánková, Eliška ; Hudák, Radovan (advisor) ; Jevič, Filip (referee)
Bibliographic record KULHÁNKOVÁ, Eliška. Diagnosis and treatment of back injuries in children with a focus on compressive fractures of vertebral bodies. Prague, 2021, 51 pages, 11 atachments. Bachelor thesis. Charles University, 2nd Faculty of Medicine, Department of Rehabilitation and Sports Medicine. Supervisor Radovan Hudák. Abstract Even though compressive vertebral fractures are one of the more frequent injuries among children and adolescents, there is no clear diagnostic procedure established that would lead to a correct diagnosis and suitable therapy. This bachelor thesis summarizes the available information about anatomy and kinesiology of the spine, classification and origin of these fractures and their actual adequate therapy. The practical part describes dependence of clinical examination and imaging methods on the final diagnosis of patients. Furthermore, this thesis looks into the patient's receding pain in time. For the purpose of the study, 30 pediatric patients with spinal compression fracture diagnosis, suspected compression fracture and back contusion were selected. Their collected data from clinical examination and imaging methods (skiagraphy and magnetic resonance imaging) were evaluated using statistical tests. The evaluation indicates that there is no statistically significant...
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Development and structure of phonological skills in early preschool age
Kulhánková, Eliška ; Seidlová Málková, Gabriela (advisor) ; Kucharská, Anna (referee)
The development and structure of very early phonological skills were semi longitudinally examined in 127 preschool children (mean age in T1 was 46 months and in T2 56,5 months). Children were assessed by three test of phonological awareness (Syllable matching, Syllable blending and Phoneme matching) and by two tests of phonological processes (Nonword repetition test and Rapid naming). Nonparametric statistical methods demonstrate no gender differences, except the Phoneme matching task in T1, girls were slightly better. The structure of phonological skills was examined by exploratory factor analysis. Results indicate that in younger children the performance have been explained by two factors: (a) Matching (Syllable matching and Phoneme matching tasks) and (b) Synthesis and Phonological short-term memory. Nevertheless the eigenvalue of the second factor lies on the border of acceptance. Rapid naming was independent dimension. In older children factor analysis revealed one factor, which was called Phonological awareness a Phonological short-term memory (all test of phonological awareness and Nonword repetition). Rapid naming was independent again. Our results supports two dimensional model of phonological skills in preschool age: a) dimension of phonological awareness and short-term phonological...
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Development and structure of phonological skills in early preschool age
Kulhánková, Eliška ; Seidlová Málková, Gabriela (advisor) ; Kucharská, Anna (referee)
The development and structure of very early phonological skills were semi longitudinally examined in 127 preschool children (mean age in T1 was 46 months and in T2 56,5 months). Children were assessed by three test of phonological awareness (Syllable matching, Syllable blending and Phoneme matching) and by two tests of phonological processes (Nonword repetition test and Rapid naming). Nonparametric statistical methods demonstrate no gender differences, except the Phoneme matching task in T1, girls were slightly better. The structure of phonological skills was examined by exploratory factor analysis. Results indicate that in younger children the performance have been explained by two factors: (a) Matching (Syllable matching and Phoneme matching tasks) and (b) Synthesis and Phonological short-term memory. Nevertheless the eigenvalue of the second factor lies on the border of acceptance. Rapid naming was independent dimension. In older children factor analysis revealed one factor, which was called Phonological awareness a Phonological short-term memory (all test of phonological awareness and Nonword repetition). Rapid naming was independent again. Our results supports two dimensional model of phonological skills in preschool age: a) dimension of phonological awareness and short-term phonological...
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