Developmental Coaching to Support the Transition to Self-authorship

ERIC Educational Resources Information Center

Pappas, James P.; Jerman, Jerry; Coughlin, Carolyn

2015-01-01

Constructive-developmental theorists have made the case that adults require at least a self-authored meaning-making system to thrive in today's world. This chapter shows how coaches literate in adult development and body/mind theory and practice can be powerful partners to adults on the journey to self-authorship.

A Developmental Analysis of Certain Piagetian Concepts among Some Nigerian Children.

ERIC Educational Resources Information Center

Ehindero, O. J.

1982-01-01

The concepts of distance, area, and the coordinate reference systems were investigated in relation to the displacement volume task among 300 randomly selected primary and high school children in Nigeria. Although results support Piaget's hypothesis, a developmental lag of about two years was observed in Nigerian students. (JN)

An Instruction Support System for Competency-Based Programs.

ERIC Educational Resources Information Center

Singh, Jane M.; And Others

This report discusses the Pennsylvania State University Instruction Support System (ISS) designed to meet the needs of large classes for competency-based teacher education (CBTE) programs. The ISS seven-step hierarchical developmental procedure is reported to free the instructor for specialized instruction and evaluation by utilizing a…

Mortality of People with Intellectual and Developmental Disabilities from Select US State Disability Service Systems and Medical Claims Data.

PubMed

Lauer, Emily; McCallion, Philip

2015-09-01

Monitoring population trends including mortality within subgroups such as people with intellectual and developmental disabilities and between countries provides crucial information about the population's health and insights into underlying health concerns and the need for and effectiveness of public health efforts. Data from both US state intellectual and developmental disabilities service system administrative data sets and de-identified state Medicaid claims were used to calculate average age at death and crude mortality rates. Average age at death for people in state intellectual and developmental disabilities systems was 50.4-58.7 years and 61.2-63.0 years in Medicaid data, with a crude adult mortality rate of 15.2 per thousand. Age at death remains lower and mortality rates higher for people with intellectual and developmental disabilities. Improved case finding (e.g. medical claims) could provide more complete mortality patterns for the population with intellectual and developmental disabilities to inform the range of access and receipt of supportive and health-related interventions and preventive care. © 2015 John Wiley & Sons Ltd.

Prolonged Hospital Discharge for Children with Technology Dependency: A Source of Health Care Disparities.

PubMed

Sobotka, Sarah A; Agrawal, Rishi K; Msall, Michael E

2017-10-01

Children with ventilator assistance have been supported in living at home since 1981 when parental advocacy ushered in a change to Medicaid policy. As the population of children who use medical technology such as long-term ventilation increases, we must critically evaluate our systems for preparing families for home life. Discharge delays persist in the modern era because of fragmentation between hospital and home systems. These discharge delays result in children spending time in less developmentally rich environments, further exacerbating the health and development disparities of children with complex disabilities. In this article, we discuss the complication of hospital discharge and how it contributes to health and developmental disparities. We also describe a hospital-to-home transitional care model, which presents a home-like environment to provide developmental support while focusing on parental training, home nursing, and public-funding arrangements. [Pediatr Ann. 2017;46(10):e365-e370.]. Copyright 2017, SLACK Incorporated.

The role of empowerment in youth development: a study of sociopolitical control as mediator of ecological systems' influence on developmental outcomes.

PubMed

Christens, Brian D; Peterson, N Andrew

2012-05-01

Empowerment has become an influential concept and theoretical framework for social policy and practice. Still, relatively little is known about the roles that empowerment plays in the ecology of human development, particularly among young people. This article reports results of a study of psychological empowerment among young people, using data from 629 high school students (65.8% female; 96.5% non-white). Using a path analysis, we examined the role of perceived sociopolitical control--an indicator of the intrapersonal component of psychological empowerment--as a mediator between ecological support systems and developmental outcomes. Findings confirmed that social support in family, peer, and school settings, and family cohesion positively predict self-esteem and perceived school importance, which, in turn, have protective effects on psychological symptoms, violent behaviors and substance use. Sociopolitical control was found to mediate the relationships between ecological supports and risk factors and developmental outcomes, leading to the conclusion that perceived efficacy in the sociopolitical domain, and youth empowerment, more generally, should be considered as core elements of the ecology of human development. Policy and practice aimed at promoting positive developmental outcomes and preventing risk behaviors should take their relationship to sociopolitical control into account.

Meeting Developmental Challenges during Emerging Adulthood: The Role of Personality and Social Resources

ERIC Educational Resources Information Center

Shulman, Shmuel; Kalnitzki, Esther; Shahar, Golan

2009-01-01

A one-year follow-up study examined the role of developmental challenges, personality (dependency, self-criticism, and personal efficacy), and support systems in adaptation among Israeli emerging adults (N = 236) participating in a preparatory academic program. Participants were assessed during their enrollment in the preparatory academic program…

The Lunar CELSS Test Module

NASA Technical Reports Server (NTRS)

Hoehn, Alexander; Gomez, Shawn; Luttges, Marvin W.

1992-01-01

The evolutionarily-developed Lunar Controlled Ecological Life Support System (CELSS) Test Module presented can address questions concerning long-term human presence-related issues both at LEO and in the lunar environment. By achieving well-defined research goals at each of numerous developmental stages (each economically modest), easily justifiable operations can be undertaken. Attention is given to the possibility of maximizing non-NASA involvement in these CELSS developmental efforts via the careful definability and modest risk of each developmental stage.

Career Planning Support System Program (CPSS). Final Report.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

Intended for the developmental practitioner, this report examines literature produced by the Career Planning Support System dealing with career guidance in four major areas: minority youth; women; transition from school to work; and program planning and evaluation. The area of minority youth includes a review of literature on: educational and…

Use of an Online Clinical Process Support System as an Aid to Identification and Management of Developmental and Mental Health Problems.

PubMed

Howard, Barbara J; Sturner, Raymond

2017-12-01

To describe benefits and problems with screening and addressing developmental and behavioral problems in primary care and using an online clinical process support system as a solution. Screening has been found to have various implementation barriers including time costs, accuracy, workflow and knowledge of tools. In addition, training of clinicians in dealing with identified issues is lacking. Patients disclose more to and prefer computerized screening. An online clinical process support system (CHADIS) shows promise in addressing these issues. Use of a comprehensive panel of online pre-visit screens; linked decision support to provide moment-of-care training; and post-visit activities and resources for patient-specific education, monitoring and care coordination is an efficient way to make the entire process of screening and follow up care feasible in primary care. CHADIS fulfills these requirements and provides Maintenance of Certification credit to physicians as well as added income for screening efforts.

Developing culturally responsive approaches with Southeast Asian American families experiencing developmental disabilities.

PubMed

Baker, Dian L; Miller, Elizabeth; Dang, Michelle T; Yaangh, Chiem-Seng; Hansen, Robin L

2010-12-01

Southeast Asian American families are underrepresented among recipients of special education and social services for people with developmental disabilities. Our aims were to use a community-based participatory research approach to examine Hmong and Mien families' perceptions of developmental disabilities and understand barriers to and facilitators of service provision among families experiencing developmental disabilities. We describe here a case study of a successful attempt to engage marginalized and underserved communities to understand their needs to improve access and services for persons with developmental disabilities. We conducted 2 focus groups with 11 key informants and 1 focus group with 10 family members of persons with developmental disabilities, as well as in-depth interviews with 3 shamans. Using a thematic analysis approach, we coded notes and transcripts to assess community members' understanding of developmental disabilities, experiences negotiating educational and health care systems, and barriers to high-quality care. A predominant theme was the perception that reliance on governmental support services is not appropriate. Common barriers identified included lack of accurate information, language difficulties, lack of trust, and limited outreach. These perceptions and barriers, combined with limited access to services, interfere with community acceptance and use of available support services. Despite these barriers, participants indicated that with education, outreach, and culturally responsive support, families would likely accept services. Community-based participatory methods are effective for eliciting root causes of health inequities in marginalized communities. Outreach to community-based organizations and an inclusive research practice identified social and cultural reasons for low service uptake and provided a pathway for the community to improve services for persons with developmental disabilities.

Going down to the Crossroads: Neuroendocrinology, Developmental Psychobiology, and Prospects for Research at the Intersection of Neuroscience and Education

ERIC Educational Resources Information Center

Blair, Clancy

2010-01-01

The relation of stress hormones and activity in stress response systems to the development of aspects of cognition and behavior important for educational achievement and attainment is examined from the perspective of the developmental psychobiological model. It is proposed that research in neuroendocrinology supports three general conclusions,…

Using Virtual Interactive Training Agents (ViTA) with Adults with Autism and Other Developmental Disabilities

ERIC Educational Resources Information Center

Burke, Shanna L.; Bresnahan, Tammy; Li, Tan; Epnere, Katrina; Rizzo, Albert; Partin, Mary; Ahlness, Robert M.; Trimmer, Matthew

2018-01-01

Conversational virtual human (VH) agents are increasingly used to support role-play experiential learning. This project examined whether a Virtual Interactive Training Agent (ViTA) system would improve job interviewing skills in individuals with autism and developmental disabilities (N = 32). A linear mixed model was employed to evaluate adjusted…

Early Support Development of Children with Disorders of the Biopsychosocial Functioning in Poland

ERIC Educational Resources Information Center

Czyz, Anna

2017-01-01

This article presents the results of a research study on the system of early child development support with developmental disabilities and their families in Poland. The analysis covered areas such as proximity and accessibility of services, infrastructural conditions, preparation of personnel, and occurrence of systemic barriers. The article…

Model for Service Delivery for Developmental Disorders in Low-Income Countries.

PubMed

Hamdani, Syed Usman; Minhas, Fareed Aslam; Iqbal, Zafar; Rahman, Atif

2015-12-01

As in many low-income countries, the treatment gap for developmental disorders in rural Pakistan is near 100%. We integrated social, technological, and business innovations to develop and pilot a potentially sustainable service for children with developmental disorders in 1 rural area. Families with developmental disorders were identified through a mobile phone-based interactive voice response system, and organized into "Family Networks." "Champion" family volunteers were trained in evidence-based interventions. An Avatar-assisted Cascade Training and information system was developed to assist with training, implementation, monitoring, and supervision. In a population of ∼30,000, we successfully established 1 self-sustaining Family Network consisting of 10 trained champion family volunteers working under supervision of specialists, providing intervention to 70 families of children with developmental disorders. Each champion was responsible for training and providing ongoing support to 5 to 7 families from his or her village, and the families supported each other in management of their children. A pre-post evaluation of the program indicated that there was significant improvement in disability and socioemotional difficulties in the child, reduction in stigmatizing experiences, and greater family empowerment to seek services and community resources for the child. There was no change in caregivers' well-being. To replicate this service more widely, a social franchise model has been developed whereby the integrated intervention will be "boxed" up and passed on to others to replicate with appropriate support. Such integrated social, technological, and business innovations have the potential to be applied to other areas of health in low-income countries. Copyright © 2015 by the American Academy of Pediatrics.

Biomarkers of adult and developmental neurotoxicity

DOE Office of Scientific and Technical Information (OSTI.GOV)

Slikker, William; Bowyer, John F.

2005-08-07

Neurotoxicity may be defined as any adverse effect on the structure or function of the central and/or peripheral nervous system by a biological, chemical, or physical agent. A multidisciplinary approach is necessary to assess adult and developmental neurotoxicity due to the complex and diverse functions of the nervous system. The overall strategy for understanding developmental neurotoxicity is based on two assumptions: (1) significant differences in the adult versus the developing nervous system susceptibility to neurotoxicity exist and they are often developmental stage dependent; (2) a multidisciplinary approach using neurobiological, including gene expression assays, neurophysiological, neuropathological, and behavioral function is necessarymore » for a precise assessment of neurotoxicity. Application of genomic approaches to developmental studies must use the same criteria for evaluating microarray studies as those in adults including consideration of reproducibility, statistical analysis, homogenous cell populations, and confirmation with non-array methods. A study using amphetamine to induce neurotoxicity supports the following: (1) gene expression data can help define neurotoxic mechanism(s) (2) gene expression changes can be useful biomarkers of effect, and (3) the site-selective nature of gene expression in the nervous system may mandate assessment of selective cell populations.« less

Michigan's Family Support and Family Subsidy Programs. Remarks for the New Jersey Council of Executive-ARC.

ERIC Educational Resources Information Center

Arneaud, Susan

"Family support" describes the philosophy of the Michigan Public Mental Health System. Family Support is also the name of a Michigan program that provides the supports that parents of children with developmental disabilities need to keep their families together. Services include respite care, client services management, parent and…

Supporting Space Systems Design via Systems Dependency Analysis Methodology

NASA Astrophysics Data System (ADS)

Guariniello, Cesare

The increasing size and complexity of space systems and space missions pose severe challenges to space systems engineers. When complex systems and Systems-of-Systems are involved, the behavior of the whole entity is not only due to that of the individual systems involved but also to the interactions and dependencies between the systems. Dependencies can be varied and complex, and designers usually do not perform analysis of the impact of dependencies at the level of complex systems, or this analysis involves excessive computational cost, or occurs at a later stage of the design process, after designers have already set detailed requirements, following a bottom-up approach. While classical systems engineering attempts to integrate the perspectives involved across the variety of engineering disciplines and the objectives of multiple stakeholders, there is still a need for more effective tools and methods capable to identify, analyze and quantify properties of the complex system as a whole and to model explicitly the effect of some of the features that characterize complex systems. This research describes the development and usage of Systems Operational Dependency Analysis and Systems Developmental Dependency Analysis, two methods based on parametric models of the behavior of complex systems, one in the operational domain and one in the developmental domain. The parameters of the developed models have intuitive meaning, are usable with subjective and quantitative data alike, and give direct insight into the causes of observed, and possibly emergent, behavior. The approach proposed in this dissertation combines models of one-to-one dependencies among systems and between systems and capabilities, to analyze and evaluate the impact of failures or delays on the outcome of the whole complex system. The analysis accounts for cascading effects, partial operational failures, multiple failures or delays, and partial developmental dependencies. The user of these methods can assess the behavior of each system based on its internal status and on the topology of its dependencies on systems connected to it. Designers and decision makers can therefore quickly analyze and explore the behavior of complex systems and evaluate different architectures under various working conditions. The methods support educated decision making both in the design and in the update process of systems architecture, reducing the need to execute extensive simulations. In particular, in the phase of concept generation and selection, the information given by the methods can be used to identify promising architectures to be further tested and improved, while discarding architectures that do not show the required level of global features. The methods, when used in conjunction with appropriate metrics, also allow for improved reliability and risk analysis, as well as for automatic scheduling and re-scheduling based on the features of the dependencies and on the accepted level of risk. This dissertation illustrates the use of the two methods in sample aerospace applications, both in the operational and in the developmental domain. The applications show how to use the developed methodology to evaluate the impact of failures, assess the criticality of systems, quantify metrics of interest, quantify the impact of delays, support informed decision making when scheduling the development of systems and evaluate the achievement of partial capabilities. A larger, well-framed case study illustrates how the Systems Operational Dependency Analysis method and the Systems Developmental Dependency Analysis method can support analysis and decision making, at the mid and high level, in the design process of architectures for the exploration of Mars. The case study also shows how the methods do not replace the classical systems engineering methodologies, but support and improve them.

[Contemporary cognitive theories about developmental dyscalculia].

PubMed

Castro-Cañizares, D; Estévez-Pérez, N; Reigosa-Crespo, V

To analyze the current theories describing the cognitive mechanisms underlying developmental dyscalculia. The four most researched hypotheses concerning the cognitive deficits related to developmental dyscalculia, as well as experimental evidences supporting or refusing them are presented. The first hypothesis states that developmental dyscalculia is consequence of domain general cognitive deficits. The second hypothesis suggests that it is due to a failure in the development of specialized brain systems dedicated to numerosity processing. The third hypothesis asserts the disorder is caused by a deficit in accessing quantity representation through numerical symbols. The last hypothesis states developmental dyscalculia appears as a consequence of impairments in a generalized magnitude system dedicated to the processing of continuous and discrete magnitudes. None of the hypotheses has been proven more plausible than the rest. Relevant issues rose by them need to be revisited and answered in the light of new experimental designs. In the last years the understanding of cognitive disorders involved in developmental dyscalculia has remarkably increased, but it is nonetheless insufficient. Additional research is required in order to achieve a comprehensive cognitive model of numerical processing development and its disorders. This will improve the diagnostic precision and the effectiveness of developmental dyscalculia intervention strategies.

Supporting Novice Teachers through Mentoring and Induction in the United States

ERIC Educational Resources Information Center

Zembytska, Maryna

2015-01-01

The study focuses on the U.S. system of novice teacher support. The study highlights the evolution of mentoring from a traditional, isolated, hierarchical one-to-one relationship to multiple interactions which comprise a collaborative developmental network. The findings suggest that mentoring and induction support in the United States are…

Alimentary Epigenetics: A Developmental Psychobiological Systems View of the Perception of Hunger, Thirst and Satiety

PubMed Central

Harshaw, Christopher

2008-01-01

Hunger, thirst and satiety have an enormous influence on cognition, behavior and development, yet we often take for granted that they are simply inborn or innate. Converging data and theory from both comparative and human domains, however, supports the conclusion that the phenomena hunger, thirst and satiety are not innate but rather emerge probabilistically as a function of experience during individual development. The metatheoretical perspective provided by developmental psychobiological systems theory provides a useful framework for organizing and synthesizing findings related to the development of the perception of hunger, thirst and satiety, or alimentary interoception. It is argued that neither developmental psychology nor the psychology of eating and drinking have adequately dealt with the ontogeny of alimentary interoception and that a more serious consideration of the species-typical developmental system of food and fluid intake and the many modifications that have been made therein is likely necessary for a full understanding of both alimentary and emotional development. PMID:19956358

Building blocks of a fish head: Developmental and variational modularity in a complex system.

PubMed

Lehoux, Caroline; Cloutier, Richard

2015-11-01

Evolution of the vertebrate skull is developmentally constrained by the interactions among its anatomical systems, such as the dermatocranium and the sensory system. The interaction between the dermal bones and lateral line canals has been debated for decades but their morphological integration has never been tested. An ontogenetic series of 97 juvenile and adult Amia calva (Actinopterygii) was used to describe the patterning and modularity of sensory lateral line canals and their integration with supporting cranial bones. Developmental modules were tested for the otic canal and supratemporal commissure by computing correlations in the branching sequence of groups of pores. Landmarks were digitized on 25 specimens to test a priori hypotheses of variational and developmental modularity at the level of canals and dermal bones. Branching sequence suggests a specific patterning supported by significant positive correlations in the sequence of appearance of branches between bilateral sides. Differences in patterning between the otic canal and the supratemporal commissure and tests of modularity with geometric morphometrics suggest that both canals form distinct modules. The integration between bones and canals was insufficient to detect a module. However, both components were not independent. Groups of pores tended to disappear without affecting other groups of pores suggesting that they are quasi-independent units acting as modules. This study provides evidence of a hierarchical organization for the modular sensory system that could explain variation of pattern of canals among species and their association with dermal bones. © 2015 Wiley Periodicals, Inc.

Begin the Between: Planning for the Transition from High School to Adult Life for Youth with Developmental Disabilities. Second Edition.

ERIC Educational Resources Information Center

Matuszak, Trish; And Others

This guide was developed to provide an overview of the major elements of the transition planning process from school to the adult system of supports and services for youth with developmental disabilities and their families. The workbook format is intended to enable families to be proactive at each stage of the planning process. Initial sections…

The Classroom as Living Room: Using Group Support Systems to Promote Student Retention and Cognitive Growth in Adult Developmental Students.

ERIC Educational Resources Information Center

Goldman, Ruth E.

A project is described that was undertaken by the Developmental Studies Department at Wayne Community College (Michigan), an urban multi-campus institution of 25,000 students serving an entire county involving research in the psychology of the new adult learner. The approach used was to systematically build a classroom environment that responded…

The Effectiveness of a Group Triple P with Chinese Parents Who Have a Child with Developmental Disabilities: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Leung, Cynthia; Fan, Angel; Sanders, Matthew R.

2013-01-01

The study examined the effectiveness of Group Triple P, a Level 4 variant of the Triple P multilevel system of parenting support, with Chinese parents who had a preschool aged child with a developmental disability, using randomized controlled trial design. Participants (Intervention group: 42; Waitlist Control group: 39) completed measures on…

Children's understanding of the immune system: Integrating the cognitive-developmental and intuitive theories' perspectives

NASA Astrophysics Data System (ADS)

Landry-Boozer, Kristine L.

Traditional cognitive-developmental researchers have provided a large body of evidence supporting the stage-like progression of children's cognitive development. Further, from this body of research comes evidence that children's understanding of HIV/AIDS develops in much the same way as their understanding of other illness-related concepts. Researchers from a newer perspective assert that biological concepts develop from intuitive theories. In general, as children are exposed to relevant content and have opportunities to organize this information, their theories become more accurate and differentiated. According to this perspective, there are no broad structural constraints on developing concepts, as asserted by cognitive developmental theorists. The purpose of the current study was two-fold: to provide support for both theoretical perspectives, while at the same time to explore children's conceptualizations of the immune system, which has not been done previously in the cognitive-developmental literature. One hundred ninety children ranging in age from 4 years old through 11 years old, and a group of adults, participated. Each participant was interviewed regarding health concepts and the body's function in maintaining health. Participants were also asked to report if they had certain experiences that would have led to relevant content exposure. Qualitative analyses were utilized to code the interviews with rubrics based on both theoretical perspectives. Quantitative analyses consisted of a series of univariate ANOVAs (and post hoc tests when appropriate) examining all three coding variables (accuracy, differentiation, and developmental level) across various age-group combinations and exposure groups. Results of these analyses provided support for both theoretical perspectives. When the data were analyzed for developmental level by all ages, a stage-like progression consistent with Piagetian stages emerged. When accuracy and differentiation were examined (intuitive theories perspective), discrete groups could not be formed. Instead, a gradual increase in accuracy and differentiation was observed. Additional support for this perspective was found when the responses of participants who had additional exposure provided responses that were more accurate, differentiated, and sophisticated than those of participants with no additional exposure. Theoretical and educational implications of these findings are discussed.

A manipulator arm for zero-g simulations

NASA Technical Reports Server (NTRS)

Brodie, S. B.; Grant, C.; Lazar, J. J.

1975-01-01

A 12-ft counterbalanced Slave Manipulator Arm (SMA) was designed and fabricated to be used for resolving the questions of operational applications, capabilities, and limitations for such remote manned systems as the Payload Deployment and Retrieval Mechanism (PDRM) for the shuttle, the Free-Flying Teleoperator System, the Advanced Space Tug, and Planetary Rovers. As a developmental tool for the shuttle manipulator system (or PDRM), the SMA represents an approximate one-quarter scale working model for simulating and demonstrating payload handling, docking assistance, and satellite servicing. For the Free-Flying Teleoperator System and the Advanced Tug, the SMA provides a near full-scale developmental tool for satellite servicing, docking, and deployment/retrieval procedures, techniques, and support equipment requirements. For the Planetary Rovers, it provides an oversize developmental tool for sample handling and soil mechanics investigations. The design of the SMA was based on concepts developed for a 40-ft NASA technology arm to be used for zero-g shuttle manipulator simulations.

Reading, Complexity and the Brain

ERIC Educational Resources Information Center

Goswami, Usha

2008-01-01

Brain imaging offers a new technology for understanding the acquisition of reading by children. It can contribute novel evidence concerning the key mechanisms supporting reading, and the brain systems that are involved. The extensive neural architecture that develops to support efficient reading testifies to the complex developmental processes…

The Alternative Peer Group: A Developmentally Appropriate Recovery Support Model for Adolescents.

PubMed

Nash, Angela; Collier, Crystal

2016-01-01

Recovery as the goal for substance use disorder treatment has been a key component of the Substance Abuse and Mental Health Services Administration's mission for the past decade. Consistent with their mission, there is a call for research and development of recovery-oriented systems of care to support affected individuals through all stages of the recovery process. Evidence is emerging to support recovery practice and research for adults, but recovery-oriented models for adolescents are scant. The Alternative Peer Group (APG) is a comprehensive adolescent recovery support model that integrates recovering peers and prosocial activities into evidence-based clinical practice. Employing APG participants' own words, this article will describe the essential elements and three theoretical frameworks underlying the APG model to illustrate how the APG serves as a developmentally appropriate recovery support service for adolescents with substance use disorder.

A dysmorphology score system for assessing embryo abnormalities in rat whole embryo culture.

PubMed

Zhang, Cindy X; Danberry, Tracy; Jacobs, Mary Ann; Augustine-Rauch, Karen

2010-12-01

The rodent whole embryo culture (WEC) system is a well-established model for characterizing developmental toxicity of test compounds and conducting mechanistic studies. Laboratories have taken various approaches in describing type and severity of developmental findings of organogenesis-stage rodent embryos, but the Brown and Fabro morphological score system is commonly used as a quantitative approach. The associated score criteria is based upon developmental stage and growth parameters, where a series of embryonic structures are assessed and assigned respective scores relative to their gestational stage, with a Total Morphological Score (TMS) assigned to the embryo. This score system is beneficial because it assesses a series of stage-specific anatomical landmarks, facilitating harmonized evaluation across laboratories. Although the TMS provides a quantitative approach to assess growth and determine developmental delay, it is limited to its ability to identify and/or delineate subtle or structure-specific abnormalities. Because of this, the TMS may not be sufficiently sensitive for identifying compounds that induce structure or organ-selective effects. This study describes a distinct morphological score system called the "Dysmorphology Score System (DMS system)" that has been developed for assessing gestation day 11 (approximately 20-26 somite stage) rat embryos using numerical scores to differentiate normal from abnormal morphology and define the respective severity of dysmorphology of specific embryonic structures and organ systems. This method can also be used in scoring mouse embryos of the equivalent developmental stage. The DMS system enhances capabilities to rank-order compounds based upon teratogenic potency, conduct structure- relationships of chemicals, and develop statistical prediction models to support abbreviated developmental toxicity screens. © 2010 Wiley-Liss, Inc.

LEA Basic Data Systems. A Manual of Developmental Activities.

ERIC Educational Resources Information Center

Powers, Roderick W.

Intended to assist school administrators in developing both student information systems and total information systems, this guide contains suggestions which, when considered in terms of local characteristics and concerns, can be used to create such systems to support administrative decision making, state and federal reporting, guidance, research,…

Integrating Parenting Support Within and Beyond the Pediatric Medical Home.

PubMed

Linton, Julie M; Stockton, Maria Paz; Andrade, Berta; Daniel, Stephanie

2018-01-01

Positive parenting programs, developmental support services, and evidence-based home visiting programs can effectively provide parenting support and improve health and developmental outcomes for at-risk children. Few models, however, have integrated referrals for on-site support and home visiting programs into the provision of routine pediatric care within a medical home. This article describes an innovative approach, through partnership with a community-based organization, to deliver on-site and home visiting support services for children and families within and beyond the medical home. Our model offers a system of on-site services, including parenting, behavior, and/or development support, with optional intensive home visiting services. Assessment included description of the population served, delineation of services provided, and qualitative identification of key themes of the impact of services, illustrated by case examples. This replicable model describes untapped potential of the pediatric medical home as a springboard to mitigate risk and optimize children's health and development.

Phenotypic plasticity in the developmental integration of morphological trade-offs and secondary sexual trait compensation.

PubMed

Tomkins, Joseph L; Kotiaho, Janne S; Lebas, Natasha R

2005-03-07

Trait exaggeration through sexual selection will tale place alongside other changes in phenotype. Exaggerated morphology might be compensated by parallel changes in traits that support, enhance or facilitate exaggeration: 'secondary sexual trait compensation' (SSTC). Alternatively, exaggeration might be realized at the expense of other traits through morphological trade-offs. For the most part, SSTC has only been examined interspecifically. For these phenomena to be important intraspecifically, the sexual trait must be developmentally integrated with the compensatory or competing trait. We studied developmental integration in two species with different development: the holometabolous beetle Onthophagus taurus and the hemimetabolous earwig Forficula auricularia. Male-dimorphic variation in trait exaggeration was exploited to expose both trade-offs and SSTC. We found evidence for morphological trade-offs in O. taurus, but no F. auricularia, supporting the notion that trade-offs are more likely in closed developmetal systems. However, we found these trade-offs were not limited solely to traits growing close together. Developmental integration of structures involved in SSTC were detected in both species. The developmental integration of SSTC was phenotypically plastic, such that the compensation for relatively larger sexual traits was greater in the exasperated male morphs. Evidence of intraspecific SSTC demands studies of the selective, genetic and developmental architecture of phenotypic integration.

A Developmental Examination of School-Wide Positive Behavior Support in Elementary School: Behavior Patterns, School Climate, and Academic Achievement

ERIC Educational Resources Information Center

Betters-Bubon, Jennifer

2012-01-01

School-wide Positive Behavior Support (SWPBS) programs integrate research-based practice within a three-tier approach of prevention and intervention to impact change within school systems. Research suggests positive changes in student outcomes with the implementation of SWPBS. Supported by social-ecological and behavioral theory, this longitudinal…

Preliminary design document: Ground based testbed for avionics systems

NASA Technical Reports Server (NTRS)

1989-01-01

The design and interface requirements for an avionics Ground Based Test bed (GBT) to support Heavy Lift Cargo Vehicles (HLCV) is presented. It also contains data on the vehicle subsystem configurations that are to be supported during their early, pre-PDR developmental phases. Several emerging technologies are also identified for support. A Preliminary Specification Tree is also presented.

Food Insecurity among Young Adults with Intellectual and Developmental Disabilities in the United States: Evidence from the National Health Interview Survey

ERIC Educational Resources Information Center

Brucker, Debra L.; Nord, Derek

2016-01-01

People with intellectual or developmental disabilities (IDD) face higher levels of poverty than others, which can lead to concerns regarding areas of well-being, such as food security. Young adults with IDD who are, in many cases, transitioning from the system of educational, health care, and income supports of their youth into the adult world may…

Vitamin D, light and mental health.

PubMed

Humble, Mats B

2010-11-03

Vitamin D receptors and vitamin D metabolizing enzymes are present in the central nervous system. Calcitriol (the active vitamin D hormone) affects numerous neurotransmitters and neurotrophic factors, relevant for mental disorders. In the case of depressive disorders, considerable evidence supports a role of suboptimal vitamin D levels. However, the data are not conclusive and further studies are necessary. Especially, the relative importance of the pineal-melatonin system versus the vitamin D-endocrine system for the pathogenesis of seasonal affective disorders is presently unresolved. Two diagnoses, schizophrenia and autism, have been hypothetically linked to developmental (prenatal) vitamin D deficiency, however, also in adult patients, low levels have been reported, supporting the notion that vitamin D deficiency may not only be a predisposing developmental factor but also relate to the adult patients' psychiatric state. Two cases are described, whose psychiatric improvement coincided with effective treatment of vitamin D deficiency. Copyright © 2010 Elsevier B.V. All rights reserved.

Reduce, reuse, and recycle: developmental evolution of trait diversification.

PubMed

Preston, Jill C; Hileman, Lena C; Cubas, Pilar

2011-03-01

A major focus of evolutionary developmental (evo-devo) studies is to determine the genetic basis of variation in organismal form and function, both of which are fundamental to biological diversification. Pioneering work on metazoan and flowering plant systems has revealed conserved sets of genes that underlie the bauplan of organisms derived from a common ancestor. However, the extent to which variation in the developmental genetic toolkit mirrors variation at the phenotypic level is an active area of research. Here we explore evidence from the angiosperm evo-devo literature supporting the frugal use of genes and genetic pathways in the evolution of developmental patterning. In particular, these examples highlight the importance of genetic pleiotropy in different developmental modules, thus reducing the number of genes required in growth and development, and the reuse of particular genes in the parallel evolution of ecologically important traits.

Saint Anthony Hospital: Infusing Developmental and Family Support Services in Community-Based Medical Practice

ERIC Educational Resources Information Center

Casas, Paula; Isarowong, Nucha

2015-01-01

Physicians affiliated with small community hospitals face numerous barriers to using developmentally oriented best practices in primary care with young children. Saint Anthony Hospital's Developmental Support Project model promotes improved developmental outcomes for children through two complementary strands of services: (a) training and…

Identifying Support Functions in Developmental Relationships: A Self-Determination Perspective

ERIC Educational Resources Information Center

Janssen, Suzanne; van Vuuren, Mark; de Jong, Menno D. T.

2013-01-01

This study examines the content of developmental networks from the perspective of self-determination theory. We qualitatively examine 18 proteges' constellations of developmental relationships to identify specific types of developmental support functions. Our study shows that the adoption of self-determination theory leads to a theory-based…

Developmental Process Model for the Java Intelligent Tutoring System

ERIC Educational Resources Information Center

Sykes, Edward

2007-01-01

The Java Intelligent Tutoring System (JITS) was designed and developed to support the growing trend of Java programming around the world. JITS is an advanced web-based personalized tutoring system that is unique in several ways. Most programming Intelligent Tutoring Systems require the teacher to author problems with corresponding solutions. JITS,…

Developmental psychoneuroendocrine and psychoneuroimmune pathways from childhood adversity to disease.

PubMed

Kuhlman, Kate Ryan; Chiang, Jessica J; Horn, Sarah; Bower, Julienne E

2017-09-01

Childhood adversity has been repeatedly and robustly linked to physical and mental illness across the lifespan. Yet, the biological pathways through which this occurs remain unclear. Functioning of the inflammatory arm of the immune system and the hypothalamic-pituitary-adrenal (HPA)-axis are both hypothesized pathways through which childhood adversity leads to disease. This review provides a novel developmental framework for examining the role of adversity type and timing in inflammatory and HPA-axis functioning. In particular, we identify elements of childhood adversity that are salient to the developing organism: physical threat, disrupted caregiving, and unpredictable environmental conditions. We propose that existing, well-characterized animal models may be useful in differentiating the effects of these adversity elements and review both the animal and human literature that supports these ideas. To support these hypotheses, we also provide a detailed description of the development and structure of both the HPA-axis and the inflammatory arm of the immune system, as well as recent methodological advances in their measurement. Recommendations for future basic, developmental, translational, and clinical research are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

Disrupted white matter connectivity underlying developmental dyslexia: A machine learning approach.

PubMed

Cui, Zaixu; Xia, Zhichao; Su, Mengmeng; Shu, Hua; Gong, Gaolang

2016-04-01

Developmental dyslexia has been hypothesized to result from multiple causes and exhibit multiple manifestations, implying a distributed multidimensional effect on human brain. The disruption of specific white-matter (WM) tracts/regions has been observed in dyslexic children. However, it remains unknown if developmental dyslexia affects the human brain WM in a multidimensional manner. Being a natural tool for evaluating this hypothesis, the multivariate machine learning approach was applied in this study to compare 28 school-aged dyslexic children with 33 age-matched controls. Structural magnetic resonance imaging (MRI) and diffusion tensor imaging were acquired to extract five multitype WM features at a regional level: white matter volume, fractional anisotropy, mean diffusivity, axial diffusivity, and radial diffusivity. A linear support vector machine (LSVM) classifier achieved an accuracy of 83.61% using these MRI features to distinguish dyslexic children from controls. Notably, the most discriminative features that contributed to the classification were primarily associated with WM regions within the putative reading network/system (e.g., the superior longitudinal fasciculus, inferior fronto-occipital fasciculus, thalamocortical projections, and corpus callosum), the limbic system (e.g., the cingulum and fornix), and the motor system (e.g., the cerebellar peduncle, corona radiata, and corticospinal tract). These results were well replicated using a logistic regression classifier. These findings provided direct evidence supporting a multidimensional effect of developmental dyslexia on WM connectivity of human brain, and highlighted the involvement of WM tracts/regions beyond the well-recognized reading system in dyslexia. Finally, the discriminating results demonstrated a potential of WM neuroimaging features as imaging markers for identifying dyslexic individuals. © 2016 Wiley Periodicals, Inc.

Automated Information System (AIS) Support for FMF Units When Deployed or in Combat (1985-1995).

DTIC Science & Technology

1982-04-13

1995 ) MAJOR T. J. DUNN DEPUTY CHIEF OF STAFF FOR DEVELOPMENTAL COORDINATION DEVELOPMENT CENTER MARINE CORPS DEVELOPMENT AND EDUCATION COMMAND...Support for FMF Units When Deployed or in Combat (1985- 1995 ) (Deployed AIS-88) Study (SCN: 60-81-02) 1. The objectives of the study were: a. To...S. TYPE OF REPORT 6 PERIOD COVERED Automated Information System (AIS) Support for Final Report FMF Units When Deployed or in Combat (1985- 1995 ) 6

Developmental Care Rounds: An Interdisciplinary Approach to Support Developmentally Appropriate Care of Infants Born with Complex Congenital Heart Disease.

PubMed

Lisanti, Amy Jo; Cribben, Jeanne; Connock, Erin McManus; Lessen, Rachelle; Medoff-Cooper, Barbara

2016-03-01

Newborn infants with complex congenital heart disease are at risk for developmental delay. Developmental care practices benefit prematurely born infants in neonatal intensive care units. Cardiac intensive care units until recently had not integrated developmental care practices into their care framework. Interdisciplinary developmental care rounds in our center have helped in the promotion of developmentally supportive care for infants before and after cardiac surgery. This article discusses basic principles of developmental care, the role of each member of the interdisciplinary team on rounds, common developmental care practices integrated into care from rounds, and impacts to patients, families, and staff. Copyright © 2016 Elsevier Inc. All rights reserved.

Health disparities among adults with developmental disabilities, adults with other disabilities, and adults not reporting disability in North Carolina.

PubMed

Havercamp, Susan M; Scandlin, Donna; Roth, Marcia

2004-01-01

The purposes of this study were (1) to identify disparities between adults with developmental disabilities and non-disabled adults in health and medical care, and (2) to compare this pattern of disparities to the pattern of disparities between adults with other disabilities and adults without disabilities. The authors compared data on health status, health risk behaviors, chronic health conditions, and utilization of medical care across three groups of adults: No Disability, Disability, and Developmental Disability. Data sources were the 2001 North Carolina Behavioral Risk Factor Surveillance System and the North Carolina National Core Indicators survey. Adults with developmental disabilities were more likely to lead sedentary lifestyles and seven times as likely to report inadequate emotional support, compared with adults without disabilities. Adults with disabilities and developmental disabilities were significantly more likely to report being in fair or poor health than adults without disabilities. Similar rates of tobacco use and overweight/obesity were reported. Adults with developmental disabilities had a similar or greater risk of having four of five chronic health conditions compared with non-disabled adults. Significant medical care utilization disparities were found for breast and cervical cancer screening as well as for oral health care. Adults with developmental disabilities presented a unique risk for inadequate emotional support and low utilization of breast and cervical cancer screenings. Significant disparities in health and medical care utilization were found for adults with developmental disabilities relative to non-disabled adults. The National Core Indicators protocol offers a sound methodology to gather much-needed surveillance information on the health status, health risk behaviors, and medical care utilization of adults with developmental disabilities. Health promotion efforts must be specifically designed for this population.

Smart Toys Designed for Detecting Developmental Delays

PubMed Central

Rivera, Diego; García, Antonio; Alarcos, Bernardo; Velasco, Juan R.; Ortega, José Eugenio; Martínez-Yelmo, Isaías

2016-01-01

In this paper, we describe the design considerations and implementation of a smart toy system, a technology for supporting the automatic recording and analysis for detecting developmental delays recognition when children play using the smart toy. To achieve this goal, we take advantage of the current commercial sensor features (reliability, low consumption, easy integration, etc.) to develop a series of sensor-based low-cost devices. Specifically, our prototype system consists of a tower of cubes augmented with wireless sensing capabilities and a mobile computing platform that collect the information sent from the cubes allowing the later analysis by childhood development professionals in order to verify a normal behaviour or to detect a potential disorder. This paper presents the requirements of the toy and discusses our choices in toy design, technology used, selected sensors, process to gather data from the sensors and generate information that will help in the decision-making and communication of the information to the collector system. In addition, we also describe the play activities the system supports. PMID:27879626

Smart Toys Designed for Detecting Developmental Delays.

PubMed

Rivera, Diego; García, Antonio; Alarcos, Bernardo; Velasco, Juan R; Ortega, José Eugenio; Martínez-Yelmo, Isaías

2016-11-20

In this paper, we describe the design considerations and implementation of a smart toy system, a technology for supporting the automatic recording and analysis for detecting developmental delays recognition when children play using the smart toy. To achieve this goal, we take advantage of the current commercial sensor features (reliability, low consumption, easy integration, etc.) to develop a series of sensor-based low-cost devices. Specifically, our prototype system consists of a tower of cubes augmented with wireless sensing capabilities and a mobile computing platform that collect the information sent from the cubes allowing the later analysis by childhood development professionals in order to verify a normal behaviour or to detect a potential disorder. This paper presents the requirements of the toy and discusses our choices in toy design, technology used, selected sensors, process to gather data from the sensors and generate information that will help in the decision-making and communication of the information to the collector system. In addition, we also describe the play activities the system supports.

Development of the Supported Decision Making Inventory System.

PubMed

Shogren, Karrie A; Wehmeyer, Michael L; Uyanik, Hatice; Heidrich, Megan

2017-12-01

Supported decision making has received increased attention as an alternative to guardianship and a means to enable people with intellectual and developmental disabilities to exercise their right to legal capacity. Assessments are needed that can used by people with disabilities and their systems of supports to identify and plan for needed supports to enable decision making. This article describes the steps taken to develop such an assessment tool, the Supported Decision Making Inventory System (SDMIS), and initial feedback received from self-advocates with intellectual disability. The three sections of the SDMIS (Supported Decision Making Personal Factors Inventory, Supported Decision Making Environmental Demands Inventory, and Decision Making Autonomy Inventory) are described and implications for future research, policy, and practice are discussed.

A hundred years of latency: from Freudian psychosexual theory to dynamic systems nonlinear development in middle childhood.

PubMed

Knight, Rona

2014-04-01

A focus on the latency phase is used to illustrate how theory and developmental research have influenced our psychoanalytic views of development over the past hundred years. Beginning with Freud's psychosexual theory and his conception of latency, an historical overview of the major psychoanalytic contributions bearing on this developmental period over the past century is presented. Recent longitudinal research in latency supports a nonlinear dynamic systems approach to development. This approach obliges us to reconsider our linear theories and how we think about and work with our patients.

A Framework for Trauma-Sensitive Schools: Infusing Trauma-Informed Practices into Early Childhood Education Systems

ERIC Educational Resources Information Center

McConnico, Neena; Boynton-Jarrett, Renée; Bailey, Courtney; Nandi, Meghna

2016-01-01

Traumatic experiences are common in early childhood and may have enduring consequences on health and development. Cost-effective and developmentally appropriate interventions are needed to support the educational success of children affected by trauma. The Supportive Trauma Interventions for Educators (STRIVE) Project emphasized strategies for…

From Framework to Practice: Person-Directed Planning in the Real World

ERIC Educational Resources Information Center

Martin, Lynn; Grandia, Philip; Ouellette-Kuntz, Hélène; Cobigo, Virginie

2016-01-01

Background: Person-directed planning (PDP) is an approach to planning supports that aims to redistribute power from the service system to individuals with intellectual and developmental disabilities (IDD) and natural supports, improve relationships and build community. To do this, the right people with the right attitudes engaging in the right…

Developmental Trajectories of Attention in Typically Developing Chinese Children: A Four-Wave Longitudinal Study.

PubMed

Yan, Chao; Zhou, Hui; Wei, Wei; Wang, Yi-Ji; Cui, Lixian; Chan, Raymond C K; Deng, Ci-Ping

2018-06-22

We conducted a 4-year longitudinal study to investigate trajectories of attention in a sample of 145 Chinese children. The Test of Everyday Attention was administered and latent growth modeling was used to capture developmental trajectories. We found that children's selective attention showed a linear increase, whereas attentional control and sustained attention increased rapidly then slowed down over 4 years. There was no significant correlation between the slopes of growth model for any subsystems. Girls showed higher initial levels of selective attention than boys, but no difference in growth rate. These findings support different developmental patterns in the attention network systems.

Semantic memory in developmental amnesia.

PubMed

Elward, Rachael L; Vargha-Khadem, Faraneh

2018-04-30

Patients with developmental amnesia resulting from bilateral hippocampal atrophy associated with neonatal hypoxia-ischaemia typically show relatively preserved semantic memory and factual knowledge about the natural world despite severe impairments in episodic memory. Understanding the neural and mnemonic processes that enable this context-free semantic knowledge to be acquired throughout development without the support of the contextualised episodic memory system is a serious challenge. This review describes the clinical presentation of patients with developmental amnesia, contrasts its features with those reported for adult-onset hippocampal amnesia, and analyses the effects of variables that influence the learning of new semantic information. Copyright © 2018 The Authors. Published by Elsevier B.V. All rights reserved.

From emotion resonance to empathic understanding: a social developmental neuroscience account.

PubMed

Decety, Jean; Meyer, Meghan

2008-01-01

The psychological construct of empathy refers to an intersubjective induction process by which positive and negative emotions are shared, without losing sight of whose feelings belong to whom. Empathy can lead to personal distress or to empathic concern (sympathy). The goal of this paper is to address the underlying cognitive processes and their neural underpinnings that constitute empathy within a developmental neuroscience perspective. In addition, we focus on how these processes go awry in developmental disorders marked by impairments in social cognition, such as autism spectrum disorder, and conduct disorder. We argue that empathy involves both bottom-up and top-down information processing, underpinned by specific and interacting neural systems. We discuss data from developmental psychology as well as cognitive neuroscience in support of such a model, and highlight the impact of neural dysfunctions on social cognitive developmental behavior. Altogether, bridging developmental science and cognitive neuroscience helps approach a more complete understanding of social cognition. Synthesizing these two domains also contributes to a better characterization of developmental psychopathologies that impacts the development of effective treatment strategies.

2005 Precision Strike Winter Roundtable

DTIC Science & Technology

2005-01-26

Lamartin Director Enterprise Development Developmental Test & Evaluation Assessments & Support System Engineering Mr. Schaeffer Director 6 6 Systems and...Joint Concept Development , by Colonel Ed Yarnell, USMC USJFCOM’s Experimentation Strategy, by Captain E. Mark Chicoine, USN Systems and Mission...Strategy Division Chief, J-5 Strategic Plans and Policy Directorate, The Joint Staff 1030 JOINT CONCEPT DEVELOPMENT : Ed Yarnell, USMC Chief, Concepts

Incubation period and immune function: A comparative field study among coexisting birds

USGS Publications Warehouse

Palacios, M.G.; Martin, T.E.

2006-01-01

Developmental periods are integral components of life history strategies that can have important fitness consequences and vary enormously among organisms. However, the selection pressures and mechanisms causing variation in length of developmental periods are poorly understood. Particularly puzzling are prolonged developmental periods, because their selective advantage is unclear. Here we tested the hypotheses that immune function is stronger in species that are attacked at a higher rate by parasites and that prolonged embryonic development allows the development of this stronger immune system. Through a comparative field study among 12 coexisting passerine bird species, we show that species with higher blood parasite prevalence mounted stronger cellular immune responses than species with lower prevalence. These results provide support for the hypothesis that species facing greater selection pressure from parasites invest more in immune function. However, species with longer incubation periods mounted weaker cellular immune responses than species with shorter periods. Therefore, cellular immune responses do not support the hypothesis that longer development time enhances immunocompentence. Future studies should assess other components of the immune system and test alternative causes of variation in incubation periods among bird species. ?? Springer-Verlag 2005.

Concerted and mosaic evolution of functional modules in songbird brains

PubMed Central

DeVoogd, Timothy J.

2017-01-01

Vertebrate brains differ in overall size, composition and functional capacities, but the evolutionary processes linking these traits are unclear. Two leading models offer opposing views: the concerted model ascribes major dimensions of covariation in brain structures to developmental events, whereas the mosaic model relates divergent structures to functional capabilities. The models are often cast as incompatible, but they must be unified to explain how adaptive changes in brain structure arise from pre-existing architectures and developmental mechanisms. Here we show that variation in the sizes of discrete neural systems in songbirds, a species-rich group exhibiting diverse behavioural and ecological specializations, supports major elements of both models. In accordance with the concerted model, most variation in nucleus volumes is shared across functional domains and allometry is related to developmental sequence. Per the mosaic model, residual variation in nucleus volumes is correlated within functional systems and predicts specific behavioural capabilities. These comparisons indicate that oscine brains evolved primarily as a coordinated whole but also experienced significant, independent modifications to dedicated systems from specific selection pressures. Finally, patterns of covariation between species and brain areas hint at underlying developmental mechanisms. PMID:28490627

Neurocognitive accounts of developmental dyscalculia and its remediation.

PubMed

Iuculano, T

2016-01-01

Numbers are one of the most pervasive stimulus categories in our environment and an integral foundation of modern society. Yet, up to 20% of individuals fail to understand, represent, and manipulate numbers and form the basis of arithmetic, a condition termed developmental dyscalculia (DD). Multiple cognitive and neural systems including those that serve numerical, mnemonic, visuospatial, and cognitive control functions have independently been implicated in the etiology of DD, yet most studies have not taken a comprehensive or dynamic view of the disorder. This chapter supports the view of DD as a multifaceted neurodevelopmental disorder that is the result of multiple aberrancies at one or multiple levels of the information processing hierarchy, which supports successful arithmetic learning, and suggests that interventions should target all these systems to achieve successful outcomes, at the behavioral and neural levels. © 2016 Elsevier B.V. All rights reserved.

Survey of Developmental Students' Print and Online Metacognitive Reading

ERIC Educational Resources Information Center

Boudreaux, Mary Keller

2016-01-01

This quantitative study is a comparative analysis of developmental students' print and online support metacognitive strategy use. More specifically, a study was conducted utilizing the Metacognitive Awareness of Reading Strategies Inventory (MARSI) to measure developmental college students' awareness and perceived use of support reading strategies…

Setting global research priorities for developmental disabilities, including intellectual disabilities and autism.

PubMed

Tomlinson, M; Yasamy, M T; Emerson, E; Officer, A; Richler, D; Saxena, S

2014-12-01

The prevalence of intellectual disabilities (ID) has been estimated at 10.4/1000 worldwide with higher rates among children and adolescents in lower income countries. The objective of this paper is to address research priorities for development disabilities, notably ID and autism, at the global level and to propose the more rational use of scarce funds in addressing this under-investigated area. An expert group was identified and invited to systematically list and score research questions. They applied the priority setting methodology of the Child Health and Nutrition Research Initiative (CHNRI) to generate research questions and to evaluate them using a set of five criteria: answerability, feasibility, applicability and impact, support within the context and equity. The results of this process clearly indicated that the important priorities for future research related to the need for effective and efficient approaches to early intervention, empowerment of families supporting a person with developmental disability and to address preventable causes of poor health in people with ID and autism. For the public health and other systems to become more effective in delivering appropriate support to persons with developmental disabilities, greater (and more targeted) investment in research is required to produce evidence of what works consistent with international human rights standards. © 2014 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Perspectives of US Direct Care Workers on the Grief Process of Persons with Intellectual and Developmental Disabilities: Implications for Practice.

PubMed

Gray, Jennifer A; Abendroth, Maryann

2016-09-01

The study explored the grief process of persons with intellectual and developmental disabilities (PWIDDs) as perceived by direct care workers (DCWs) and how such workers can guide and support PWIDDs experiencing grief. A thematic analysis approach was used to examine data from nine focus groups with 60 DCWs from five community-based organizations. Findings were supported in the context of seminal grief and bereavement theories. Three themes (i.e. reactions to loss, processing the loss and incorporating the loss) and related subthemes emerged from the data. PWIDDs are susceptible to traumatic grief, and DCWs are often key witnesses to such experiences. DCWs' perspectives can guide the development of grief and bereavement training which can lead to more tailored support systems. © 2015 John Wiley & Sons Ltd.

The sexuality of young women with intellectual and developmental disabilities: A neglected focus in the American foster care system.

PubMed

Ballan, Michelle S; Freyer, Molly Burke

2017-07-01

Youths with intellectual and developmental disabilities (ID/DD) are overrepresented in the American foster care system and experience heightened rates of pregnancy compared to their nondisabled peers. Yet limited information is known about sexually active or pregnant young women with ID/DD in foster care. Consequently, important healthcare needs of this population are not adequately addressed. This article explores sexuality education and sexual healthcare for female adolescents in foster care with ID/DD and recommends practice guidelines to support and prepare their emergent sexual development. Copyright © 2017 Elsevier Inc. All rights reserved.

RIFM fragrance ingredient safety assessment, α-Methylbenzyl acetate, CAS Registry Number 93-92-5.

PubMed

Api, A M; Belsito, D; Bhatia, S; Bruze, M; Calow, P; Dagli, M L; Dekant, W; Fryer, A D; Kromidas, L; La Cava, S; Lalko, J F; Lapczynski, A; Liebler, D C; Politano, V T; Ritacco, G; Salvito, D; Schultz, T W; Shen, J; Sipes, I G; Wall, B; Wilcox, D K

2016-11-01

The use of this material under current use conditions is supported by the existing information. This material was evaluated for genotoxicity, repeated dose toxicity, developmental toxicity, reproductive toxicity, local respiratory toxicity, phototoxicity, skin sensitization potential, as well as, environmental safety. Developmental toxicity was determined to have the most conservative systemic exposure derived NO[A]EL of 100 mg/kg/day. A gavage developmental toxicity study conducted in rats on a suitable read across analog resulted in aMOE of 3571 while considering 78.7% absorption from skin contact and 100% from inhalation. A MOE of >100 is deemed acceptable. Copyright © 2016 Elsevier Ltd. All rights reserved.

Particulate Matter Filtration Design Considerations for Crewed Spacecraft Life Support Systems

NASA Technical Reports Server (NTRS)

Agui, Juan H.; Vijayakumar, R.; Perry, Jay L.

2016-01-01

Particulate matter filtration is a key component of crewed spacecraft cabin ventilation and life support system (LSS) architectures. The basic particulate matter filtration functional requirements as they relate to an exploration vehicle LSS architecture are presented. Particulate matter filtration concepts are reviewed and design considerations are discussed. A concept for a particulate matter filtration architecture suitable for exploration missions is presented. The conceptual architecture considers the results from developmental work and incorporates best practice design considerations.

SARC Supplementary Tutor Handbook: Supporting Literacy for People with Intellectual/Developmental Challenges.

ERIC Educational Resources Information Center

Lockert, Richard

This handbook, which is intended for tutors, disability practitioners, and others working with adults with intellectual/developmental disabilities, contains supplementary materials for and about supporting literacy for people with intellectual/developmental challenges. The handbook is a product of the following activities: extensive research of…

OceanNOMADS: Real-time and retrospective access to operational U.S. ocean prediction products

NASA Astrophysics Data System (ADS)

Harding, J. M.; Cross, S. L.; Bub, F.; Ji, M.

2011-12-01

The National Oceanic and Atmospheric Administration (NOAA) National Operational Model Archive and Distribution System (NOMADS) provides both real-time and archived atmospheric model output from servers at the National Centers for Environmental Prediction (NCEP) and National Climatic Data Center (NCDC) respectively (http://nomads.ncep.noaa.gov/txt_descriptions/marRutledge-1.pdf). The NOAA National Ocean Data Center (NODC) with NCEP is developing a complementary capability called OceanNOMADS for operational ocean prediction models. An NCEP ftp server currently provides real-time ocean forecast output (http://www.opc.ncep.noaa.gov/newNCOM/NCOM_currents.shtml) with retrospective access through NODC. A joint effort between the Northern Gulf Institute (NGI; a NOAA Cooperative Institute) and the NOAA National Coastal Data Development Center (NCDDC; a division of NODC) created the developmental version of the retrospective OceanNOMADS capability (http://www.northerngulfinstitute.org/edac/ocean_nomads.php) under the NGI Ecosystem Data Assembly Center (EDAC) project (http://www.northerngulfinstitute.org/edac/). Complementary funding support for the developmental OceanNOMADS from U.S. Integrated Ocean Observing System (IOOS) through the Southeastern University Research Association (SURA) Model Testbed (http://testbed.sura.org/) this past year provided NODC the analogue that facilitated the creation of an NCDDC production version of OceanNOMADS (http://www.ncddc.noaa.gov/ocean-nomads/). Access tool development and storage of initial archival data sets occur on the NGI/NCDDC developmental servers with transition to NODC/NCCDC production servers as the model archives mature and operational space and distribution capability grow. Navy operational global ocean forecast subsets for U.S waters comprise the initial ocean prediction fields resident on the NCDDC production server. The NGI/NCDDC developmental server currently includes the Naval Research Laboratory Inter-America Seas Nowcast/Forecast System over the Gulf of Mexico from 2004-Mar 2011, the operational Naval Oceanographic Office (NAVOCEANO) regional USEast ocean nowcast/forecast system from early 2009 to present, and the NAVOCEANO operational regional AMSEAS (Gulf of Mexico/Caribbean) ocean nowcast/forecast system from its inception 25 June 2010 to present. AMSEAS provided one of the real-time ocean forecast products accessed by NOAA's Office of Response and Restoration from the NGI/NCDDC developmental OceanNOMADS during the Deep Water Horizon oil spill last year. The developmental server also includes archived, real-time Navy coastal forecast products off coastal Japan in support of U.S./Japanese joint efforts following the 2011 tsunami. Real-time NAVOCEANO output from regional prediction systems off Southern California and around Hawaii, currently available on the NCEP ftp server, are scheduled for archival on the developmental OceanNOMADS by late 2011 along with the next generation Navy/NOAA global ocean prediction output. Accession and archival of additional regions is planned as server capacities increase.

Does the Approximate Number System Serve as a Foundation for Symbolic Mathematics?

ERIC Educational Resources Information Center

Szkudlarek, Emily; Brannon, Elizabeth M.

2017-01-01

In this article we first review evidence for the approximate number system (ANS), an evolutionarily ancient and developmentally conservative cognitive mechanism for representing number without language. We then critically review five different lines of support for the proposal that symbolic representations of number build upon the ANS, and discuss…

Teachers Learning to Prepare Future Engineers: A Systemic Analysis Through Five Components of Development and Transfer

ERIC Educational Resources Information Center

Hardré, Patricia L.; Ling, Chen; Shehab, Randa L.; Nanny, Mark A.; Refai, Hazem; Nollert, Matthias U.; Ramseyer, Christopher; Wollega, Ebisa D.; Huang, Su-Min; Herron, Jason

2018-01-01

This study used a systemic perspective to examine a five-component experiential process of perceptual and developmental growth, and transfer-to-teaching. Nineteen secondary math and science teachers participated in a year-long, engineering immersion and support experience, with university faculty mentors. Teachers identified critical shifts in…

POWER: Providing Options for the Workplace, Education and Rehabilitation. Final Report.

ERIC Educational Resources Information Center

Rickard, Patricia L.

This final report describes activities and accomplishments of a 3-year federally supported project that provided 326 students, ages 18-21, with developmental disabilities employment training through five community colleges and three K-12 system adult education systems. Program sites were in California, Iowa, Ohio, and North Carolina. The program…

Promoting positive human development and social justice: Integrating theory, research and application in contemporary developmental science.

PubMed

Lerner, Richard M

2015-06-01

The bold claim that developmental science can contribute to both enhancing positive development among diverse individuals across the life span and promoting social justice in their communities, nations and regions is supported by decades of theoretical, methodological and research contributions. To explain the basis of this claim, I describe the relational developmental systems (RDS) metamodel that frames contemporary developmental science, and I present an example of a programme of research within the adolescent portion of the life span that is associated with this metamodel and is pertinent to promoting positive human development. I then discuss methodological issues associated with using RDS-based models as frames for research and application. Finally, I explain how the theoretical and methodological ideas associated with RDS thinking may provide the scholarly tools needed by developmental scientists seeking to contribute to human thriving and to advance social justice in the Global South. © 2015 International Union of Psychological Science.

Core measures for developmentally supportive care in neonatal intensive care units: theory, precedence and practice

PubMed Central

Coughlin, Mary; Gibbins, Sharyn; Hoath, Steven

2009-01-01

Title Core measures for developmentally supportive care in neonatal intensive care units: theory, precedence and practice. Aim This paper is a discussion of evidence-based core measures for developmental care in neonatal intensive care units. Background Inconsistent definition, application and evaluation of developmental care have resulted in criticism of its scientific merit. The key concept guiding data organization in this paper is the United States of America’s Joint Commission’s concept of ‘core measures’ for evaluating and accrediting healthcare organizations. This concept is applied to five disease- and procedure-independent measures based on the Universe of Developmental Care model. Data sources Electronically accessible, peer reviewed studies on developmental care published in English were culled for data supporting the selected objective core measures between 1978 and 2008. The quality of evidence was based on a structured predetermined format that included three independent reviewers. Systematic reviews and randomized control trials were considered the strongest level of evidence. When unavailable, cohort, case control, consensus statements and qualitative methods were considered the strongest level of evidence for a particular clinical issue. Discussion Five core measure sets for evidence-based developmental care were evaluated: (1) protected sleep, (2) pain and stress assessment and management, (3) developmental activities of daily living, (4) family-centred care, and (5) the healing environment. These five categories reflect recurring themes that emerged from the literature review regarding developmentally supportive care and quality caring practices in neonatal populations. This practice model provides clear metrics for nursing actions having an impact on the hospital experience of infant-family dyads. Conclusion Standardized disease-independent core measures for developmental care establish minimum evidence-based practice expectations and offer an objective basis for cross-institutional comparison of developmental care programmes. PMID:19686402

Focus On: Neurotransmitter Systems

PubMed Central

Valenzuela, C. Fernando; Puglia, Michael P.; Zucca, Stefano

2011-01-01

Neurotransmitter systems have been long recognized as important targets of the developmental actions of alcohol (i.e., ethanol). Short- and long-term effects of ethanol on amino acid (e.g., γ-aminobutyric acid and glutamate) and biogenic amine (e.g., serotonin and dopamine) neurotransmitters have been demonstrated in animal models of fetal alcohol spectrum disorders (FASD). Researchers have detected ethanol effects after exposure during developmental periods equivalent to the first, second, and third trimesters of human pregnancy. Results support the recommendation that pregnant women should abstain from drinking—even small quantities—as effects of ethanol on neurotransmitter systems have been detected at low levels of exposure. Recent studies have elucidated new mechanisms and/or consequences of the actions of ethanol on amino acid and biogenic amine neurotransmitter systems. Alterations in these neurotransmitter systems could, in part, be responsible for many of the conditions associated with FASD, including (1) learning, memory, and attention deficits; (2) motor coordination impairments; (3) abnormal responsiveness to stress; and (4) increased susceptibility to neuropsychiatric disorders, such as substance abuse and depression, and also neurological disorders, such as epilepsy and sudden infant death syndrome. However, future research is needed to conclusively establish a causal relationship between these conditions and developmental dysfunctions in neurotransmitter systems. PMID:23580048

The influence of early intervention, informal support and the family environment on trajectories of competence for fathers raising children with developmental disabilities.

PubMed

Crossman, Morgan K; Parish, Susan L; Hauser-Cram, Penny; Garcia, Dolores Acevedo; Warfield, Marji Erickson

2018-05-21

Scant research disentangles the relationship between parenting competence, early intervention (EI) services, the family environment and informal support among fathers of children with developmental disabilities. (1) To determine the trajectory of parental competence for fathers of children with DD from age 3 to age 15. (2) Controlling for child and family characteristics, determine the main effects of the family environment, informal support, and EI services on paternal competence when their child with a developmental disability was age 3. (3) To determine whether there were lasting effects of the family environment, informal support, and the EI service system on differences in paternal competence over time. This study used multilevel modeling to analyze longitudinal data from 93 American fathers from the Early Intervention Collaborative Study. There was no significant change over time in paternal competence after controlling for various covariates. Fathers who initially reported low levels of competence when their child was three reported continuously lower competence over time. Family relationships, positive supports, and perceived helpfulness of home visits were significant predictors of paternal competence at age three. Implications for programs and policy include developing and adopting rigorous ways to measure and carefully monitor service provision, including assessments of paternal competence, family relationships and informal supports at the start of early intervention, and fostering continuous collaborations between providers, researchers and clinicians to address challenges in data collection. Copyright © 2018 Elsevier Ltd. All rights reserved.

Facilitating Developmental Guidance through Behavioral Management.

ERIC Educational Resources Information Center

Davis, Donna H.

1980-01-01

The counselor, facilitating classroom development guidance lessons, may experience conflict and difficulty. The management system presented here allows for flexibility and provides sufficient behavioral structure, while encouraging individual expression from students. This behavioral management approach is supportive of, but secondary to,…

Development of assessment tools to measure organizational support for employee health.

PubMed

Golaszewski, Thomas; Barr, Donald; Pronk, Nico

2003-01-01

To develop systems that measure and effect organizational support for employee health. Multiple studies and developmental projects were reviewed that show the process of instrument development, metric quality testing, utilization within intervention studies, and prediction modeling efforts. Demographic patterns indicate high support levels and relationships of subsections to various employee health risks. Successes with the initial version have given rise to 2 additional evaluation tools. The availability of these systems illustrates how ecological models can be practically applied. Such efforts contribute to the paradigm shift in worksite health promotion that focuses on the organization as the target of intervention.

Socioemotional, Personality, and Biological Development: Illustrations from a Multilevel Developmental Psychopathology Perspective on Child Maltreatment.

PubMed

Cicchetti, Dante

2016-01-01

Developmental theories can be affirmed, challenged, and augmented by incorporating knowledge about atypical ontogenesis. Investigations of the biological, socioemotional, and personality development in individuals with high-risk conditions and psychopathological disorders can provide an entrée into the study of system organization, disorganization, and reorganization. This article examines child maltreatment to illustrate the benefit that can be derived from the study of individuals subjected to nonnormative caregiving experiences. Relative to an average expectable environment, which consists of a species-specific range of environmental conditions that support adaptive development among genetically normal individuals, maltreating families fail to provide many of the experiences that are required for normal development. Principles gleaned from the field of developmental psychopathology provide a framework for understanding multilevel functioning in normality and pathology. Knowledge of normative developmental processes provides the impetus to design and implement randomized control trial (RCT) interventions that can promote resilient functioning in maltreated children.

The development of neural correlates for memory formation

PubMed Central

Ofen, Noa

2012-01-01

A growing body of literature considers the development of episodic memory systems in the brain; the majority are neuroimaging studies conducted during memory encoding in order to explore developmental trajectories in memory formation. This review considers evidence from behavioral studies of memory development, neural correlates of memory formation in adults, and structural brain development, all of which form the foundation of a developmental cognitive neuroscience approach to memory development. I then aim to integrate the current evidence from developmental functional neuroimaging studies of memory formation with respect to three hypotheses. First, memory development reflects the development in the use of memory strategies, linked to prefrontal cortex. Second, developmental effects within the medial temporal lobes are more complex, and correspond to current notions about the nature in which the MTL support the formation of memory. Third, neurocognitive changes in content representation influence memory. Open issues and current directions are discussed. PMID:22414608

A categorical structure-activity relationship analysis of the developmental toxicity of antithyroid drugs.

PubMed

Cunningham, Albert R; Carrasquer, C Alex; Mattison, Donald R

2009-01-01

The choice of therapeutic strategies for hyperthyroidism during pregnancy is limited. Surgery and radioiodine are typically avoided, leaving propylthiouracil and methimazole in the US. Carbimazole, a metabolic precursor of methimazole, is available in some countries outside of the US. In the US propylthiouracil is recommended because of concern about developmental toxicity from methimazole and carbimazole. Despite this recommendation, the data on developmental toxicity of all three agents are extremely limited and insufficient to support a policy given the broad use of methimazole and carbimazole around the world. In the absence of new human or animal data we describe the development of a new structure-activity relationship (SAR) model for developmental toxicity using the cat-SAR expert system. The SAR model was developed from data for 323 compounds evaluated for human developmental toxicity with 130 categorized as developmental toxicants and 193 as nontoxicants. Model cross-validation yielded a concordance between observed and predicted results between 79% to 81%. Based on this model, propylthiouracil, methimazole, and carbimazole were observed to share some structural features relating to human developmental toxicity. Thus given the need to treat women with Graves's disease during pregnancy, new molecules with minimized risk for developmental toxicity are needed. To help meet this challenge, the cat-SAR method would be a useful in screening new drug candidates for developmental toxicity as well as for investigating their mechanism of action.

Expert Review of Pedagogical Activities at Therapeutic Recreation Camps

ERIC Educational Resources Information Center

Kiselev, N. N.; Kiseleva, E. V.

2015-01-01

An analysis of pedagogical expert reviews at children's therapeutic recreation camps in Novosibirsk Region shows that it is necessary to implement an expert review system that plays a supporting and developmental role. Such a system should allow teams of teachers to submit their work to expert review and to move forward by reflecting on their…

Supporting People with Intellectual and Developmental Disabilities to Participate in Their Communities through Support Staff Pilot Intervention

ERIC Educational Resources Information Center

Zakrajsek, Andrea Gossett; Hammel, Joy; Scazzero, Joseph A.

2014-01-01

Background: Increasingly, people with intellectual and developmental disabilities (I/DD) are supported to participate in least-restricted settings in the community. However, little is known about desired community participation choice and control of people with I/DD, nor effective strategies to support full participation. Furthermore, service…

Developmental regulation of myeloerythroid progenitor function by the Lin28b–let-7–Hmga2 axis

PubMed Central

Rowe, R. Grant; Wang, Leo D.; Coma, Silvia; Pearson, Daniel S.; Nguyen, Phi T.; Wagers, Amy J.

2016-01-01

For appropriate development, tissue and organ system morphogenesis and maturation must occur in synchrony with the overall developmental requirements of the host. Mistiming of such developmental events often results in disease. The hematopoietic system matures from the fetal state, characterized by robust erythrocytic output that supports prenatal growth in the hypoxic intrauterine environment, to the postnatal state wherein granulocytes predominate to provide innate immunity. Regulation of the developmental timing of these myeloerythroid states is not well understood. In this study, we find that expression of the heterochronic factor Lin28b decreases in common myeloid progenitors during hematopoietic maturation to adulthood in mice. This decrease in Lin28b coincides with accumulation of mature let-7 microRNAs, whose biogenesis is regulated by Lin28 proteins. We find that inhibition of let-7 in the adult hematopoietic system recapitulates fetal erythroid-dominant hematopoiesis. Conversely, deletion of Lin28b or ectopic activation of let-7 microRNAs in the fetal state induces a shift toward adult-like myeloid-dominant output. Furthermore, we identify Hmga2 as an effector of this genetic switch. These studies provide the first detailed analysis of the roles of endogenous Lin28b and let-7 in the timing of hematopoietic states during development. PMID:27401346

A developmental perspective on congenital muscular torticollis: a critical appraisal of the evidence.

PubMed

Tessmer, Angela; Mooney, Paula; Pelland, Lucie

2010-01-01

The aims of this review were to (1) identify and evaluate research evidence regarding the developmental outcomes of infants with congenital muscular torticollis (CMT) and (2) critically appraise and compare the outcomes of interventions targeting neck muscle extensibility and strength with those considering neck muscle function within the broader context of global infant development. An association between CMT and early developmental delay is supported by levels 3B, 4, and 5 evidence; no evidence was found of longer-term influences of CMT on the development of perceptual, cognitive, and motor skills. The effectiveness of passive manual stretching is supported by levels 2A, 3B, 4, and 5 evidence; no clear evidence was found of the effectiveness of developmentally supportive interventions. Controlled studies are needed to clarify the developmental consequences of CMT.

Introduction to 'Homology and convergence in nervous system evolution'.

PubMed

Strausfeld, Nicholas J; Hirth, Frank

2016-01-05

The origin of brains and central nervous systems (CNSs) is thought to have occurred before the Palaeozoic era 540 Ma. Yet in the absence of tangible evidence, there has been continued debate whether today's brains and nervous systems derive from one ancestral origin or whether similarities among them are due to convergent evolution. With the advent of molecular developmental genetics and genomics, it has become clear that homology is a concept that applies not only to morphologies, but also to genes, developmental processes, as well as to behaviours. Comparative studies in phyla ranging from annelids and arthropods to mammals are providing evidence that corresponding developmental genetic mechanisms act not only in dorso-ventral and anterior-posterior axis specification but also in segmentation, neurogenesis, axogenesis and eye/photoreceptor cell formation that appear to be conserved throughout the animal kingdom. These data are supported by recent studies which identified Mid-Cambrian fossils with preserved soft body parts that present segmental arrangements in brains typical of modern arthropods, and similarly organized brain centres and circuits across phyla that may reflect genealogical correspondence and control similar behavioural manifestations. Moreover, congruence between genetic and geological fossil records support the notion that by the 'Cambrian explosion' arthropods and chordates shared similarities in brain and nervous system organization. However, these similarities are strikingly absent in several sister- and outgroups of arthropods and chordates which raises several questions, foremost among them: what kind of natural laws and mechanisms underlie the convergent evolution of such similarities? And, vice versa: what are the selection pressures and genetic mechanisms underlying the possible loss or reduction of brains and CNSs in multiple lineages during the course of evolution? These questions were addressed at a Royal Society meeting to discuss homology and convergence in nervous system evolution. By integrating knowledge ranging from evolutionary theory and palaeontology to comparative developmental genetics and phylogenomics, the meeting covered disparities in nervous system origins as well as correspondences of neural circuit organization and behaviours, all of which allow evidence-based debates for and against the proposition that the nervous systems and brains of animals might derive from a common ancestor. © 2015 The Author(s).

The Functional Architecture for Face-processing Expertise: FMRI Evidence of the Developmental Trajectory of the Core and the Extended Face Systems

PubMed Central

Haist, Frank; Adamo, Maha; Han, Jarnet; Lee, Kang; Stiles, Joan

2013-01-01

Expertise in processing faces is a cornerstone of human social interaction. However, the developmental course of many key brain regions supporting face preferential processing in the human brain remains undefined. Here, we present findings from an FMRI study using a simple viewing paradigm of faces and objects in a continuous age sample covering the age range from 6 years through adulthood. These findings are the first to use such a sample paired with whole-brain FMRI analyses to investigate development within the core and extended face networks across the developmental spectrum from middle childhood to adulthood. We found evidence, albeit modest, for a developmental trend in the volume of the right fusiform face area (rFFA) but no developmental change in the intensity of activation. From a spatial perspective, the middle portion of the right fusiform gyrus most commonly found in adult studies of face processing was increasingly likely to be included in the FFA as age increased to adulthood. Outside of the FFA, the most striking finding was that children hyperactivated nearly every aspect of the extended face system relative to adults, including the amygdala, anterior temporal pole, insula, inferior frontal gyrus, anterior cingulate gyrus, and parietal cortex. Overall, the findings suggest that development is best characterized by increasing modulation of face-sensitive regions throughout the brain to engage only those systems necessary for task requirements. PMID:23948645

BPM System for Electron Cooling in the Fermilab Recycler Ring

DOE Office of Scientific and Technical Information (OSTI.GOV)

Joireman, Paul W.; Cai, Jerry; Chase, Brian E.

2004-11-10

We report a VXI based system used to acquire and process BPM data for the electron cooling system in the Fermilab Recycler ring. The BPM system supports acquisition of data from 19 BPM locations in five different sections of the electron cooling apparatus. Beam positions for both electrons and anti-protons can be detected simultaneously with a resolution of {+-}50 {mu}m. We calibrate the system independently for each beam type at each BPM location. We describe the system components, signal processing and modes of operation used in support of the electron-cooling project and present experimental results of system performance for themore » developmental electron cooling installation at Fermilab.« less

Human Inspired Self-developmental Model of Neural Network (HIM): Introducing Content/Form Computing

NASA Astrophysics Data System (ADS)

Krajíček, Jiří

This paper presents cross-disciplinary research between medical/psychological evidence on human abilities and informatics needs to update current models in computer science to support alternative methods for computation and communication. In [10] we have already proposed hypothesis introducing concept of human information model (HIM) as cooperative system. Here we continue on HIM design in detail. In our design, first we introduce Content/Form computing system which is new principle of present methods in evolutionary computing (genetic algorithms, genetic programming). Then we apply this system on HIM (type of artificial neural network) model as basic network self-developmental paradigm. Main inspiration of our natural/human design comes from well known concept of artificial neural networks, medical/psychological evidence and Sheldrake theory of "Nature as Alive" [22].

Caring for children and youth from Canadian military families: Special considerations

PubMed Central

Rowan-Legg, Anne

2017-01-01

Abstract Military families experience a number of life stressors, such as frequent geographical moves, long periods of separation within the family, geographic isolation from extended family support systems and deployments to high-risk areas of the world. While children and youth in military families experience all the same developmental and motivational trajectories as their civilian counterparts, they must also contend with more unusual developmental pressures and stressors placed on them by the unique demands of military life. The effects of the military life on families and children are beginning to be recognized and characterized more fully. Understanding the unique concerns of children and youth from military families and mobilizing specific resources to support them are critical for meeting the health care needs of this population. PMID:29479192

Direct Support Workforce Development.

ERIC Educational Resources Information Center

Impact, 1998

1998-01-01

The fourteen brief articles in this theme issue all examine challenges in the development of direct support staff working with people who have developmental disabilities. The articles also include the views of direct support providers and people with developmental disabilities themselves, as well as examples of strategies used by provider agencies…

In Vitro Developmental Toxicology Screens: A Report on the Progress of the Methodology and Future Applications.

PubMed

Zhang, Cindy; Ball, Jonathan; Panzica-Kelly, Julie; Augustine-Rauch, Karen

2016-04-18

There has been increasing focus on generation and assessment of in vitro developmental toxicology models for assessing teratogenic liability of chemicals. The driver for this focus has been to find reliable in vitro assays that will reduce or replace the use of in vivo tests for assessing teratogenicity. Such efforts may be eventually applied in testing pharmaceutical agents where a developmental toxicology assay or battery of assays may be incorporated into regulatory testing to replace one of the two species currently used in teratogenic assessment. Such assays may be eventually applied in testing a broader spectrum of chemicals, supporting efforts aligned with Tox21 strategies and responding to REACH legislation. This review describes the developmental toxicology assays that are of focus in these assessments: rodent whole embryo culture, zebrafish embryo assays, and embryonic stem cell assays. Progress on assay development as well as future directions of how these assays are envisioned to be applied for broader safety testing of chemicals are discussed. Altogether, the developmental model systems described in this review provide rich biological systems that can be utilized in better understanding teratogenic mechanisms of action of chemotypes and are promising in providing proactive safety assessment related to developmental toxicity. Continual advancements in refining/optimizing these in vitro assays are anticipated to provide a robust data set to provide thoughtful assessment of how whole animal teratogenicity evaluations can be reduced/refined in the future.

The Direct Support Workforce in Community Supports to Individuals with Developmental Disabilities: Issues, Implications, and Promising Practices

ERIC Educational Resources Information Center

Hewitt, Amy; Larson, Sheryl

2007-01-01

Difficulties in finding, keeping, and ensuring the competence of the direct support workforce in community developmental disability services has long been a challenge for individuals, families, providers, and policy makers. Direct support staff recruitment, retention, and competence are widely reported as one of the most significant barriers to…

ELL Spoken Here

ERIC Educational Resources Information Center

Starkman, Neal

2008-01-01

Online resources and educator networks are providing teachers of English language learners with a support system they do not often get within their own school districts. Catherine Collier's Cross Cultural Developmental Education Services, based in Ferndale, WA., has been providing professional development and teaching materials to ELL teachers.…

[Theoretical Development and Research Trends in Developmental Care].

PubMed

Wang, Yu-Wen; Chang, Ying-Ju

2015-10-01

The Newborn Individualized Developmental Care and Assessment Program (NIDCAP), based on the Synactive Theory, is applied to improve brain development in premature and illness infants within a supportive environment. The NIDCAP has been used widely in the clinical setting. The aim of this article was to systematically review research published between 2000 and 2013 that relates to the evidence and application of developmental care. Most studies support the effectiveness of developmental care in terms of facilitating the healthy growth of premature infants, reducing oxygen dependence, reducing hospitalization times, and improving neurodevelopmental outcomes at two years of age. However, research results related to the effects of developmental care on neurodevelopmental outcomes from 2 years old to school age are not consistent. The heterogeneity of interventions, outcome indicators, and measurements in studies may contribute to these mixed results. In addition, as developmental care has been applied for many years, the contamination of participants in the supportive environment should be considered. Based on current evidence, neonatal healthcare professionals must recognize the core value of developmental care in dealing with premature infants and their families. In order to provide effective interventions for infants, further research is needed to assess the comparative effects of the single intervention and the holistic approach in developmental care.

Developing Peer Supports for College Students with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Griffin, Megan M.; Wendel, Kelly F.; Day, Tammy L.; McMillan, Elise D.

2016-01-01

Many postsecondary education programs for students with intellectual and developmental disabilities (IDD) provide support to these students by matching them with peer mentors. Though this practice is widely used, the scholarly literature offers little information about successful peer support models in higher education settings. To address this…

A Quality Framework for Personalised Residential Supports for Adults with Developmental Disabilities

ERIC Educational Resources Information Center

Cocks, E.; Boaden, R.

2011-01-01

Background: The Personalised Residential Supports (PRS) Project provided detailed information about the nature, purposes and outcomes of PRS from the perspectives of key stakeholder groups including people with developmental disabilities, family members and service providers. Although these forms of support have developed over the past two…

Hypothesis testing in evolutionary developmental biology: a case study from insect wings.

PubMed

Jockusch, E L; Ober, K A

2004-01-01

Developmental data have the potential to give novel insights into morphological evolution. Because developmental data are time-consuming to obtain, support for hypotheses often rests on data from only a few distantly related species. Similarities between these distantly related species are parsimoniously inferred to represent ancestral aspects of development. However, with limited taxon sampling, ancestral similarities in developmental patterning can be difficult to distinguish from similarities that result from convergent co-option of developmental networks, which appears to be common in developmental evolution. Using a case study from insect wings, we discuss how these competing explanations for similarity can be evaluated. Two kinds of developmental data have recently been used to support the hypothesis that insect wings evolved by modification of limb branches that were present in ancestral arthropods. This support rests on the assumption that aspects of wing development in Drosophila, including similarities to crustacean epipod patterning, are ancestral for winged insects. Testing this assumption requires comparisons of wing development in Drosophila and other winged insects. Here we review data that bear on this assumption, including new data on the functions of wingless and decapentaplegic during appendage allocation in the red flour beetle Tribolium castaneum.

Setting global research priorities for developmental disabilities, including intellectual disabilities and autism

PubMed Central

Tomlinson, Mark; Yasamy, M. Taghi; Emerson, Eric; Officer, Alana; Richler, Diane; Saxena, Shekhar

2015-01-01

Objectives The prevalence of intellectual disabilities (ID) has been estimated at 10.4/1000 worldwide with higher rates among children and adolescents in lower income countries. The objective of this paper is to address research priorities for development disabilities, notably intellectual disabilities and autism, at the global level and to propose the more rational use of scarce funds in addressing this under-investigated area. Methods An expert group was identified and invited to systematically list and score research questions. They applied the priority setting methodology of the Child Health and Nutrition Research Initiative (CHNRI) to generate research questions and to evaluate them using a set of five criteria: answerability, feasibility, applicability and impact, support within the context and equity. Findings The results of this process clearly indicated that the important priorities for future research related to the need for effective and efficient approaches to early intervention, empowerment of families supporting a person with developmental disability and to address preventable causes of poor health in people with ID and autism. Conclusions For the public health and other systems to become more effective in delivering appropriate support to persons with developmental disabilities, greater (and more targeted) investment in research is required to produce evidence of what works consistent with international human rights standards. PMID:24397279

National Centers for Environmental Prediction

Science.gov Websites

Modeling Mesoscale Modeling Marine Modeling and Analysis Teams Climate Data Assimilation Ensembles and Post streamline the interaction of analysis, forecast, and post-processing systems within NCEP. The NEMS Force, and will eventually provide support to the community through the Developmental Test Center (DTC

Developmental instability analysis of BKD-infected spring Chinook salmon (Onchorhynchus tshawytscha) prior to seawater exposure

USGS Publications Warehouse

Campbell, W.B.; Emlen, J.M.

1997-01-01

Stress in organisms results in energy dissipation, making developmental pathways less stable. Effects of chronic stress, manifested as small random departures from phenotypic symmetry, reflect developmental instability, are considered to be epigenetic and an effect produced by compromised fitness. Instability is detectable and effectively interpreted among sites or populations if samples are collected randomly, the stressor is present throughout character development, characters are identified accurately and excessive mortality does not erase the existence of developmental instability. Bacterial kidney disease (BKD) is a chronic systemic disease in salmonids that, after vertical transmission from parent to egg, persists and spreads throughout ontogeny, potentially affecting developmental processes. Because levels of progeny infection reflect parental infection levels, groups of offspring from parents with high and low levels of BKD infection can be compared to assess the effects of disease-mediated developmental stress. Analyses of fluctuating asymmetry in five bilateral characters were inconclusive, but significant reductions in the proportion of unusable scales, in the number of circulus errors, and in the directional asymmetry of branchiostegal rays were observed in fish from the high-BKD group. This group also contained individuals of significantly larger size. These results are opposite to those expected from traditional developmental instability theory in suggesting that surviving high-BKD fish have greater developmental stability. This reversal appears to be produced by selective mortality having a greater effect than sublethal stress in altering developmental instability patterns. These results are discussed with respect to size selectivity, heterosis and the assumptions supporting developmental instability as a tool for detecting chronic sublethal stress.

Families of Individuals with Intellectual and Developmental Disabilities: Policy, Funding, Services, and Experiences

ERIC Educational Resources Information Center

Hewitt, Amy; Agosta, John; Heller, Tamar; Williams, Ann Cameron; Reinke, Jennifer

2013-01-01

Families are critical in the provision of lifelong support to individuals with intellectual and developmental disabilities (IDD). Today, more people with IDD receive long-term services and supports while living with their families. Thus, it is important that researchers, practitioners, and policy makers understand how to best support families who…

Healthcare for Persons with Intellectual and Developmental Disability in the Community

PubMed Central

Ervin, David A.; Hennen, Brian; Merrick, Joav; Morad, Mohammed

2014-01-01

Introduction: While there has been impressive progress in creating and improving community healthcare delivery systems that support people with intellectual and developmental disabilities (IDD), there is much more that can and should be done. Methods: This paper offers a review of healthcare delivery concepts on which new models are being developed, while also establishing an historical context. We review the need for creating fully integrated models of healthcare, and at the same time offer practical considerations that range from specific healthcare delivery system components to the need to expand our approach to training healthcare providers. The models and delivery systems, and the areas of needed focus in their development are reviewed to set a starting point for more and greater work going forward. Conclusion: Today, we celebrate longer life spans of people with IDD, increased attention to the benefits of healthcare that is responsive to their needs, and the development of important healthcare delivery systems that are customized to their needs. We also know that the growing body of research on health status offers incentive to continue developing healthcare structures for people with IDD by training healthcare providers about the needs of people with IDD, by establishing systems of care that integrate acute healthcare with long-term services and support, by developing IDD medicine as a specialty, and by building health promotion and wellness resources to provide people with IDD a set of preventative health supports. PMID:25077139

Juvenile hormone mediates developmental integration between exaggerated traits and supportive traits in the horned flour beetle Gnatocerus cornutus.

PubMed

Okada, Yasukazu; Gotoh, Hiroki; Miura, Toru; Miyatake, Takahisa; Okada, Kensuke

2012-07-01

Sexually selected exaggerated traits are often coupled with modifications in other nontarget traits. In insects with weapons, enlargements of nontarget characters that functionally support the weapon often occur (i.e. supportive traits). The support of sexual traits requires developmental coordination among functionally related multiple traits-an explicit example of morphological integration. The genetic theory predicts that developmental integration among different body modules, for which development is regulated via different sets of genes, is likely to be coordinated by pleiotropic factors. However, the developmental backgrounds of morphological integrations are largely unknown. We tested the hypothesis that the juvenile hormone (JH), as a pleiotropic factor, mediates the integration between exaggerated and supportive traits in an armed beetle Gnatocerus cornutus. During combat, males of this beetle use exaggerated mandibles to lift up their opponents with the supportive traits, that is, the head and prothoracic body parts. Application of methoprene, a JH analog (JHA), during the larval to prepupal period, induced the formation of large mandibles relative to the body sizes in males. Morphometric examination of nontarget traits elucidated an increase in the relative sizes of supportive traits, including the head and prothoracic body parts. In addition, reductions in the hind wing area and elytra length, which correspond to flight and reproductive abilities, were detected. Our findings are consistent with the genetic theory and support the idea that JH is a key pleiotropic factor that coordinates the developmental integration of exaggerated traits and supportive characters, as well as resource allocation trade-offs. © 2012 Wiley Periodicals, Inc.

Agency within Constraints: How the Agency of People Labeled with Developmental Disabilities Is Constructed in Supported Living Schemes

ERIC Educational Resources Information Center

Sinecka, Jitka

2009-01-01

This dissertation is a qualitative research study of two people labeled with developmental disabilities who live in residential settings with various supports provided by local agencies. Scott is 43 years old and lives in a Residential Supported Home with four other housemates and permanent staff support and supervision. Pat is 29 years old and…

The Spelling Sensitivity Score: Noting Developmental Changes in Spelling Knowledge

ERIC Educational Resources Information Center

Masterson, Julie J.; Apel, Kenn

2010-01-01

Spelling is a language skill supported by several linguistic knowledge sources, including phonemic, orthographic, and morphological knowledge. Typically, however, spelling assessment procedures do not capture the development and use of these linguistic knowledge sources. The purpose of this article is to describe a new assessment system, the…

The Role of School Counselors in Addressing Sexual Orientation in Schools

ERIC Educational Resources Information Center

DePaul, Jillian; Walsh, Mary E.; Dam, Uma C.

2009-01-01

Issues of sexual orientation are relevant to multiple levels of the school community, including students, school professionals, and schools as institutions. School counselors, with their developmental training, systems perspective, and commitment to diversity, are uniquely positioned to be leaders in efforts not only to provide support for…

78 FR 13364 - National Institute of General Medical Sciences; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-27

... Committee: National Institute of General Medical Sciences Special Emphasis Panel; Systems Biology Grant... Program Nos. 93.375, Minority Biomedical Research Support; 93.821, Cell Biology and Biophysics Research... Developmental Biology Research; 93.88, Minority Access to Research Careers; 93.96, Special Minority Initiatives...

76 FR 11801 - National Institute of General Medical Sciences; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-03

... Sciences Special Emphasis Panel, Systems Biology Grant Applications. Date: March 25, 2011. Time: 8 a.m. to... Research Support; 93.821, Cell Biology and Biophysics Research; 93.859, Pharmacology, Physiology, and Biological Chemistry Research; 93.862, Genetics and Developmental Biology Research; 93.88, Minority Access to...

An extra-uterine system to physiologically support the extreme premature lamb

PubMed Central

Partridge, Emily A.; Davey, Marcus G.; Hornick, Matthew A.; McGovern, Patrick E.; Mejaddam, Ali Y.; Vrecenak, Jesse D.; Mesas-Burgos, Carmen; Olive, Aliza; Caskey, Robert C.; Weiland, Theodore R.; Han, Jiancheng; Schupper, Alexander J.; Connelly, James T.; Dysart, Kevin C.; Rychik, Jack; Hedrick, Holly L.; Peranteau, William H.; Flake, Alan W.

2017-01-01

In the developed world, extreme prematurity is the leading cause of neonatal mortality and morbidity due to a combination of organ immaturity and iatrogenic injury. Until now, efforts to extend gestation using extracorporeal systems have achieved limited success. Here we report the development of a system that incorporates a pumpless oxygenator circuit connected to the fetus of a lamb via an umbilical cord interface that is maintained within a closed ‘amniotic fluid' circuit that closely reproduces the environment of the womb. We show that fetal lambs that are developmentally equivalent to the extreme premature human infant can be physiologically supported in this extra-uterine device for up to 4 weeks. Lambs on support maintain stable haemodynamics, have normal blood gas and oxygenation parameters and maintain patency of the fetal circulation. With appropriate nutritional support, lambs on the system demonstrate normal somatic growth, lung maturation and brain growth and myelination. PMID:28440792

An extra-uterine system to physiologically support the extreme premature lamb

NASA Astrophysics Data System (ADS)

Partridge, Emily A.; Davey, Marcus G.; Hornick, Matthew A.; McGovern, Patrick E.; Mejaddam, Ali Y.; Vrecenak, Jesse D.; Mesas-Burgos, Carmen; Olive, Aliza; Caskey, Robert C.; Weiland, Theodore R.; Han, Jiancheng; Schupper, Alexander J.; Connelly, James T.; Dysart, Kevin C.; Rychik, Jack; Hedrick, Holly L.; Peranteau, William H.; Flake, Alan W.

2017-04-01

In the developed world, extreme prematurity is the leading cause of neonatal mortality and morbidity due to a combination of organ immaturity and iatrogenic injury. Until now, efforts to extend gestation using extracorporeal systems have achieved limited success. Here we report the development of a system that incorporates a pumpless oxygenator circuit connected to the fetus of a lamb via an umbilical cord interface that is maintained within a closed `amniotic fluid' circuit that closely reproduces the environment of the womb. We show that fetal lambs that are developmentally equivalent to the extreme premature human infant can be physiologically supported in this extra-uterine device for up to 4 weeks. Lambs on support maintain stable haemodynamics, have normal blood gas and oxygenation parameters and maintain patency of the fetal circulation. With appropriate nutritional support, lambs on the system demonstrate normal somatic growth, lung maturation and brain growth and myelination.

Intellectual and developmental disabilities in Kinshasa, Democratic Republic of the Congo: causality and implications for resilience and support.

PubMed

Aldersey, Heather M; Turnbull, H Rutherford; Turnbull, Ann P

2014-06-01

This article reports results of a 7-month qualitative study on intellectual and related developmental disabilities in Kinshasa, Democratic Republic of the Congo, particularly as they relate to the causes and meaning of intellectual and developmental disabilities (IDD). This study raises important questions related to the understanding of resilience of persons affected by IDD and the nature and purpose of support they use or desire.

A Case Study of Students in a Developmental Literacy Course When Participating in a Mindfulness-Based Intervention

ERIC Educational Resources Information Center

Nielson Vargas, Erika Koren

2017-01-01

Success in developmental education contexts requires support not just in cognitive skills, but also in affective areas. One approach showing promise in supporting students in affective areas is mindfulness training. Mindfulness-based interventions (MBIs) can support affective needs and provide coping strategies in general as well as in some…

Experiences of Families with Relatives with Intellectual and Developmental Disabilities in a Consumer-Directed Support Program

ERIC Educational Resources Information Center

Caldwell, Joe

2007-01-01

The current study explores the experiences of families with relatives with intellectual and developmental disabilities participating in a consumer-directed support program in the USA. The Illinois Home Based Support Services Program provides a limited budget to purchase and manage services. However, within recent years the program has faced cuts…

The Space Station Prototype Program - The development of a regenerative life support system for extended-duration missions.

NASA Technical Reports Server (NTRS)

Willis, N. C., Jr.; Neel, J. M.

1972-01-01

Design concepts and test philosophies which may contribute to the development of a low-cost maintainable environmental control/life support system are examined. It is shown that the concept of producing flight prototype equipment during a developmental program can reduce the eventual cost of a flight system by incorporating realistic flight-type design requirements without imposing exacting design features and stringent controls. A flight prototype design is one that can be converted readily into an actual flight design without any conceptual change. Modularity of subsystems provides the system and the program a degree of flexibility relative to the eventual vehicle configuration and technological improvements.

Exploring the meaning of parental involvement in physical education for students with developmental disabilities.

PubMed

An, Jihoun; Hodge, Samuel R

2013-04-01

The purpose of this phenomenological inquiry was to explore the experiences and meaning of parental involvement in physical education from the perspectives of the parents of students with developmental disabilities. The stories of four mothers of elementary aged children (3 boys, 1 girl), two mothers and one couple (mother and father) of secondary-aged youth (1 girl, 2 boys) with developmental disabilities, were gathered by using interviews, photographs, school documents, and the researcher's journal. Bronfenbrenner's (2005) ecological system theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from thematic analysis: being an advocate for my child, understanding the big picture, and collaborative partnerships undeveloped in GPE. The findings lend additional support to the need for establishing collaborative partnerships in physical education between home and school environments (An & Goodwin, 2007; Tekin, 2011).

The History of Legislation and Regulations Related to Children with Developmental Disabilities: Implications for School Nursing Practice Today

ERIC Educational Resources Information Center

Dang, Michelle T.

2010-01-01

A significant number of children in the United States have developmental disabilities. Historically, many children with developmental disabilities were institutionalized and rarely seen in public. Currently, children with developmental disabilities are entitled to education and health-related support services that permit them access to public…

Social support is associated with blood pressure responses in parents caring for children with developmental disabilities.

PubMed

Gallagher, Stephen; Whiteley, Jenny

2012-01-01

The present study tested whether parents caring for children with developmental disabilities would have higher blood pressure compared to parents of typically developing children (controls). It also examined the psychosocial factors underlying this observation. Thirty-five parents of children with developmental disability and thirty controls completed standard measures of perceived stress, child challenging behaviours and social support and wore an ambulatory blood pressure (BP) monitor throughout the day, for one day. Relative to controls, parents caring for children with developmental disabilities reported poorer psychosocial functioning and had a higher mean systolic BP. Of the psychosocial predictors, only social support was found to be predictive. Moreover, variations in social support accounted for some of the between group differences with the β for parental group attenuated from .42 to .34 in regression analyses. It appears that social support may influence blood pressure responses in parental caregivers. Finally, our findings underscore the importance of providing psychosocial interventions to improve the health of family caregivers. Copyright © 2012 Elsevier Ltd. All rights reserved.

"I just had to be flexible and show good patience": management of interactional approaches to enact mentoring roles by peer mentors with developmental disabilities.

PubMed

Schwartz, Ariel E; Kramer, Jessica M

2017-06-08

Peer mentoring may be an effective approach for fostering skill development for mentors and mentees with developmental disabilities. However, little is known about how mentors with developmental disabilities perceive and enact their roles. (1) How do young adults with developmental disabilities describe their role as a peer mentor in the context of instrumental peer mentoring? (2) How do they enact their perceived roles? Thematic analysis of semi-structured reflections completed by six mentors with developmental disabilities (ages 17-35) with multiple mentoring experiences. Mentors perceived themselves as professionals with a primary role of teaching, and for some mentoring relationships, a secondary role of developing an interpersonal relationship. To enact these roles, mentors used a supportive interactional approach characterized by actions such as encouragement and sharing examples and dispositions, such as flexibility and patience. Mentors monitored mentee learning and engagement within the mentoring session and, as needed, adjusted their approach to optimize mentee learning and engagement. To successfully manage their interactional approach, mentors used supports such as peer mentoring scripts, tip sheets, and supervisors. While mentors reported several actions for teaching, they may benefit from training to learn approaches to facilitate more consistent development of interpersonal relationships. Implications for Rehabilitation Peer mentoring may be an effective approach for fostering skill development for young adult mentors and mentees with developmental disabilities. In this study, young adult peer mentors with developmental disabilities perceived themselves as professionals with a primary role of teaching and a secondary role of developing an interpersonal relationship. Peer mentors used actions and dispositions that matched their perceived roles and supported mentees with developmental disabilities to engage in instrumental mentoring. With supports and training, young adults with developmental disabilities can successfully execute the complex relational and teaching tasks required of peer mentoring.

State Policies and Practices in Behavior Supports for Persons with Intellectual and Developmental Disabilities in the United States: A National Survey

ERIC Educational Resources Information Center

Rotholz, David A.; Moseley, Charles R.; Carlson, Kinsey B.

2013-01-01

Providing effective behavioral supports to decrease challenging behavior and replace it with appropriate alternative skills is essential to meeting the needs of many individuals with intellectual and developmental disabilities (IDD). It is also necessary for fulfilling the requirements of Medicaid-funded individual support plans and is important…

Family Context, Mexican-Origin Adolescent Mothers' Parenting Knowledge, and Children's Subsequent Developmental Outcomes

PubMed Central

Jahromi, Laudan B.; Guimond, Amy B.; Umaña-Taylor, Adriana J.; Updegraff, Kimberly A.; Toomey, Russell B.

2014-01-01

This study examined parenting knowledge among Mexican-origin adolescent mothers (N = 191; M age = 16.26 years), family contextual factors associated with adolescents' parenting knowledge, and toddlers' (M age = 2.01 years) subsequent developmental outcomes. Data came from home interviews and direct child assessments. Adolescents both under- and over-estimated children's developmental timing, and showed differences in their knowledge of specific developmental domains. Instrumental support from mother figures was positively linked to adolescents' knowledge accuracy, whereas emotional support was negatively related to adolescents' knowledge confidence. Furthermore, whereas mother figures' autonomy-granting was positively linked to knowledge confidence, psychological control was associated with less accurate adolescent parenting knowledge. Toddlers of adolescents with more accurate knowledge showed positive developmental functioning. Intervention implications are discussed. PMID:24004448

Juxtaposition of chemical and mutation-induced developmental defects in zebrafish reveal a copper-chelating activity for kalihinol F.

PubMed

Sandoval, Imelda T; Manos, Elizabeth J; Van Wagoner, Ryan M; Delacruz, Richard Glenn C; Edes, Kornelia; Winge, Dennis R; Ireland, Chris M; Jones, David A

2013-06-20

A major hurdle in using complex systems for drug screening is the difficulty of defining the mechanistic targets of small molecules. The zebrafish provides an excellent model system for juxtaposing developmental phenotypes with mechanism discovery using organism genetics. We carried out a phenotype-based screen of uncharacterized small molecules in zebrafish that produced a variety of chemically induced phenotypes with potential genetic parallels. Specifically, kalihinol F caused an undulated notochord, defects in pigment formation, hematopoiesis, and neural development. These phenotypes were strikingly similar to the zebrafish mutant, calamity, an established model of copper deficiency. Further studies into the mechanism of action of kalihinol F revealed a copper-chelating activity. Our data support this mechanism of action for kalihinol F and the utility of zebrafish as an effective system for identifying therapeutic and target pathways. Copyright © 2013 Elsevier Ltd. All rights reserved.

Integrated Atmosphere Resource Recovery and Environmental Monitoring Technology Demonstration for Deep Space Exploration

NASA Technical Reports Server (NTRS)

Perry, Jay L.; Abney, Morgan B.; Knox, James C.; Parrish, Keith J.; Roman, Monserrate C.; Jan, Darrell L.

2012-01-01

Exploring the frontiers of deep space continues to be defined by the technological challenges presented by safely transporting a crew to and from destinations of scientific interest. Living and working on that frontier requires highly reliable and efficient life support systems that employ robust, proven process technologies. The International Space Station (ISS), including its environmental control and life support (ECLS) system, is the platform from which humanity's deep space exploration missions begin. The ISS ECLS system Atmosphere Revitalization (AR) subsystem and environmental monitoring (EM) technical architecture aboard the ISS is evaluated as the starting basis for a developmental effort being conducted by the National Aeronautics and Space Administration (NASA) via the Advanced Exploration Systems (AES) Atmosphere Resource Recovery and Environmental Monitoring (ARREM) Project.. An evolutionary approach is employed by the ARREM project to address the strengths and weaknesses of the ISS AR subsystem and EM equipment, core technologies, and operational approaches to reduce developmental risk, improve functional reliability, and lower lifecycle costs of an ISS-derived subsystem architecture suitable for use for crewed deep space exploration missions. The most promising technical approaches to an ISS-derived subsystem design architecture that incorporates promising core process technology upgrades will be matured through a series of integrated tests and architectural trade studies encompassing expected exploration mission requirements and constraints.

States Grapple with Autism's Rising Tide. Special Education: Autism

ERIC Educational Resources Information Center

Kreck, Carol

2014-01-01

Autism Spectrum Disorders (ASD) are the fastest-growing developmental disability in the United States. In recognizing the increasing needs of children affected by ASD, as well as the associated financial implications for local governments, some states are re-assessing their current systems of support and looking for better and more efficient ways…

Numerical and Non-Numerical Ordinality Processing in Children with and without Developmental Dyscalculia: Evidence from fMRI

ERIC Educational Resources Information Center

Kaufmann, L.; Vogel, S. E.; Starke, M.; Kremser, C.; Schocke, M.

2009-01-01

Ordinality is--beyond numerical magnitude (i.e., quantity)--an important characteristic of the number system. There is converging empirical evidence that (intra)parietal brain regions mediate number magnitude processing. Furthermore, recent findings suggest that the human intraparietal sulcus (IPS) supports magnitude and ordinality in a…

Integration of the Newborn Behavioral Observations (NBO) System into Care Settings for High-Risk Newborns

ERIC Educational Resources Information Center

McManus, Beth M.

2015-01-01

Research suggests that early self-regulatory difficulties among high-risk newborns can lead to poor interactional difficulties and negative long-term cognitive and social-emotional outcomes if not identified and treated early. This article describes why an individualized, developmentally supportive, relationship-based program, such as the Newborn…

Predictors of Supported Employment for Transitioning Youth with Developmental Disabilities

ERIC Educational Resources Information Center

Simonsen, Monica Lynn

2010-01-01

The Individuals with Disabilities Education Act of 2004 requires school systems to plan systematically for the transition from school to post-secondary education and/or employment and include measurable post-school goals in students' IEPs. Schools are required to coordinate activities, such as work experiences, to assist students in meeting their…

The Picture Exchange Communication System (PECS): A Promising Method for Improving Communication Skills of Learners with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Ganz, Jennifer B.; Simpson, Richard L.; Lund, Emily M.

2012-01-01

Children and youth with autism spectrum disorders (ASD) and other developmental delays frequently experience deficits in functional communication. Identifying and using suitable communication enhancement and augmentative and alternative communication supports is essential to achievement of positive outcomes for these learners. This article…

Solar probe shield developmental testing

NASA Technical Reports Server (NTRS)

Miyake, Robert N.

1991-01-01

The objectives of the Solar Probe mission and the current status of the Solar Probe thermal shield subsystem development are described. In particular, the discussion includes a brief description of the mission concepts, spacecraft configuration and shield concept, material selection criteria, and the required material testing to provide a database to support the development of the shield system.

Using Research-Based Instruction to Improve Math Outcomes with Underprepared Students

ERIC Educational Resources Information Center

Pearce, Lee R.; Pearce, Kristi L.; Siewert, Daluss J.

2017-01-01

The authors used a mixed-methods research design to evaluate a multi-tiered system of supports model to address the disturbing failure rates of underprepared college students placed in developmental mathematics at a small state university. While qualitative data gathered from using Participatory Action Research methods directed the two-year…

Charting the acquisition of semantic knowledge in a case of developmental amnesia

PubMed Central

Gardiner, John M.; Brandt, Karen R.; Baddeley, Alan D.; Vargha-Khadem, Faraneh; Mishkin, Mortimer

2009-01-01

We report the acquisition and recall of novel facts by Jon, a young adult with early onset developmental amnesia whose episodic memory is gravely impaired due to selective bilateral hippocampal damage. Jon succeeded in learning some novel facts but compared with a control group his intertrial retention was impaired during acquisition and, except for the most frequently repeated facts, he was also less accurate in correctly sourcing these facts to the experiment. The results further support the hypothesis that despite a severely compromised episodic memory and hippocampal system, there is nevertheless the capacity to accrue semantic knowledge available to recall. PMID:18589461

Charting the acquisition of semantic knowledge in a case of developmental amnesia.

PubMed

Gardiner, John M; Brandt, Karen R; Baddeley, Alan D; Vargha-Khadem, Faraneh; Mishkin, Mortimer

2008-09-01

We report the acquisition and recall of novel facts by Jon, a young adult with early onset developmental amnesia whose episodic memory is gravely impaired due to selective bilateral hippocampal damage. Jon succeeded in learning some novel facts but compared with a control group his intertrial retention was impaired during acquisition and, except for the most frequently repeated facts, he was also less accurate in correctly sourcing these facts to the experiment. The results further support the hypothesis that despite a severely compromised episodic memory and hippocampal system, there is nevertheless the capacity to accrue semantic knowledge available to recall.

Trust-Based Relational Intervention (TBRI): A Systemic Approach to Complex Developmental Trauma

PubMed Central

Purvis, Karyn B.; Cross, David R.; Dansereau, Donald F.; Parris, Sheri R.

2013-01-01

Children and youth who have experienced foster care or orphanage-rearing have often experienced complex developmental trauma, demonstrating an interactive set of psychological and behavioral issues. Trust-Based Relational Intervention (TBRI) is a therapeutic model that trains caregivers to provide effective support and treatment for at-risk children. TBRI has been applied in orphanages, courts, residential treatment facilities, group homes, foster and adoptive homes, churches, and schools. It has been used effectively with children and youth of all ages and all risk levels. This article provides the research base for TBRI and examples of how it is applied. PMID:24453385

Americans with Developmental Disabilities: Policy Directions for the States.

ERIC Educational Resources Information Center

Wright, Barbara; King, Martha P.

This Task Force report offers recommendations to state legislatures in the following policy areas: early intervention, family support, transition services, community living, supported employment, and funding for persons with developmental disabilities. Stressed is a consumer orientation which focuses on individual and family strengths and needs.…

Requirements for Designing Life Support System Architectures for Crewed Exploration Missions Beyond Low-Earth Orbit

NASA Technical Reports Server (NTRS)

Howard, David; Perry,Jay; Sargusingh, Miriam; Toomarian, Nikzad

2016-01-01

NASA's technology development roadmaps provide guidance to focus technological development on areas that enable crewed exploration missions beyond low-Earth orbit. Specifically, the technology area roadmap on human health, life support and habitation systems describes the need for life support system (LSS) technologies that can improve reliability and in-situ maintainability within a minimally-sized package while enabling a high degree of mission autonomy. To address the needs outlined by the guiding technology area roadmap, NASA's Advanced Exploration Systems (AES) Program has commissioned the Life Support Systems (LSS) Project to lead technology development in the areas of water recovery and management, atmosphere revitalization, and environmental monitoring. A notional exploration LSS architecture derived from the International Space has been developed and serves as the developmental basis for these efforts. Functional requirements and key performance parameters that guide the exploration LSS technology development efforts are presented and discussed. Areas where LSS flight operations aboard the ISS afford lessons learned that are relevant to exploration missions are highlighted.

Histories of Developmental Education. CRDEUL Monograph.

ERIC Educational Resources Information Center

Lundell, Dana Britt, Ed.; Higbee, Jeanne L., Ed.

This collection of papers on the history of developmental education includes: "Historical Perspectives: With Hindsight We Gain Foresight" (Normal Stahl); "Supporting the Research Mission" (David V. Taylor); "A Brief History of the American Council of Developmental Education Associations" (Hunter R. Boylan);…

Author's Response to Commentaries on: "An Interpretation of Part of Gilbert Gottlieb's Legacy: Developmental Systems Theory Contra Developmental Behavior Genetics"

ERIC Educational Resources Information Center

Molenaar, Peter C. M.

2015-01-01

In this article, Peter Molenaar responds to three commentaries (this issue) on his article, "An Interpretation of Part of Gilbert Gottlieb's Legacy: Developmental Systems Theory Contra Developmental Behavior Genetics." He addresses aspects of relational developmental systems (RDS) mentioned and questions raised in each of the…

Factors Influencing Institutional-Based Pediatric Rehabilitation Services among Caregivers of Children with Developmental Delay in Southwestern Rajasthan.

PubMed

Mishra, Kriti; Siddharth, V

2018-01-01

A limited number of caregivers of children with developmental delay access rehabilitation facilities in India. The study explored utilization of rehabilitation services at a tertiary care setup in southwestern Rajasthan and various factors influencing it. The aim of this study is to explore rehabilitation service utilization among children with developmental delay at a tertiary care setup and to ascertain factors that influence this pattern. This study was conducted at the department of physical medicine and rehabilitation at tertiary care setup. This was an observational study. Children with developmental delay who were advised institutional-based rehabilitation were identified over span of 1 year. Those who failed to return for rehabilitation after the first visit were interviewed telephonically. The interview had semi-structured open-ended questions about their reasons for inability to avail services. SPSS statistics 22 was used for descriptive analysis and correlation of variables. Of 230 children with developmental delay visiting department in 1-year duration, 48 took regular rehabilitation. Parents of 129 children with complete records were asked regarding discontinuation. Factors cited by majority were long distance from institute and service at hospital. Other reasons for discontinuation were related to belief system, family issues, time issues, socioeconomic factors, etc. Socioeconomic status was significantly associated with parental education (C = 0.488, P = 0.000) and financial issues. Location of family had significant association with long distance (C = 0.315, P = 0.000), parental education (C = 0.251, P = 0.003), and belief system (C = 0.265, P = 0.002). Distance from institute and quality of hospital service determined rehabilitation service use at a tertiary institute. Other factors such as socioeconomic status, family support, and social belief system must also be addressed while delivering institutional rehabilitation to children.

Fired up or burned out? How developmental challenge differentially impacts leader behavior.

PubMed

Courtright, Stephen H; Colbert, Amy E; Choi, Daejeong

2014-07-01

Leadership development research has largely drawn on experiential and enactive learning theories to explore the positive effects of developmental challenge on leaders. In contrast, we examined potential positive and negative effects of developmental challenge (i.e., challenging job assignments) on leader behavior through an alternative theoretical lens--transactional stress theory. We predicted, on one hand, that developmental challenge may be associated with higher leader engagement and transformational leadership behavior; however, developmental challenge also has the potential to be associated with higher leader emotional exhaustion and laissez-faire leadership behavior. We further proposed that leadership self-efficacy (LSE) moderates these potential effects of developmental challenge and helps explain why leaders react either positively or negatively to developmental challenge. We tested our hypotheses in a sample of 153 leaders and 631 direct reports at a Fortune 500 company. Findings supported positive relationships among developmental challenge, leader engagement, and transformational leadership. However, we also found support for significant relationships among developmental challenge, emotional exhaustion, and laissez-faire leadership. Additionally, leaders lower in LSE were more likely to encounter the negative effects of developmental challenge by experiencing increased emotional exhaustion and displaying laissez-faire leadership behaviors. Our study contributes to theory and practice by elucidating a "dark side" of developmental challenge, identifying LSE as a moderator of the negative effects of developmental challenge, identifying antecedents of transformational and laissez-faire leadership behaviors, and investigating demands and stress in leadership roles.

Genetic and early environmental influences on the serotonin system: consequences for brain development and risk for psychopathology

PubMed Central

Booij, Linda; Tremblay, Richard E.; Szyf, Moshe; Benkelfat, Chawki

2015-01-01

Background Despite more than 60 years of research in the role of serotonin (5-HT) in psychopathology, many questions still remain. From a developmental perspective, studies have provided more insight into how 5-HT dysfunctions acquired in utero or early in life may modulate brain development. This paper discusses the relevance of the developmental role of 5-HT for the understanding of psychopathology. We review developmental milestones of the 5-HT system, how genetic and environmental 5-HT disturbances could affect brain development and the potential role of DNA methylation in 5-HT genes for brain development. Methods Studies were identified using common databases (e.g., PubMed, Google Scholar) and reference lists. Results Despite the widely supported view that the 5-HT system matures in early life, different 5-HT receptors, proteins and enzymes have different developmental patterns, and development is brain region–specific. A disruption in 5-HT homeostasis during development may lead to structural and functional changes in brain circuits that modulate emotional stress responses, including subcortical limbic and (pre)frontal areas. This may result in a predisposition to psychopathology. DNA methylation might be one of the underlying physiologic mechanisms. Limitations There is a need for prospective studies. The impact of stressors during adolescence on the 5-HT system is understudied. Questions regarding efficacy of drugs acting on 5-HT still remain. Conclusion A multidisciplinary and longitudinal approach in designing studies on the role of 5-HT in psychopathology might help to bring us closer to the understanding of the role of 5-HT in psychopathology. PMID:25285876

Personalization, Self-Advocacy and Inclusion: An Evaluation of Parent-Initiated Supported Living Schemes for People with Intellectual and Developmental Disabilities in the Netherlands

ERIC Educational Resources Information Center

Reindl, Marie-Sol; Waltz, Mitzi; Schippers, Alice

2016-01-01

This study focused on parent-initiated supported living schemes in the South of the Netherlands and the ability of these living schemes to enhance participation, choice, autonomy and self-advocacy for people with intellectual or developmental disabilities through personalized planning, support and care. Based on in-depth interviews with tenants,…

Understanding the Support Needs of People with Intellectual and Related Developmental Disabilities through Cluster Analysis and Factor Analysis of Statewide Data

ERIC Educational Resources Information Center

Viriyangkura, Yuwadee

2014-01-01

Through a secondary analysis of statewide data from Colorado, people with intellectual and related developmental disabilities (ID/DD) were classified into five clusters based on their support needs characteristics using cluster analysis techniques. Prior latent factor models of support needs in the field of ID/DD were examined to investigate the…

The Perceived Role of Direct Support Professionals in the Health Promotion Efforts of Adults with Developmental Disabilities Receiving Support Services

ERIC Educational Resources Information Center

Leser, Kendall A.; Pirie, Phyllis L.; Ferketich, Amy K.; Havercamp, Susan M.; Wewers, Mary Ellen

2018-01-01

Direct support professionals (DSPs) play a large social role in the lives of people with developmental disabilities (DD) and have the potential to influence their health behaviors. Six qualitative focus groups (n = 48) were conducted with DD community agency administrators, DSPs, family members and adults with DD to better understand the perceived…

Employment Support Services for Students with Intellectual and Developmental Disabilities Attending Postsecondary Education Programs

ERIC Educational Resources Information Center

Petcu, Stefania D.; Chezan, Laura C.; Van Horn, M. Lee

2015-01-01

Our purpose in this study is to offer a more comprehensive understanding of how students with intellectual and developmental disabilities attending postsecondary education programs are prepared for competitive employment. Data collected through a national survey indicate that the vocational-related support services offered frequently by…

E-Sponsor Mentoring: Support for Students in Developmental Education

ERIC Educational Resources Information Center

Hodges, Russ; Payne, Emily Miller; Dietz, Albert; Hajovsky, Michelle

2014-01-01

Researchers investigated the use of two mentoring programs for students who were part of a support component of Fundamentals of Conceptual Understanding and Success (FOCUS), a comprehensive intervention grant for students enrolled in developmental mathematics coursework at a large public Texas university. The technology-based mentoring program,…

Fluctuating asymmetry and stress in a medieval Nubian population.

PubMed

Deleon, Valerie B

2007-04-01

Fluctuating asymmetry is commonly used as a bioindicator of developmental stress. This study addresses asymmetry under nutritional/systemic stress in the human craniofacial skeleton and its utility as an indicator of developmental instability. Crania from the diachronic Christian cemeteries at Kulubnarti (Sudanese Nubia) were chosen as a model for nutrition/systemic stress. Previous studies indicate that individuals from the Early Christian cemetery were subjected to greater developmental stress when compared with individuals from the Late Christian cemetery. Therefore, crania from the Early Christian cemetery should display a greater magnitude of fluctuating asymmetry than crania from the Late Christian cemetery. Thirty adult crania of comparable age and sex were selected from each population. Landmark coordinates were digitized in two separate trials and averaged to minimize error. Euclidean distance matrix analysis (EDMA) was used to measure and compare the magnitude of fluctuating asymmetry in each sample. Results indicate that crania from the Early Christian cemetery display greater amounts of fluctuating asymmetry than those from the Late Christian cemetery, as predicted. The degree of fluctuating asymmetry for each linear distance is highly correlated between the cemeteries, suggesting that all humans may share common patterns of fluctuating asymmetry in the skull. In contrast, there is little correlation between magnitude of fluctuating asymmetry and length of linear distance, between-subject variability, or measurement error. These results support the hypothesis that poor nutrition/systemic stress increases developmental instability in the human skull and that increased fluctuating asymmetry constitutes morphological evidence of this stress.

45 CFR 1388.6 - Program criteria-services and supports.

Code of Federal Regulations, 2010 CFR

2010-10-01

..., integration and inclusion of individuals with developmental disabilities and their families. (b) UAP community... DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM THE UNIVERSITY AFFILIATED PROGRAMS § 1388.6 Program criteria—services and...

Developmental communication impairments in adults: outcomes and life experiences of adults and their parents.

PubMed

Clegg, Judy; Ansorge, Lydia; Stackhouse, Joy; Donlan, Chris

2012-10-01

This study identifies the outcomes and documents the longitudinal life experiences of adults who attended a specialist residential school for children with pervasive and complex developmental communication impairments. Semistructured interviews were carried out with 26 adult ex-pupils who had attended the school and the parents of 15 of the ex-pupils. Seven key themes were identified from the data, including (a) lack of appropriate support and the impact of this in early childhood, (b) advantages and disadvantages of specialist educational provision compared to mainstream and other provision, (c) changing impact of developmental communication impairments over time, (d) challenging transition away from specialist educational provision, (e) absence of appropriate support for adults with developmental communication impairments, (f) persisting impact of developmental communication impairments on social and emotional functioning in adult life, and (g) differences in perspective between the adult ex-pupils and their parents. Across the adult ex-pupils and their parents, the perceived reported benefits of early intervention, parental support, specialist educational provision, and guidance at times of transitions should inform current service provision for this vulnerable group of individuals and their families.

Providing developmentally appropriate psychosocial care to adolescent and young adult cancer survivors.

PubMed

D'Agostino, Norma M; Penney, Annette; Zebrack, Brad

2011-05-15

To deliver developmentally appropriate psychosocial care, the key developmental tasks facing adolescents and young adults (AYA) need to be taken into consideration. These include establishing autonomy from parents; a personal set of values and identity; strong peer relationships, including intimate and sexual relationships; and obtaining adequate preparation to join the workforce. To minimize the amount of disruption caused by the cancer experience and to maximize the health-related quality of life of AYA patients, young individuals with cancer need opportunities to participate as much as possible in typical AYA activities and to master the developmental tasks of this life stage. Promoting a sense of normalcy is essential. To achieve this, the health care environment must be flexible and recognize the important role of peers. Informational and practical supports also are necessary for AYA to stay on track developmentally in the context of coping with cancer. Critical elements of effective AYA psychosocial services should include access to AYA-specific information and support resources, fertility and sexuality counseling, programs to maximize academic and vocational functioning, and financial support. © 2011 American Cancer Society

Developmental instability of gynodioecious Teucrium lusitanicum

USGS Publications Warehouse

Alados, C.L.; Navarro, T.; Cabezudo, B.; Emlen, J.M.; Freeman, C.

1998-01-01

Developmental instability was assessed in two geographical races of Teucrium lusitanicum using morphometric measures of vegetative and reproductive structures. T. lusitanicum is a gynodioecious species. Male sterile (female) individuals showed greater developmental instability at all sites. Plants located inland had higher developmental instability of vegetative characters and lower developmental instability of reproductive characters than coastal plants. These results support the contentions that (1) developmental instability is affected more by the disruption of co-adapted gene complexes than by lower heterozygosity, and (2) different habitat characteristics result in the differential response of vegetative and reproductive structures.

Reading in developmental prosopagnosia: Evidence for a dissociation between word and face recognition.

PubMed

Starrfelt, Randi; Klargaard, Solja K; Petersen, Anders; Gerlach, Christian

2018-02-01

Recent models suggest that face and word recognition may rely on overlapping cognitive processes and neural regions. In support of this notion, face recognition deficits have been demonstrated in developmental dyslexia. Here we test whether the opposite association can also be found, that is, impaired reading in developmental prosopagnosia. We tested 10 adults with developmental prosopagnosia and 20 matched controls. All participants completed the Cambridge Face Memory Test, the Cambridge Face Perception test and a Face recognition questionnaire used to quantify everyday face recognition experience. Reading was measured in four experimental tasks, testing different levels of letter, word, and text reading: (a) single word reading with words of varying length,(b) vocal response times in single letter and short word naming, (c) recognition of single letters and short words at brief exposure durations (targeting the word superiority effect), and d) text reading. Participants with developmental prosopagnosia performed strikingly similar to controls across the four reading tasks. Formal analysis revealed a significant dissociation between word and face recognition, as the difference in performance with faces and words was significantly greater for participants with developmental prosopagnosia than for controls. Adult developmental prosopagnosics read as quickly and fluently as controls, while they are seemingly unable to learn efficient strategies for recognizing faces. We suggest that this is due to the differing demands that face and word recognition put on the perceptual system. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The administrative population report on children with developmental delays in Taiwan, 2003 through 2007.

PubMed

Lin, Jin-Ding; Yen, Chia-Feng; Wu, Jia-Ling; Kang, Shih-Wan

2009-01-01

This paper was a population study with developmental delays and it included an examination of the trends the overtime change trend and reported channels of this group of people in Taiwan. We analyzed data for the present study mainly from the Department of Statistics, Ministry of the Interiors, Taipei, Taiwan: "Number of early intervention for children with developmental delays in Taiwan" from 2003 through 2007. The reported number of children with developmental delays slightly increased from 13,231 to 14,250 (increase rate=7.7%) from the year of 2003 through 2007 in Taiwan. More than one-half of children with developmental delays were reported during the age 3-5 years. Aged 0-2 group has the highest increasing reported numbers in the previous 5 years which changed dramatically increased from 4139 (31.3%) in 2003 to 6201 (43.5%) in 2007 (increase rate=49.8%). The medical care setting was the main reported channel of the children with developmental delays and the results also showed that the reported prevalence of the aged 0-2 developmentally delayed children was 57.4-102.2 per 10,000 children; aged 3-5 was 79.0-105.1 per 10,000 children from the year 2003-2007 in Taiwan. The present concluded that early intervention based on the precise affected population would provide important supports for families of children with developmental delays. Therefore, the health care system should be strengthened to increase the proportion of children identified at the earlier age and to decrease the variability in the age at identification for most of the conditions of children with developmental delays.

Beyond allostatic load: rethinking the role of stress in regulating human development.

PubMed

Ellis, Bruce J; Del Giudice, Marco

2014-02-01

How do exposures to stress affect biobehavioral development and, through it, psychiatric and biomedical disorder? In the health sciences, the allostatic load model provides a widely accepted answer to this question: stress responses, while essential for survival, have negative long-term effects that promote illness. Thus, the benefits of mounting repeated biological responses to threat are traded off against costs to mental and physical health. The adaptive calibration model, an evolutionary-developmental theory of stress-health relations, extends this logic by conceptualizing these trade-offs as decision nodes in allocation of resources. Each decision node influences the next in a chain of resource allocations that become instantiated in the regulatory parameters of stress response systems. Over development, these parameters filter and embed information about key dimensions of environmental stress and support, mediating the organism's openness to environmental inputs, and function to regulate life history strategies to match those dimensions. Drawing on the adaptive calibration model, we propose that consideration of biological fitness trade-offs, as delineated by life history theory, is needed to more fully explain the complex relations between developmental exposures to stress, stress responsivity, behavioral strategies, and health. We conclude that the adaptive calibration model and allostatic load model are only partially complementary and, in some cases, support different approaches to intervention. In the long run, the field may be better served by a model informed by life history theory that addresses the adaptive role of stress response systems in regulating alternative developmental pathways.

Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder

ERIC Educational Resources Information Center

Schreibman, Laura; Dawson, Geraldine; Stahmer, Aubyn C.; Landa, Rebecca; Rogers, Sally J.; McGee, Gail G.; Kasari, Connie; Ingersoll, Brooke; Kaiser, Ann P.; Bruinsma, Yvonne; McNerney, Erin; Wetherby, Amy; Halladay, Alycia

2015-01-01

Earlier autism diagnosis, the importance of early intervention, and development of specific interventions for young children have contributed to the emergence of similar, empirically supported, autism interventions that represent the merging of applied behavioral and developmental sciences. "Naturalistic Developmental Behavioral Interventions…

Environmental factors, epigenetics, and developmental origin of reproductive disorders.

PubMed

Ho, Shuk-Mei; Cheong, Ana; Adgent, Margaret A; Veevers, Jennifer; Suen, Alisa A; Tam, Neville N C; Leung, Yuet-Kin; Jefferson, Wendy N; Williams, Carmen J

2017-03-01

Sex-specific differentiation, development, and function of the reproductive system are largely dependent on steroid hormones. For this reason, developmental exposure to estrogenic and anti-androgenic endocrine disrupting chemicals (EDCs) is associated with reproductive dysfunction in adulthood. Human data in support of "Developmental Origins of Health and Disease" (DOHaD) comes from multigenerational studies on offspring of diethylstilbestrol-exposed mothers/grandmothers. Animal data indicate that ovarian reserve, female cycling, adult uterine abnormalities, sperm quality, prostate disease, and mating behavior are susceptible to DOHaD effects induced by EDCs such as bisphenol A, genistein, diethylstilbestrol, p,p'-dichlorodiphenyl-dichloroethylene, phthalates, and polyaromatic hydrocarbons. Mechanisms underlying these EDC effects include direct mimicry of sex steroids or morphogens and interference with epigenomic sculpting during cell and tissue differentiation. Exposure to EDCs is associated with abnormal DNA methylation and other epigenetic modifications, as well as altered expression of genes important for development and function of reproductive tissues. Here we review the literature exploring the connections between developmental exposure to EDCs and adult reproductive dysfunction, and the mechanisms underlying these effects. Copyright © 2016 Elsevier Inc. All rights reserved.

Environmental Factors, Epigenetics, and Developmental Origin of Reproductive Disorders

PubMed Central

Ho, Shuk-Mei; Cheong, Ana; Adgent, Margaret A.; Veevers, Jennifer; Suen, Alisa A.; Tam, Neville N.C.; Leung, Yuet-Kin; Jefferson, Wendy N.; Williams, Carmen J.

2016-01-01

Sex-specific differentiation, development, and function of the reproductive system are largely dependent on steroid hormones. For this reason, developmental exposure to estrogenic and anti-androgenic endocrine disrupting chemicals (EDCs) is associated with reproductive dysfunction in adulthood. Human data in support of “Developmental Origins of Health and Disease” (DOHaD) comes from multigenerational studies on offspring of diethylstilbestrol-exposed mothers/grandmothers. Animal data indicate that ovarian reserve, female cycling, adult uterine abnormalities, sperm quality, prostate disease, and mating behavior are susceptible to DOHaD effects induced by EDCs such as bisphenol A, genistein, diethylstilbestrol, p,p′-dichlorodiphenyl-dichloroethylene, phthalates, and polyaromatic hydrocarbons. Mechanisms underlying these EDC effects include direct mimicry of sex steroids or morphogens and interference with epigenomic sculpting during cell and tissue differentiation. Exposure to EDCs is associated with abnormal DNA methylation and other epigenetic modifications, as well as altered expression of genes important for development and function of reproductive tissues. Here we review the literature exploring the connections between developmental exposure to EDCs and adult reproductive dysfunction, and the mechanisms underlying these effects. PMID:27421580

Developmental Systems Theory and the Person-Oriented Approach. Commentary on: "An Interpretation of Part of Gilbert Gottlieb's Legacy: Developmental Systems Theory Contra Developmental Behavior Genetics"

ERIC Educational Resources Information Center

Bergman, Lars R.

2015-01-01

Molenaar's (2015) article concerns Developmental Systems Theory (DST) in relation to behavior genetics and he presents implications of DST for empirical research, especially the need for subject-specific studies. In this commentary, the article is discussed from a broader developmental science perspective, particularly regarded through the lens of…

Autism and Obstacles to Medical Diagnosis and Treatment: Two Case Studies

ERIC Educational Resources Information Center

Smith, Marcia Datlow; Graveline, Patrick J.; Smith, Jared Brian

2012-01-01

Autism is a developmental disability that provides special challenges to families, schools, and adult support systems. An additional area that is affected by the symptoms of autism is medicine. The deficits associated with autism in the areas of communication and social skills, as well as the prevalence of challenging behavior can interfere with…

A Classification of Developmental Activities of Academic Family Medicine Supported by Federal Grants.

ERIC Educational Resources Information Center

Davis, Junius A.; And Others

1991-01-01

Analysis of 61 successful grant applications for the federal Establishment of Departments of Family Medicine grants program identified three dimensions for classifying supported developmental activities: (1) the functional area of the activity; (2) the objectives of the activity; and (3) the strategies to be used to attain the objectives.…

Social Support: A Mediator between Child Maltreatment and Developmental Outcomes

ERIC Educational Resources Information Center

Pepin, Elise N.; Banyard, Victoria L.

2006-01-01

The purpose of the current study was to investigate the relationship between child maltreatment, social support, and developmental outcomes in first-year college students. Participants were 202 undergraduate students (137 female, 65 male) who completed surveys at two time points: once before entering college and once during their first year of…

Informing and Equipping Parents of People with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Gilson, Cathy B.; Bethun, Lauren K.; Carter, Erik W.; McMillan, Elise D.

2017-01-01

The importance of supporting families with members who have intellectual and developmental disabilities (IDD) is well established in both policy and research. Yet little is known about how familiar parents are with existing resources (e.g., programs, supports, trainings), what information they would consider most helpful, and how they would prefer…

Health Insurance Coverage of Direct Support Workers in the Developmental Disabilities Field

ERIC Educational Resources Information Center

Ebenstein, William

2006-01-01

There is mounting evidence that employer-provided health insurance is an important factor in recruiting and retaining a competent and motivated direct support workforce within health and human services occupations. A review of the literature in this area, including new information related to the developmental disabilities field, is presented to…

Differences in Learning Volitional (Manual) and Non-Volitional (Posture) Aspects of a Complex Motor Skill in Young Adult Dyslexic and Skilled Readers

PubMed Central

Sela, Itamar; Karni, Avi

2012-01-01

The ‘Cerebellar Deficit Theory’ of developmental dyslexia proposes that a subtle developmental cerebellar dysfunction leads to deficits in attaining ‘automatic’ procedures and therefore manifests as subtle motor impairments (e.g., balance control, motor skill learning) in addition to the reading and phonological difficulties. A more recent version of the theory suggests a core deficit in motor skill acquisition. This study was undertaken to compare the time-course and the nature of practice-related changes in volitional (manual) and non-volitional (posture) motor performance in dyslexic and typical readers while learning a new movement sequence. Seventeen dyslexic and 26 skilled young adult readers underwent a three-session training program in which they practiced a novel sequence of manual movements while standing in a quiet stance position. Both groups exhibited robust and well-retained gains in speed, with no loss of accuracy, on the volitional, manual, aspects of the task, with a time-course characteristic of procedural learning. However, the dyslexic readers exhibited a pervasive slowness in the initiation of volitional performance. In addition, while typical readers showed clear and well-retained task-related adaptation of the balance and posture control system, the dyslexic readers had significantly larger sway and variance of sway throughout the three sessions and were less efficient in adapting the posture control system to support the acquisition of the novel movement sequence. These results support the notion of a non-language-related deficit in developmental dyslexia, one related to the recruitment of motor systems for effective task performance rather than to a general motor learning disability. PMID:23049736

Using Developmental Evaluation Methods with Communities of Practice

ERIC Educational Resources Information Center

van Winkelen, Christine

2016-01-01

Purpose: This paper aims to explore the use of developmental evaluation methods with community of practice programmes experiencing change or transition to better understand how to target support resources. Design/methodology/approach: The practical use of a number of developmental evaluation methods was explored in three organizations over a…

Three Accelerated Developmental Education Programs: Features, Student Outcomes, and Implications

ERIC Educational Resources Information Center

Jaggars, Shanna Smith; Hodara, Michelle; Cho, Sung-Woo; Xu, Di

2015-01-01

To support the long-term success of underprepared students, many community colleges are experimenting with accelerated developmental education models, which allow students to complete remediation and enroll in college-level math and English within a shorter time frame. This study examines three developmental acceleration programs, including two in…

Developmental Advising for Marginalized Community College Students: An Action Research Study

ERIC Educational Resources Information Center

Jones, Terrica S.

2013-01-01

The purpose of this action research study was to understand, evaluate, and improve the developmental advising practices used at a Washington State community college. This action research study endeavored to strengthen the developmental advising model originally designed to support the college's marginalized students. Guiding questions for the…

West Virginia Association for Developmental Education Annual Report, February 2001.

ERIC Educational Resources Information Center

Parks, Nancy W.

This report discusses the state of developmental education in West Virginia from the perspectives of faculty, staff, and administrators throughout the state. It begins by defining developmental education as more than just "remedial" education and relying on faculty, focused coursework, and peer and professional support to help students…

The Effectiveness of Tutoring on Developmental English Grades

ERIC Educational Resources Information Center

Vick, Nicholas; Robles-Piña, Rebecca A.; Martirosyan, Nara M.; Kite, Valerie

2015-01-01

Tutoring is an important form of academic support for developmental education students. A comparison study was conducted to investigate the benefits of tutoring on the final grades for developmental English students who participated in tutoring versus those students who did not. The final grades for three consecutive semesters were analyzed to…

Developmentally Appropriate Gardening for Young Children.

ERIC Educational Resources Information Center

Stoecklin, Vicki L.

Noting that the recent interest in gardening with young children has resulted in a variety of programs but little support to teachers or horticulturists on how to understand the developmental needs of children and how to adapt gardening activities to those needs, this paper presents principles and goals of developmentally appropriate gardening.…

A Developmental Toxicity Database to Support Computational Toxicology; A Collaborative Project for Data Sharing and Harmonization

EPA Science Inventory

Developmental toxicity is one of the most important non-cancer endpoints for both environmental and human health. Despite the fact that numerous developmental studies are being conducted, as required for regulatory decisions, there are not yet sufficient data available to develop...

Assessment of Children's Digital Courseware in Light of Developmentally Appropriate Courseware Criteria

ERIC Educational Resources Information Center

Ihmeideh, Fathi Mahmoud

2015-01-01

Developmentally appropriate courseware can play a crucial role in enhancing children's learning and development. Research studies have demonstrated that early childhood educators face major challenges in selecting and updating developmental courseware that supports young children's development. The primary purpose of this study was to assess…

Emotion-based learning systems and the development of morality.

PubMed

Blair, R J R

2017-10-01

In this paper it is proposed that important components of moral development and moral judgment rely on two forms of emotional learning: stimulus-reinforcement and response-outcome learning. Data in support of this position will be primarily drawn from work with individuals with the developmental condition of psychopathy as well as fMRI studies with healthy individuals. Individuals with psychopathy show impairment on moral judgment tasks and a pronounced increased risk for instrumental antisocial behavior. It will be argued that these impairments are developmental consequences of impaired stimulus-aversive conditioning on the basis of distress cue reinforcers and response-outcome learning in individuals with this disorder. Copyright © 2017. Published by Elsevier B.V.

An Interpretation of Part of Gilbert Gottlieb's Legacy: Developmental Systems Theory Contra Developmental Behavior Genetics

ERIC Educational Resources Information Center

Molenaar, Peter C. M.

2015-01-01

The main theme of this paper concerns the persistent critique of Gilbert Gottlieb on developmental behavior genetics and my reactions to this critique, the latter changing from rejection to complete acceptation. Concise characterizations of developmental behavior genetics, developmental systems theory (to which Gottlieb made essential…

Fostering a Developmentally Responsive Middle-to-High School Transition: The Role of Transition Supports

ERIC Educational Resources Information Center

Ellerbrock, Cheryl R.; Denmon, Jennifer; Owens, Ruchelle; Lindstrom, Krista

2015-01-01

This yearlong qualitative multisite case study investigated ways middle and high school transition supports foster a developmentally responsive transition for students. A total of 23 participants engaged in this study, including 4 students, 4 middle school teachers, 13 high school teachers, 1 middle school principal, and 1 high school principal.…

My House Is Covered with Papers! Reflections on a Generation of Active Citizenship. Community Supported Living Series.

ERIC Educational Resources Information Center

O'Brien, Connie Lyle; O'Brien, John

This booklet highlights some of the insights that five mothers of children with developmental disabilities have gained after a generation of working together to improve the lives of people with developmental disabilities in Wisconsin. It discusses civic activism, the critical importance of organized parent support, difficulties in collaborating…

Embedding Language Support in Developmental Mathematics Lessons: Exploring the Value of Design as Professional Development for Community College Mathematics Instructors

ERIC Educational Resources Information Center

Gomez, Kimberley; Gomez, Louis M.; Rodela, Katherine C.; Horton, Emily S.; Cunningham, Jahneille; Ambrocio, Rocio

2015-01-01

Three community college faculty members used improvement science techniques to design, develop, and refine contextualized developmental mathematics lessons, where language and literacy pedagogy and related supports figured prominently in these instructional materials. This article reports on the role that their design experiences played in…

Self-Directed Support: Impact of Hiring Practices on Adults with Intellectual and Developmental Disabilities and Families

ERIC Educational Resources Information Center

Heller, Tamar; Arnold, Catherine K.; van Heumen, Lieke; McBride, Elizabeth L.; Factor, Alan

2012-01-01

The study examined the differential experiences and outcomes for people with intellectual and developmental disabilities and their families receiving self-directed services based on the type of personal support worker hired (parents, siblings, other relatives, friends, and agency staff). The sample consisted of 372 participants in a self-directed…

Health Profile of Aging Family Caregivers Supporting Adults with Intellectual and Developmental Disabilities at Home

ERIC Educational Resources Information Center

Yamaki, Kiyoshi; Hsieh, Kelly; Heller, Tamar

2009-01-01

The health status of 206 female caregivers supporting adults with intellectual and developmental disabilities at home was investigated using objective (i.e., presence of chronic health conditions and activity limitations) and subjective (i.e., self-perceived health status) health measures compared with those of women in the general population in 2…

Mental Retardation and Developmental Disabilities Branch (NICHD) Report to the NACHHD Council.

ERIC Educational Resources Information Center

National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Mental Retardation and Developmental Disabilities Branch.

This report highlights some of the projects supported by the Mental Retardation and Developmental Disabilities (MRDD) Branch of the Center for Research for Mothers and Children at the National Institute of Child Health and Human Development since its last report in January 1997. The MRDD Branch provides support for research, research training,…

Review of gynecologic and reproductive care for women with developmental disabilities.

PubMed

Abells, Dara; Kirkham, Yolanda A; Ornstein, Melanie P

2016-10-01

Care for women with developmental disabilities requires special consideration for unique needs related to their cognitive and physical abilities. These women and their caregivers require more support and guidance during reproductive health care. We review the literature and provide expert opinion surrounding gynecological issues for women with developmental disabilities to support healthcare providers better understand and care for this population. Women with developmental disabilities are more vulnerable to abuse and experience poorer gynecological healthcare outcomes. Many women with developmental disabilities are fertile and participate in sexual activity without adequate knowledge. They are at higher risk of pregnancy and birth complications. They are less likely to receive appropriate preventive screening. The review highlights important issues and practice suggestions related to the reproductive health care of women with developmental disabilities. Topics include clinic visits, menstruation, sexuality, sexual abuse, sexual health education, contraception, sexually transmitted infections, pregnancy, labor and delivery, and cancer screening/prevention. We emphasize the need for an individualized, comprehensive approach for these patients and review perceived and actual barriers to care. More education is needed on the aforementioned topics for women with developmental disabilities, their caregivers, and their providers.

Quantitative assessment of developmental levels in overarm throwing using wearable inertial sensing technology.

PubMed

Grimpampi, Eleni; Masci, Ilaria; Pesce, Caterina; Vannozzi, Giuseppe

2016-09-01

Motor proficiency in childhood has been recently recognised as a public health determinant, having a potential impact on the physical activity level and possible sedentary behaviour of the child later in life. Among fundamental motor skills, ballistic skills assessment based on in-field quantitative observations is progressively needed in the motor development community. The aim of this study was to propose an in-field quantitative approach to identify different developmental levels in overarm throwing. Fifty-eight children aged 5-10 years performed an overarm throwing task while wearing three inertial sensors located at the wrist, trunk and pelvis level and were then categorised using a developmental sequence of overarm throwing. A set of biomechanical parameters were defined and analysed using multivariate statistics to evaluate whether they can be used as developmental indicators. Trunk and pelvis angular velocities and time durations before the ball release showed increasing/decreasing trends with increasing developmental level. Significant differences between developmental level pairs were observed for selected biomechanical parameters. The results support the suitability and feasibility of objective developmental measures in ecological learning contexts, suggesting their potential supportiveness to motor learning experiences in educational and youth sports training settings.

Final Environmental Assessment for the Integration and Developmental Testing of High Power Microwave Systems at Edwards Air Force Base

DTIC Science & Technology

2006-10-16

spawning sites, feeding sites, 20 seasonal wetlands or drylands, water quality or quantity, host species or plant pollinators , geological 21...rufus]). 12 These areas also contain relatively large areas of sensitive plants . 13 3.9.2.9 Significant Ecological Areas found within the R-2515 and...for complete aircraft, avionics systems, and integrated 21 airframe weapons support. Thus, HPM testing would continue the evolution of the primary

ASM Conference on Prokaryotic Development

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kaplan, H. B.

2005-07-13

Support was provided by DOE for the 2nd ASM Conference on Prokaryotic Development. The final conference program and abstracts book is attached. The conference presentations are organized around topics that are central to the current research areas in prokaryotic development. The program starts with topics that involve relatively simple models systems and ends with systems that are more complex. The topics are: i) the cell cycle, ii) the cytoskeleton, iii) morphogenesis, iv) developmental transcription, v) signaling, vi) multicellularity, and vii) developmental diversity and symbiosis. The best-studied prokaryotic development model systems will be highlighted at the conference through research presentations bymore » leaders in the field. Many of these systems are also model systems of relevance to the DOE mission including carbon sequestration (Bradyrizobium, Synechococcus), energy production (Anabaena, Rhodobacter) and bioremediation (Caulobacter, Mesorhizobium). In addition, many of the highlighted organisms have important practical applications; the actinomycetes and myxobacteria produce antimicrobials that are of commercial interest. It is certain that the cutting-edge science presented at the conference will be applicable to the large group of bacteria relevant to the DOE mission.« less

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tichenor, Daniel A.; Ray-Chaudhuri, Avijit K.; Replogle, William C.

The Engineering Test Stand (ETS) is a developmental lithography tool designed to demonstrate full-field EUV imaging and provide data for commercial-tool development. In the first phase of integration, currently in progress, the ETS is configured using a developmental projection system, while fabrication of an improved projection system proceeds in parallel. The optics in the second projection system have been fabricated to tighter specifications for improved resolution and reduced flare. The projection system is a 4-mirror, 4x-reduction, ring-field design having a numeral aperture of 0.1, which supports 70 nm resolution at a k{sub 1} of 0.52. The illuminator produces 13.4 nmmore » radiation from a laser-produced plasma, directs the radiation onto an arc-shaped field of view, and provides an effective fill factor at the pupil plane of 0.7. The ETS is designed for full-field images in step-and-scan mode using vacuum-compatible, magnetically levitated, scanning stages. This paper describes system performance observed during the first phase of integration, including static resist images of 100 nm isolated and dense features.« less

Comparison of MeHg-induced toxicogenomic responses across in vivo and in vitro models used in developmental toxicology.

PubMed

Robinson, Joshua F; Theunissen, Peter T; van Dartel, Dorien A M; Pennings, Jeroen L; Faustman, Elaine M; Piersma, Aldert H

2011-09-01

Toxicogenomic evaluations may improve toxicity prediction of in vitro-based developmental models, such as whole embryo culture (WEC) and embryonic stem cells (ESC), by providing a robust mechanistic marker which can be linked with responses associated with developmental toxicity in vivo. While promising in theory, toxicogenomic comparisons between in vivo and in vitro models are complex due to inherent differences in model characteristics and experimental design. Determining factors which influence these global comparisons are critical in the identification of reliable mechanistic-based markers of developmental toxicity. In this study, we compared available toxicogenomic data assessing the impact of the known teratogen, methylmercury (MeHg) across a diverse set of in vitro and in vivo models to investigate the impact of experimental variables (i.e. model, dose, time) on our comparative assessments. We evaluated common and unique aspects at both the functional (Gene Ontology) and gene level of MeHg-induced response. At the functional level, we observed stronger similarity in MeHg-response between mouse embryos exposed in utero (2 studies), ESC, and WEC as compared to liver, brain and mouse embryonic fibroblast MeHg studies. These findings were strongly correlated to the presence of a MeHg-induced developmentally related gene signature. In addition, we identified specific MeHg-induced gene expression alterations associated with developmental signaling and heart development across WEC, ESC and in vivo systems. However, the significance of overlap between studies was highly dependent on traditional experimental variables (i.e. dose, time). In summary, we identify promising examples of unique gene expression responses which show in vitro-in vivo similarities supporting the relevance of in vitro developmental models for predicting in vivo developmental toxicity. Copyright © 2011 Elsevier Inc. All rights reserved.

Developmental disorders of the female genital tract

MedlinePlus

... vagina, ovaries, uterus, and cervix; Developmental disorder of female reproductive tract ... CARES Foundation -- www.caresfoundation.org Congenital Adrenal Hyperplasia Education and Support Network -- www.congenitaladrenalhyperplasia.org DES Action ...

Dyscalculia: neuroscience and education

PubMed Central

Kaufmann, Liane

2010-01-01

Background Developmental dyscalculia is a heterogeneous disorder with largely dissociable performance profiles. Though our current understanding of the neurofunctional foundations of (adult) numerical cognition has increased considerably during the past two decades, there are still many unanswered questions regarding the developmental pathways of numerical cognition. Most studies on developmental dyscalculia are based upon adult calculation models which may not provide an adequate theoretical framework for understanding and investigating developing calculation systems. Furthermore, the applicability of neuroscience research to pedagogy has, so far, been limited. Purpose After providing an overview of current conceptualisations of numerical cognition and developmental dyscalculia, the present paper (1) reviews recent research findings that are suggestive of a neurofunctional link between fingers (finger gnosis, finger-based counting and calculation) and number processing, and (2) takes the latter findings as an example to discuss how neuroscience findings may impact on educational understanding and classroom interventions. Sources of evidence Finger-based number representations and finger-based calculation have deep roots in human ontology and phylogeny. Recently, accumulating empirical evidence supporting the hypothesis of a neurofunctional link between fingers and numbers has emerged from both behavioural and brain imaging studies. Main argument Preliminary but converging research supports the notion that finger gnosis and finger use seem to be related to calculation proficiency in elementary school children. Finger-based counting and calculation may facilitate the establishment of mental number representations (possibly by fostering the mapping from concrete non-symbolic to abstract symbolic number magnitudes), which in turn seem to be the foundations for successful arithmetic achievement. Conclusions Based on the findings illustrated here, it is plausible to assume that finger use might be an important and complementary aid (to more traditional pedagogical methods) to establish mental number representations and/or to facilitate learning to count and calculate. Clearly, future prospective studies are needed to investigate whether the explicit use of fingers in early mathematics teaching might prove to be beneficial for typically developing children and/or might support the mapping from concrete to abstract number representations in children with and without developmental dyscalculia. PMID:21258625

Dyscalculia: neuroscience and education.

PubMed

Kaufmann, Liane

2008-06-01

BACKGROUND: Developmental dyscalculia is a heterogeneous disorder with largely dissociable performance profiles. Though our current understanding of the neurofunctional foundations of (adult) numerical cognition has increased considerably during the past two decades, there are still many unanswered questions regarding the developmental pathways of numerical cognition. Most studies on developmental dyscalculia are based upon adult calculation models which may not provide an adequate theoretical framework for understanding and investigating developing calculation systems. Furthermore, the applicability of neuroscience research to pedagogy has, so far, been limited. PURPOSE: After providing an overview of current conceptualisations of numerical cognition and developmental dyscalculia, the present paper (1) reviews recent research findings that are suggestive of a neurofunctional link between fingers (finger gnosis, finger-based counting and calculation) and number processing, and (2) takes the latter findings as an example to discuss how neuroscience findings may impact on educational understanding and classroom interventions. SOURCES OF EVIDENCE: Finger-based number representations and finger-based calculation have deep roots in human ontology and phylogeny. Recently, accumulating empirical evidence supporting the hypothesis of a neurofunctional link between fingers and numbers has emerged from both behavioural and brain imaging studies. MAIN ARGUMENT: Preliminary but converging research supports the notion that finger gnosis and finger use seem to be related to calculation proficiency in elementary school children. Finger-based counting and calculation may facilitate the establishment of mental number representations (possibly by fostering the mapping from concrete non-symbolic to abstract symbolic number magnitudes), which in turn seem to be the foundations for successful arithmetic achievement. CONCLUSIONS: Based on the findings illustrated here, it is plausible to assume that finger use might be an important and complementary aid (to more traditional pedagogical methods) to establish mental number representations and/or to facilitate learning to count and calculate. Clearly, future prospective studies are needed to investigate whether the explicit use of fingers in early mathematics teaching might prove to be beneficial for typically developing children and/or might support the mapping from concrete to abstract number representations in children with and without developmental dyscalculia.

Promoting Positive Youth Development: Implications for Future Directions in Developmental Theory, Methods, and Research

ERIC Educational Resources Information Center

Kurtines, William M.; Montgomery, Marilyn J.; Ferrer-Wreder, Laura; Berman, Steven L.; Lorente, Carolyn Cass; Silverman, Wendy K.

2008-01-01

The efforts of the Miami Youth Development Project reported in this special issue illustrate how Developmental Intervention Science (DIS; a fusion of the developmental and intervention science) extended to include outreach research contributes to the development of community-supported positive youth development programs. In the process, the…

The Experiences and Perspectives of Japanese Substitute Caregivers and Maltreated Children: A Cultural-Developmental Approach to Child Welfare Practice

ERIC Educational Resources Information Center

Bamba, Sachiko

2010-01-01

This article describes the experiences and perspectives of child welfare workers and maltreated children living in Japanese state care. Japanese adults emphasize supporting children's emotional well-being and empowerment through developmentally and ecologically focused socialization strategies. One developmental goal articulated by caregivers of…

Developmental Education--Untangling the Knot: A Study of Disaggregated Developmental Education Data from Selected Pennsylvania Community Colleges

ERIC Educational Resources Information Center

Connelly-Weida, Cecelia

2011-01-01

The Lumina Foundation, Bill and Melinda Gates Foundation, Columbia University's Teacher's College Community College Research Center, and Appalachian State's National Center for Developmental Education, funded in part by the Kellogg Institute, expended considerable energy researching promising instructional and support practices in the area of…

Building Developmental Assets to Empower Adolescent Girls in Rural Bangladesh: Evaluation of Project "Kishoree Kontha"

ERIC Educational Resources Information Center

Scales, Peter C.; Benson, Peter L.; Dershem, Larry; Fraher, Kathleen; Makonnen, Raphael; Nazneen, Shahana; Syvertsen, Amy K.; Titus, Sarah

2013-01-01

"Kishoree Kontha" ("Adolescent Girls' Voices") was implemented in Bangladeshi villages to build the developmental assets (e.g., support from others, social competencies) of rural girls through peer education in social skills, literacy, and school learning. The Developmental Assets Profile (DAP) measured the project's impact on…

Social Support Is Associated with Blood Pressure Responses in Parents Caring for Children with Developmental Disabilities

ERIC Educational Resources Information Center

Gallagher, Stephen; Whiteley, Jenny

2012-01-01

The present study tested whether parents caring for children with developmental disabilities would have higher blood pressure compared to parents of typically developing children (controls). It also examined the psychosocial factors underlying this observation. Thirty-five parents of children with developmental disability and thirty controls…

Alimentary Epigenetics: A Developmental Psychobiological Systems View of the Perception of Hunger, Thirst and Satiety

ERIC Educational Resources Information Center

Harshaw, Christopher

2008-01-01

Hunger, thirst and satiety have an enormous influence on cognition, behavior and development, yet we often take for granted that they are simply inborn or innate. Converging data and theory from both comparative and human domains, however, supports the conclusion that the phenomena hunger, thirst and satiety are not innate but rather emerge…

The Professional Developmental Needs of Higher Education-Based Teacher Educators: An International Comparative Needs Analysis

ERIC Educational Resources Information Center

Czerniawski, Gerry; Guberman, Ainat; MacPhail, Ann

2017-01-01

A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an…

Goals, Outcomes, and Future Challenges for People with Intellectual Disabilities in a Noninstitutional Society: The Norwegian Experience

ERIC Educational Resources Information Center

Meyer, Jan

2004-01-01

The Norwegian Welfare System and how its programs support Norwegians with intellectual and developmental disabilities is described and proffered as a case example of how one nation's public policy shifted to provide community-invested services for people with lifelong disabilities. The foundation of Norway's shift to complete reliance on home and…

Guiding Requirements for Designing Life Support System Architectures for Crewed Exploration Missions Beyond Low-Earth Orbit

NASA Technical Reports Server (NTRS)

Perry, Jay L.; Sargusingh, Miriam J.; Toomarian, Nikzad

2016-01-01

The National Aeronautics and Space Administration's (NASA) technology development roadmaps provide guidance to focus technological development in areas that enable crewed exploration missions beyond low-Earth orbit. Specifically, the technology area roadmap on human health, life support and habitation systems describes the need for life support system (LSS) technologies that can improve reliability and in-flight maintainability within a minimally-sized package while enabling a high degree of mission autonomy. To address the needs outlined by the guiding technology area roadmap, NASA's Advanced Exploration Systems (AES) Program has commissioned the Life Support Systems (LSS) Project to lead technology development in the areas of water recovery and management, atmosphere revitalization, and environmental monitoring. A notional exploration LSS architecture derived from the International Space has been developed and serves as the developmental basis for these efforts. Functional requirements and key performance parameters that guide the exploration LSS technology development efforts are presented and discussed. Areas where LSS flight operations aboard the ISS afford lessons learned that are relevant to exploration missions are highlighted.

Sweeping Changes in Marriage, Cohabitation, and Childbearing in Central and Eastern Europe: New Insights from the Developmental Idealism Framework

PubMed Central

Thornton, Arland; Philipov, Dimiter

2009-01-01

In Central and Eastern Europe following the political transformations of the late 1980s and early 1990s there were dramatic declines in marriage and childbearing, significant increases in nonmarital cohabitation and childbearing, and a movement from reliance on abortion to a reliance on contraception for fertility limitation. Although many explanations have been offered for these trends, we offer new explanations based on ideational influences and the intersection of these ideational influences with structural factors. We focus on the political, economic, social, and cultural histories of the region, with particular emphasis on how countries in the region have interacted with and been influenced by Western European and North American countries. Our explanations emphasize the role of developmental models in guiding change in the region, suggesting that developmental idealism influenced family and demographic changes following the political transformations. Developmental idealism provides beliefs that modern family systems help to produce modern political and economic accomplishments and helps to establish the importance of freedom and equality as human rights in both the public and private spheres. The disintegration of the governments and the fall of the iron curtain in the late 1980s and early 1990s brought new understanding about social, economic, and family circumstances in the West, increasing consumption aspirations and expectations which clashed with both old economic realities and the dramatic declines in economic circumstances. In addition, the dissolution of the former governments removed or weakened systems supporting the bearing and rearing of children, and, the legitimacy of the former governments and their programs was largely destroyed, removing government support for old norms and patterns of behavior. In addition, the attacks of previous decades on the religious institutions in the region had in many places left these institutions weak. During this period many openly reached out to embrace the values, living standards, and economic, political, and familial systems of the West. And, the thirst for freedom—and its considerable expansion—operated in personal and familial as well as political and economic realms. These dramatic changes combined together to produce the many changes occurring in family and demographic behavior. PMID:19498956

Sweeping Changes in Marriage, Cohabitation, and Childbearing in Central and Eastern Europe: New Insights from the Developmental Idealism Framework.

PubMed

Thornton, Arland; Philipov, Dimiter

2009-01-01

In Central and Eastern Europe following the political transformations of the late 1980s and early 1990s there were dramatic declines in marriage and childbearing, significant increases in nonmarital cohabitation and childbearing, and a movement from reliance on abortion to a reliance on contraception for fertility limitation. Although many explanations have been offered for these trends, we offer new explanations based on ideational influences and the intersection of these ideational influences with structural factors. We focus on the political, economic, social, and cultural histories of the region, with particular emphasis on how countries in the region have interacted with and been influenced by Western European and North American countries. Our explanations emphasize the role of developmental models in guiding change in the region, suggesting that developmental idealism influenced family and demographic changes following the political transformations. Developmental idealism provides beliefs that modern family systems help to produce modern political and economic accomplishments and helps to establish the importance of freedom and equality as human rights in both the public and private spheres. The disintegration of the governments and the fall of the iron curtain in the late 1980s and early 1990s brought new understanding about social, economic, and family circumstances in the West, increasing consumption aspirations and expectations which clashed with both old economic realities and the dramatic declines in economic circumstances. In addition, the dissolution of the former governments removed or weakened systems supporting the bearing and rearing of children, and, the legitimacy of the former governments and their programs was largely destroyed, removing government support for old norms and patterns of behavior. In addition, the attacks of previous decades on the religious institutions in the region had in many places left these institutions weak. During this period many openly reached out to embrace the values, living standards, and economic, political, and familial systems of the West. And, the thirst for freedom-and its considerable expansion-operated in personal and familial as well as political and economic realms. These dramatic changes combined together to produce the many changes occurring in family and demographic behavior.

Character: A Multifaceted Developmental System

ERIC Educational Resources Information Center

Nucci, Larry

2017-01-01

Character is a developmental system embedded within the self-system. This Relational Developmental Systems (RDS) view is in juxtaposition with virtue theory and accounts of character in terms of moral identity. The character system includes 4 components 3 of which: basic moral cognition (as described within domain theory); other regarding; and…

Hydrogen Sulfide in Hypertension and Kidney Disease of Developmental Origins.

PubMed

Hsu, Chien-Ning; Tain, You-Lin

2018-05-11

Adverse environments occurring during kidney development may produce long-term programming effects, namely renal programming, to create increased vulnerability to the development of later-life hypertension and kidney disease. Conversely, reprogramming is a strategy aimed at reversing the programming processes in early life, even before the onset of clinical symptoms, which may counter the rising epidemic of hypertension and kidney disease. Hydrogen sulfide (H₂S), the third gasotransmitter, plays a key role in blood pressure regulation and renal physiology. This review will first present the role of H₂S in the renal system and provide evidence for the links between H₂S signaling and the underlying mechanisms of renal programming, including the renin⁻angiotensin system, oxidative stress, nutrient-sensing signals, sodium transporters, and epigenetic regulation. This will be followed by potential H₂S treatment modalities that may serve as reprogramming strategies to prevent hypertension and kidney disease of developmental origins. These H₂S treatment modalities include precursors for H₂S synthesis, H₂S donors, and natural plant-derived compounds. Despite emerging evidence from experimental studies in support of reprogramming strategies targeting the H₂S signaling pathway to protect against hypertension and kidney disease of developmental origins, these results need further clinical translation.

Developmental trauma disorder: pros and cons of including formal criteria in the psychiatric diagnostic systems

PubMed Central

2013-01-01

Background This article reviews the current debate on developmental trauma disorder (DTD) with respect to formalizing its diagnostic criteria. Victims of abuse, neglect, and maltreatment in childhood often develop a wide range of age-dependent psychopathologies with various mental comorbidities. The supporters of a formal DTD diagnosis argue that post-traumatic stress disorder (PTSD) does not cover all consequences of severe and complex traumatization in childhood. Discussion Traumatized individuals are difficult to treat, but clinical experience has shown that they tend to benefit from specific trauma therapy. A main argument against inclusion of formal DTD criteria into existing diagnostic systems is that emphasis on the etiology of the disorder might force current diagnostic systems to deviate from their purely descriptive nature. Furthermore, comorbidities and biological aspects of the disorder may be underdiagnosed using the DTD criteria. Summary Here, we discuss arguments for and against the proposal of DTD criteria and address implications and consequences for the clinical practice. PMID:23286319

A Conserved Developmental Mechanism Builds Complex Visual Systems in Insects and Vertebrates

PubMed Central

Joly, Jean-Stéphane; Recher, Gaelle; Brombin, Alessandro; Ngo, Kathy; Hartenstein, Volker

2016-01-01

The visual systems of vertebrates and many other bilaterian clades consist of complex neural structures guiding a wide spectrum of behaviors. Homologies at the level of cell types and even discrete neural circuits have been proposed, but many questions of how the architecture of visual neuropils evolved among different phyla remain open. In this review we argue that the profound conservation of genetic and developmental steps generating the eye and its target neuropils in fish and fruit flies supports a homology between some core elements of bilaterian visual circuitries. Fish retina and tectum, and fly optic lobe, develop from a partitioned, unidirectionally proliferating neurectodermal domain that combines slowly dividing neuroepithelial stem cells and rapidly amplifying progenitors with shared genetic signatures to generate large numbers and different types of neurons in a temporally ordered way. This peculiar ‘conveyor belt neurogenesis’ could play an essential role in generating the topographically ordered circuitry of the visual system. PMID:27780043

Nutritional and dental issues in patients with intellectual and developmental disabilities.

PubMed

Ziegler, Jane; Spivack, Evan

2018-04-01

People with intellectual and developmental disabilities are among the most disadvantaged and underserved groups of dental patients. Considerable health care disparities for this population have been identified, particularly oral and dental health as well as access to dental care services. People with Down syndrome and cerebral palsy have a variety of nutritional and dental considerations. These people have a higher prevalence of untreated caries and periodontal disease than the general population and may have higher rates of obesity, edentulism, and chronic oral and systemic diseases. Diet choices may affect the oral health and may play an important role in the systemic health of these people. Suggestions to improve and affect dietary intake are provided. Health issues within this population require a holistic approach to care. Concerns about oral health and diet must be addressed to support optimal health. Copyright © 2018 American Dental Association. Published by Elsevier Inc. All rights reserved.

The Neuroendocrine Control of the Circadian System: Adolescent Chronotype

PubMed Central

Hagenauer, Megan Hastings; Lee, Theresa M.

2012-01-01

Scientists, public health and school officials are paying growing attention to the mechanism underlying the delayed sleep patterns common in human adolescents. Data suggest that a propensity towards evening chronotype develops during puberty, and may be caused by developmental alterations in internal daily timekeeping. New support for this theory has emerged from recent studies which show that pubertal changes in chronotype occur in many laboratory species similar to human adolescents. Using these species as models, we find that pubertal changes in chronotype differ by sex, are internally generated, and driven by reproductive hormones. These chronotype changes are accompanied by alterations in the fundamental properties of the circadian timekeeping system, including endogenous rhythm period and sensitivity to environmental time cues. After comparing the developmental progression of chronotype in different species, we propose a theory regarding the ecological relevance of adolescent chronotype, and provide suggestions for improving the sleep of human adolescents. PMID:22634481

Caregiver burden and needs of dementia caregivers in Thailand: a cross-sectional study.

PubMed

Muangpaisan, Weerasak; Praditsuwan, Rungnirand; Assanasen, Jintana; Srinonprasert, Varalak; Assantachai, Prasert; Intalapaporn, Somboon; Chatthanawaree, Wichai; Dajpratham, Piyapat; Kuptniratsaikul, Vilai; Pisansalakij, Doojpratna

2010-05-01

To identify the burdens of Thai dementia caregivers and to determine the services that could support them in this function. The authors surveyed 88 dementia caregivers attending "Caregiver Day". The questionnaire contained Caregiver Burden Inventory. The answers range from "not at all descriptive" (zero) to "very descriptive" (4). The authors also explored baseline characteristics of caregivers and care recipients as well as caregiver's needs of a supporting system. There was an 82% response rate. Responses in time-dependence burden distributed almost equally in the five possible scales. In developmental and physical burden, caregivers rate scores mainly from 0-2. The scores in social and emotional burden ranged mainly between 0-1. Dependency in basic activities of daily living correlated with higher caregiver burden (odd ratio 7.48, 95% confidence interval 1.42-39.53, p = 0.02), while sex and kinship did not. The top three caregiver's needs were 1) caregiver education and training, 2) telephone line provided for caregiver consultation and 3) special system in a hospital provided for dementia patients to have rapid access to see a doctor. Caring for dementia patients can lead to high caregiver burden, particularly those caring for dependent patients. Physical and developmental burdens are affected more than social and emotional burdens. Culture, relationship quality and resources (coping, outlook on life and social support) might be contributing factors of this difference.

Coal gasification systems engineering and analysis. Appendix F: Critical technology items/issues

NASA Technical Reports Server (NTRS)

1980-01-01

Critical technology items and issues are defined in which there is a need for developmental research in order to assure technical and economic success for the state of the art of coal gasification in the United States. Technology development needs for the main processing units and the supporting units are discussed. While development needs are shown for a large number of systems, the most critical areas are associated with the gasifier itself and those systems which either feed the gasifier or directly receive products form the gasifier.

Implementation of Medicaid Managed Long-Term Services and Supports for Adults with Intellectual And/Or Developmental Disabilities in Kansas

ERIC Educational Resources Information Center

Williamson, Heather J.; Perkins, Elizabeth A.; Levin, Bruce L.; Baldwin, Julie A.; Lulinski, Amie; Armstrong, Mary I.; Massey, Oliver T.

2017-01-01

Many adults with intellectual and/or developmental disabilities (IDD) can access health and long-term services and supports (LTSS) through Medicaid. States are reforming their Medicaid LTSS programs from a fee-for-service model to a Medicaid managed LTSS (MLTSS) approach, anticipating improved quality of care and reduced costs, although there is…

Perceptions of Supported Employment Providers: What Students with Developmental Disabilities, Families, and Educators Need to Know for Transition Planning

ERIC Educational Resources Information Center

Moon, Sherril; Simonsen, Monica L.; Neubert, Debra A.

2011-01-01

The purpose of this exploratory study was to survey community rehabilitation providers (CRPs) to determine their perceptions of the skills, experiences, and information that transitioning youth with developmental disabilities (DD) and their families need to access supported employment (SE) services. Supervisors of SE from 12 CRPs across one state…

Comparative Effects of Mindfulness and Support and Information Group Interventions for Parents of Adults with Autism Spectrum Disorder and Other Developmental Disabilities

ERIC Educational Resources Information Center

Lunsky, Yona; Hastings, Richard P.; Weiss, Jonathan A.; Palucka, Anna M.; Hutton, Sue; White, Karen

2017-01-01

This study evaluated two community based interventions for parents of adults with autism spectrum disorder and other developmental disabilities. Parents in the mindfulness group reported significant reductions in psychological distress, while parents in the support and information group did not. Reduced levels of distress in the mindfulness group…

Cyber Victimization and Depression among Adolescents with Intellectual Disabilities and Developmental Disorders: The Moderation of Perceived Social Support

ERIC Educational Resources Information Center

Wright, Michelle F.

2017-01-01

The aim of this study was to examine the mitigating effect of perceived social support from parents, teachers, and friends on the association between cyber victimization and depression, accessed one year later. Adolescents (n = 131; 13-15 years old; 73% male) with intellectual and developmental disabilities completed questionnaires on their…

Family quality of life of Australian families with a member with an intellectual/developmental disability.

PubMed

Rillotta, F; Kirby, N; Shearer, J; Nettelbeck, T

2012-01-01

Family quality of life (FQOL) is a recent concept in intellectual/developmental disability research. Outcomes for the family are important to the provision of services because families, rather than institutions, are increasingly considered the primary support unit. This article presents Australian findings using the international Family Quality of Life Survey: Main Caregivers of People with Intellectual or Developmental Disabilities (FQOLS-2006). Forty-two South Australian main caregivers of people with an intellectual/developmental disability were interviewed using the FQOLS-2006. The FQOL domains assessed were Health of the Family, Financial Well-being, Family Relationships, Support from Other People, Support from Disability-Related Services, Influence of Values, Careers, Leisure and Recreation, and Community Interaction. Domains were measured in terms of Importance, Opportunities, Attainment, Initiative, Stability and Satisfaction. The FQOLS-2006 asked about the family's practical and emotional Support from Other People together, whereas the current study separated the constructs of practical and emotional support. Questions pertaining to FQOL in the past were also added, in order to gain a broader picture of present FQOL. Results indicated that families considered all the FQOL domains to be important. However, Health, Family Relationships and Financial Well-being were regarded as slightly more important than Practical and Emotional Support from Others. The attainment of Family Relationships, Health, Values, and Leisure and Recreation were rated as quite a bit, but Practical Support from Other People was only rated as a little. Families were generally satisfied with all FQOL domains, but they were satisfied with their Family Relationships and they were neither satisfied or dissatisfied with their Financial Well-being. Results also indicated that there was a need to distinguish between the provision of practical and emotional support from others, because the attainment of emotional support was rated at a slightly higher level than practical support. The FQOLS-2006 provided a comprehensive measure of FQOL, which, with some additional modifications, could be used to better inform service provisions and ultimately enhance the quality of life of people with intellectual/developmental disabilities and their families. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

Continuity and Integration in Early Childhood Education: PDC

ERIC Educational Resources Information Center

Braggett, E. J.

1977-01-01

Gives an overview of the United States' Project Developmental Continuity. Discussed are administration, education, preservice and inservice training, developmental support services, parent involvement, handicapped, and bilingual/bicultural components. (SB)

Environmental stress as a developmental cue: corticotropin-releasing hormone is a proximate mediator of adaptive phenotypic plasticity in amphibian metamorphosis.

PubMed

Denver, R J

1997-04-01

Environmentally induced phenotypic plasticity allows developing organisms to respond adaptively to changes in their habitat. Desert amphibians have evolved traits which allow successful development in unpredictable environments. Tadpoles of these species can accelerate metamorphosis as their pond dries, thus escaping mortality in the larval habitat. This developmental response can be replicated in the laboratory, which allows elucidation of the underlying physiological mechanisms. Here I demonstrate a link between a classical neurohormonal stress pathway (involving corticotropin-releasing hormone, CRH) and the developmental response to habitat desiccation. Injections of CRH-like peptides accelerated metamorphosis in western spadefoot toad tadpoles. Conversely, treatment with two CRH antagonists, the CRH receptor antagonist alpha-helical CRH(9-41) and anti-CRH serum, attenuated the developmental acceleration induced by habitat desiccation. Tadpoles subjected to habitat desiccation exhibited elevated hypothalamic CRH content at the time when they responded developmentally to the declining water level. CRH injections elevated whole-body thyroxine, triiodothyronine, and corticosterone content, the primary hormonal regulators of metamorphosis. In contrast, alpha-helical CRH(9-41) reduced thyroid activity. These results support a central role for CRH as a neurohormonal transducer of environmental stimuli into the endocrine response which modulates the rate of metamorphosis. Because in mammals, increased fetal/placental CRH production may initiate parturition, and CRH has been implicated in precipitating preterm birth arising from fetal stress, this neurohormonal pathway may represent a phylogenetically ancient developmental regulatory system that allows the organism to escape an unfavorable larval/fetal habitat.

Developmental origins of health and disease: current knowledge and potential mechanisms.

PubMed

Hoffman, Daniel J; Reynolds, Rebecca M; Hardy, Daniel B

2017-12-01

Epidemiologic and clinical research has provided a large body of evidence supporting the developmental origins of health and disease (DOHaD), but there has been a relative dearth of mechanistic studies in humans due to the complexity of working with large, longitudinal cohorts. Nonetheless, animal models of undernutrition have provided substantial evidence for the potential epigenetic, metabolic, and endocrine mechanisms behind DOHaD. Furthermore, recent research has explored the interaction between the environment and the gastrointestinal system by investigating how the gut microbial ecology may impact the capacity for nutrient processing and absorption in a manner that may limit growth. This review presents a summary of current research that supports the concept of DOHaD, as well as potential mechanisms and interactions that explain how nutrition in utero and during early childhood influences lifelong health. © The Author(s) 2017. Published by Oxford University Press on behalf of the International Life Sciences Institute. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Optimism and benefit finding in parents of children with developmental disabilities: The role of positive reappraisal and social support.

PubMed

Slattery, Éadaoin; McMahon, Jennifer; Gallagher, Stephen

2017-06-01

Researchers have consistently documented the relationship between optimism and benefit finding; however, there is a dearth of research on the psychological mechanisms mediating their association. This cross-sectional study sought to elucidate the mediating role of positive reappraisal and social support in the optimism-benefit finding relationship in parents caring for children with developmental disabilities by testing a parallel multiple mediation model. One hundred and forty-six parents caring for children with developmental disabilities completed an online survey assessing optimism, positive reappraisal, social support and benefit finding. Optimism was not directly related to benefit finding but rather influenced it indirectly through positive reappraisal and social support. Specifically, higher levels of optimism predicted greater positive reappraisal and social support, which in turn led to greater benefit finding in parents. These results underscore the importance of targeting parents' perceptions of benefits through both positive reappraisal and social support in order to help them cope with the demands of the caregiving context. Copyright © 2017 Elsevier Ltd. All rights reserved.

MotorSense: Using Motion Tracking Technology to Support the Identification and Treatment of Gross-Motor Dysfunction.

PubMed

Arnedillo-Sánchez, Inmaculada; Boyle, Bryan; Bossavit, Benoît

2017-01-01

MotorSense is a motion detection and tracking technology that can be implemented across a range of environments to assist in detecting delays in gross-motor skills development. The system utilises the motion tracking functionality of Microsoft's Kinect™. It features games that require children to perform graded gross-motor tasks matched with their chronological and developmental ages. This paper describes the rationale for MotorSense, provides an overview of the functionality of the system and illustrates sample activities.

The architecture and dynamics of developing mind: experiential structuralism as a frame for unifying cognitive developmental theories.

PubMed

Demetriou, A; Efklides, A; Platsidou, M

1993-01-01

This Monograph presents a theory of cognitive development. The theory argues that the mind develops across three fronts. The first refers to a general processing system that defines the general potentials of mind to develop cognitive strategies and skills. The second refers to a hypercognitive system that governs self-understanding and self-regulation. The third involves a set of specialized structural systems (SSSs) that are responsible for the representation and processing of different reality domains. There are specific forces that are responsible for this organization of mind. These are expressed in the Monograph in terms of a set of five organizational principles. The developmental course of the major systems is outlined. Developmental change is ascribed by the theory to the interaction between the various systems. Different types of development require different change mechanisms. Five studies are presented that provide empirical support for these postulates. Study 1 demonstrated the organizational power of principles and SSSs. Study 2 showed that the SSSs constrain the effect of learning. Study 3 established that the hypercognitive system does function as the interface between tasks and SSS-specific processes or between SSSs and general cognitive functions such as attention and memory. Study 4 investigated the relations between one of the components of the processing system, storage, and two different SSSs expressed via two different symbolic systems, namely, the numeric and the imaginal. Finally, Study 5 examined the interaction between the components of the processing system and the relations between each of these components and one SSS, namely, the quantitative-relational SSS. The theoretical implications of these studies with regard to general issues, such as the nature of representation, the causation of cognitive change, and individual differences in cognitive development, are discussed in the concluding chapter.

The Connection between Lack of Support Service Use and Background Experience in Developmental Students

ERIC Educational Resources Information Center

Di Tommaso, Kathrynn

2011-01-01

This paper presents a follow-up to a previously published paper "The Connection between Role Model Relationships and Self-Direction in Developmental Students" and is based on findings from the same study. The study used observations and interviews to explore the ways in which a cohort of developmental writing students described their…

Assessment of Body Composition Using Whole Body Air-Displacement Plethysmography in Children with and without Developmental Coordination Disorder

ERIC Educational Resources Information Center

Cairney, John; Hay, John; Veldhuizen, Scott; Faught, Brent

2011-01-01

Developmental coordination disorder (DCD) is a neuro-developmental disorder characterized by poor fine and/or gross motor coordination. Children with DCD are hypothesized to be at increased risk for overweight and obesity from inactivity due to their motor coordination problems. Although previous studies have found evidence to support this…

Dyslexia and Developmental Co-Ordination Disorder in Further and Higher Education--Similarities and Differences. Does the "Label" Influence the Support Given?

ERIC Educational Resources Information Center

Kirby, Amanda; Sugden, David; Beveridge, Sally; Edwards, Lisa; Edwards, Rachel

2008-01-01

Developmental co-ordination disorder (DCD) is a developmental disorder affecting motor co-ordination. The "Diagnostics Statistics Manual"--IV classification for DCD describes difficulties across a range of activities of daily living, impacting on everyday skills and academic performance in school. Recent evidence has shown that…

Measuring Students' Writing Ability on a Computer-Analytic Developmental Scale: An Exploratory Validity Study

ERIC Educational Resources Information Center

Burdick, Hal; Swartz, Carl W.; Stenner, A. Jackson; Fitzgerald, Jill; Burdick, Don; Hanlon, Sean T.

2013-01-01

The purpose of the study was to explore the validity of a novel computer-analytic developmental scale, the Writing Ability Developmental Scale. On the whole, collective results supported the validity of the scale. It was sensitive to writing ability differences across grades and sensitive to within-grade variability as compared to human-rated…

Intellectual and Developmental Disabilities in Kinshasa, Democratic Republic of the Congo: Causality and Implications for Resilience and Support

ERIC Educational Resources Information Center

Aldersey, Heather M.; Turnbull, H. Rutherford, III; Turnbull, Ann P.

2014-01-01

This article reports results of a 7-month qualitative study on intellectual and related developmental disabilities in Kinshasa, Democratic Republic of the Congo, particularly as they relate to the causes and meaning of intellectual and developmental disabilities (IDD). This study raises important questions related to the understanding of…

Di-Isobutyl Phthalate (DIBP) Hazard Identification [Abstract ...

EPA Pesticide Factsheets

The hazard potential for DIBP is being evaluated as part of EPA’s Integrated Risk Information System (IRIS) Toxicological Review. DIBP is a plasticizer that confers flexibility and durability in industrial and consumer products. A literature search identified a relatively small epidemiology and animal toxicology database for DIBP. The epidemiological database includes studies that assessed the relationship between urinary concentrations of the DIBP metabolite mono-isobutyl phthalate (MIBP)and developmental, neurodevelopmental, immunological or breast cancer outcomes. There is limited support for associations between MIBP and inflammatory biomarker levels and decreased masculine play behavior. The animal toxicological database includes studies that assessed “phthalate syndrome” male reproductive developmental endpoints after in utero DIBP exposure. Data from the largest developmental study, Saillenfait et al. (2008), shows changes in anogenital distance, male reproductive organ weights, and litter incidence of phthalate syndrome endpoints in the lower dose range after early gestational exposure. Other studies observed increased fetal mortality, male postnatal and adult growth decrements, decreased fetal testicular testosterone and changes in expression of genes in androgen production pathways. The developmental reproductive effects observed in animal studies are consistent with the reduced testicular testosterone mode of action that is well-characterize

RAM simulation model for SPH/RSV systems

DOE Office of Scientific and Technical Information (OSTI.GOV)

Schryver, J.C.; Primm, A.H.; Nelson, S.C.

1995-12-31

The US Army`s Project Manager, Crusader is sponsoring the development of technologies that apply to the Self-Propelled Howitzer (SPH), formerly the Advanced Field Artillery System (AFAS), and Resupply Vehicle (RSV), formerly the Future Armored Resupply Vehicle (FARV), weapon system. Oak Ridge National Laboratory (ORNL) is currently performing developmental work in support of the SPH/PSV Crusader system. Supportive analyses of reliability, availability, and maintainability (RAM) aspects were also performed for the SPH/RSV effort. During FY 1994 and FY 1995 OPNL conducted a feasibility study to demonstrate the application of simulation modeling for RAM analysis of the Crusader system. Following completion ofmore » the feasibility study, a full-scale RAM simulation model of the Crusader system was developed for both the SPH and PSV. This report provides documentation for the simulation model as well as instructions in the proper execution and utilization of the model for the conduct of RAM analyses.« less

The effectiveness of a Group Triple P with Chinese parents who have a child with developmental disabilities: a randomized controlled trial.

PubMed

Leung, Cynthia; Fan, Angel; Sanders, Matthew R

2013-03-01

The study examined the effectiveness of Group Triple P, a Level 4 variant of the Triple P multilevel system of parenting support, with Chinese parents who had a preschool aged child with a developmental disability, using randomized controlled trial design. Participants (Intervention group: 42; Waitlist Control group: 39) completed measures on child behaviour, parental stress, dysfunctional discipline styles and parental conflict before and after program completion by the Intervention group. Intervention group participants also completed these same measures six months after program completion. Compared to the Waitlist Control group, parents receiving Group Triple P reported significantly lower levels of child behaviour problems, parental stress, dysfunctional discipline style and parental conflict scores. The Intervention group participants maintained their gains six months after program completion. The results provided promising evidence for the Level 4 Group Triple P as an effective intervention program for Chinese parents who have preschool aged children with developmental disabilities. Copyright © 2012 Elsevier Ltd. All rights reserved.

Developmental Neurocircuitry of Motivation in Adolescence: A Critical Period of Addiction Vulnerability

PubMed Central

Chambers, R. Andrew; Taylor, Jane R.; Potenza, Marc N.

2010-01-01

Objective Epidemiological studies indicate that experimentation with addictive drugs and onset of addictive disorders is primarily concentrated in adolescence and young adulthood. The authors describe basic and clinical data supporting adolescent neurodevelopment as a biologically critical period of greater vulnerability for experimentation with substances and acquisition of substance use disorders. Method The authors reviewed recent literature regarding neurocircuitry underlying motivation, impulsivity, and addiction, with a focus on studies investigating adolescent neurodevelopment. Results Adolescent neurodevelopment occurs in brain regions associated with motivation, impulsivity, and addiction. Adolescent impulsivity and/or novelty seeking as a transitional trait behavior can be explained in part by maturational changes in frontal cortical and subcortical monoaminergic systems. These developmental processes may advantageously promote learning drives for adaptation to adult roles but may also confer greater vulnerability to the addictive actions of drugs. Conclusions An exploration of developmental changes in neurocircuitry involved in impulse control has significant implications for understanding adolescent behavior, addiction vulnerability, and the prevention of addiction in adolescence and adulthood. PMID:12777258

An incoherent regulatory network architecture that orchestrates B cell diversification in response to antigen signaling

PubMed Central

Sciammas, Roger; Li, Ying; Warmflash, Aryeh; Song, Yiqiang; Dinner, Aaron R; Singh, Harinder

2011-01-01

The B-lymphocyte lineage is a leading system for analyzing gene regulatory networks (GRNs) that orchestrate distinct cell fate transitions. Upon antigen recognition, B cells can diversify their immunoglobulin (Ig) repertoire via somatic hypermutation (SHM) and/or class switch DNA recombination (CSR) before differentiating into antibody-secreting plasma cells. We construct a mathematical model for a GRN underlying this developmental dynamic. The intensity of signaling through the Ig receptor is shown to control the bimodal expression of a pivotal transcription factor, IRF-4, which dictates B cell fate outcomes. Computational modeling coupled with experimental analysis supports a model of ‘kinetic control', in which B cell developmental trajectories pass through an obligate transient state of variable duration that promotes diversification of the antibody repertoire by SHM/CSR in direct response to antigens. More generally, this network motif could be used to translate a morphogen gradient into developmental inductive events of varying time, thereby enabling the specification of distinct cell fates. PMID:21613984

USSR Space Life Sciences Digest, issue 28

NASA Technical Reports Server (NTRS)

Stone, Lydia Razran (Editor); Teeter, Ronald (Editor); Rowe, Joseph (Editor)

1990-01-01

This is the twenty-eighth issue of NASA's Space Life Sciences Digest. It contains abstracts of 60 journal papers or book chapters published in Russian and of 3 Soviet monographs. Selected abstracts are illustrated with figures and tables from the original. The abstracts in this issue have been identified as relevant to 20 areas of space biology and medicine. These areas include: adaptation, aviation medicine, botany, cardiovascular and respiratory systems, developmental biology, endocrinology, enzymology, equipment and instrumentation, hematology, human performance, immunology, life support systems, mathematical modeling, musculoskeletal system, neurophysiology, personnel selection, psychology, radiobiology, reproductive system, and space medicine.

Observing complex action sequences: The role of the fronto-parietal mirror neuron system.

PubMed

Molnar-Szakacs, Istvan; Kaplan, Jonas; Greenfield, Patricia M; Iacoboni, Marco

2006-11-15

A fronto-parietal mirror neuron network in the human brain supports the ability to represent and understand observed actions allowing us to successfully interact with others and our environment. Using functional magnetic resonance imaging (fMRI), we wanted to investigate the response of this network in adults during observation of hierarchically organized action sequences of varying complexity that emerge at different developmental stages. We hypothesized that fronto-parietal systems may play a role in coding the hierarchical structure of object-directed actions. The observation of all action sequences recruited a common bilateral network including the fronto-parietal mirror neuron system and occipito-temporal visual motion areas. Activity in mirror neuron areas varied according to the motoric complexity of the observed actions, but not according to the developmental sequence of action structures, possibly due to the fact that our subjects were all adults. These results suggest that the mirror neuron system provides a fairly accurate simulation process of observed actions, mimicking internally the level of motoric complexity. We also discuss the results in terms of the links between mirror neurons, language development and evolution.

Imaging evidence for disturbances in multiple learning and memory systems in persons with autism spectrum disorders.

PubMed

Goh, Suzanne; Peterson, Bradley S

2012-03-01

The aim of this article is to review neuroimaging studies of autism spectrum disorders (ASD) that examine declarative, socio-emotional, and procedural learning and memory systems. We conducted a search of PubMed from 1996 to 2010 using the terms 'autism,''learning,''memory,' and 'neuroimaging.' We limited our review to studies correlating learning and memory function with neuroimaging features of the brain. The early literature supports the following preliminary hypotheses: (1) abnormalities of hippocampal subregions may contribute to autistic deficits in episodic and relational memory; (2) disturbances to an amygdala-based network (which may include the fusiform gyrus, superior temporal cortex, and mirror neuron system) may contribute to autistic deficits in socio-emotional learning and memory; and (3) abnormalities of the striatum may contribute to developmental dyspraxia in individuals with ASD. Characterizing the disturbances to learning and memory systems in ASD can inform our understanding of the neural bases of autistic behaviors and the phenotypic heterogeneity of ASD. © The Authors. Developmental Medicine & Child Neurology © 2012 Mac Keith Press.

3D in vitro modeling of the central nervous system

PubMed Central

Hopkins, Amy M.; DeSimone, Elise; Chwalek, Karolina; Kaplan, David L.

2015-01-01

There are currently more than 600 diseases characterized as affecting the central nervous system (CNS) which inflict neural damage. Unfortunately, few of these conditions have effective treatments available. Although significant efforts have been put into developing new therapeutics, drugs which were promising in the developmental phase have high attrition rates in late stage clinical trials. These failures could be circumvented if current 2D in vitro and in vivo models were improved. 3D, tissue-engineered in vitro systems can address this need and enhance clinical translation through two approaches: (1) bottom-up, and (2) top-down (developmental/regenerative) strategies to reproduce the structure and function of human tissues. Critical challenges remain including biomaterials capable of matching the mechanical properties and extracellular matrix (ECM) composition of neural tissues, compartmentalized scaffolds that support heterogeneous tissue architectures reflective of brain organization and structure, and robust functional assays for in vitro tissue validation. The unique design parameters defined by the complex physiology of the CNS for construction and validation of 3D in vitro neural systems are reviewed here. PMID:25461688

AUTONOMY AND RELATEDNESS IN MOTHER-TEEN INTERACTIONS AS PREDICTORS OF INVOLVEMENT IN ADOLESCENT DATING AGGRESSION.

PubMed

Niolon, Phyllis Holditch; Kuperminc, Gabriel P; Allen, Joseph P

2015-04-01

This multi-method, longitudinal study examines the negotiation of autonomy and relatedness between teens and their mothers as etiologic predictors of perpetration and victimization of dating aggression two years later. Observations of 88 mid-adolescents and their mothers discussing a topic of disagreement were coded for each individual's demonstrations of autonomy and relatedness using a validated coding system. Adolescents self-reported on perpetration and victimization of physical and psychological dating aggression two years later. We hypothesized that mother's and adolescents' behaviors supporting autonomy and relatedness would longitudinally predict lower reporting of dating aggression, and that their behaviors inhibiting autonomy and relatedness would predict higher reporting of dating aggression. Hypotheses were not supported; main findings were characterized by interactions of sex and risk status with autonomy. Maternal behaviors supporting autonomy predicted higher reports of perpetration and victimization of physical dating aggression for girls, but not for boys. Adolescent behaviors supporting autonomy predicted higher reports of perpetration of physical dating aggression for high-risk adolescents, but not for low-risk adolescents. Results indicate that autonomy is a dynamic developmental process, operating differently as a function of social contexts in predicting dating aggression. Examination of these and other developmental processes within parent-child relationships is important in predicting dating aggression, but may depend on social context.

Wildcard: A wearable virtual reality storytelling tool for children with intellectual developmental disability.

PubMed

Gelsomini, Mirko; Garzotto, Franca; Montesano, Daniele; Occhiuto, Daniele

2016-08-01

Our research aims at supporting existing therapies for children with intellectual and developmental disorders (IDD). The personal and social autonomy is the desired end state to be achieved to enable a smooth integration in the real world. We developed and tested a framework for storytelling and learning activities that exploits an immersive virtual reality viewer to interact with target users. We co-designed our system with experts from the medical sector, identifying features that allow patients to stay focused on exercises to perform. Our approach triggers a learning process for a seamless assimilation of common behavioral skills useful in every day's life. This paper highlights the technologic challenges in healthcare and discusses cutting-edge interaction paradigms.

Multi-scale computational modeling of developmental biology.

PubMed

Setty, Yaki

2012-08-01

Normal development of multicellular organisms is regulated by a highly complex process in which a set of precursor cells proliferate, differentiate and move, forming over time a functioning tissue. To handle their complexity, developmental systems can be studied over distinct scales. The dynamics of each scale is determined by the collective activity of entities at the scale below it. I describe a multi-scale computational approach for modeling developmental systems and detail the methodology through a synthetic example of a developmental system that retains key features of real developmental systems. I discuss the simulation of the system as it emerges from cross-scale and intra-scale interactions and describe how an in silico study can be carried out by modifying these interactions in a way that mimics in vivo experiments. I highlight biological features of the results through a comparison with findings in Caenorhabditis elegans germline development and finally discuss about the applications of the approach in real developmental systems and propose future extensions. The source code of the model of the synthetic developmental system can be found in www.wisdom.weizmann.ac.il/~yaki/MultiScaleModel. yaki.setty@gmail.com Supplementary data are available at Bioinformatics online.

Evaluation of short term effects of the IROMEC robotic toy for children with developmental disabilities.

PubMed

Klein, Tanja; Gelderblom, Gert Jan; de Witte, Luc; Vanstipelen, Silvie

2011-01-01

Research shows a reduced playfulness in children with developmental disabilities. This is a barrier for participation and children's health and wellbeing. IROMEC is a purposely designed robot to support play in impaired children. The reported study evaluates short-term effects of the IROMEC robot toy supporting play in an occupational therapy intervention for children with developmental disabilities. Two types of play intervention (standard occupational therapy versus robot-facilitated play intervention) were compared regarding their effect on the level of playfulness, on children's general functional development, goal achievement as well as the therapist's evaluation of the added value of a robot-facilitated play intervention. Three young children took part in this single-subject design study. Evaluation was performed through Test of Playfulness (ToP), the IROMEC evaluation questionnaire and qualitative evaluation by the therapists. Results confirmed the IROMEC robot did partly meet the needs of the children and therapists, and positive impact on TOP results was found with two children. This suggests robotic toys can support children with developmental disabilities in enriching play. Long term effect evaluation should verify these positive indications resulting from use of this innovative social robot for children with developmental disabilities. But it also became clear further development of the robot is required. © 2011 IEEE

Introducing Environmental Toxicology in Instructional Labs: The Use of a Modified Amphibian Developmental Toxicity Assay to Support Inquiry-Based Student Projects

ERIC Educational Resources Information Center

Sauterer, Roger; Rayburn, James R.

2012-01-01

Introducing students to the process of scientific inquiry is a major goal of high school and college labs. Environmental toxins are of great concern and public interest. Modifications of a vertebrate developmental toxicity assay using the frog Xenopus laevis can support student-initiated toxicology experiments that are relevant to humans. Teams of…

Living without Restraint: One Parent's Reflections and Recommendations for Supporting At-Risk Individuals with Developmental Disabilities

ERIC Educational Resources Information Center

Beaudoin, Wilfred; Moore, Adam

2018-01-01

In the past several years, there has been an important movement to reduce the utilization of restraint for individuals with developmental disabilities. Legislatures, local and national, are taking on the task of shaping the way that our culture supports people who, up until now, have been often treated in a punitive manner rather than truly…

The Second Annual Symposium of the NASA Specialized Center of Research and Training (NSCORT) in Gravitational Biology.

PubMed

Spooner, B S

1993-04-01

The second annual meeting of the NSCORT in Gravitational Biology was held at Kansas State University on September 29-October 1, 1992. Symposium presentations at the meeting included ones on basic gravitational cellular and developmental biology, spaceflight hardware for biological studies, studies on Space Shuttle, and special talks on Space Station Freedom and on life support systems.

The Second Annual Symposium of the NASA Specialized Center of Research and Training (NSCORT) in Gravitational Biology

NASA Technical Reports Server (NTRS)

Spooner, B. S.

1993-01-01

The second annual meeting of the NSCORT in Gravitational Biology was held at Kansas State University on September 29-October 1, 1992. Symposium presentations at the meeting included ones on basic gravitational cellular and developmental biology, spaceflight hardware for biological studies, studies on Space Shuttle, and special talks on Space Station Freedom and on life support systems.

Getting the Right Mix: Sustainability and Resource Development Strategies in Out-of-School Time Youth Arts Programs in Massachusetts

ERIC Educational Resources Information Center

Proffitt, Christine

2010-01-01

High-quality youth arts programs that take place outside the formal education system play a vital role in supporting the developmental needs and well-being of today's youth, particularly youth at risk of negative outcomes. Out-of-school time (OST) youth arts programs provide opportunities for youth to learn about themselves and their world while…

GC-MS/MS Analyses of Biological Samples in Support of Developmental Toxic Effects on Subcutaneous Exposure of Rats to GB

DTIC Science & Technology

2015-11-01

cholinergic symptoms after the release of GB in the Tokyo subway system (Ohbu et al., 1997). In fact, infants and small children may be at greater...Matsui, R.; Sakurai, K.; Hinohara, S. Sarin Poisoning on Tokyo Subway . South. Med. J. 1997, 90, 587–593. Russell, R.W.; Overstreet, D.H. Mechanisms

THE DEVELOPMENT OF SLEEP-WAKE RHYTHMS AND THE SEARCH FOR ELEMENTAL CIRCUITS IN THE INFANT BRAIN

PubMed Central

Blumberg, Mark S.; Gall, Andrew J.; Todd, William D.

2014-01-01

Despite the predominance of sleep in early infancy, developmental science has yet to play a major role in shaping concepts and theories about sleep and its associated ultradian and circadian rhythms. Here we argue that developmental analyses help us to elucidate the relative contributions of the brainstem and forebrain to sleep-wake control and to dissect the neural components of sleep-wake rhythms. Developmental analysis also makes it clear that sleep-wake processes in infants are the foundation for those of adults. For example, the infant brainstem alone contains a fundamental sleep-wake circuit that is sufficient to produce transitions among wakefulness, quiet sleep, and active sleep. Also, consistent with the requirements of a “flip-flop” model of sleep-wake processes, this brainstem circuit supports rapid transitions between states. Later in development, strengthening bidirectional interactions between the brainstem and forebrain contribute to the consolidation of sleep and wake bouts, the elaboration of sleep homeostatic processes, and the emergence of diurnal or nocturnal circadian rhythms. The developmental perspective promoted here critically constrains theories of sleep-wake control and provides a needed framework for the creation of fully realized computational models. Finally, with a better understanding of how this system is constructed developmentally, we will gain insight into the processes that govern its disintegration due to aging and disease. PMID:24708298

The development of sleep-wake rhythms and the search for elemental circuits in the infant brain.

PubMed

Blumberg, Mark S; Gall, Andrew J; Todd, William D

2014-06-01

Despite the predominance of sleep in early infancy, developmental science has yet to play a major role in shaping concepts and theories about sleep and its associated ultradian and circadian rhythms. Here we argue that developmental analyses help us to elucidate the relative contributions of the brainstem and forebrain to sleep-wake control and to dissect the neural components of sleep-wake rhythms. Developmental analysis also makes it clear that sleep-wake processes in infants are the foundation for those of adults. For example, the infant brainstem alone contains a fundamental sleep-wake circuit that is sufficient to produce transitions among wakefulness, quiet sleep, and active sleep. In addition, consistent with the requirements of a "flip-flop" model of sleep-wake processes, this brainstem circuit supports rapid transitions between states. Later in development, strengthening bidirectional interactions between the brainstem and forebrain contribute to the consolidation of sleep and wake bouts, the elaboration of sleep homeostatic processes, and the emergence of diurnal or nocturnal circadian rhythms. The developmental perspective promoted here critically constrains theories of sleep-wake control and provides a needed framework for the creation of fully realized computational models. Finally, with a better understanding of how this system is constructed developmentally, we will gain insight into the processes that govern its disintegration due to aging and disease.

["Are you going to die?" When children and adolescents experience the death of a close one].

PubMed

Röseberg, Franziska

2017-01-01

The illness and death of someone close is a big challenge that affects individuals and the whole system. To understand how children, adolescents and young adults experience the death of a significant other, and more specifically a family member, it is necessary to consider aspects of developmental psychology, the life-cycle phase of the family and the systemic view on the burden and reactions from individuals and the whole system. Palliative care and in particular family-oriented counselling and therapy stabilizes the system. Support of the adult caregiver, facilitating understanding of each other even if there are divergent needs as well as the support of sincere communication are important strategies. Children and adolescents as well as their families are supported to find their coherent way to deal with the imminent death of a close one and to integrate the experience into the biography with maximum mental wellbeing.

Differences in brain morphology and working memory capacity across childhood.

PubMed

Bathelt, Joe; Gathercole, Susan E; Johnson, Amy; Astle, Duncan E

2018-05-01

Working memory (WM) skills are closely associated with learning progress in key areas such as reading and mathematics across childhood. As yet, however, little is known about how the brain systems underpinning WM develop over this critical developmental period. The current study investigated whether and how structural brain correlates of components of the working memory system change over development. Verbal and visuospatial short-term and working memory were assessed in 153 children between 5.58 and 15.92 years, and latent components of the working memory system were derived. Fractional anisotropy and cortical thickness maps were derived from T1-weighted and diffusion-weighted MRI and processed using eigenanatomy decomposition. There was a greater involvement of the corpus callosum and posterior temporal white matter in younger children for performance associated with the executive part of the working memory system. For older children, this was more closely linked with the thickness of the occipitotemporal cortex. These findings suggest that increasing specialization leads to shifts in the contribution of neural substrates over childhood, moving from an early dependence on a distributed system supported by long-range connections to later reliance on specialized local circuitry. Our findings demonstrate that despite the component factor structure being stable across childhood, the underlying brain systems supporting working memory change. Taking the age of the child into account, and not just their overall score, is likely to be critical for understanding the nature of the limitations on their working memory capacity. © 2017 The Authors. Developmental Science Published by John Wiley & Sons Ltd.

Humidifier Development and Applicability to the Next Generation Portable Life Support System

NASA Technical Reports Server (NTRS)

Conger, Bruce C.; Barnes, Bruce G.; Sompayrac, Robert G.; Paul, Heather L.

2011-01-01

A development effort at the NASA Johnson Space Center investigated technologies to determine whether a humidifier would be required in the Portable Life Support System (PLSS) envisioned for future exploration missions. The humidifier has been included in the baseline PLSS schematic since performance testing of the Rapid Cycle Amine (RCA) indicates that the RCA over-dries the ventilation gas stream. Performance tests of a developmental humidifier unit and commercial off-the-shelf (COTS) units were conducted in December 2009. Following these tests, NASA revisited the need for a humidifier via system analysis. Results of this investigation indicate that it is feasible to meet humidity requirements without the humidifier if other changes are made to the PLSS ventilation loop and the Liquid Cooling and Ventilation Garment (LCVG).

Supporting Operational Data Assimilation Capabilities to the Research Community

NASA Astrophysics Data System (ADS)

Shao, H.; Hu, M.; Stark, D. R.; Zhou, C.; Beck, J.; Ge, G.

2017-12-01

The Developmental Testbed Center (DTC), in partnership with the National Centers for Environmental Prediction (NCEP) and other operational and research institutions, provides operational data assimilation capabilities to the research community and helps transition research advances to operations. The primary data assimilation system supported currently by the DTC is the Gridpoint Statistical Interpolation (GSI) system and the National Oceanic and Atmospheric Administration (NOAA) Ensemble Kalman Filter (EnKF) system. GSI is a variational based system being used for daily operations at NOAA, NCEP, the National Aeronautics and Space Administration, and other operational agencies. Recently, GSI has evolved into a four-dimensional EnVar system. Since 2009, the DTC has been releasing the GSI code to the research community annually and providing user support. In addition to GSI, the DTC, in 2015, began supporting the ensemble based EnKF data assimilation system. EnKF shares the observation operator with GSI and therefore, just as GSI, can assimilate both conventional and non-conventional data (e.g., satellite radiance). Currently, EnKF is being implemented as part of the GSI based hybrid EnVar system for NCEP Global Forecast System operations. This paper will summarize the current code management and support framework for these two systems. Following that is a description of available community services and facilities. Also presented is the pathway for researchers to contribute their development to the daily operations of these data assimilation systems.

Architects of the Future. Selected Conference Papers, Volume 1. National Association for Developmental Education Annual Conference Proceedings (19th, Chicago, Illinois, February 22-26, 1995).

ERIC Educational Resources Information Center

Higbee, Jeanne L., Ed.; Dwinell, Patricia L., Ed.

This conference proceedings publication addresses issues in developmental education at the postsecondary level. Papers included are: "Developmental Studies Teachers to Retention Specialists: Assets, Not Liabilities" (Carol H. Bader); "Primary and Secondary Orientation Support for One Underrepresented Group" (Allen R. Barlow and Kerri Heavens);…

Eliciting perceptions of satisfaction with services and supports from persons with intellectual disability and developmental disabilities: a review of the literature.

PubMed

Copeland, S R; Luckasson, R; Shauger, R

2014-12-01

Assessing the perceptions of individuals with intellectual disability (ID) and developmental disabilities (DD) is an essential part of evaluating and planning services and an important component of respect for self-direction and autonomy. It can be difficult, however, to assess satisfaction in such a way that individuals with disabilities' actual perceptions of satisfaction are accurately represented because of intellectual and communication difficulties they may have, the restricted range and nature of service systems, and the limitations of strategies used by some researchers. The purpose of this literature review was to systematically examine research studies designed to solicit personal satisfaction information from individuals with ID and DD. We reviewed 29 studies that met inclusion criteria to determine (1) who were participants in the studies, (2) what processes researchers used to obtain opinions and perspectives of persons with ID and DD, and (3) how researchers ensured the credibility, accuracy and voluntariness of participants' responses. Findings revealed that most of the research participants had ID with higher IQs and limited needs for supports. Researchers utilised a variety of processes to elicit perceptions of satisfaction. Most studies employed individual interviews; researchers addressed comprehensibility of questions in a number of ways (e.g. use of visuals, adjusting wording of questions, providing clear examples). Few studies reported training interviewers or taking into account participants' primary language or cultural background. No studies reported educating participants about how to understand the satisfaction information data or how to use it in advocating for more appropriate supports. Assessing the satisfaction with supports and services of individuals with ID and DD is complex particularly for persons with extensive support needs. Continued research using varied conceptual frameworks and new technologies is needed. Also helpful will be teaching persons with disabilities about the assessment process and how to use its results. © 2014 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Mars outpost - System and operations challenges

NASA Technical Reports Server (NTRS)

Roberts, Barney; Guerra, Lisa

1990-01-01

The paper addresses the challenges inherent in establishing an outpost on the planet Mars. For background purposes, the unique, remote Martian environment and the developmental phases of a settlement in such an environment are discussed. Challenges are identified in terms of surface systems and operations. Due to its importance to habitability, the life support system (LSS) is highlighted with various options identified. Operations for the Mars outpost, earth-based and local, are characterized by a decentralized concept. The challenge of integrating logistics analysis early in system design and operations strategy is also addressed. In order to understand and reduce the system and operations challenges, the application of terrestrial and lunar testbeds is explained.

USSR Space Life Sciences Digest, issue 25

NASA Technical Reports Server (NTRS)

Hooke, Lydia Razran (Editor); Teeter, Ronald (Editor); Garshnek, Victoria (Editor); Rowe, Joseph (Editor)

1990-01-01

This is the twenty-fifth issue of NASA's Space Life Sciences Digest. It contains abstracts of 42 journal papers or book chapters published in Russian and of 3 Soviet monographs. Selected abstracts are illustrated with figures and tables from the original. The abstracts in this issue have been identified as relevant to 26 areas of space biology and medicine. These areas include: adaptation, body fluids, botany, cardiovascular and respiratory systems, developmental biology, endocrinology, enzymology, equipment and instrumentation, exobiology, gravitational biology, habitability and environmental effects, human performance, immunology, life support systems, man-machine systems, mathematical modeling, metabolism, microbiology, musculoskeletal system, neurophysiology, nutrition, operational medicine, psychology, radiobiology, reproductive system, and space biology and medicine.

Developmental lead exposure induces opposite effects on ethanol intake and locomotion in response to central vs. systemic cyanamide administration.

PubMed

Mattalloni, Mara Soledad; Deza-Ponzio, Romina; Albrecht, Paula Alejandra; Cancela, Liliana Marina; Virgolini, Miriam Beatriz

2017-02-01

Lead (Pb) is a developmental neurotoxicant that elicits differential responses to drugs of abuse. Particularly, ethanol consumption has been demonstrated to be increased as a consequence of environmental Pb exposure, with catalase (CAT) and brain acetaldehyde (ACD, the first metabolite of ethanol) playing a role. The present study sought to interfere with ethanol metabolism by inhibiting ALDH2 (mitochondrial aldehyde dehydrogenase) activity in both liver and brain from control and Pb-exposed rats as a strategy to accumulate ACD, a substance that plays a major role in the drug's reinforcing and/or aversive effects. To evaluate the impact on a 2-h chronic voluntary ethanol intake test, developmentally Pb-exposed and control rats were administered with cyanamide (CY, an ALDH inhibitor) either systemically or intracerebroventricularly (i.c.v.) on the last 4 sessions of the experiment. Furthermore, on the last session and after locomotor activity was assessed, all animals were sacrificed to obtain brain and liver samples for ALDH2 and CAT activity determination. Systemic CY administration reduced the elevated ethanol intake already reported in the Pb-exposed animals (but not in the controls) accompanied by liver (but not brain) ALDH2 inactivation. On the other hand, a 0.3 mg i.c.v. CY administration enhanced both ethanol intake and locomotor activity accompanied by brain ALDH2 inactivation in control animals, while an increase in ethanol consumption was also observed in the Pb-exposed group, although in the absence of brain ALDH2 blockade. No changes were observed in CAT activity as a consequence of CY administration. These results support the participation of liver and brain ACD in ethanol intake and locomotor activity, responses that are modulated by developmental Pb exposure. Copyright © 2016 Elsevier Inc. All rights reserved.

After the Visit: An Overview of Government and Community Programs Supporting Children with Medical Complexity.

PubMed

Olson, Kaitlyn B

2017-05-04

The optimal care of children with medical complexity (CMC) requires involvement from a network of professionals that includes physicians, nurses, ancillary service providers, and educators. Pediatric health care providers typically have early and frequent contact with the families of CMC. Therefore, they are in a unique position to connect families to developmental, educational, and psychosocial supports. This article reviews important government and community programs that support CMC living in the United States. It outlines the educational rights of children with disabilities and offers practical tips for collaborating with Early Intervention and the public school system. The article also provides an overview of financial assistance programs, respite care services, and support groups that are beneficial to CMC and their families.

Preventing behavioural and emotional problems in children who have a developmental disability: a public health approach.

PubMed

Mazzucchelli, Trevor G; Sanders, Matthew R

2011-01-01

Children with developmental disabilities are at substantially greater risk of developing emotional and behavioural problems compared to their typically developing peers. While the quality of parenting that children receive has a major effect on their development, empirically supported parenting programs reach relatively few parents. A recent trend in parenting intervention research has been the adoption of a public health approach to improve the quality of parenting at a population level. This has involved delivering parenting interventions on a large scale and in a cost-effective manner. Such trials have been demonstrated to reduce negative parenting practices, prevent child maltreatment, and reduce child behavioural and emotional problems. However, these trials have been restricted to parents of children who are developing typically. This paper explores the rational for the extension of a population health approach to parenting interventions for children with developmental disabilities. It is argued that a population-based implementation and evaluation trial of an empirically supported system of interventions is needed to determine whether this approach is viable and can have a positive impact on parents and their children in a disability context. The Stepping Stones Triple P--Positive Parenting Program is presented as an example of a parenting intervention that satisfies the requirements for such a trial. Tasks and challenges of such a trial are discussed. Copyright © 2011 Elsevier Ltd. All rights reserved.

Commentary.

ERIC Educational Resources Information Center

Burgess, Robert L.; Molenaar, Peter C. M.

1995-01-01

Supports Gottlieb's conclusion that developmental behavior genetics is unsuitable for analyzing developmental coactional processes because it does not concern itself with mechanisms through which genotypes are transformed into phenotypes. But maintains that modern behavior genetics provides an indispensable tool to analyze nonlinear epigenetic…

Predictors of receiving therapy among very low birth weight 2-year olds eligible for Part C early intervention in Wisconsin.

PubMed

McManus, Beth Marie; Robert, Stephanie; Albanese, Aggie; Sadek-Badawi, Mona; Palta, Mari

2013-07-11

The Individuals with Disabilities Education Act (Part C) authorizes states to establish systems to provide early intervention services (e.g., therapy) for children at risk, with the incentive of federal financial support. This study examines family and neighborhood characteristics associated with currently utilizing physical, occupational, or speech therapy among very low birthweight (VLBW) 2-year-old children who meet Wisconsin eligibility requirements for early intervention services (EI) due to developmental delay. This cross-sectional analysis used data from the Newborn Lung Project, a regional cohort study of VLBW infants hospitalized in Wisconsin's newborn intensive care units during 2003-2004. We included the 176 children who were age two at follow-up, and met Wisconsin state eligibility requirements for EI based on developmental delay. Exact logistic regression was used to describe child and neighborhood socio-demographic correlates of parent-reported receipt of therapy. Among VLBW children with developmental delay, currently utilizing therapy was higher among children with Medicaid (aOR = 5.3, 95% CI: 1.3, 28.3) and concomitant developmental disability (aOR = 5.2, 95% CI: 2.1, 13.3) and lower for those living in a socially more disadvantaged neighborhood (aOR=0.48, 95% CI: 0.21, 0.98, per tertile). Among a sample of VLBW 2-year olds with developmental delays who are EI-eligible in WI, 4 out of 5 were currently receiving therapy, per parent report. Participation in Medicaid positively influences therapy utilization. Children with developmental difficulties who live in socially disadvantaged neighborhoods are at highest risk for not receiving therapy.

The Interplay between Adolescent Needs and Secondary School Structures: Fostering Developmentally Responsive Middle and High School Environments across the Transition

ERIC Educational Resources Information Center

Ellerbrock, Cheryl R.; Kiefer, Sarah M.

2013-01-01

Understanding the developmental responsiveness of secondary school environments may be an important factor in supporting students as they make the transition from one school to the next. Students' needs may or may not be met depending on the nature of the fit between their basic and developmental needs and secondary school structures at the middle…

Systems design study of the Pioneer Venus spacecraft. Volume 2. Preliminary program development plan

NASA Technical Reports Server (NTRS)

1973-01-01

The preliminary development plan for the Pioneer Venus program is presented. This preliminary plan treats only developmental aspects that would have a significant effect on program cost. These significant development areas were: master program schedule planning; test planning - both unit and system testing for probes/orbiter/ probe bus; ground support equipment; performance assurance; and science integration Various test planning options and test method techniques were evaluated in terms of achieving a low-cost program without degrading mission performance or system reliability. The approaches studied and the methodology of the selected approach are defined.

How do low-birthweight neonates fare 2 years after discharge from a low-technology neonatal care unit in a rural district hospital in Burundi?

PubMed

van den Boogaard, W; Zuniga, I; Manzi, M; Van den Bergh, R; Lefevre, A; Nanan-N'zeth, K; Duchenne, B; Etienne, W; Juma, N; Ndelema, B; Zachariah, R; Reid, A

2017-04-01

As neonatal care is being scaled up in economically poor settings, there is a need to know more on post-hospital discharge and longer-term outcomes. Of particular interest are mortality, prevalence of developmental impairments and malnutrition, all known to be worse in low-birthweight neonates (LBW, <2500 g). Getting a better handle on these parameters might justify and guide support interventions. Two years after hospital discharge, we thus assessed: mortality, developmental impairments and nutritional status of LBW children. Household survey of LBW neonates discharged from a neonatal special care unit in Rural Burundi between January and December 2012. Of 146 LBW neonates, 23% could not be traced and 4% had died. Of the remaining 107 children (median age = 27 months), at least one developmental impairment was found in 27%, with 8% having at least five impairments. Main impairments included delays in motor development (17%) and in learning and speech (12%). Compared to LBW children (n = 100), very-low-birthweight (VLBW, <1500 g, n = 7) children had a significantly higher risk of impairments (intellectual - P = 0.001), needing constant supervision and creating a household burden (P = 0.009). Of all children (n-107), 18% were acutely malnourished, with a 3½ times higher risk in VLBWs (P = 0.02). Reassuringly, most children were thriving 2 years after discharge. However, malnutrition was prevalent and one in three manifested developmental impairments (particularly VLBWs) echoing the need for support programmes. A considerable proportion of children could not be traced, and this emphasises the need for follow-up systems post-discharge. © 2017 The Authors. Tropical Medicine & International Health Published by John Wiley & Sons Ltd.

Evolution of branched regulatory genetic pathways: directional selection on pleiotropic loci accelerates developmental system drift.

PubMed

Johnson, Norman A; Porter, Adam H

2007-01-01

Developmental systems are regulated by a web of interacting loci. One common and useful approach in studying the evolution of development is to focus on classes of interacting elements within these systems. Here, we use individual-based simulations to study the evolution of traits controlled by branched developmental pathways involving three loci, where one locus regulates two different traits. We examined the system under a variety of selective regimes. In the case where one branch was under stabilizing selection and the other under directional selection, we observed "developmental system drift": the trait under stabilizing selection showed little phenotypic change even though the loci underlying that trait showed considerable evolutionary divergence. This occurs because the pleiotropic locus responds to directional selection and compensatory mutants are then favored in the pathway under stabilizing selection. Though developmental system drift may be caused by other mechanisms, it seems likely that it is accelerated by the same underlying genetic mechanism as that producing the Dobzhansky-Muller incompatibilities that lead to speciation in both linear and branched pathways. We also discuss predictions of our model for developmental system drift and how different selective regimes affect probabilities of speciation in the branched pathway system.

Developmental outcomes after early prefrontal cortex damage.

PubMed

Eslinger, Paul J; Flaherty-Craig, Claire V; Benton, Arthur L

2004-06-01

The neuropsychological bases of cognitive, social, and moral development are minimally understood, with a seemingly wide chasm between developmental theories and brain maturation models. As one approach to bridging ideas in these areas, we review 10 cases of early prefrontal cortex damage from the clinical literature, highlighting overall clinical profiles and real life developmental outcomes. Based on these cases, there is preliminary evidence to support distinctive developmental differences after: (1) dorsolateral, (2) mesial, and (3) orbital-polar prefrontal lesions, for more profound impairments after bilateral damage, and possibly for recovery differences after very early vs. later childhood lesion onset. Further case and group studies are needed to confirm reliable effects of specific lesion locations, the influence of age of lesion onset, and related experiential and treatment variables in determining adult outcomes. Rather than a single underlying deficit associated with early prefrontal cortex damage, we interpret the findings to suggest that it is the altered integration and interplay of cognitive, emotional, self-regulatory, and executive/metacognitive deficits that contribute to diverse developmental frontal lobe syndromes. The findings support the fundamental importance of prefrontal cortex maturation in protracted cognitive, social-emotional, and moral development.

Parental perceptions of barriers to physical activity in children with developmental disabilities living in Trinidad and Tobago.

PubMed

Njelesani, Janet; Leckie, Karen; Drummond, Jennifer; Cameron, Deb

2015-01-01

Parents have a strong influence on their child's engagement in physical activities, especially for children with developmental disabilities, as these children are less likely to initiate physical activity. Knowledge is limited regarding parents' perceptions of this phenomenon in low- and middle-income countries (LMICs); yet many rehabilitation providers work with children with developmental disabilities and their parents in these contexts. The aim of this study was to explore the barriers perceived by parents of children with developmental disabilities to their children's engagement in physical activity. An occupational perspective was used to explore how parents speak about barriers to their child's engagement in physical activity. Interviews were conducted with nine parents in Port-of-Spain, Trinidad and Tobago. Parent's perceived barriers were categorized into four themes: family priorities, not an option in our environment, need to match the activity to the child's ability, and need for specialized supports. FINDINGS provide opportunities for future rehabilitation and community programming in LMICs. Implications for Rehabilitation Children living with a developmental disability may engage more in solitary and sedentary pursuits as a result of parents choosing activities that do not present extensive social and physical demands for their child. Therapists can play an important role in providing knowledge to parents of appropriate physical activity and the benefits of physical activity for children with developmental disabilities in order to promote children's participation. In environments where there is limited social support for families, therapists need to consider and be particularly supportive of parental priorities and schedules.

Force on Force Modeling with Formal Task Structures and Dynamic Geometry

DTIC Science & Technology

2017-03-24

task framework, derived using the MMF methodology to structure a complex mission. It further demonstrated the integration of effects from a range of...application methodology was intended to support a combined developmental testing (DT) and operational testing (OT) strategy for selected systems under test... methodology to develop new or modify existing Models and Simulations (M&S) to: • Apply data from multiple, distributed sources (including test

The Root Cause of Post-Traumatic and Developmental Stress Disorder (Phase 1)

DTIC Science & Technology

2015-04-01

effects accentuates fear behavior (abstract) Our previous experiments demonstrated that systemic depletion of serotonin (5-hydroxytryptamine, 5- HT ...potentiated fear behaviors. However, the effects of isolated depletion of 5- HT in the LA, and the molecular mechanisms underlying enhanced glutamatergic...susceptible to the effects of severe stress. Previous findings from our lab support the existence of an anatomical phenotype related to the 5HTTLPR serotonin

Associative learning alone is insufficient for the evolution and maintenance of the human mirror neuron system.

PubMed

Oberman, Lindsay M; Hubbard, Edward M; McCleery, Joseph P

2014-04-01

Cook et al. argue that mirror neurons originate from associative learning processes, without evolutionary influence from social-cognitive mechanisms. We disagree with this claim and present arguments based upon cross-species comparisons, EEG findings, and developmental neuroscience that the evolution of mirror neurons is most likely driven simultaneously and interactively by evolutionarily adaptive psychological mechanisms and lower-level biological mechanisms that support them.

Classroom Engagement as a Proximal Lever for Student Success in Higher Education: What a Self-Determination Framework within a Multi-Level Developmental System Tells Us

ERIC Educational Resources Information Center

Chi, Una J.

2014-01-01

This study examined the role of course engagement in college student success, especially for students who have multiple life commitments and few social supports. Building on previous measurement work and based in self-determination theory, the study was organized in five steps. Relying on information provided by 860 undergraduates from 12 upper…

Gravity, light and plant form

NASA Technical Reports Server (NTRS)

Hangarter, R. P.

1997-01-01

Plants have evolved highly sensitive and selective mechanisms that detect and respond to various aspects of their environment. As a plant develops, it integrates the environmental information perceived by all of its sensory systems and adapts its growth to the prevailing environmental conditions. Light is of critical importance because plants depend on it for energy and, thus, survival. The quantity, quality and direction of light are perceived by several different photosensory systems that together regulate nearly all stages of plant development, presumably in order to maintain photosynthetic efficiency. Gravity provides an almost constant stimulus that is the source of critical spatial information about its surroundings and provides important cues for orientating plant growth. Gravity plays a particularly important role during the early stages of seedling growth by stimulating a negative gravitropic response in the primary shoot that orientates it towards the source of light, and a positive gravitropic response in the primary root that causes it to grow down into the soil, providing support and nutrient acquisition. Gravity also influences plant form during later stages of development through its effect on lateral organs and supporting structures. Thus, the final form of a plant depends on the cumulative effects of light, gravity and other environmental sensory inputs on endogenous developmental programs. This article is focused on developmental interactions modulated by light and gravity.

[OurPuppet - Caring support with an interactive puppet for informal caregivers : Opportunities and challenges in the social and technical developmental process].

PubMed

Kuhlmann, Andrea; Reuter, Verena; Schramek, Renate; Dimitrov, Todor; Görnig, Matthias; Matip, Eva-Maria; Matthies, Olaf; Naroska, Edwin

2018-01-01

The "OurPuppet" project comprises a sensor-based, interactive puppet that will be developed to communicate with people in need of care during a short period of absence of the informal caregiver. Specially qualified puppet guides will support the use of the new technical development. They instruct people with dementia and caregivers on how to use the puppet and supervise the (informal) care relationship through discussions on a regular basis. The article shows the specific components of users' needs for which the concrete technical development should find answers. It also focuses on the opportunities and challenges for the technical and social developmental process accompanied by these demands. The analysis of the users' needs is based on a participatory approach. Semi-structured focus group interviews were conducted with informal caregivers, nurses and volunteers in order to identify typical situations in home care settings. The interviews were paraphrased and summarized in order to deduce inductive categories (qualitative data analysis), which describe everyday situations that the technical system should address. Such analyses provide information about the needs of potential users and indicate how to design such technical systems. Furthermore, opportunities and challenges of the development process as well as important contextual information were identified.

Gravity, light and plant form.

PubMed

Hangarter, R P

1997-06-01

Plants have evolved highly sensitive and selective mechanisms that detect and respond to various aspects of their environment. As a plant develops, it integrates the environmental information perceived by all of its sensory systems and adapts its growth to the prevailing environmental conditions. Light is of critical importance because plants depend on it for energy and, thus, survival. The quantity, quality and direction of light are perceived by several different photosensory systems that together regulate nearly all stages of plant development, presumably in order to maintain photosynthetic efficiency. Gravity provides an almost constant stimulus that is the source of critical spatial information about its surroundings and provides important cues for orientating plant growth. Gravity plays a particularly important role during the early stages of seedling growth by stimulating a negative gravitropic response in the primary shoot that orientates it towards the source of light, and a positive gravitropic response in the primary root that causes it to grow down into the soil, providing support and nutrient acquisition. Gravity also influences plant form during later stages of development through its effect on lateral organs and supporting structures. Thus, the final form of a plant depends on the cumulative effects of light, gravity and other environmental sensory inputs on endogenous developmental programs. This article is focused on developmental interactions modulated by light and gravity.

Onto-clust--a methodology for combining clustering analysis and ontological methods for identifying groups of comorbidities for developmental disorders.

PubMed

Peleg, Mor; Asbeh, Nuaman; Kuflik, Tsvi; Schertz, Mitchell

2009-02-01

Children with developmental disorders usually exhibit multiple developmental problems (comorbidities). Hence, such diagnosis needs to revolve on developmental disorder groups. Our objective is to systematically identify developmental disorder groups and represent them in an ontology. We developed a methodology that combines two methods (1) a literature-based ontology that we created, which represents developmental disorders and potential developmental disorder groups, and (2) clustering for detecting comorbid developmental disorders in patient data. The ontology is used to interpret and improve clustering results and the clustering results are used to validate the ontology and suggest directions for its development. We evaluated our methodology by applying it to data of 1175 patients from a child development clinic. We demonstrated that the ontology improves clustering results, bringing them closer to an expert generated gold-standard. We have shown that our methodology successfully combines an ontology with a clustering method to support systematic identification and representation of developmental disorder groups.

Developmental delay

USDA-ARS?s Scientific Manuscript database

Nutrition support is essential for the care of the child with developmental delay. After a thorough evaluation, an individualized intervention plan that accounts for the child’s nutrition status, feeding ability, and medical condition may be determined. Nutrition assessments may be performed at leas...

Issues in the Medication Management Process in People Who Have Intellectual and Developmental Disabilities: A Qualitative Study of the Caregivers' Perspective.

PubMed

Erickson, Steven R; Salgado, Teresa M; Tan, Xi

2016-12-01

People who have intellectual and developmental disabilities (IDD) often rely on caregivers to assist in the medication management process. The aim of this study was to learn from caregivers, who are either family or support staff, what major issues arise throughout the process of managing medication and how these might be addressed. Problems identified by caregivers include (a) prescribers understanding of insurance and agency policies regarding medication utilization; (b) lack of continuity of care and accuracy of the medication record as well as clinical records; (c) poor communication among patients, caregivers, and clinicians; (d) patient willingness to take medication; (e) caregiver understanding and training of medication-related topics; and (f) the health system being unprepared to work with people who have IDD.

Social support and mastery influence the association between stress and poor physical health in parents caring for children with developmental disabilities.

PubMed

Cantwell, Joanne; Muldoon, Orla T; Gallagher, Stephen

2014-09-01

To date, much of the research linking the stress of caring for children with developmental disabilities (e.g. Autism & Down syndrome) with parental health outcomes have tended to concentrate on mental health with less attention paid to the physical health consequences. Thus, this study sought to explore the psychosocial predictors of poor physical health in these caring parents. One hundred and sixty-seven parents (109 caregivers and 58 control parents) completed measures of stress, child problem behaviours, social support, mastery and physical health. Parents of children with developmental disabilities had poorer physical health compared to control parents. Stress and mastery, but not social support and problem behaviours, were significant predictors of poor physical health within caring parents for children with developmental disabilities. However, the association between mastery and physical health was mediated by perceived stress such that those parents who were higher on mastery reported less stress and better physical health; furthermore, the association between stress and physical health was moderated by social support; those parents high on social support and low in stress had better physical health. These results indicate that the paths between psychosocial factors and poor physical health in the caring parents are working synergistically rather than in isolation. They also underscore the importance of providing multi-component interventions that offer a variety of psychosocial resources to meet the precise needs of the parents. Copyright © 2014 Elsevier Ltd. All rights reserved.

Family support and intergenerational caregiving: report from the State of the Science in Aging with Developmental Disabilities Conference.

PubMed

Heller, Tamar; Factor, Alan

2008-07-01

This article summarizes the proceedings of the Family Support and Intergenerational Caregiving work group that was part of the "State of the Science in Aging with Developmental Disabilities: Charting Lifespan Trajectories and Supportive Environments for Healthy Living" symposium. The aim was to provide a research and policy agenda that would result in a better social, health, and economic well being for adults with intellectual and developmental disabilities and family caregivers. Key issues addressed were (1) demographic challenges; (2) long-term outcomes, poverty and cultural minority status; (3) interdependent roles of family members; and (4) family support policies and practices. The group identified the following major gaps in knowledge that need to be included in a future research agenda: data on the demography of families, including information on cultural minorities and families living in poverty; research on the interdependent roles of various family members in providing support to each other, including siblings, grandparents, and the person with disabilities; and development and assessment of models for providing supports to families and that bridge the aging and disability networks. The outcomes of this recommended research agenda will result in progressive policies and culturally sensitive supports that will improve the health, social, and economic well-being of adults with I/DD and their families.

Developmentally arrested structures preceding cerebellar tumors in von Hippel–Lindau disease

PubMed Central

Shively, Sharon B; Falke, Eric A; Li, Jie; Tran, Maxine G B; Thompson, Eli R; Maxwell, Patrick H; Roessler, Erich; Oldfield, Edward H; Lonser, Russell R; Vortmeyer, Alexander O

2011-01-01

There is increasing evidence that suggests that knockout of tumor-suppressor gene function causes developmental arrest and protraction of cellular differentiation. In the peripheral nervous system of patients with the tumor-suppressor gene disorder, von Hippel–Lindau disease, we have demonstrated developmentally arrested structural elements composed of hemangioblast progenitor cells. Some developmentally arrested structural elements progress to a frank tumor, hemangioblastoma. However, in von Hippel–Lindau disease, hemangioblastomas are frequently observed in the cerebellum, suggesting an origin in the central nervous system. We performed a structural and topographic analysis of cerebellar tissues obtained from von Hippel–Lindau disease patients to identify and characterize developmentally arrested structural elements in the central nervous system. We examined the entire cerebella of five tumor-free von Hippel–Lindau disease patients and of three non-von Hippel–Lindau disease controls. In all, 9 cerebellar developmentally arrested structural elements were detected and topographically mapped in 385 blocks of von Hippel–Lindau disease cerebella. No developmentally arrested structural elements were seen in 214 blocks from control cerebella. Developmentally arrested structural elements are composed of poorly differentiated cells that express hypoxia-inducible factor (HIF)2α, but not HIF1α or brachyury, and preferentially involve the molecular layer of the dorsum cerebelli. For the first time, we identify and characterize developmentally arrested structural elements in the central nervous system of von Hippel–Lindau patients. We provide evidence that developmentally arrested structural elements in the cerebellum are composed of developmentally arrested hemangioblast progenitor cells in the molecular layer of the dorsum cerebelli. PMID:21499240

45 CFR 1386.23 - Periodic reports: Protection and Advocacy System.

Code of Federal Regulations, 2010 CFR

2010-10-01

... HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM FORMULA GRANT PROGRAMS State System for Protection and Advocacy of the Rights of Individuals with Developmental Disabilities § 1386.23 Periodic reports...

A case study of arithmetic facts dyscalculia caused by a hypersensitivity-to-interference in memory.

PubMed

De Visscher, Alice; Noël, Marie-Pascale

2013-01-01

While the heterogeneity of developmental dyscalculia is increasingly recognized, the different profiles have not yet been clearly established. Among the features underpinning types of developmental dyscalculia suggested in the literature, an impairment in arithmetic fact retrieval is particularly prominent. In this paper, we present a case study of an adult woman (DB) with very good cognitive capacities suffering from a specific and developmental arithmetic fact retrieval deficit. We test the main hypotheses about developmental dyscalculia derived from literature. We first explore the influential hypothesis of an approximate number system deficit, through estimation tasks, comparison tasks and a priming comparison task. Secondly, we evaluate whether DB's mathematical deficiencies are caused by a rote verbal memory deficit, using tasks involving completion of expressions, and reciting automatic series such as the alphabet and the months of the year. Alternatively, taking into account the extreme similarity of the arithmetic facts, we propose that a heightened sensitivity to interference could have prevented DB from memorizing the arithmetic facts. The pattern of DB's results on different tasks supports this hypothesis. Our findings identify a new etiology of a specific impairment of arithmetic facts storage, namely a hypersensitivity-to-interference. Copyright © 2012 Elsevier Ltd. All rights reserved.

Exploring the Impact of Learning Communities at a Community College: An Effort to Support Students Enrolled in a Developmental Math Course

ERIC Educational Resources Information Center

VonHandorf, Teri A.

2012-01-01

The purpose of this mixed-methods participatory action research study was to explore the impact of learning communities on students enrolled in the lowest level of developmental math at a two-year college. The learning community consisted of twenty-three students who were enrolled in both a student success course (GEN102) and a developmental math…

Behavioral and Neurodevelopmental Precursors to Binge-Type Eating Disorders: Support for the Role of Negative Valence Systems

PubMed Central

Vannucci, Anna; Nelson, Eric E.; Bongiorno, Diana M.; Pine, Daniel S.; Yanovski, Jack A.; Tanofsky-Kraff, Marian

2015-01-01

Background Pediatric loss-of-control eating is a robust behavioral precursor to binge-type eating disorders. Elucidating precursors to loss-of-control eating and binge-type eating disorders may refine developmental risk models of eating disorders and inform interventions. Method We review evidence within constructs of the Negative Valence Systems (NVS)-domain, as specified by the Research Domain Criteria framework. Based on published studies, we propose an integrated NVS model of binge-type eating disorder risk. Results Data implicate altered corticolimbic functioning, neuroendocrine dysregulation, and self-reported negative affect as possible risk-factors. However, neuroimaging and physiological data in children and adolescents are sparse, and most prospective studies are limited to self-report measures. Conclusions We discuss a broad NVS framework for conceptualizing early risk for binge-type eating disorders. Future neural and behavioral research on the developmental trajectory of loss-of-control and binge-type eating disorders is required. PMID:26040923

A systematic review of pediatric cognitive rehabilitation in the elementary and middle school systems.

PubMed

Shaw, Dorothy R

2016-06-18

Cognitive Rehabilitation Therapy (CRT) is efficacious in remediating cognitive deficits, and has been demonstrated to be effective in a school setting. The purpose of this paper is to review the literature on pediatric CRT as it relates to successful re-integration of TBI survivors into the school system and community. This systematic review of the literature suggests that social re-integration strategies which incorporate problem-solving, reasoning, self-awareness, and positive social skills within a developmental framework are the most effective techniques for Pediatric CRT. Children and adolescents with cognitive impairments benefit from a holistic approach to rehabilitation which incorporates developmental, social, and emotional considerations, as well as, cognitive rehabilitation techniques. This systematic review identifies several avenues for effective therapeutic interventions for school aged TBI survivors. Many are supported by laboratory based efficacy studies. Future research should investigate optimal ages for particular treatments, as well as, the effectiveness of treatments across different social settings.

Children's Mental Health as a Primary Care and Concern

PubMed Central

Tolan, Patrick H.; Dodge, Kenneth A.

2009-01-01

In response to the serious crisis in mental health care for children in the United States, this article proposes as a priority for psychology a comprehensive approach that treats mental health as a primary issue in child health and welfare. Consistent with the principles of a system of care and applying epidemiological, risk-development, and intervention-research findings, this approach emphasizes 4 components: easy access to effective professional clinical services for children exhibiting disorders; further development and application of sound prevention principles for high-risk youths; support for and access to short-term intervention in primary care settings; and greater recognition and promotion of mental health issues in common developmental settings and other influential systems. Integral to this approach is the need to implement these components simultaneously and to incorporate family-focused, culturally competent, evidence-based, and developmentally appropriate services. This comprehensive, simultaneous, and integrated approach is needed to achieve real progress in children's mental health in this country. PMID:16173893

Student Development and Developmental Studies.

ERIC Educational Resources Information Center

Champaigne, John

1982-01-01

Reviews the nine-stage Perry Scheme of Intellectual and Ethical Development, detailing three major student orientations--dualism, multiplicity, and commitments in relativism. Suggests techniques developmental educators can use to communicate with, support, and challenge students to promote intellectual development. Underscores the importance of…

The Potential Contribution of Advanced Imaging Techniques to Developmental Neurotoxicity Risk Assessment

EPA Science Inventory

Neuropathologic assessment provides critical data essential to developmental neurotoxicity risk assessment. There are a number of objectives in conducting a neuropathologic assessment to effectively support risk assessment. These include a comprehensive assessment of the adult an...

14 CFR 1274.208 - Intellectual property.

Code of Federal Regulations, 2011 CFR

2011-01-01

... organization for experimental, developmental, research, design or engineering work in support of the agreement... COMMERCIAL FIRMS Pre-Award Requirements § 1274.208 Intellectual property. (a) Intellectual property rights. A...) with a domestic nonprofit organization or a small business firm for experimental, developmental, or...

AUTONOMY AND RELATEDNESS IN MOTHER-TEEN INTERACTIONS AS PREDICTORS OF INVOLVEMENT IN ADOLESCENT DATING AGGRESSION

PubMed Central

Niolon, Phyllis Holditch; Kuperminc, Gabriel P.; Allen, Joseph P.

2015-01-01

Objective This multi-method, longitudinal study examines the negotiation of autonomy and relatedness between teens and their mothers as etiologic predictors of perpetration and victimization of dating aggression two years later. Method Observations of 88 mid-adolescents and their mothers discussing a topic of disagreement were coded for each individual’s demonstrations of autonomy and relatedness using a validated coding system. Adolescents self-reported on perpetration and victimization of physical and psychological dating aggression two years later. We hypothesized that mother’s and adolescents’ behaviors supporting autonomy and relatedness would longitudinally predict lower reporting of dating aggression, and that their behaviors inhibiting autonomy and relatedness would predict higher reporting of dating aggression. Results Hypotheses were not supported; main findings were characterized by interactions of sex and risk status with autonomy. Maternal behaviors supporting autonomy predicted higher reports of perpetration and victimization of physical dating aggression for girls, but not for boys. Adolescent behaviors supporting autonomy predicted higher reports of perpetration of physical dating aggression for high-risk adolescents, but not for low-risk adolescents. Conclusions Results indicate that autonomy is a dynamic developmental process, operating differently as a function of social contexts in predicting dating aggression. Examination of these and other developmental processes within parent-child relationships is important in predicting dating aggression, but may depend on social context. PMID:25914852

The role of social buffering on chronic disruptions in quality of care: evidence from caregiver-based interventions in foster children.

PubMed

Flannery, Jessica E; Beauchamp, Kathryn G; Fisher, Philip A

2017-02-01

There is growing evidence that social support can buffer the physiological stress response, specifically cortisol reactivity. We use a developmental framework to review the importance of social buffering in early childhood, a period of heightened plasticity for programming of the hypothalamic-pituitary-adrenal (HPA) axis. The social environment, in which parents play the largest role in early life, is a critical agent in the developmental trajectory of the HPA axis. A prevailing model of social buffering primarily focuses on the role of social support in the context of acute stressors and cortisol response. This review expands this model to provide evidence of the mechanism of social buffering, or lack thereof, across periods of chronic stress by applying the social buffer model to children involved in the child welfare system. We also highlight current interventions that capitalize on the mechanism of social buffering to modify HPA axis functioning across childhood. Last, we synthesize our findings using the social buffering framework to inform future targeted interventions.

Integrating family work into the treatment of young people with severe and complex depression: a developmentally focused model.

PubMed

Rice, Simon; Halperin, Stephen; Blaikie, Simon; Monson, Katherine; Stefaniak, Rachel; Phelan, Mark; Davey, Christopher

2018-04-01

Although models of family intervention are clearly articulated in the child and early adolescent literature, there is less clarity regarding family intervention approaches in later adolescence and emerging adulthood. This study provides the rationale and intervention framework for a developmentally sensitive model of time-limited family work in the outpatient treatment of complex youth depression (15-25 years). Derived from current practice in the Youth Mood Clinic (YMC) at Orygen Youth Health, Melbourne, a stepped model of family intervention is discussed. YMC aims to provide comprehensive orientation, assessment and education to all families. For some, a family-based intervention, delivered either by the treating team or through the integration of a specialist family worker, offers an important adjunct in supporting the recovery of the young person. Developmental phases and challenges experienced by the young person with respect to family/caregiver involvement are discussed in the context of two case studies. A developmentally sensitive model is presented with particular attention to the developmental needs and preferences of young people. Formal evaluation of this model is required. Evaluation perspectives should include young people, caregivers, the broader family system (i.e. siblings) and the treating team (i.e. case manager, doctor and family worker) incorporating outcome measurement. Such work determines how best to apply a time-limited family-based intervention approach in strengthening family/caregiver relationships as part of the young person's recovery from severe and complex depression. © 2016 John Wiley & Sons Australia, Ltd.

Addressing sexual and reproductive health in adolescents and young adults with intellectual and developmental disabilities.

PubMed

Walters, Frinny Polanco; Gray, Susan Hayden

2018-05-24

This review provides support for promoting the sexual health of adolescents and young adults with developmental disabilities, and particularly those with intellectual disabilities. It offers guidance for pediatricians on incorporating counseling on sexuality and reproductive healthcare, socially appropriate behavior, and sexual abuse prevention for adolescents and young adults with developmental disabilities into healthcare visits. Additionally, it provides resources for developmentally appropriate sexuality education in the home and community to allow access to the comprehensive sexual and reproductive healthcare patients deserve. Adolescents and young adults with developmental disabilities often do not receive developmentally appropriate sexual health education, and this is associated with poor sexual health outcomes and increased rates of sexual abuse in this population. Pediatricians should discuss sexual health with all patients, including adolescents and young adults with developmental disabilities. They are well suited to provide sexual health education and inform families about appropriate sexual health resources.

Strategies to avoid the loss of developmental potential in more than 200 million children in the developing world.

PubMed

Engle, Patrice L; Black, Maureen M; Behrman, Jere R; Cabral de Mello, Meena; Gertler, Paul J; Kapiriri, Lydia; Martorell, Reynaldo; Young, Mary Eming

2007-01-20

This paper is the third in the Child Development Series. The first paper showed that more than 200 million children under 5 years of age in developing countries do not reach their developmental potential. The second paper identified four well-documented risks: stunting, iodine deficiency, iron deficiency anaemia, and inadequate cognitive stimulation, plus four potential risks based on epidemiological evidence: maternal depression, violence exposure, environmental contamination, and malaria. This paper assesses strategies to promote child development and to prevent or ameliorate the loss of developmental potential. The most effective early child development programmes provide direct learning experiences to children and families, are targeted toward younger and disadvantaged children, are of longer duration, high quality, and high intensity, and are integrated with family support, health, nutrition, or educational systems and services. Despite convincing evidence, programme coverage is low. To achieve the Millennium Development Goals of reducing poverty and ensuring primary school completion for both girls and boys, governments and civil society should consider expanding high quality, cost-effective early child development programmes.

Sociomoral Reasoning, Empathy, and Meeting Developmental Tasks During the Transition to Adulthood in Autism Spectrum Disorder.

PubMed

Senland, Amie K; Higgins-D'Alessandro, Ann

2016-09-01

This mixed methods study investigated sociomoral reasoning, empathy, and challenging and supportive factors during the transition to adulthood in emerging adults (18-27-years-old) with autism spectrum disorder (ASD) to better understand how these variables facilitated positive developmental outcomes. Same-aged ASD (n = 22) and typically developing (TD) (n = 22) groups completed quantitative and qualitative measures assessing these constructs. Compared to the TD group, the ASD group had significantly lower sociomoral reasoning and perspective-taking, significantly higher personal distress, but similar empathic concern. Inductive content analysis showed those with ASD and better developmental outcomes more often discussed the value of informal social support and utilized perspective-taking during challenging sociomoral situations.

Entering work: employment outcomes of people with developmental disabilities.

PubMed

Boeltzig, Heike; Timmons, Jaimie C; Butterworth, John

2008-09-01

This paper provides a current snapshot of employment outcomes for individuals with developmental disabilities who had recently entered integrated employment (individual and group supported jobs) with the support of a community rehabilitation provider. Individual outcomes are based on an analysis of the National Survey of Community Rehabilitation Providers conducted between 2004 and 2005 by the Institute for Community Inclusion at the University of Massachusetts in Boston. Survey results show that the majority of respondents with developmental disabilities worked part-time in individual jobs, predominantly in the entry-level service industry; earned above federal minimum wage; and received paid time off. Differences in employment outcomes by type of integrated employment model are discussed. The paper concludes with a discussion of the implications of the findings.

A QUALITATIVE RETROSPECTIVE ANALYSIS OF POSITIVE CONTROL DATA IN DEVELOPMENTAL NEUROTOXICITY STUDIES.

EPA Science Inventory

A manuscript reviews positive control data submitted by registrants in support of Developmental Neurotoxicity (DNT) guideline studies. Adequate positive control data are needed to evaluate laboratory proficiency in detecting changes in the structure and function of the developin...

Somatoform Pain: A developmental theory and translational research review

PubMed Central

Landa, Alla; Peterson, Bradley S.; Fallon, Brian A.

2013-01-01

Somatoform pain is a highly prevalent, debilitating condition and a tremendous public health problem. Effective treatments for somatoform pain are urgently needed. The etiology of this condition is, however, still unknown. On the basis of a review of recent basic and clinical research, we propose one potential mechanisms of symptom formation in somatoform pain and a developmental theory of its pathogenesis. The emerging evidence from animal and human studies in developmental neurobiology, cognitive-affective neuroscience, psychoneuroimmunology, genetics, epigenetics, and clinical and treatment studies of somatoform pain all point to the existence of a shared physical and social pain neural system. Research findings also show that non-optimal early experiences interact with genetic predispositions to influence the development of this shared system and ability to regulate it in an effective way. Interpersonal affect regulation between infant and caregiver is crucial for the optimal development of these brain circuits. The aberrant development of this shared neural system during infancy, childhood and adolescence, therefore, may ultimately lead to an increased sensitivity to physical and social pain and to problems with their regulation in adulthood. The authors critically review translational research findings that support this theory and discuss its clinical and research implications. Specifically, the proposed theory and reviewed research suggest that psychotherapeutic and/or pharmacologic interventions that foster the development of affect regulation capacities in an interpersonal context will also serve to more effectively modulate aberrantly activated neural pain circuits and thus be of particular benefit in the treatment of somatoform pain. PMID:22929064

Implementation of inclusive education for children with intellectual and developmental disabilities in African countries: a scoping review.

PubMed

Okyere, Christiana; Aldersey, Heather Michelle; Lysaght, Rosemary; Sulaiman, Surajo Kamilu

2018-04-25

To advance understanding of practices that support inclusion of children with intellectual and developmental disabilities in inclusive education classrooms in Africa by conducting a review of the extant literature. Five academic databases were searched supplemented by a hand search of key journals and references of included studies. Two authors independently screened studies via a reference manager (Covidence) which allowed for blinding. A third author was consulted in cases of conflict. Thirty articles that provided empirical evidence of inclusive education implementation were included. Eight articles highlighted practices that support inclusion of children with intellectual and developmental disabilities. Using Bronfenbrenner's bioecological framework, findings revealed that inclusive education implementation is influenced by factors on the bio level, micro level, meso level, and macro level. Recommendations for promoting inclusive education implementation are provided. Inclusion goes beyond teachers and requires strong commitment of other stakeholders such as families and governments. To guarantee the smooth inclusion of children with special education needs and particularly with intellectual and developmental disabilities, a set of practices validated through rigorous research as supportive and unique and that can be universal to Africa is wise. Implications for rehabilitation A number of strategies were identified that can improve the classroom inclusion of children with intellectual and developmental disabilities. Development of policies that support such strategies could improve implementation. Inclusion goes beyond teachers. Rehabilitation professionals (i.e. occupational therapists) and educational professionals should partner to identify practical solutions to the challenges of creating inclusive environments for children with special education needs. Committing more resources and time towards the development and implementation of special education policies can advance the successful inclusion of children with special education needs.

High-temperature electronics

NASA Technical Reports Server (NTRS)

Matus, Lawrence G.; Seng, Gary T.

1990-01-01

To meet the needs of the aerospace propulsion and space power communities, the high temperature electronics program at the Lewis Research Center is developing silicon carbide (SiC) as a high temperature semiconductor material. This program supports a major element of the Center's mission - to perform basic and developmental research aimed at improving aerospace propulsion systems. Research is focused on developing the crystal growth, characterization, and device fabrication technologies necessary to produce a family of SiC devices.

The 25 kW power module evolution study. Part 3: Conceptual designs for power module evolution. Volume 2: Program plans

NASA Technical Reports Server (NTRS)

1979-01-01

A plan is presented for the evolutionary development and deployment of the power module system with performance capabilities required to support the 1983 to 1990 user requirements. Aspects summarized include program functional, operational, and hardware elements; program work breakdown and specification items; development plans and schedules for developmental and technology milestones; test concepts and timeliness; and ground and orbit operations concepts.

Effects of a parent-implemented Developmental Reciprocity Treatment Program for children with autism spectrum disorder.

PubMed

Gengoux, Grace W; Schapp, Salena; Burton, Sarah; Ardel, Christina M; Libove, Robin A; Baldi, Gina; Berquist, Kari L; Phillips, Jennifer M; Hardan, Antonio Y

2018-05-01

Developmental approaches to autism treatment aim to establish strong interpersonal relationships through joint play. These approaches have emerging empirical support; however, there is a need for further research documenting the procedures and demonstrating their effectiveness. This pilot study evaluated changes in parent behavior and child autism symptoms following a 12-week Developmental Reciprocity Treatment parent-training program. A total of 22 children with autism spectrum disorder between 2 and 6 years (mean age = 44.6 months, standard deviation = 12.7) and a primary caregiver participated in 12 weekly sessions of Developmental Reciprocity Treatment parent training, covering topics including introduction to developmental approaches, supporting attention and motivation, sensory regulation and sensory-social routines, imitation/building nonverbal communication, functional language development, and turn taking. Results indicated improvement in aspects of parent empowerment and social quality of life. Improvement in core autism symptoms was observed on the Social Responsiveness Scale total score (F(1,19): 5.550, p = 0.029), MacArthur-Bates Communicative Development Inventories number of words produced out of 680 (F(1,18): 18.104, p = 0.000), and two subscales of the Repetitive Behavior Scale, Revised (compulsive, p = 0.046 and restricted, p = 0.025). No differences in sensory sensitivity were observed on the Short Sensory Profile. Findings from this pilot study indicate that Developmental Reciprocity Treatment shows promise and suggest the need for future controlled trials of this developmentally based intervention.

Developmental Programming of Adult Disease: Reprogramming by Melatonin?

PubMed

Tain, You-Lin; Huang, Li-Tung; Hsu, Chien-Ning

2017-02-16

Adult-onset chronic non-communicable diseases (NCDs) can originate from early life through so-called the "developmental origins of health and disease" (DOHaD) or "developmental programming". The DOHaD concept offers the "reprogramming" strategy to shift the treatment from adulthood to early life, before clinical disease is apparent. Melatonin, an endogenous indoleamine produced by the pineal gland, has pleiotropic bioactivities those are beneficial in a variety of human diseases. Emerging evidence support that melatonin is closely inter-related to other proposed mechanisms contributing to the developmental programming of a variety of chronic NCDs. Recent animal studies have begun to unravel the multifunctional roles of melatonin in many experimental models of developmental programming. Even though some progress has been made in research on melatonin as a reprogramming strategy to prevent DOHaD-related NCDs, future human studies should aim at filling the translational gap between animal models and clinical trials. Here, we review several key themes on the reprogramming effects of melatonin in DOHaD research. We have particularly focused on the following areas: mechanisms of developmental programming; the interrelationship between melatonin and mechanisms underlying developmental programming; pathophysiological roles of melatonin in pregnancy and fetal development; and insight provided by animal models to support melatonin as a reprogramming therapy. Rates of NCDs are increasing faster than anticipated all over the world. Hence, there is an urgent need to understand reprogramming mechanisms of melatonin and to translate experimental research into clinical practice for halting a growing list of DOHaD-related NCDs.

Translations of Developmental Screening Instruments: An Evidence Map of Available Research.

PubMed

El-Behadli, Ana F; Neger, Emily N; Perrin, Ellen C; Sheldrick, R Christopher

2015-01-01

Children whose parents do not speak English experience significant disparities in the identification of developmental delays and disorders; however, little is known about the availability and validity of translations of developmental screeners. The goal was to create a map of the scientific evidence regarding translations of the 9 Academy of Pediatrics-recommended screening instruments into languages other than English. The authors conducted a systematic search of Medline and PsycINFO, references of identified articles, publishers' Web sites, and official manuals. Through evidence mapping, a new methodology supported by AHRQ and the Cochrane Collaboration, the authors documented the extent and distribution of published evidence supporting translations of developmental screeners. Data extraction focused on 3 steps of the translation and validation process: (1) translation methods used, (2) collection of normative data in the target language, and (3) evidence for reliability and validity. The authors identified 63 distinct translations among the 9 screeners, of which 44 had supporting evidence published in peer-reviewed sources. Of the 63 translations, 35 had at least some published evidence regarding translation methods used, 28 involving normative data, and 32 regarding reliability and/or construct validity. One-third of the translations found were of the Denver Developmental Screening Test. Specific methods used varied greatly across screeners, as did the level of detail with which results were reported. Few developmental screeners have been translated into many languages. Evidence map of the authors demonstrates considerable variation in both the amount and the comprehensiveness of information available about translated instruments. Informal guidelines exist for conducting translation of psychometric instruments but not for documentation of this process. The authors propose that uniform guidelines be established for reporting translation research in peer-reviewed journals, similar to those for clinical trials and studies of diagnostic accuracy.

Age-Specific Patient Navigation Preferences Among Adolescents and Young Adults with Cancer.

PubMed

Pannier, Samantha T; Warner, Echo L; Fowler, Brynn; Fair, Douglas; Salmon, Sara K; Kirchhoff, Anne C

2017-11-23

Patient navigation is increasingly being directed at adolescent and young adult (AYA) patients. This study provides a novel description of differences in AYA cancer patients' preferences for navigation services by developmental age at diagnosis. Eligible patients were diagnosed with cancer between ages 15 and 39 and had completed at least 1 month of treatment. Between October 2015 and January 2016, patients completed semi-structured interviews about navigation preferences. Summary statistics of demographic and cancer characteristics were generated. Differences in patient navigation preferences were examined through qualitative analyses by developmental age at diagnosis. AYAs were interviewed (adolescents 15-18 years N = 8; emerging adults 19-25 years N = 8; young adults 26-39 years N = 23). On average, participants were 4.5 years from diagnosis. All age groups were interested in face-to-face connection with a navigator and using multiple communication platforms (phone, text, email) to follow-up. Three of the most frequently cited needs were insurance, finances, and information. AYAs differed in support, healthcare, and resource preferences by developmental age; only adolescents preferred educational support. While all groups preferred financial and family support, the specific type of assistance (medical versus living expenses, partner/spouse, child, or parental assistance) varied by age group. AYAs with cancer have different preferences for patient navigation by developmental age at diagnosis. AYAs are not a one-size-fits-all population, and navigation programs can better assist AYAs when services are targeted to appropriate developmental ages. Future research should examine fertility and navigation preferences by time since diagnosis. While some navigation needs to span the AYA age range, other needs are specific to developmental age.

Technology and the environment: supportive resource or barrier for people with developmental disabilities?

PubMed

Hammel, Joy

2003-06-01

Findings from needs assessments and abandonment studies point to issues with health care providers, particularly in their ability to listen to the needs of the consumer and important others regarding AT-EI. Professionals need to listen to what people are telling them or, in many cases, what they are not telling them. Actions and nonverbal messages can speak very loudly. Strategies to communicate and collaborate with consumers need to be developed. Regardless of ability to communicate or the severity of the impairments the person may be experiencing, it is important to withhold judgments that may underestimate a person's potential or desire to be in control of life decisions. AT-EI service have often seen people labeled with severe or profound intellectual disabilities challenge that diagnosis after accessing a communication or access system. Likewise, a person with a severe disability has the right to supportive resources and to the same level of respect, dignity, and quality of life as any other member of society. Using the technology and adapting the environment to provide opportunities for consumers to "voice" their wishes and control their lives can be an effective strategy to collaborate. When focusing on a rights-based philosophy, recognizing the difference between physical independence (e.g., physical and/or cognitive ability to do a task by oneself) and self-care management (e.g., access to and power to manage the supportive resources to live in the community regardless of level of physical ability) is important. We all rely on supports in our lives, whether it be tools or technology to help us do a job or another person, yet when we evaluate people with disabilities, the expectation is for people to function independently [23,24]. They even receive lower scores on functional assessments if they are using a piece of technology to do an activity. By shifting the focus to management of and access to resources versus level of physical dependence or burden, health care professionals can play a role in linking people to such resources as AT-EI and related services and strategies to support community living. Such a shift in focus also enables professionals to validate interdependence; that is, the give-take relationships that people have with each other to support each other [25]. The use of AT-EI by people with developmental disabilities often involves an interdependent relationship in which another person may help set up the environment or technology and, in turn, the consumer can then reciprocate and engage in an activity or a relationship [1]. Health care professionals also need to better understand and take into consideration the social context, its influence on consumers' use or nonuse of AT-EI, and the long-term influence on community living and participation decisions [1]. Nurses can involve important others in the process by listening to and considering their needs, and ensuring that they are informed about options, the benefits of using AT-EI for the consumer and themselves, and how to set up and troubleshoot the AT-EI. In cases where important others are not supportive, health care professionals may be in a position to link the consumer with other consumers and advocacy groups such as Centers for Independent Living or Self Advocates Becoming Empowered that may offer that support as well as membership in a collective community engaged in systems change. Health care professionals can serve as a system interface by linking people to information and resources to make informed decisions [26]. Resources on developmental disability and health, common issues that may occur, and life course planning help people identify functional issues and early signs of accelerated aging and proactively use the environment and technology to stay in living situations of choice. Few health care professionals are well prepared to provide services to people with developmental disabilities as they age; a great need exists for providers of such specialized services and for proactive later-life screenings that can identify issues early and make the most use of AT-EI strategies to address aging issues [26,28]. At any given point in time in the life of people with developmental disabilities, many different professionals and systems may be involved in decisions that could include AT-EI. Medical, educational, vocational, independent living, and case management systems may all be working with the person; however, there is often limited or no communication between them, particularly as the person ages or transitions between settings. Health care professionals, even when they are working with an individual on a limited basis, can and should take on active roles in linking consumers and important others with other systems and should ensure that information about their AT-EI needs is transferred accurately between systems. Most likely, nurses may be in a role to refer a person to specialized services, whether they may be medical, rehabilitative, AT-EI-specific, or disability advocacy groups that can help support the person as they face barriers or seek out AT. Nurses may also be in a role to pass on important information about the person's health and medical status that can help to better inform AT-EI decisions to ensure the AT meets the person's needs across contexts. As an interface, nurses may assume a role as a supporting advocate for accessing resources, not as a gatekeeper who makes decisions for people. This includes referring individuals with developmental disabilities to people and groups that know how to get AT-EI, how to fund it, and how to troubleshoot it, and linking them to other people with disabilities who are sharing strategies in person and on-line. It also includes focusing beyond basic self-care and considers AT-EI strategies that enable a person to participate in high meaning activities and roles in the home and the community. Participation in activities identified as highly meaningful and important to the person, such as participating in a religious community, networking with other people on-line, gardening, or being a member of a community group, to name a few, can positively contribute to health, wellness, and quality of life; the challenge is to create and adapt the environment (social, physical, and societal) to support participation choices and control.

45 CFR 1386.24 - Non-allowable costs for the Protection and Advocacy System.

Code of Federal Regulations, 2010 CFR

2010-10-01

...) OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM FORMULA GRANT PROGRAMS State System for Protection and Advocacy of the Rights of Individuals with Developmental Disabilities § 1386.24 Non-allowable...

Predictors of receiving therapy among very low birth weight 2-year olds eligible for Part C early intervention in Wisconsin

PubMed Central

2013-01-01

Background The Individuals with Disabilities Education Act (Part C) authorizes states to establish systems to provide early intervention services (e.g., therapy) for children at risk, with the incentive of federal financial support. This study examines family and neighborhood characteristics associated with currently utilizing physical, occupational, or speech therapy among very low birthweight (VLBW) 2-year-old children who meet Wisconsin eligibility requirements for early intervention services (EI) due to developmental delay. Methods This cross-sectional analysis used data from the Newborn Lung Project, a regional cohort study of VLBW infants hospitalized in Wisconsin’s newborn intensive care units during 2003–2004. We included the 176 children who were age two at follow-up, and met Wisconsin state eligibility requirements for EI based on developmental delay. Exact logistic regression was used to describe child and neighborhood socio-demographic correlates of parent-reported receipt of therapy. Results Among VLBW children with developmental delay, currently utilizing therapy was higher among children with Medicaid (aOR = 5.3, 95% CI: 1.3, 28.3) and concomitant developmental disability (aOR = 5.2, 95% CI: 2.1, 13.3) and lower for those living in a socially more disadvantaged neighborhood (aOR=0.48, 95% CI: 0.21, 0.98, per tertile). Conclusions Among a sample of VLBW 2-year olds with developmental delays who are EI-eligible in WI, 4 out of 5 were currently receiving therapy, per parent report. Participation in Medicaid positively influences therapy utilization. Children with developmental difficulties who live in socially disadvantaged neighborhoods are at highest risk for not receiving therapy. PMID:23845161

Promising outcomes in teen mothers enrolled in a school-based parent support program and child care center.

PubMed

Sadler, Lois S; Swartz, Martha K; Ryan-Krause, Patricia; Seitz, Victoria; Meadows-Oliver, Mikki; Grey, Margaret; Clemmens, Donna A

2007-03-01

This study described a cohort of teen mothers and their children attending an urban high school with a parent support program and school-based child care center. Specific aims of the study were to describe maternal characteristics and outcomes, and child developmental and health outcomes. A volunteer sample of 65 adolescent mothers enrolled in the parent support program and their children were interviewed, surveyed, and assessed. Fifty-three mothers had children enrolled in the school-based child care center and 12 mothers had their children cared for by family members. Maternal characteristics assessed included self-esteem and depressive symptoms, social stressors and support, self-perceived parental competence, parent-child teaching interactions, and subsequent childbearing and maternal educational outcomes. Child outcomes included child developmental assessments and health outcomes. About 33% of teen mothers were mildly to moderately depressed and 39% of the sample had experienced transitional homelessness. Social support networks were small; in the past 12 months, mothers experienced a mean number of 13.2 +/- 11.9 negative life events. Maternal self-report measures and mother-child observation measures indicated positive levels of parental competence. Maternal educational outcomes were positive, and only 6% of mothers had subsequent childbirths within 2 years. The mean scores on developmental assessments of children fell within the normal range, although there were 7 children identified with developmental delays. For at-risk teen mothers, this parent support program and school-based child care setting appears to offer promising opportunities to help young mothers with parenting, avoid rapid subsequent pregnancies, and stay engaged with school, while their children are cared for in a close and safe environment.

Strengthening Grief Support for Children with Developmental Disabilities

ERIC Educational Resources Information Center

Sormanti, Mary; Ballan, Michelle S.

2011-01-01

Although a sizable literature investigates and describes children's grief, the majority of information focuses on typically developing children. Far less has been published about the loss and grief of children with developmental disabilities (DD), even though this population experiences significant and multiple losses, increasing their…

Developmental Services for Children with HIV Infection.

ERIC Educational Resources Information Center

Crocker, Allen C.

1989-01-01

The special developmental needs of young children with congenital HIV (Human Immunodeficiency Virus) infection require evaluation, training, therapy, and other supports. Such services should be guided by developmentalists in a child study center in close alliance with medical, educational, and community service providers. Concerns about the…

The Infant Development Center.

ERIC Educational Resources Information Center

Birr, Jack

Reported are services provided to developmentally or behaviorally disturbed children (0-to-3-years-old) and their parents by the Infant Development Center (IDC) in Mission, Kansas. Outlined is information such as the IDC's primary activities (infant developmental stimulation and parental training and support), secondary activities (such as…

Age-Related Differences in Evaluating Developmental Stability

ERIC Educational Resources Information Center

Mustafic, Maida; Freund, Alexandra M.

2013-01-01

Two studies examined the hypothesis that the evaluation of developmental stability changes across adulthood. Results of Study 1 ("N" = 119) supported the expectation that older adults ("M"[subscript age] = 65.29 years)--compared to younger ("M"[subscript age] = 23.38 years) and middle-aged adults…

Professional Functioning: Exploring Developmental Narratives of Counselor Trainees

ERIC Educational Resources Information Center

Storlie, Cassandra A.; Baltrinic, Eric R.; Mostade, S. Jeffrey; Darby, Tiffany

2017-01-01

The authors analyzed the reflective journals of 49 counselor trainees in internship using a conventional content analysis approach. Developmental insights from the 4 overarching themes and 7 subthemes are provided to assist counselor education and supervision programs in supporting the professional functioning of counselor trainees.

State health care financing strategies for children with intellectual and developmental disabilities.

PubMed

Bachman, Sara S; Comeau, Margaret; Tobias, Carol; Allen, Deborah; Epstein, Susan; Jantz, Kathryn; Honberg, Lynda

2012-06-01

We provide the first descriptive summary of selected programs developed to help expand the scope of coverage, mitigate family financial hardship, and provide health and support services that children with intellectual and developmental disabilities need to maximize their functional status and quality of life. State financing initiatives were identified through interviews with family advocacy, Title V, and Medicaid organizational representatives. Results showed that states use myriad strategies to pay for care and maximize supports, including benefits counseling, consumer- and family-directed care, flexible funding, mandated benefits, Medicaid buy-in programs, and Tax Equity and Fiscal Responsibility Act of 1982 funding. Although health reform may reduce variation among states, its impact on families of children with intellectual and developmental disabilities is not yet clear. As health reform is implemented, state strategies to ameliorate financial hardship among families of children with intellectual and developmental disabilities show promise for immediate use. However, further analysis and evaluation are required to understand their impact on family and child well-being.

Barriers to Employment for Transition-age Youth with Developmental and Psychiatric Disabilities.

PubMed

Noel, Valerie A; Oulvey, Eugene; Drake, Robert E; Bond, Gary R

2017-05-01

Youth with developmental and psychiatric disabilities encounter significant vocational challenges, even when they receive supported employment services. We examined the barriers to employment for 280 transition-age youth with disabilities enrolled in supported employment in eight community rehabilitation centers. Employment team members identified each youth's top three barriers to employment using a 21-item checklist. Lack of work experience, transportation problems, and program engagement issues represented common barriers for both youth with developmental disabilities (53, 36, and 25%) and youth with psychiatric disabilities (20, 33, and 26%). Additional common barriers among youth with developmental disabilities included cognitive problems (32%) and lack of social skills (23%) and among youth with psychiatric disabilities included poor control of psychiatric symptoms (23%). Despite receiving evidence-based employment services, youth with disabilities encounter many barriers to employment. Awareness of typical barriers for transition-age youth, including those specific to different disability groups, may help employment programs anticipate challenges and develop strategies that avoid these barriers and their effects on employment opportunities.

The Efficacy of Parent Counseling and Support Groups on the Stress Levels, Self-Esteem and Degree of Coping of Parents of Developmentally Delayed or Handicapped Children Who Are Involved in an Infant Intervention Program.

ERIC Educational Resources Information Center

La Fountain, Rebecca; Geoffroy, Kevin

This study was conducted to investigate the effect that a parent support group and a counseling group had on the stress levels, self-esteem, and degree of coping of parents (N=48) of developmentally delayed or handicapped infants enrolled in an infant intervention program. It was hypothesized that, compared to parents in the control group, parents…

Piloting a Web-Based Homework System in Developmental Mathematics Classrooms

ERIC Educational Resources Information Center

Dass, Wendi E.

2012-01-01

This Capstone project studied a pilot of the web-based homework system "Hawkes" in developmental mathematics classes at a mid-sized community college. The purpose of the study was to investigate how three instructors of developmental mathematics courses incorporated "Hawkes" in their classes, what obstacles they encountered,…

Testing the inhibitory cascade model in Mesozoic and Cenozoic mammaliaforms

PubMed Central

2013-01-01

Background Much of the current research in the growing field of evolutionary development concerns relating developmental pathways to large-scale patterns of morphological evolution, with developmental constraints on variation, and hence diversity, a field of particular interest. Tooth morphology offers an excellent model system for such ‘evo-devo’ studies, because teeth are well preserved in the fossil record, and are commonly used in phylogenetic analyses and as ecological proxies. Moreover, tooth development is relatively well studied, and has provided several testable hypotheses of developmental influences on macroevolutionary patterns. The recently-described Inhibitory Cascade (IC) Model provides just such a hypothesis for mammalian lower molar evolution. Derived from experimental data, the IC Model suggests that a balance between mesenchymal activators and molar-derived inhibitors determines the size of the immediately posterior molar, predicting firstly that molars either decrease in size along the tooth row, or increase in size, or are all of equal size, and secondly that the second lower molar should occupy one third of lower molar area. Here, we tested the IC Model in a large selection of taxa from diverse extant and fossil mammalian groups, ranging from the Middle Jurassic (~176 to 161 Ma) to the Recent. Results Results show that most taxa (~65%) fell within the predicted areas of the Inhibitory Cascade Model. However, members of several extinct groups fell into the regions where m2 was largest, or rarely, smallest, including the majority of the polyphyletic “condylarths”. Most Mesozoic mammals fell near the centre of the space with equality of size in all three molars. The distribution of taxa was significantly clustered by diet and by phylogenetic group. Conclusions Overall, the IC Model was supported as a plesiomorphic developmental system for Mammalia, suggesting that mammal tooth size has been subjected to this developmental constraint at least since the divergence of australosphenidans and boreosphenidans approximately 180 Ma. Although exceptions exist, including many ‘condylarths’, these are most likely to be secondarily derived states, rather than alternative ancestral developmental models for Mammalia. PMID:23565593

Positive Behavior Support Training Curriculum. Second Edition

ERIC Educational Resources Information Center

Reid, Dennis H.; Parsons, Marsha B.

2007-01-01

The American Association on Intellectual and Developmental Disabilities' (AAIDD's) Positive Behavior Support Training Curriculum," Second Edition" ("PBSTC"), is a curriculum for training direct support personnel and their supervisors in the values and practices of Positive Behavior Support. The curriculum is designed for direct support persons and…

Maternal well-being and its association to risk of developmental problems in children at school entry

PubMed Central

2010-01-01

Background Children at highest risk of developmental problems benefit from early identification and intervention. Investigating factors affecting child development at the time of transition to school may reveal opportunities to tailor early intervention programs for the greatest effectiveness, social benefit and economic gain. The primary objective of this study was to identify child and maternal factors associated with children who screened at risk of developmental problems at school entry. Methods An existing cohort of 791 mothers who had been followed since early pregnancy was mailed a questionnaire when the children were aged four to six years. The questionnaire included a screening tool for developmental problems, an assessment of the child's social competence, health care utilization and referrals, and maternal factors, including physical health, mental health, social support, parenting morale and sense of competence, and parenting support/resources. Results Of the 491 mothers (62%) who responded, 15% had children who were screened at high risk of developmental problems. Based on a logistic regression model, independent predictors of screening at high risk for developmental problems at age 5 were male gender (OR: 2.3; 95% CI: 1.3, 4.1), maternal history of abuse at pregnancy (OR: 2.4; 95% CI: 1.3, 4.4), and poor parenting morale when the child was 3 years old (OR: 3.9; 95% CI: 2.1, 7.3). A child with all of these risk factors had a 35% predicted probability of screening at high risk of developmental problems, which was reduced to 13% if maternal factors were favourable. Conclusions Risk factors for developmental problems at school entry are related to maternal well being and history of abuse, which can be identified in the prenatal period or when children are preschool age. PMID:20338052

Transitioning to Adulthood from Foster Care.

PubMed

Lee, Terry; Morgan, Wynne

2017-04-01

Transitional age foster youth do not typically receive the types of family supports their nonfoster peers enjoy. Many foster youth experience multiple adversities and often fare worse than nonfoster peers on long-term functional outcomes. Governments increasingly recognize their responsibility to act as parents for state dependents transitioning to adulthood and the need to provide services to address social/emotional supports, living skills, finances, housing, education, employment, and physical and mental health. More research is needed to inform the development of effective programs. Transitional age foster youth benefit from policies promoting a developmentally appropriate, comprehensive, and integrated transition system of care. Copyright © 2016 Elsevier Inc. All rights reserved.

Selected Studies on Math Placement.

ERIC Educational Resources Information Center

Akst, Geoffrey; Hirsch, Lewis

1991-01-01

Drawing from a review of the literature and direct experience, this paper discusses key issues in developmental mathematics placement. First, the controversial practice of mandatory placement is examined, citing research results that support the practice and those that do not. Next, the diversity of developmental math placement standards is…

Toward social system theory: implications for older people with developmental disabilities and service delivery.

PubMed

Dossa, P A

1990-01-01

The literature refers to older people with developmental disabilities as the "new service population." How and why this population emerged as a special category is discussed conceptually with reference to social systems theory. A brief review of social systems theory and some basic systemic tenets are presented. Systemic tenets are employed in examining the historical development of social gerontology and present trends in the service-delivery system. I show that the systemic variable of the economic model of human development has significantly impacted on the making of older people with developmental disabilities a dependent population. In the conclusion the systems perspective is explored in relation to recognizing the liminal, in-between parts between components. It is argued that such a perception minimizes the dichotomy between older people with developmental disabilities and the non-disabled population, paving the way for a genuine encounter.

Cascading effects of interparental conflict in adolescence: Linking threat appraisals, self-efficacy, and adjustment.

PubMed

Fosco, Gregory M; Feinberg, Mark E

2015-02-01

This study examined the longitudinal implications of adolescents' exposure to interparental conflict for their developmental success. In the proposed developmental cascade model, adolescents' perceptions of parental conflict as threatening is a risk factor for diminished self-efficacy, which would account for diminished adjustment. This study presents longitudinal data for 768 sixth-grade students and their families over four time points, ending in eighth grade. Analyses were conducted in three steps. First, replication of longitudinal support for threat as a mediator of the link between interparental conflict and emotional distress was found; however, findings did not support threat as a mediator of behavior problems or subjective well-being. Second, threat was found to mediate the longitudinal association between interparental conflict and self-efficacy. Third, a developmental cascade model supported a risk process in which interparental conflict was related to adolescents' threat appraisals, which undermined self-efficacy beliefs, and was then linked with emotional distress, behavior problems, and subjective well-being.

Cascading Effects of Interparental Conflict in Adolescence: Linking Threat Appraisals, Self-Efficacy, and Adjustment

PubMed Central

Fosco, Gregory M.; Feinberg, Mark E.

2015-01-01

This study examined the longitudinal implications of adolescents’ exposure to interparental conflict for their developmental success. In the proposed developmental cascade model, adolescents’ perceptions of parental conflict as threatening is a risk factor for diminished self-efficacy, which would account for diminished adjustment. This study presents longitudinal data for 768 6th-grade students and their families over four time points, ending in 8th grade. Analyses were conducted in three steps. First, replication of longitudinal support for threat as a mediator of the link between interparental conflict and emotional distress was found; however, findings did not support threat as a mediator of behavior problems or subjective well-being. Second, threat was found to mediate the longitudinal association between interparental conflict and self-efficacy. Finally, a developmental cascade model supported a risk process in which interparental conflict was related to adolescents’ threat appraisals, which undermined self-efficacy beliefs, and was then linked with emotional distress, behavior problems, and subjective well-being. PMID:25017469

I-CAN: the classification and prediction of support needs.

PubMed

Arnold, Samuel R C; Riches, Vivienne C; Stancliffe, Roger J

2014-03-01

Since 1992, the diagnosis and classification of intellectual disability has been dependent upon three constructs: intelligence, adaptive behaviour and support needs (Luckasson et al. 1992. Mental Retardation: Definition, Classification and Systems of Support. American Association on Intellectual and Developmental Disability, Washington, DC). While the methods and instruments to measure intelligence and adaptive behaviour are well established and generally accepted, the measurement and classification of support needs is still in its infancy. This article explores the measurement and classification of support needs. A study is presented comparing scores on the ICF (WHO, 2001) based I-CAN v4.2 support needs assessment and planning tool with expert clinical judgment using a proposed classification of support needs. A logical classification algorithm was developed and validated on a separate sample. Good internal consistency (range 0.73-0.91, N = 186) and criterion validity (κ = 0.94, n = 49) were found. Further advances in our understanding and measurement of support needs could change the way we assess, describe and classify disability. © 2013 John Wiley & Sons Ltd.

A Mobile Early Stimulation Program to Support Children with Developmental Delays in Brazil.

PubMed

Dias, Raquel da Luz; Silva, Kátia Cristina Correa Guimarães; Lima, Marcela Raquel de Oliveira; Alves, João Guilherme Bezerra; Abidi, Syed Sibte Raza

2018-01-01

Developmental delay is a deviation development from the normative milestones during the childhood and it may be caused by neurological disorders. Early stimulation is a standardized and simple technique to treat developmental delays in children (aged 0-3 years), allowing them to reach the best development possible and to mitigate neuropsychomotor sequelae. However, the outcomes of the treatment depending on the involvement of the family, to continue the activities at home on a daily basis. To empower and educate parents of children with neurodevelopmental delays to administer standardized early stimulation programs at home, we developed a mobile early stimulation program that provides timely and evidence-based clinical decision support to health professionals and a personalized guidance to parents about how to administer early stimulation to their child at home.

Associations between intensity of child welfare involvement and child development among young children in child welfare.

PubMed

Stahmer, Aubyn C; Hurlburt, Michael; Horwitz, Sarah McCue; Landsverk, John; Zhang, Jinjin; Leslie, Laurel K

2009-09-01

To examine developmental and behavioral status of children in child welfare (CW) over time, by intensity of CW involvement using a national probability sample. As part of the National Survey of Child and Adolescent Well-being (NSCAW), data were collected on 1,049 children 12-47 months old investigated by CW agencies for possible abuse or neglect. Analyses used descriptive statistics to characterize developmental and behavioral status across four domains (developmental/cognitive, language, adaptive functioning, and behavior) by intensity of CW involvement (in-home with CW services, in-home with no CW services or out-of-home care) over time. Multivariate analyses were used to examine the relationship between independent variables (age, gender, home environment, race/ethnicity, maltreatment history, intensity of CW involvement) and follow-up domain scores. On average, children improved in developmental/cognitive, communication/language status over time, but these improvements did not differ by intensity of CW involvement. Analyses revealed a positive relationship between the home environment and change in language and adaptive behavior standard scores over time, and few predictors of change in behavioral status. An interaction between intensity of CW involvement and initial developmental/cognitive status was present. Across domains, intensity of CW involvement does not appear to have a significant effect on change in developmental and behavioral status, although out-of-home care does have differential relationships with children's developmental/cognitive status for those with very low initial cognitive/developmental status. Facilitating development in children in CW may require supportive, enriched care environments both for children remaining at home and those in foster care. Toddler and preschool age children known to child welfare are likely to have difficulties with development whether they are removed from their homes or not. It would be helpful if child welfare workers were trained to screen for developmental, language, adaptive behavior and behavioral difficulties in children in foster care, and those remaining at home. Additional support for biological, foster, and kinship caregivers in encouraging development is important for the attainment of critical developmental skills, especially for children with developmental difficulties.

The developmental genetics of biological robustness

PubMed Central

Mestek Boukhibar, Lamia; Barkoulas, Michalis

2016-01-01

Background Living organisms are continuously confronted with perturbations, such as environmental changes that include fluctuations in temperature and nutrient availability, or genetic changes such as mutations. While some developmental systems are affected by such challenges and display variation in phenotypic traits, others continue consistently to produce invariable phenotypes despite perturbation. This ability of a living system to maintain an invariable phenotype in the face of perturbations is termed developmental robustness. Biological robustness is a phenomenon observed across phyla, and studying its mechanisms is central to deciphering the genotype–phenotype relationship. Recent work in yeast, animals and plants has shown that robustness is genetically controlled and has started to reveal the underlying mechinisms behind it. Scope and Conclusions Studying biological robustness involves focusing on an important property of developmental traits, which is the phenotypic distribution within a population. This is often neglected because the vast majority of developmental biology studies instead focus on population aggregates, such as trait averages. By drawing on findings in animals and yeast, this Viewpoint considers how studies on plant developmental robustness may benefit from strict definitions of what is the developmental system of choice and what is the relevant perturbation, and also from clear distinctions between gene effects on the trait mean and the trait variance. Recent advances in quantitative developmental biology and high-throughput phenotyping now allow the design of targeted genetic screens to identify genes that amplify or restrict developmental trait variance and to study how variation propagates across different phenotypic levels in biological systems. The molecular characterization of more quantitative trait loci affecting trait variance will provide further insights into the evolution of genes modulating developmental robustness. The study of robustness mechanisms in closely related species will address whether mechanisms of robustness are evolutionarily conserved. PMID:26292993

3D Bioprinting of Developmentally Inspired Templates for Whole Bone Organ Engineering.

PubMed

Daly, Andrew C; Cunniffe, Gráinne M; Sathy, Binulal N; Jeon, Oju; Alsberg, Eben; Kelly, Daniel J

2016-09-01

The ability to print defined patterns of cells and extracellular-matrix components in three dimensions has enabled the engineering of simple biological tissues; however, bioprinting functional solid organs is beyond the capabilities of current biofabrication technologies. An alternative approach would be to bioprint the developmental precursor to an adult organ, using this engineered rudiment as a template for subsequent organogenesis in vivo. This study demonstrates that developmentally inspired hypertrophic cartilage templates can be engineered in vitro using stem cells within a supporting gamma-irradiated alginate bioink incorporating Arg-Gly-Asp adhesion peptides. Furthermore, these soft tissue templates can be reinforced with a network of printed polycaprolactone fibers, resulting in a ≈350 fold increase in construct compressive modulus providing the necessary stiffness to implant such immature cartilaginous rudiments into load bearing locations. As a proof-of-principal, multiple-tool biofabrication is used to engineer a mechanically reinforced cartilaginous template mimicking the geometry of a vertebral body, which in vivo supported the development of a vascularized bone organ containing trabecular-like endochondral bone with a supporting marrow structure. Such developmental engineering approaches could be applied to the biofabrication of other solid organs by bioprinting precursors that have the capacity to mature into their adult counterparts over time in vivo. © 2016 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

The Comet Cometh: Evolving Developmental Systems.

PubMed

Jaeger, Johannes; Laubichler, Manfred; Callebaut, Werner

In a recent opinion piece, Denis Duboule has claimed that the increasing shift towards systems biology is driving evolutionary and developmental biology apart, and that a true reunification of these two disciplines within the framework of evolutionary developmental biology (EvoDevo) may easily take another 100 years. He identifies methodological, epistemological, and social differences as causes for this supposed separation. Our article provides a contrasting view. We argue that Duboule's prediction is based on a one-sided understanding of systems biology as a science that is only interested in functional, not evolutionary, aspects of biological processes. Instead, we propose a research program for an evolutionary systems biology, which is based on local exploration of the configuration space in evolving developmental systems. We call this approach-which is based on reverse engineering, simulation, and mathematical analysis-the natural history of configuration space. We discuss a number of illustrative examples that demonstrate the past success of local exploration, as opposed to global mapping, in different biological contexts. We argue that this pragmatic mode of inquiry can be extended and applied to the mathematical analysis of the developmental repertoire and evolutionary potential of evolving developmental mechanisms and that evolutionary systems biology so conceived provides a pragmatic epistemological framework for the EvoDevo synthesis.

Selective Automatic Fire Extinguisher for Computers (SAFECOMP). Developmental Test and Evaluation/Initial Operational Test and Evaluation

DTIC Science & Technology

1990-01-01

ininsj^>ji-f\\Jinoj(vjM o ro -»T co m o •- IO M a m»*NO>M>fNNininNOmso(\\iOfininO’Om<-<if(MO- jio o^MONroN«-o»-Of-|ioinf-N>tO’-m>iin...will present interesting challanges for the SAFECOMP system. The Powell site remote location from Malmstrom AFB (Host Support Base) requires the

The development of imitation in infancy

PubMed Central

Jones, Susan S.

2009-01-01

An overview of existing data on imitation in infancy suggests that changes in the direction of imitation research are underway. The widely accepted view that newborn infants imitate lacks supporting evidence. Instead, existing data suggest that infants do not imitate others until their second year, and that imitation of different kinds of behaviour emerges at different ages. The evidence is consistent with a dynamic systems account in which the ability to imitate is not an inherited, specialized module, but is instead the emergent product of a system of social, cognitive and motor components, each with its own developmental history. PMID:19620104

Controlling multiple security robots in a warehouse environment

NASA Technical Reports Server (NTRS)

Everett, H. R.; Gilbreath, G. A.; Heath-Pastore, T. A.; Laird, R. T.

1994-01-01

The Naval Command Control and Ocean Surveillance Center (NCCOSC) has developed an architecture to provide coordinated control of multiple autonomous vehicles from a single host console. The multiple robot host architecture (MRHA) is a distributed multiprocessing system that can be expanded to accommodate as many as 32 robots. The initial application will employ eight Cybermotion K2A Navmaster robots configured as remote security platforms in support of the Mobile Detection Assessment and Response System (MDARS) Program. This paper discusses developmental testing of the MRHA in an operational warehouse environment, with two actual and four simulated robotic platforms.

One Point of View: So You Want to Be a Developmental Educator? !

ERIC Educational Resources Information Center

Vandett, Nancy M.

1981-01-01

Lists some of the rewards of being a developmental educator and then discusses the harsh realities of a poor image, lack of institutional support, restrictions on facilities and resources, territorial jealousies of academic personnel, different types of students, and demands by evaluators for miracles. (AYC)

The Ecological and Developmental Role of Recovery High Schools

ERIC Educational Resources Information Center

Finch, Andrew J.; Frieden, Gina

2014-01-01

Recovery high schools are secondary schools designed specifically for students recovering from substance use or co-occurring disorders. Studies have affirmed the chronic nature of substance use disorders and the developmental value of social supports for adolescents. As part of understanding human growth and development, training programs for…

Sex Differences in Intelligence and Brain Size: A Developmental Theory.

ERIC Educational Resources Information Center

Lynn, Richard

1999-01-01

Proposes a developmental theory of sex differences in intelligence that states that the faster maturation and brain size growth in girls up to age 15 compensates for their smaller brain size so that sex differences in intelligence are very small. Discusses evidence that supports this theory. (SLD)

Developmental Education: How "Novel" Can We Make It?

ERIC Educational Resources Information Center

Keen, Kathryn

1995-01-01

Describes using a novel ("The House on Mango Street" by Sandra Cisneros) in a freshman developmental education course. Argues that the novel keeps the students focused and interested. Suggests that all outside reading support the novel's theme and that all writing assignments relate to the same theme. (SR)

The Effects of Attention Problems on Depression: Developmental, Academic, and Cognitive Pathways

ERIC Educational Resources Information Center

Herman, Keith C.; Ostrander, Rick

2007-01-01

The present study investigated developmental pathways between inattention and depression, particularly the roles of school maladjustment and child cognitions. Additionally, a measure of conduct problems was included in all analyses to test competing theories about the emergence of depressive symptoms. Results supported the hypothesized path models…

Teachers' Explanations of a Key Developmental Understanding of Multiplicative Reasoning

ERIC Educational Resources Information Center

Rhee, Katherine L.

2012-01-01

This qualitative research study explores teachers' understandings of multiplicative reasoning as a key developmental understanding (KDU). A KDU entails knowingly applying the same mathematical concepts within different contexts. A KDU supports an individual to build a connected understanding of mathematics as opposed to only understanding…

Supporting Children and Adolescents with Deployed Caregivers: A Structured Group Approach for School Counselors

ERIC Educational Resources Information Center

Rush, Christina Mitchell; Akos, Patrick

2007-01-01

Children and adolescents of deployed soldiers require preventive and sometimes remedial service from school counselors, because deployment taxes coping skills and exacerbates normal developmental challenges. This article reviews the cultural and developmental context for children with deployed caregivers and outlines a ten session, hybrid…

Effects of Staff Implementation of a Choice Program on Challenging Behaviors in Persons with Developmental Disabilities.

ERIC Educational Resources Information Center

Ip, Sau M. V.; And Others

1994-01-01

Describes quasiexperimental investigation constructed to examine effects of staff implementation of choice program on reduction of challenging behaviors of people with developmental disabilities residing in supported community residences. Results suggest that choice program implementation produced significant decreases in frequency and severity of…

[Developmental support care, an invitation to interact].

PubMed

Martinet, Myrtha

2010-01-01

Foetal and neonatal development is a relatively recent science. Any child born prematurely, even without any apparent sequelae, may present problems subsequently. Care which aims to eliminate overstimulation and dys-stimulation and encourage the parent-child relationship forms the basis of developmental care programmes, in the interest of the premature newborn.

Leadership Development of Individuals with Developmental Disabilities in the Self-Advocacy Movement

ERIC Educational Resources Information Center

Caldwell, J.

2010-01-01

Background: Exploring the life stories of leaders in the self-advocacy movement can expand our knowledge about leadership development of individuals with developmental disabilities. A better understanding of this process may assist with supporting the movement and leadership development of youth with disabilities. Methods: In-depth qualitative…

Groups for Parents with Developmental Disabilities.

ERIC Educational Resources Information Center

Johnson, Paul L.

The Parent Group Development Program was established to provide information and support for parents with developmental disabilities. Parent group activities focused on offering information about child development (through a guessing game in which behavior was matched to one of four age groups) and meal planning and budgeting (with a task that…

National Study of Public Spending for Mental Retardation and Developmental Disabilities.

ERIC Educational Resources Information Center

Braddock, David; And Others

1987-01-01

Results of a nationwide study of public mental retardation/developmental disabilities spending in the states during Fiscal Years 1977 through 1986 were analyzed and identified trends such as continuing growth in spending for community services, contraction of total spending for institutional operations, and predominance of support for intermediate…

Longitudinal Stability of Phonological and Surface Subtypes of Developmental Dyslexia

ERIC Educational Resources Information Center

Peterson, Robin L.; Pennington, Bruce F.; Olson, Richard K.; Wadsworth, Sally J.

2014-01-01

Limited evidence supports the external validity of the distinction between developmental phonological and surface dyslexia. We previously identified children ages 8 to 13 meeting criteria for these subtypes (Peterson, Pennington, & Olson, 2013) and now report on their reading and related skills approximately 5 years later. Longitudinal…

Learning through Seeing and Doing: Visual Supports for Children with Autism

ERIC Educational Resources Information Center

Rao, Shaila M.; Gagie, Brenda

2006-01-01

Autism is a life-long, complex developmental disorder that causes impairment in the way individuals process information. Autism belongs to heterogeneous categories of developmental disabilities where neurological disorders lead to deficits in a child's ability to communicate, understand language, play, develop social skills, and relate to others.…

Antecedent Assessment and Intervention: Supporting Children and Adults with Developmental Disabilities in Community Settings

ERIC Educational Resources Information Center

Luiselli, James K., Ed.

2006-01-01

Challenging behavior is a significant barrier to communication, education, and positive social relationships. This practical book helps psychologists, educators, rehabilitation specialists, and other professionals recognize and address the causes of these problems in individuals with developmental disabilities--and resolve even the most difficult…

How High School Coursework Predicts Introductory College-Level Course Success

ERIC Educational Resources Information Center

Woods, Chenoa S.; Park, Toby; Hu, Shouping; Betrand Jones, Tamara

2018-01-01

Objective: In recent years, developmental education (DE) reform has led to a restructuring of the placement process, redesigning of course instructional modalities, or implementing student support services to supplement developmental coursework. In Florida, recent legislative changes allowed students to opt out of placement testing and enroll…

Advising as Servant Leadership: Investigating the Relationship

ERIC Educational Resources Information Center

Paul, W. Kohle; Smith, K. Courtney; Dochney, Brendan J.

2012-01-01

Advisors serve in many, often overlooked, roles. We investigated the supposition that McClellan (2007a) espoused between academic advising and servant leadership. Our hypotheses, that measures of servant leadership and developmental advising are correlated and that wisdom is the best predictor of developmental advising behaviors, were supported.…

Promoting Teachers' Moral Reasoning and Collaborative Inquiry Performance: A Developmental Role-Taking and Guided Inquiry Study.

ERIC Educational Resources Information Center

Reiman, Alan J.; Peace, Sandra DeAngelis

2002-01-01

Discusses a study involving experienced teachers that illustrates a developmental methodology for promoting technical performance dimensions and moral and conceptual reasoning. Argues this learning-teaching framework (LTF) uses role taking, guided inquiry, balance, support and challenge, continuity and instructional coaching in educational…

Alternative Models to Deliver Developmental Math: Issues of Use and Student Access

ERIC Educational Resources Information Center

Kosiewicz, Holly; Ngo, Federick; Fong, Kristen

2016-01-01

Objective: Changing how community colleges deliver developmental education has become a key policy lever to increase student achievement. Alternative development education models reduce the amount of time a student spends in remediation, provide students with supplemental instruction and support, and contextualize content to align with student…

Developmental Screening of Refugees: A Qualitative Study

PubMed Central

Moore, Jessica A.; Welch, Therese R.; Halterman, Jill S.; Hyman, Susan L.

2016-01-01

BACKGROUND AND OBJECTIVES: Refugee children are at high developmental risk due to dislocation and deprivation. Standardized developmental screening in this diverse population is challenging. We used the Health Belief Model to guide key-informant interviews and focus groups with medical interpreters, health care providers, community collaborators, and refugee parents to explore key elements needed for developmental screening. Cultural and community-specific values and practices related to child development and barriers and facilitators to screening were examined. METHODS: We conducted 19 interviews and 2 focus groups involving 16 Bhutanese-Nepali, Burmese, Iraqi, and Somali participants, 7 community collaborators, and 6 providers from the Center for Refugee Health in Rochester, New York. Subjects were identified through purposive sampling until data saturation. Interviews were recorded, coded, and analyzed using a qualitative framework technique. RESULTS: Twenty-one themes in 4 domains were identified: values/beliefs about development/disability, practices around development/disability, the refugee experience, and feedback specific to the Parents’ Evaluation of Developmental Status screen. Most participants denied a word for “development” in their primary language and reported limited awareness of developmental milestones. Concern was unlikely unless speech or behavior problems were present. Physical disabilities were recognized but not seen as problematic. Perceived barriers to identification of delays included limited education, poor healthcare knowledge, language, and traditional healing practices. Facilitators included community navigators, trust in health care providers, in-person interpretation, visual supports, and education about child development. CONCLUSIONS: Refugee perspectives on child development may influence a parent’s recognition of and response to developmental concerns. Despite challenges, standardized screening was supported. PMID:27527798

Diabetes in people with an intellectual disability: a systematic review of prevalence, incidence and impact.

PubMed

McVilly, K; McGillivray, J; Curtis, A; Lehmann, J; Morrish, L; Speight, J

2014-08-01

To establish the prevalence and incidence of type 1 and type 2 diabetes in people with an intellectual and developmental disability and determine their impact on health and well-being and to appraise the evidence available to inform good practice in diabetes management for people with intellectual and developmental disabilities. We conducted separate searches of multiple databases (EMBASE, CINAHL, MEDLINE, PsycINFO, SCOPUS, Web of Science, PUBMED and Cochrane Library) to find relevant articles. A total of 13 studies were identified: 13 addressed the prevalence of diabetes in people with intellectual and developmental disability, three addressed the impact of diabetes on their health and well-being and three addressed the management of diabetes. The prevalence of diabetes in people with intellectual and developmental disability remains uncertain, and the incidence of diabetes in this group of people is unknown. There is some evidence to support the assertion that people with intellectual and developmental disability might be at greater risk of diabetes than the general population. Overall, the quality of the evidence on which to base prevention and management strategies is variable. There is a paucity of research focusing on the prevalence, incidence and impact of diabetes among people with intellectual and developmental disability. Further research is needed to inform policy and practice in this area and, in particular, work is needed to develop methodologies, evaluation tools, educational resources and diabetes care support services appropriate to the needs of people with intellectual and developmental disability. © 2014 The Authors. Diabetic Medicine © 2014 Diabetes UK.

Developmental Programming of Adult Disease: Reprogramming by Melatonin?

PubMed Central

Tain, You-Lin; Huang, Li-Tung; Hsu, Chien-Ning

2017-01-01

Adult-onset chronic non-communicable diseases (NCDs) can originate from early life through so-called the “developmental origins of health and disease” (DOHaD) or “developmental programming”. The DOHaD concept offers the “reprogramming” strategy to shift the treatment from adulthood to early life, before clinical disease is apparent. Melatonin, an endogenous indoleamine produced by the pineal gland, has pleiotropic bioactivities those are beneficial in a variety of human diseases. Emerging evidence support that melatonin is closely inter-related to other proposed mechanisms contributing to the developmental programming of a variety of chronic NCDs. Recent animal studies have begun to unravel the multifunctional roles of melatonin in many experimental models of developmental programming. Even though some progress has been made in research on melatonin as a reprogramming strategy to prevent DOHaD-related NCDs, future human studies should aim at filling the translational gap between animal models and clinical trials. Here, we review several key themes on the reprogramming effects of melatonin in DOHaD research. We have particularly focused on the following areas: mechanisms of developmental programming; the interrelationship between melatonin and mechanisms underlying developmental programming; pathophysiological roles of melatonin in pregnancy and fetal development; and insight provided by animal models to support melatonin as a reprogramming therapy. Rates of NCDs are increasing faster than anticipated all over the world. Hence, there is an urgent need to understand reprogramming mechanisms of melatonin and to translate experimental research into clinical practice for halting a growing list of DOHaD-related NCDs. PMID:28212315

Developmental Screening of Refugees: A Qualitative Study.

PubMed

Kroening, Abigail L H; Moore, Jessica A; Welch, Therese R; Halterman, Jill S; Hyman, Susan L

2016-09-01

Refugee children are at high developmental risk due to dislocation and deprivation. Standardized developmental screening in this diverse population is challenging. We used the Health Belief Model to guide key-informant interviews and focus groups with medical interpreters, health care providers, community collaborators, and refugee parents to explore key elements needed for developmental screening. Cultural and community-specific values and practices related to child development and barriers and facilitators to screening were examined. We conducted 19 interviews and 2 focus groups involving 16 Bhutanese-Nepali, Burmese, Iraqi, and Somali participants, 7 community collaborators, and 6 providers from the Center for Refugee Health in Rochester, New York. Subjects were identified through purposive sampling until data saturation. Interviews were recorded, coded, and analyzed using a qualitative framework technique. Twenty-one themes in 4 domains were identified: values/beliefs about development/disability, practices around development/disability, the refugee experience, and feedback specific to the Parents' Evaluation of Developmental Status screen. Most participants denied a word for "development" in their primary language and reported limited awareness of developmental milestones. Concern was unlikely unless speech or behavior problems were present. Physical disabilities were recognized but not seen as problematic. Perceived barriers to identification of delays included limited education, poor healthcare knowledge, language, and traditional healing practices. Facilitators included community navigators, trust in health care providers, in-person interpretation, visual supports, and education about child development. Refugee perspectives on child development may influence a parent's recognition of and response to developmental concerns. Despite challenges, standardized screening was supported. Copyright © 2016 by the American Academy of Pediatrics.

Family transitions following the birth of a sibling: an empirical review of changes in the firstborn's adjustment.

PubMed

Volling, Brenda L

2012-05-01

Nearly 80% of children in the United States have at least 1 sibling, indicating that the birth of a baby sibling is a normative ecological transition for most children. Many clinicians and theoreticians believe the transition is stressful, constituting a developmental crisis for most children. Yet, a comprehensive review of the empirical literature on children's adjustment over the transition to siblinghood (TTS) has not been done for several decades. The current review summarizes research examining change in first borns' adjustment to determine whether there is evidence that the TTS is disruptive for most children. Thirty studies addressing the TTS were found, and of those studies, the evidence did not support a crisis model of developmental transitions, nor was there overwhelming evidence of consistent changes in firstborn adjustment. Although there were decreases in children's affection and responsiveness toward mothers, the results were more equivocal for many other behaviors (e.g., sleep problems, anxiety, aggression, regression). An inspection of the scientific literature indicated there are large individual differences in children's adjustment and that the TTS can be a time of disruption, an occasion for developmental advances, or a period of quiescence with no noticeable changes. The TTS may be a developmental turning point for some children that portends future psychopathology or growth depending on the transactions between children and the changes in the ecological context over time. A developmental ecological systems framework guided the discussion of how child, parent, and contextual factors may contribute to the prediction of firstborn children's successful adaptation to the birth of a sibling. 2012 APA, all rights reserved

3D Visualization of Developmental Toxicity of 2,4,6-Trinitrotoluene in Zebrafish Embryogenesis Using Light-Sheet Microscopy

PubMed Central

Eum, Juneyong; Kwak, Jina; Kim, Hee Joung; Ki, Seoyoung; Lee, Kooyeon; Raslan, Ahmed A.; Park, Ok Kyu; Chowdhury, Md Ashraf Uddin; Her, Song; Kee, Yun; Kwon, Seung-Hae; Hwang, Byung Joon

2016-01-01

Environmental contamination by trinitrotoluene is of global concern due to its widespread use in military ordnance and commercial explosives. Despite known long-term persistence in groundwater and soil, the toxicological profile of trinitrotoluene and other explosive wastes have not been systematically measured using in vivo biological assays. Zebrafish embryos are ideal model vertebrates for high-throughput toxicity screening and live in vivo imaging due to their small size and transparency during embryogenesis. Here, we used Single Plane Illumination Microscopy (SPIM)/light sheet microscopy to assess the developmental toxicity of explosive-contaminated water in zebrafish embryos and report 2,4,6-trinitrotoluene-associated developmental abnormalities, including defects in heart formation and circulation, in 3D. Levels of apoptotic cell death were higher in the actively developing tissues of trinitrotoluene-treated embryos than controls. Live 3D imaging of heart tube development at cellular resolution by light-sheet microscopy revealed trinitrotoluene-associated cardiac toxicity, including hypoplastic heart chamber formation and cardiac looping defects, while the real time PCR (polymerase chain reaction) quantitatively measured the molecular changes in the heart and blood development supporting the developmental defects at the molecular level. Identification of cellular toxicity in zebrafish using the state-of-the-art 3D imaging system could form the basis of a sensitive biosensor for environmental contaminants and be further valued by combining it with molecular analysis. PMID:27869673

BRAIN DEVELOPMENT AND METHYLMERCURY: UNDERESTIMATION OF NEUROTOXICITY

PubMed Central

Grandjean, Philippe; Herz, Katherine T.

2011-01-01

Methylmercury is now recognized as an important developmental neurotoxicant, though this insight developed slowly over many decades. Developmental neurotoxicity was first reported in a Swedish case report in 1952, and from a serious outbreak in Minamata, Japan a few years later. While the infant suffered congenital poisoning, the mother was barely harmed, thus reflecting a unique vulnerability of the developing nervous system. Nonetheless, exposure limits for this environmental chemical were based solely on adult toxicity until 50 years after the first report on developmental neurotoxicity. Even current evidence is affected by uncertainty, most importantly by imprecision of the exposure assessment in epidemiological studies. Detailed calculations suggest that the relative imprecision may be as much as 50%, or greater, thereby substantially biasing the results toward the null. In addition, as methylmercury exposure usually originates from fish and seafood that also contains essential nutrients, so-called negative confounding may occur. Thus, the beneficial effects of the nutrients may appear to dampen the toxicity, unless proper adjustment is included in the analysis to reveal the true extent of adverse effects. These problems delayed the recognition of low-level methylmercury neurotoxicity. However, such problems are not unique, and many other industrial compounds are thought to cause developmental neurotoxicity, mostly with less epidemiological support than methylmercury. The experience obtained with methylmercury should therefore be taken into account when evaluating the evidence for other substances suspected of being neurotoxic. PMID:21259267

Distinct developmental genetic mechanisms underlie convergently evolved tooth gain in sticklebacks

PubMed Central

Ellis, Nicholas A.; Glazer, Andrew M.; Donde, Nikunj N.; Cleves, Phillip A.; Agoglia, Rachel M.; Miller, Craig T.

2015-01-01

Teeth are a classic model system of organogenesis, as repeated and reciprocal epithelial and mesenchymal interactions pattern placode formation and outgrowth. Less is known about the developmental and genetic bases of tooth formation and replacement in polyphyodonts, which are vertebrates with continual tooth replacement. Here, we leverage natural variation in the threespine stickleback fish Gasterosteus aculeatus to investigate the genetic basis of tooth development and replacement. We find that two derived freshwater stickleback populations have both convergently evolved more ventral pharyngeal teeth through heritable genetic changes. In both populations, evolved tooth gain manifests late in development. Using pulse-chase vital dye labeling to mark newly forming teeth in adult fish, we find that both high-toothed freshwater populations have accelerated tooth replacement rates relative to low-toothed ancestral marine fish. Despite the similar evolved phenotype of more teeth and an accelerated adult replacement rate, the timing of tooth number divergence and the spatial patterns of newly formed adult teeth are different in the two populations, suggesting distinct developmental mechanisms. Using genome-wide linkage mapping in marine-freshwater F2 genetic crosses, we find that the genetic basis of evolved tooth gain in the two freshwater populations is largely distinct. Together, our results support a model whereby increased tooth number and an accelerated tooth replacement rate have evolved convergently in two independently derived freshwater stickleback populations using largely distinct developmental and genetic mechanisms. PMID:26062935

Continuing harmonization of terminology and innovations for methodologies in developmental toxicology: Report of the 8th Berlin Workshop on Developmental Toxicity, 14-16 May 2014.

PubMed

Solecki, Roland; Rauch, Martina; Gall, Andrea; Buschmann, Jochen; Clark, Ruth; Fuchs, Antje; Kan, Haidong; Heinrich, Verena; Kellner, Rupert; Knudsen, Thomas B; Li, Weihua; Makris, Susan L; Ooshima, Yojiro; Paumgartten, Francisco; Piersma, Aldert H; Schönfelder, Gilbert; Oelgeschläger, Michael; Schaefer, Christof; Shiota, Kohei; Ulbrich, Beate; Ding, Xuncheng; Chahoud, Ibrahim

2015-11-01

This article is a report of the 8th Berlin Workshop on Developmental Toxicity held in May 2014. The main aim of the workshop was the continuing harmonization of terminology and innovations for methodologies used in the assessment of embryo- and fetotoxic findings. The following main topics were discussed: harmonized categorization of external, skeletal, visceral and materno-fetal findings into malformations, variations and grey zone anomalies, aspects of developmental anomalies in humans and laboratory animals, and innovations for new methodologies in developmental toxicology. The application of Version 2 terminology in the DevTox database was considered as a useful improvement in the categorization of developmental anomalies. Participants concluded that initiation of a project for comparative assessments of developmental anomalies in humans and laboratory animals could support regulatory risk assessment and university-based training. Improvement of new methodological approaches for alternatives to animal testing should be triggered for a better understanding of developmental outcomes. Copyright © 2015. Published by Elsevier Inc.

DEVELOPMENTAL TOXICOLOGY EVALUATIONS -- ISSUES WITH INCLUDING NEUROTOXICOLOGY AND IMMUNOTOXICOLOGY ASSESSMENTS IN REPRODUCTIVE TOXICOLOGY STUDIES

EPA Science Inventory

Developmental and reproductive toxixology (DART) has routinely been a part of safety assessment. Attention is now focused on the effects of chemicals on the developing nervous and immune systems. This focus on developmental neurotoxicology (DNT) and developmental immunotoxicolo...

Behavioral adaptation among youth exposed to community violence: a longitudinal multidisciplinary study of family, peer and neighborhood-level protective factors.

PubMed

Jain, Sonia; Cohen, Alison Klebanoff

2013-12-01

Several studies across fields have documented the detrimental effects of exposure to violence and, separately, the power of developmental assets to promote positive youth development. However, few have examined the lives of youth exposed to violence who demonstrate resilience (that is, positive adjustment despite risk), and hardly any have examined how developmental assets may shape resilient trajectories into adulthood for youth exposed to violence. What are these resources and relationships that high-risk youth can leverage to tip the balance from vulnerability in favor of resilience? We used generalized estimating equations to examine multilevel longitudinal data from 1,114 youth of ages 11-16 from the Project on Human Development in Chicago Neighborhoods. Behavioral adaptation was a dynamic process that varied over time and by level of violence exposure. In the short term, being a victim was associated with increased aggression and delinquency. In the long term though, both victims and witnesses to violence had higher odds of behavioral adaptation. Baseline family support and family boundaries, friend support, neighborhood support, and collective efficacy had positive main effects for all youth. Additionally, having family support, positive peers, and meaningful opportunities for participation modified the effect of exposure to violence and increased odds of behavioral adaptation over time. Policies, systems, and programs across sectors should focus on building caring relationships/supports with family members and friends, positive peers, and meaningful opportunities especially for witnesses and victims of violence, to promote behavioral resilience and related outcomes into adulthood for high-risk youth.

Health Information Infrastructure for People with Intellectual and Developmental Disabilities (I/DD) Living in Supported Accommodation: Communication, Co-Ordination and Integration of Health Information.

PubMed

Dahm, Maria R; Georgiou, Andrew; Balandin, Susan; Hill, Sophie; Hemsley, Bronwyn

2017-10-25

People with intellectual and/or developmental disability (I/DD) commonly have complex health care needs, but little is known about how their health information is managed in supported accommodation, and across health services providers. This study aimed to describe the current health information infrastructure (i.e., how data and information are collected, stored, communicated, and used) for people with I/DD living in supported accommodation in Australia. It involved a scoping review and synthesis of research, policies, and health documents relevant in this setting. Iterative database and hand searches were conducted across peer-reviewed articles internationally in English and grey literature in Australia (New South Wales) up to September 2015. Data were extracted from the selected relevant literature and analyzed for content themes. Expert stakeholders were consulted to verify the authors' interpretations of the information and content categories. The included 286 sources (peer-reviewed n = 27; grey literature n = 259) reflect that the health information for people with I/DD in supported accommodation is poorly communicated, coordinated and integrated across isolated systems. 'Work-as-imagined' as outlined in policies, does not align with 'work-as-done' in reality. This gap threatens the quality of care and safety of people with I/DD in these settings. The effectiveness of the health information infrastructure and services for people with I/DD can be improved by integrating the information sources and placing people with I/DD and their supporters at the centre of the information exchange process.

Play-based procedural preparation and support intervention for cranial radiation

PubMed Central

Boles, Jessika; Bailey, Katherine; Cantrell, Kathryn; Kennedy, Amy; Sykes, April; Mandrell, Belinda N.

2016-01-01

Purpose The primary objective of this study was to examine the relationship between play-based procedural preparation and support intervention and use of sedation in children with central nervous system (CNS) tumors during radiation therapy. The secondary objective was to analyze the cost-effectiveness of the intervention compared to costs associated with daily sedation. Methods A retrospective chart review was conducted, and 116 children aged 5–12 years met criteria for inclusion. Outcome measures included the total number of radiation treatments received, the number of treatments received with and without sedation, and the type and duration of interventions, which consisted of developmentally appropriate play, education, preparation, and distraction provided by a certified child life specialist. Results The results of univariate analyses showed that age, tumor location, and total number and duration of interventions were significantly associated with sedation use during radiation therapy. Multivariate analyses showed that, after adjustment for age, tumor location, and craniospinal radiation, a significant relationship was found between the total number and duration of the interventions and sedation use. The implementation of a play-based procedural preparation and support intervention provided by a certified child life specialist significantly reduced health-care costs by decreasing the necessity of daily sedation. Conclusions Support interventions provided by child life specialists significantly decreased both sedation use and the cost associated with daily sedation during cranial radiation therapy in children with CNS tumors. This study supports the value of the child life professional as a play-based developmental specialist and a crucial component of cost-effective healthcare. PMID:26634562

Financial well-being of single, working-age mothers of children with developmental disabilities.

PubMed

Parish, Susan L; Rose, Roderick A; Swaine, Jamie G; Dababnah, Sarah; Mayra, Ellen Tracy

2012-09-01

Understanding the financial well-being of single mothers who care for children with developmental disabilities is important to ensure that public policies can be effectively targeted to support these vulnerable families. The authors analyze data from the Survey of Income and Program Participation to describe income poverty, asset poverty, income, net worth, and liquid assets of U.S. single, working-age mothers (n  =  242) of children and adult children with developmental disabilities. The well-being of these mothers was compared to the situation of married mothers of children with developmental disabilities (n  =  345) and of single mothers who did not have children with developmental disabilities (n  =  6,547). Compared with both married mothers of children with developmental disabilities and single mothers without children with developmental disabilities, single mothers of children with developmental disabilities had markedly worse financial well-being across a range of income- and asset-based measures. Single mothers caring for children with developmental disabilities face adverse financial well-being as compared with other mothers. Policy makers should consider targeted measures to improve the financial well-being of these parents.

The Political History of Developmental Studies in the University System of Georgia

ERIC Educational Resources Information Center

Presley, John W.; Dodd, William M.

2008-01-01

The political history of developmental education in post-secondary education is as revealing as its intellectual history. With a University system-wide Developmental Studies program initiated in 1974, the State of Georgia was a pioneer in remedial education and open access. Unfortunately, the program became linked in Georgia media, and in Georgia…

Development of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement.

PubMed

Haist, Frank; Wazny, Jarnet H; Toomarian, Elizabeth; Adamo, Maha

2015-02-01

A central question in cognitive and educational neuroscience is whether brain operations supporting nonlinguistic intuitive number sense (numerosity) predict individual acquisition and academic achievement for symbolic or "formal" math knowledge. Here, we conducted a developmental functional magnetic resonance imaging (MRI) study of nonsymbolic numerosity task performance in 44 participants including 14 school age children (6-12 years old), 14 adolescents (13-17 years old), and 16 adults and compared a brain activity measure of numerosity precision to scores from the Woodcock-Johnson III Broad Math index of math academic achievement. Accuracy and reaction time from the numerosity task did not reliably predict formal math achievement. We found a significant positive developmental trend for improved numerosity precision in the parietal cortex and intraparietal sulcus specifically. Controlling for age and overall cognitive ability, we found a reliable positive relationship between individual math achievement scores and parietal lobe activity only in children. In addition, children showed robust positive relationships between math achievement and numerosity precision within ventral stream processing areas bilaterally. The pattern of results suggests a dynamic developmental trajectory for visual discrimination strategies that predict the acquisition of formal math knowledge. In adults, the efficiency of visual discrimination marked by numerosity acuity in ventral occipital-temporal cortex and hippocampus differentiated individuals with better or worse formal math achievement, respectively. Overall, these results suggest that two different brain systems for nonsymbolic numerosity acuity may contribute to individual differences in math achievement and that the contribution of these systems differs across development. © 2014 Wiley Periodicals, Inc.

Development of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement

PubMed Central

Haist, Frank; Wazny, Jarnet H.; Toomarian, Elizabeth; Adamo, Maha

2015-01-01

A central question in cognitive and educational neuroscience is whether brain operations supporting non-linguistic intuitive number sense (numerosity) predict individual acquisition and academic achievement for symbolic or “formal” math knowledge. Here, we conducted a developmental functional MRI study of nonsymbolic numerosity task performance in 44 participants including 14 school age children (6–12 years-old), 14 adolescents (13–17 years-old), and 16 adults and compared a brain activity measure of numerosity precision to scores from the Woodcock-Johnson III Broad Math index of math academic achievement. Accuracy and reaction time from the numerosity task did not reliably predict formal math achievement. We found a significant positive developmental trend for improved numerosity precision in the parietal cortex and intraparietal sulcus (IPS) specifically. Controlling for age and overall cognitive ability, we found a reliable positive relationship between individual math achievement scores and parietal lobe activity only in children. In addition, children showed robust positive relationships between math achievement and numerosity precision within ventral stream processing areas bilaterally. The pattern of results suggests a dynamic developmental trajectory for visual discrimination strategies that predict the acquisition of formal math knowledge. In adults, the efficiency of visual discrimination marked by numerosity acuity in ventral occipital-temporal cortex and hippocampus differentiated individuals with better or worse formal math achievement, respectively. Overall, these results suggest that two different brain systems for nonsymbolic numerosity acuity may contribute to individual differences in math achievement and that the contribution of these systems differs across development. PMID:25327879

Parenting and family adjustment scales (PAFAS): validation of a brief parent-report measure for use with families who have a child with a developmental disability.

PubMed

Mazzucchelli, Trevor G; Hodges, Julie; Kane, Robert T; Sofronoff, Kate; Sanders, Matthew R; Einfeld, Stewart; Tonge, Bruce; Gray, Kylie M

2018-01-01

Children with a developmental disability are three to four times more likely than their typically developing peers of developing significant emotional and behavioural problems. There is strong evidence to suggest that individual biological and psychological factors interact with family functioning to precipitate and perpetuate these problems. This study examined the psychometric properties of a brief measure, the Parent and Family Adjustment Scales (PAFAS) for use with parents of children with a developmental disability. A sample of 914 parents of children (M=6.27years) with a developmental disability participated in the study. Disabilities included Autism Spectrum Disorder and Intellectual Disability RESULTS: A confirmatory factor analysis supported a 16-item, four factor model of PAFAS Parenting, and an 11-item, three factor model of PAFAS Family Adjustment. The Parenting Scale measures parental consistency, coercive practices, use of encouragement and the quality of parent-child relationship. The Family Adjustment Scale measures parental emotional adjustment and partner and family support in parenting. The current study indicated that the PAFAS demonstrates promise as a brief measure of multiple domains of family functioning important for families who have a child with a developmental disability. Copyright © 2017 Elsevier Ltd. All rights reserved.

NASA Developmental Biology Workshop: A summary

NASA Technical Reports Server (NTRS)

Souza, K. A. (Editor); Halstead, T. W. (Editor)

1985-01-01

The Life Sciences Division of the National Aeronautics and Space Administration (NASA) as part of its continuing assessment of its research program, convened a workshop on Developmental Biology to determine whether there are important scientific studies in this area which warrant continued or expanded NASA support. The workshop consisted of six panels, each of which focused on a single major phylogenetic group. The objectives of each panel were to determine whether gravity plays a role in the ontogeny of their subject group, to determine whether the microgravity of spaceflight can be used to help understand fundamental problems in developmental biology, to develop the rationale and hypotheses for conducting NASA-relevant research in development biology both on the ground and in space, and to identify any unique equipment and facilities that would be required to support both ground-based and spaceflight experiments.

The Theory behind the Theory in DCT and SCDT: A Response to Rigazio-DiGilio.

ERIC Educational Resources Information Center

Terry, Linda L.

1994-01-01

Responds to previous article by Rigazio-DiGilio on Developmental Counseling and Therapy and Systemic Cognitive-Developmental Therapy as two integrative models that unify individual, family, and network treatment within coconstructive-developmental framework. Discusses hidden complexities in cognitive-developmental ecosystemic integration and…

Housing and Independent Living for Individuals with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Leach, Debra

2016-01-01

This manuscript provides a review of housing and independent living options for individuals with intellectual and developmental disabilities (I/DD). While there has certainly been an increased emphasis on community integration and inclusion for people with I/DD, barriers to delivering housing supports and services in natural, integrated settings…

The Ability To Activate and Inhibit Speeded Responses: Separate Developmental Trends.

ERIC Educational Resources Information Center

Band, Guido P. H.; van der Molen, Maurits W.; Overtoom, Carin C. E.; Verbaten, Marinus N.

2000-01-01

Compared 5-, 8-, and 11-year-olds and young adults on 6 speeded performance tasks, 4 requiring an inhibition of response activation. Analyzed reaction and inhibition times; found support for hypothesis of generalized developmental changes in response activation, but revealed less pronounced development of inhibition. Concluded that a nonselective…

Fostering Culturally and Developmentally Responsive Teaching through Improvisational Practice

ERIC Educational Resources Information Center

Graue, Elizabeth; Whyte, Kristin; Delaney, Kate Kresin

2014-01-01

In this article we explore an effort to rethink curricular decision-making with a group of public pre-K teachers working in a context of curriculum escalation and commitment to play-based pedagogy. Through a professional development program designed to support developmentally and culturally responsive early mathematics, we examine how teachers…

Education and Training in Autism and Developmental Disabilities: Does Inclusion End at 3:00?

ERIC Educational Resources Information Center

Agran, Martin; Wojcik, Andrew; Cain, Irina; Thoma, Colleen; Achola, Edwin; Austin, Kira M.; Nixon, Cynthia Allen; Tamura, Ronald B.

2017-01-01

Although participation in extracurricular activities for students with intellectual and developmental disabilities has been advocated, a limited number of students appear to be involved in such activities. Further, there is little empirical research on how extracurricular activities are valued, supported, and encouraged. This study surveyed a…

Conceptualising Teacher Practice and Pupil Group Learning through Developmental Stages and Integration Factors

ERIC Educational Resources Information Center

Saito, Eisuke; Atencio, Matthew

2014-01-01

This article proposes four key developmental stages and various underpinning factors pertaining to the practices of setting up and supporting group learning in the classroom setting. The discussion is mostly explained conceptually, with some compelling examples from the field. The authors subsequently advise that three elements of…

Contextual and Developmental Predictors of Sexual Initiation Timing among Mexican-Origin Girls

ERIC Educational Resources Information Center

Bámaca-Colbert, Mayra Y.; Greene, Kaylin M.; Killoren, Sarah E.; Noah, Aggie J.

2014-01-01

Using data from a longitudinal study of Mexican-origin girls (ages 11-17 at Time 1), we examined sociocultural (i.e., family structure, nativity, and acculturation), interpersonal (i.e., supportive parenting and conflict), and developmental (i.e., menarche timing and autonomy expectations) predictors of sexual initiation. Using Cox proportional…

STEM for All Children: Preschool Teachers Supporting Engagement of Children With Special Needs in Physical Science Learning Centers

ERIC Educational Resources Information Center

Donegan-Ritter, Mary

2017-01-01

Early childhood STEM activities are part of developmentally appropriate practices that are the foundation of quality preschool experiences for all young children (Copple & Bredekamp, 2009). However, young children with developmental delays or disabilities require planning and specialized practices that allow them to participate and engage…

A Non-Institutional Society for People with Developmental Disability in Norway.

ERIC Educational Resources Information Center

Meyer, Jan

2003-01-01

This article discusses how the intentions of the Norwegian commitment to create a "non-institutional society" with people with developmental disabilities living as fellow citizens is reflected in everyday life and support practices. The passage of the Norwegian Reform Act that required the end of institutional care is recounted.…

Developmental roots of episodic memory.

PubMed

Nelson, Katherine

2018-01-01

Two arguments imply that Mahr & Csibra's (M&C's) functional theory is insufficient as an explanation of episodic memory: (1) The developmental course supports a different social cultural division of episodic and semantic memory, and (2) the existence of long-term autobiographical memory is not explained in the functional theory but can be seen in a broader cultural framework.

Twenty Years of Communication Intervention Research with Individuals Who Have Severe Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Snell, Martha E.; Brady, Nancy; McLean, Lee; Ogletree, Billy T.; Siegel, Ellin; Sylvester, Lorraine; Mineo, Beth; Paul, Diane; Romski, Mary Ann; Sevcik, Rose

2010-01-01

This literature review was conducted to evaluate the current state of evidence supporting communication interventions for individuals with severe intellectual and developmental disabilities. We reviewed 116 articles published between 1987 and 2007 in refereed journals meeting three criteria: (a) described a communication intervention, (b) involved…

State Health Care Financing Strategies for Children with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Bachman, Sara S.; Comeau, Margaret; Tobias, Carol; Allen, Deborah; Epstein, Susan; Jantz, Kathryn; Honberg, Lynda

2012-01-01

We provide the first descriptive summary of selected programs developed to help expand the scope of coverage, mitigate family financial hardship, and provide health and support services that children with intellectual and developmental disabilities need to maximize their functional status and quality of life. State financing initiatives were…

Supporting Students with Intellectual and Developmental Disabilities to Attend College

ERIC Educational Resources Information Center

Griffin, Megan M.; Papay, Clare K.

2017-01-01

Students with intellectual and developmental disabilities (IDD), such as autism spectrum disorder and Down syndrome, have more opportunities to go to college than ever before (Hart, Grigal, & Weir, 2010). Over the last decade, the issue of increasing access to college for students with IDD has gained much national attention, in part due to…

Family Quality of Life of Australian Families with a Member with an Intellectual/Developmental Disability

ERIC Educational Resources Information Center

Rillotta, F.; Kirby, N.; Shearer, J.; Nettelbeck, T.

2012-01-01

Background: Family quality of life (FQOL) is a recent concept in intellectual/developmental disability research. Outcomes for the family are important to the provision of services because families, rather than institutions, are increasingly considered the primary support unit. This article presents Australian findings using the international…

Stress in Caregivers of Individuals with Intellectual or Developmental Disabilities: A Systematic Review of Mindfulness-Based Interventions

ERIC Educational Resources Information Center

Ó Donnchadha, Seán

2018-01-01

Background: The efficacy of mindfulness-based interventions (MBIs) for stress and psychological distress in professional caregivers supporting individuals with intellectual or developmental disabilities (IDDs) is reviewed. Methods: Eight studies met inclusion criteria and were systematically reviewed, including RCTs and single-group designs.…

Parent Training: A Review of Methods for Children with Developmental Disabilities

ERIC Educational Resources Information Center

Matson, Johnny L.; Mahan, Sara; LoVullo, Santino V.

2009-01-01

Great strides have been made in the development of skills and procedures to aid children with developmental disabilities to establish maximum independence and quality of life. Paramount among the treatment methods that have empirical support are treatments based on applied behavior analysis. These methods are often very labor intensive. Thus,…

SARC Literacy Activities Handbook: Supporting Literacy for People with Intellectual/Developmental Challenges.

ERIC Educational Resources Information Center

Lockert, Richard

This document is intended as a handbook for literacy practitioners working with adults with intellectual and/or developmental disabilities. The handbook is the product of the following activities: extensive research of the literature; discussion and exchange with literacy experts, practitioners, and some learners; and solicitation of input from…

Preventing Behavioural and Emotional Problems in Children Who Have a Developmental Disability: A Public Health Approach

ERIC Educational Resources Information Center

Mazzucchelli, Trevor G.; Sanders, Matthew R.

2011-01-01

Children with developmental disabilities are at substantially greater risk of developing emotional and behavioural problems compared to their typically developing peers. While the quality of parenting that children receive has a major effect on their development, empirically supported parenting programs reach relatively few parents. A recent trend…

Evolving Definitions of Autism and Impact on Eligibility for Developmental Disability Services: California Case Example

ERIC Educational Resources Information Center

Williams, Marian E.; Wheeler, Barbara Y.; Linder, Lisa; Jacobs, Robert A.

2017-01-01

When establishing eligibility for developmental disability (DD) services, definitions of specific diagnostic conditions, such as autism, impact policy. Under the Medicaid home and community-based waiver program, states have discretion in determining specific program or service eligibility criteria, the nature of supports to be provided, and the…

Fostering Friendships: Supporting Relationships among Youth with and without Developmental Disabilities

ERIC Educational Resources Information Center

Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.

2013-01-01

Friendships are important not only to youth development but also to the growth and expansion of social networks. Although there has long been acknowledgment of this importance for youth, such relationships can be especially elusive for transition-age students with autism, intellectual disability, and other developmental disabilities. This article…

First Steps for Early Success: State Strategies to Support Developmental Screening in Early Childhood Settings

ERIC Educational Resources Information Center

Johnson-Staub, Christine

2014-01-01

Young children's development occurs along a continuum, with milestones reached at ages that vary within an accepted timeframe. Milestones not met within the expected timeframe can raise concerns about developmental delays, health conditions, or other factors contributing negatively to the child's growth and learning. Monitoring children's…

Adults with Intellectual and Developmental Disabilities and Participation in Decision Making: Ethical Considerations for Professional-Client Practice

ERIC Educational Resources Information Center

Lotan, Gurit; Ells, Carolyn

2010-01-01

In this article, the authors challenge professionals to re-examine assumptions about basic concepts and their implications in supporting adults with intellectual and developmental disabilities. The authors focus on decisions with significant implications, such as planning transition from school to adult life, changing living environments, and…

First Year Experience Courses for Students in Developmental Education. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2016

2016-01-01

"First year experience courses for students in developmental education" are designed to ease the transition to college by providing academic and social development supports. Although course content and focus may vary, most are designed to introduce students to campus resources, provide training in time management and study skills, and…

Students with Developmental Disabilities in Catholic Schools: Examples in Primary and Secondary Settings

ERIC Educational Resources Information Center

Burke, Meghan M.; Griffin, Megan M.

2016-01-01

While some Catholic schools include students with disabilities, few serve students with significant support needs. This paper offers two distinct models for including students with developmental disabilities in Catholic schools at the primary and secondary level. Describing programs at Children of Peace School and Notre Dame College Prep School,…

Congregational Participation of a National Sample of Adults with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Carter, Erik W.; Kleinert, Harold L.; LoBianco, Tony F.; Sheppard-­Jones, Kathleen; Butler, Laura N.; Tyree, Milton S.

2015-01-01

Supporting people with intellectual and developmental disabilities (IDD) to thrive requires careful consideration of multiple avenues of community involvement. Yet little attention has focused on the place of faith community participation in the lives of adults with IDD. We examined attendance at religious services using National Core Indicator…

Community Services Landscape in Canada: Survey of Developmental Disability Agencies.

ERIC Educational Resources Information Center

Pedlar, Alison; Hutchison, Peggy; Arai, Susan; Dunn, Peter

2000-01-01

A survey of 801 support services for adults with developmental disabilities living in community settings in Canada found a diminution of government's role in funding and guiding service provision and the emergence of private-for-profit services. Differences between nonprofit and private sectors include a greater propensity in nonprofit agencies to…

A Dyadic Approach: Applying a Developmental-Conceptual Model to Couples Coping with Chronic Illness

ERIC Educational Resources Information Center

Checton, Maria G.; Magsamen-Conrad, Kate; Venetis, Maria K.; Greene, Kathryn

2015-01-01

The purpose of the present study was to apply Berg and Upchurch's developmental-conceptual model toward a better understanding of how couples cope with chronic illness. Specifically, a model was hypothesized in which proximal factors (relational quality), dyadic appraisal (illness interference), and dyadic coping (partner support) influence…

Stabilizing Developmental Language Trajectories in Infants/Toddlers: A Preliminary Study

ERIC Educational Resources Information Center

Marvin, Christine; Kuhn, Miriam; Knoche, Lisa

2013-01-01

Parents' interactions with their children can have influential effects on children's language outcomes. Special supports may be needed however, when young children live in poverty and show developmental delays early in life. This study analyzed data for a subset of children enrolled in Early Head Start (EHS) programs and participating in a…

Juggling and Struggling: A Preliminary Work-Life Study of Mothers with Adolescents Who Have Developmental Disabilities

ERIC Educational Resources Information Center

Parish, Susan L.

2006-01-01

A focus group study was conducted to develop an understanding of the experiences of mothers who are trying to balance employment with caring for an adolescent with developmental disabilities. Mothers reported facing considerable difficulties balancing work and caregiving responsibilities because support services rapidly declined when their child…

Developmentally Responsive Teacher Practices across the Middle-to-High-School Transition

ERIC Educational Resources Information Center

Ellerbrock, Cheryl R.; Abbas, Bridget; DiCicco, Michael

2014-01-01

In this year-long qualitative multi-site case study, researchers identified how eighth and ninth-grade teacher practices may support students' basic and developmental needs across the middle-to-high-school transition. Data were collected throughout 2009, including individual interviews, focus group interviews, observations, and artifact data of 23…

Caregivers' Perceptions of a Consumer-Directed Care Program for Adults with Developmental Disabilities

ERIC Educational Resources Information Center

Vinton, Linda

2010-01-01

This article examines results from a consumer and caregiver-directed care pilot program for families with adults with developmental disabilities. Surveys were administered to 50 caregivers and three project coordinators, and focus groups were conducted with 44 individuals, including caregivers, consumers, and support coordinators. Significant pre-…

Developmental Trends in Distractibility: Is Absolute or Proportional Decrement the Appropriate Measure of Interference?

ERIC Educational Resources Information Center

Well, Arnold D.; And Others

1980-01-01

Robust interference effects were found which declined with age. Manipulating discriminability of the relevant stimulus dimension resulted in large changes in sorting time, but interference effects did not vary with baseline difficulty. These results were interpreted as strongly supporting both an absolute decrement model and a developmental trend…

Assessing the Developmental Instruction Model: An Exploratory Study of Classroom "Fit" Using Environmental Types

ERIC Educational Resources Information Center

Salter, Daniel W.

2013-01-01

To support the instructional process, Knefelkamp advanced the developmental instruction model (DIM) to describe the aspects of academic environments that facilitate the epistemological development of college students, consistent with the Perry scheme. No related measurement tool has been developed for the DIM, which may account for the lack of…

Revealing the secret life of pre-implantation embryos by time-lapse monitoring: A review

PubMed Central

Faramarzi, Azita; Khalili, Mohammad Ali; Micara, Giulietta; Agha-Rahimi, Azam

2017-01-01

High implantation success following in vitro fertilization cycles are achieved via the transfer of embryos with the highest developmental competence. Multiple pregnancies as a result of the transfer of several embryos per cycle accompany with various complication. Thus, single-embryo transfer (SET) is the preferred practice in assisted reproductive technique (ART) treatment. In order to improve the pregnancy rate for SET, embryologists need reliable biomarkers to aid their selection of embryos with the highest developmental potential. Time-lapse technology is a noninvasive alternative conventional microscopic assessment. It provides uninterrupted and continues the survey of embryo development to transfer day. Today, there are four time-lapse systems that are commercially available for ART centers. In world and Iran, the first time lapse babies were born in 2010 and 2015, respectively, conceived by SET. Here, we review the use of time-lapse monitoring in the observation of embryogenesis as well as its role in SET. Although, the findings from our review support common use of time-lapse monitoring in ART centers; but, future large studies assessing this system in well-designed trials are necessary. PMID:28744520

Screening 5 and 6 year-old children starting primary school for development and language.

PubMed

Yılmaz, Deniz; Bayar-Muluk, Nuray; Bayoğlu, Birgül; İdil, Aysun; Anlar, Banu

2016-01-01

Beginning school is an important milestone for children. Children's readiness for school involves cognitive, physical, and emotional development. Certain school programs allow children to start first grade after 66 months of age, together with 72 month-old children. In order to estimate school readiness, we screened children before starting first grade and compared their school performance according to their age and socio-demographic characteristics. Marmara School Readiness, Denver II developmental screening, and language assessment tests were applied. Language delays were more frequent and school readiness test scores were lower in the younger group compared to older children. However, school achievement did not differ between the two age groups. Preschool education, parental income and education affected performance in most tests. Preschool screening seems effective in detecting children with lower than average developmental skills, and the school system may provide a practical opportunity for providing support to those children.

[Family characteristics, organic risk factors, psychopathological picture and premorbid adjustment of hospitalized adolescent patients].

PubMed

Małkiewicz-Borkowska, M; Namysłowska, I; Siewierska, A; Puzyńska, E; Sredniawa, H; Zechowski, C; Iwanek, A; Ruszkowska, E

1996-01-01

The relation of some family characteristics such as cohesion and adaptability with organic risk factors, developmental psychopathology, clinical picture and premorbid adjustment was assessed in the group of 100 hospitalized adolescent patients and families. We found correlation between: some of organic risk factors (pathology of neonatal period, pathology of early childhood), some of indicators of developmental psychopathology (eating disorders, conduct disorders), some of clinical signs (mannerism, grandiosity, hostility, suspciousness, disturbances of content of thinking), premorbid adjustment, and variables related to families, described before. We think that biological variables characterizing child (pathology of neonatal period, pathology of early childhood) have an influence on some family characteristics as independent variable. General system theory and circular thinking support these conclusions. In order to verify them, it is necessary to undertake further investigations, based on other methodology, using this results as preliminary findings.

Developmental Dyscalculia in Adults: Beyond Numerical Magnitude Impairment.

PubMed

De Visscher, Alice; Noël, Marie-Pascale; Pesenti, Mauro; Dormal, Valérie

2017-09-01

Numerous studies have tried to identify the core deficit of developmental dyscalculia (DD), mainly by assessing a possible deficit of the mental representation of numerical magnitude. Research in healthy adults has shown that numerosity, duration, and space share a partly common system of magnitude processing and representation. However, in DD, numerosity processing has until now received much more attention than the processing of other non-numerical magnitudes. To assess whether or not the processing of non-numerical magnitudes is impaired in DD, the performance of 15 adults with DD and 15 control participants was compared in four categorization tasks using numerosities, lengths, durations, and faces (as non-magnitude-based control stimuli). Results showed that adults with DD were impaired in processing numerosity and duration, while their performance in length and face categorization did not differ from controls' performance. Our findings support the idea of a nonsymbolic magnitude deficit in DD, affecting numerosity and duration processing but not length processing.

FATHER PLAY: IS IT SPECIAL?

PubMed

Cabrera, Natasha J; Roggman, Lori

2017-11-01

Both mothers and fathers play with their children, but research on parent-child play interactions is conducted with mothers three times more often than it is with fathers. The articles in this special issue address this gap by focusing on the nature and quality of father-child play, across cultural contexts, and considering whether father play offers something unique and special for early human development, in infancy or early childhood. The studies show that fathers can be just as developmentally supportive as are mothers in terms of being playful and engaged with their children in ways that are related to greater child socioemotional competence, emotion regulation, and vocabulary, and to less aggression, anxiety, and negativity. We encourage future research to examine the cultural influences, family system dynamics, and specificity of timing and types of father-child play in relation to children's developmental competence. © 2017 Michigan Association for Infant Mental Health.

Berberine exposure triggers developmental effects on planarian regeneration

PubMed Central

Balestrini, Linda; Isolani, Maria Emilia; Pietra, Daniele; Borghini, Alice; Bianucci, Anna Maria; Deri, Paolo; Batistoni, Renata

2014-01-01

The mechanisms of action underlying the pharmacological properties of the natural alkaloid berberine still need investigation. Planarian regeneration is instrumental in deciphering developmental responses following drug exposure. Here we report the effects of berberine on regeneration in the planarian Dugesia japonica. Our findings demonstrate that this compound perturbs the regenerative pattern. By real-time PCR screening for the effects of berberine exposure on gene expression, we identified alterations in the transcriptional profile of genes representative of different tissues, as well as of genes involved in extracellular matrix (ECM) remodeling. Although berberine does not influence cell proliferation/apoptosis, our experiments prove that this compound causes abnormal regeneration of the planarian visual system. Potential berberine-induced cytotoxic effects were noticed in the intestine. Although we were unable to detect abnormalities in other structures, our findings, sustained by RNAi-based investigations, support the possibility that berberine effects are critically linked to anomalous ECM remodeling in treated planarians. PMID:24810466

The Cerebellum and Its Wrapping Meninge: Developmental Interplay between Two Major Structures.

PubMed

Catala, Martin

2017-10-01

Meninges have long been considered as a protective and supportive tissue for the central nervous system. Nevertheless, new developmental roles are now attributed to them. The meninges that surround the cerebellum come from the cephalic mesoderm. They are essential for the cerebellum to develop normally. They induce and maintain the basal lamina and glia limitans. In the absence of these structures, the external granular cells of the cerebellum migrate aberrantly and penetrate the subarachnoid space. The molecules involved in the recognition between the cerebellar primordium and the basal lamina belong to two groups in humans: dystroglycan and laminin on the one hand, and GPR56 and collagen III on the other. Finally, molecules secreted by the meninges and acting on the cerebellum begin to be demonstrated; such is the case of SDF1 secreted under the action of FOXC1. Georg Thieme Verlag KG Stuttgart · New York.

SANKOFA: a multisite collaboration on paediatric HIV disclosure in Ghana

PubMed Central

Reynolds, Nancy R.; Ofori-Atta, Angela; Lartey, Margaret; Renner, Lorna; Antwi, Sampson; Enimil, Anthony; Catlin, Ann Christine; Fernando, Sumudinie; Kyriakides, Tassos C.; Paintsil, Elijah

2016-01-01

With the scale-up of effective antiretroviral therapy in resource-limited settings, many HIV-infected children are now able to survive into adulthood. To achieve this potential, children must navigate normative developmental processes and challenges while living with an unusually complex, stigmatizing, potentially fatal chronic illness and meeting the demands of treatment. Yet many of these children, especially preadolescents, do not know they are HIV-infected. Despite compelling evidence supporting the merits of informing children of their HIV status, there has been little emphasis on equipping the child’s caregiver with information and skills to promote disclosure, particularly, when the caregiver faces a variety of sociocultural barriers and is reluctant to do so. In this study, we present the background, process and methods for a first of its kind collaboration that is examining the efficacy of an intervention developed to facilitate the engagement of caregivers in the process of disclosure in a manner suitable to the sociocultural context and developmental age and needs of the child in Ghana. We also report preliminary data that supported the design of the intervention approach and currently available domains of the data system. Finally, we discuss challenges and implications for future research. PMID:26049537

Bullying Interventions: A Binocular Perspective

PubMed Central

Pepler, Debra J.

2006-01-01

Introduction Bullying is a complex relationship problem associated with many psychosocial difficulties for children who bully, as well as those who are victimized. A recent international volume of school-based bullying programs revealed modest effectiveness, highlighting the need to refine interventions using research on developmental profiles of children who bully and those who are victimized, as well as on their relationships. Method Based on developmental-systemic theory, a research review was conducted on individual and relationship risk factors associated with bullying and being victimized. Results The review led to the proposal of two organizing principles for interventions: Scaffolding and Social Architecture. Scaffolding focuses on providing tailored and dynamic supports for the needs of individual children who bully or who are victimized. Social architecture requires that adults focus on the social dynamics of children’s groups and create social contexts that promote positive peer interactions and dissipate contexts that foster negative interactions. Conclusion Interventions for bullying require a combination of scaffolding and social architecture to provide comprehensive supports and to change the social dynamics that enable bullying. With an empirically derived, comprehensive perspective, we may move closer to reducing the burden of these relationship problems in the lives of children and youth. PMID:18392191

Impaired inference in a case of developmental amnesia.

PubMed

D'Angelo, Maria C; Rosenbaum, R Shayna; Ryan, Jennifer D

2016-10-01

Amnesia is associated with impairments in relational memory, which is critically supported by the hippocampus. By adapting the transitivity paradigm, we previously showed that age-related impairments in inference were mitigated when judgments could be predicated on known pairwise relations, however, such advantages were not observed in the adult-onset amnesic case D.A. Here, we replicate and extend this finding in a developmental amnesic case (N.C.), who also shows impaired relational learning and transitive expression. Unlike D.A., N.C.'s damage affected the extended hippocampal system and diencephalic structures, and does not extend to neocortical areas that are affected in D.A. Critically, despite their differences in etiology and affected structures, N.C. and D.A. perform similarly on the task. N.C. showed intact pairwise knowledge, suggesting that he is able to use existing semantic information, but this semantic knowledge was insufficient to support transitive expression. The present results suggest a critical role for regions connected to the hippocampus and/or medial prefrontal cortex in inference beyond learning of pairwise relations. © 2016 The Authors Hippocampus Published by Wiley Periodicals, Inc. © 2016 The Authors. Wiley Periodicals, Inc.

Dual-systems and the development of reasoning: competence-procedural systems.

PubMed

Overton, Willis F; Ricco, Robert B

2011-03-01

Dual-system, dual-process, accounts of adult cognitive processing are examined in the context of a self-organizing relational developmental systems approaches to cognitive growth. Contemporary adult dual-process accounts describe a linear architecture of mind entailing two split-off, but interacting systems; a domain general, content-free 'analytic' system (system 2) and a domain specific highly contextualized 'heuristic' system (system 1). In the developmental literature on deductive reasoning, a similar distinction has been made between a domain general competence (reflective, algorithmic) system and a domain specific procedural system. In contrast to the linear accounts offered by empiricist, nativist, and/or evolutionary explanations, the dual competence-procedural developmental perspective argues that the mature systems emerge through developmental transformations as differentiations and intercoordinations of an early relatively undifferentiated action matrix. This development, whose microscopic mechanism is action-in-the-world, is characterized as being embodied, nonlinear, and epigenetic. WIREs Cogni Sci 2011 2 231-237 DOI: 10.1002/wcs.120 For further resources related to this article, please visit the WIREs website. © 2010 John Wiley & Sons, Ltd.

Allied health careers special resources and services program: increasing the probabilities of success for 'high risk' students in allied health career programs.

PubMed

Murtha, J P; Grimm, F M

1979-11-01

This article describes a successful developmental program specifically designed for academically "high risk" students entering a two-year community college career program in allied health. The program consisted of providing an intensive three-week instructional program to students before they entered the allied health career program, and subsequently providing an ongoing support system of tutoring, counseling and career development activities. Participants attained higher levels of academic performance and retention than nonparticipants.

Status of Family Support Services and Spending in the United States.

ERIC Educational Resources Information Center

Parish, Susan L.; Braddock, David; Hemp, Richard; Rizzolo, Mary C.

2000-01-01

Analysis of data on family support services and spending for individuals with developmental disabilities presents information on cash subsidy payments, respite care, and other family support. A graph shows U.S. spending for family support, 1986-1998. Additional tables break down subsidy spending for family support services by state in 1998 and…

Space Propulsion Research Facility (B-2): An Innovative, Multi-Purpose Test Facility

NASA Technical Reports Server (NTRS)

Hill, Gerald M.; Weaver, Harold F.; Kudlac, Maureen T.; Maloney, Christian T.; Evans, Richard K.

2011-01-01

The Space Propulsion Research Facility, commonly referred to as B-2, is designed to hot fire rocket engines or upper stage launch vehicles with up to 890,000 N force (200,000 lb force), after environmental conditioning of the test article in simulated thermal vacuum space environment. As NASA s third largest thermal vacuum facility, and the largest designed to store and transfer large quantities of propellant, it is uniquely suited to support developmental testing associated with large lightweight structures and Cryogenic Fluid Management (CFM) systems, as well as non-traditional propulsion test programs such as Electric and In-Space propulsion. B-2 has undergone refurbishment of key subsystems to support the NASA s future test needs, including data acquisition and controls, vacuum, and propellant systems. This paper details the modernization efforts at B-2 to support the Nation s thermal vacuum/propellant test capabilities, the unique design considerations implemented for efficient operations and maintenance, and ultimately to reduce test costs.

Comparison of neuromuscular development in two dinophilid species (Annelida) suggests progenetic origin of Dinophilus gyrociliatus.

PubMed

Kerbl, Alexandra; Fofanova, Elizaveta G; Mayorova, Tatiana D; Voronezhskaya, Elena E; Worsaae, Katrine

2016-01-01

Several independent meiofaunal lineages are suggested to have originated through progenesis, however, morphological support for this heterochronous process is still lacking. Progenesis is defined as an arrest of somatic development (synchronously in various organ systems) due to early maturation, resulting in adults resembling larvae or juveniles of the ancestors. Accordingly, we established a detailed neuromuscular developmental atlas of two closely related Dinophilidae using immunohistochemistry and CLSM. This allows us to test for progenesis, questioning whether i) the adult smaller, dimorphic Dinophilus gyrociliatus resembles a younger developmental stage of the larger, monomorphic D. taeniatus and whether ii) dwarf males of D. gyrociliatus resemble an early developmental stage of D. gyrociliatus females. Both species form longitudinal muscle bundles first, followed by circular muscles, creating a grid of body wall musculature, which is the densest in adult D. taeniatus , while the architecture in adult female D. gyrociliatus resembles that of prehatching D. taeniatus . Both species display a subepidermal ganglionated nervous system with an anterior dorsal brain and five longitudinal ventral nerve bundles with six sets of segmental commissures (associated with paired ganglia). Neural differentiation of D. taeniatus and female D. gyrociliatus commissures occurs before hatching: both species start out forming one transverse neurite bundle per segment, which are thereafter joined by additional thin bundles. Whereas D. gyrociliatus arrests its development at this stage, adult D. taeniatus condenses the thin commissures again into one thick commissural bundle per segment. Generally, D. taeniatus adults demonstrate a seemingly more organized (= segmental) pattern of serotonin-like and FMRFamide-like immunoreactive elements. The dwarf male of D. gyrociliatus displays a highly aberrant neuromuscular system, showing no close resemblance to any early developmental stage of female Dinophilus , although the onset of muscular development mirrors the early myogenesis in females. The apparent synchronous arrest of nervous and muscular development in adult female D. gyrociliatus, resembling the prehatching stage of D. taeniatus, suggests that D. gyrociliatus have originated through progenesis. The synchrony in arrest of three organ systems, which show opposing reduction and addition of elements, presents one of the morphologically best-argued cases of progenesis within Spiralia.

A Simplified Method for Three-Dimensional (3-D) Ovarian Tissue Culture Yielding Oocytes Competent to Produce Full-Term Offspring in Mice

PubMed Central

Higuchi, Carolyn M.; Maeda, Yuuki; Horiuchi, Toshitaka; Yamazaki, Yukiko

2015-01-01

In vitro growth of follicles is a promising technology to generate large quantities of competent oocytes from immature follicles and could expand the potential of assisted reproductive technologies (ART). Isolated follicle culture is currently the primary method used to develop and mature follicles in vitro. However, this procedure typically requires complicated, time-consuming procedures, as well as destruction of the normal ovarian microenvironment. Here we describe a simplified 3-D ovarian culture system that can be used to mature multilayered secondary follicles into antral follicles, generating developmentally competent oocytes in vitro. Ovaries recovered from mice at 14 days of age were cut into 8 pieces and placed onto a thick Matrigel drop (3-D culture) for 10 days of culture. As a control, ovarian pieces were cultured on a membrane filter without any Matrigel drop (Membrane culture). We also evaluated the effect of activin A treatment on follicle growth within the ovarian pieces with or without Matrigel support. Thus we tested four different culture conditions: C (Membrane/activin-), A (Membrane/activin+), M (Matrigel/activin-), and M+A (Matrigel/activin+). We found that the cultured follicles and oocytes steadily increased in size regardless of the culture condition used. However, antral cavity formation occurred only in the follicles grown in the 3-D culture system (M, M+A). Following ovarian tissue culture, full-grown GV oocytes were isolated from the larger follicles to evaluate their developmental competence by subjecting them to in vitro maturation (IVM) and in vitro fertilization (IVF). Maturation and fertilization rates were higher using oocytes grown in 3-D culture (M, M+A) than with those grown in membrane culture (C, A). In particular, activin A treatment further improved 3-D culture (M+A) success. Following IVF, two-cell embryos were transferred to recipients to generate full-term offspring. In summary, this simple and easy 3-D ovarian culture system using a Matrigel drop and activin A supplementation (M+A) provides optimal and convenient conditions to support growth of developmentally competent oocytes in vitro. PMID:26571501

CDC Kerala 5: Developmental therapy clinic experience--use of Child Development Centre grading for motor milestones.

PubMed

Nair, M K C; Resmi, V R; Krishnan, Rajee; Harikumaran Nair, G S; Leena, M L; Bhaskaran, Deepa; George, Babu; Russell, Paul Swamidhas Sudhakar

2014-12-01

To document the experiences of the intervention given to children who attended the developmental therapy clinic of Child Development Centre (CDC) Kerala, a specialized clinic for providing developmental intervention/therapy for babies less than two years with developmental delay/disability. All the babies referred to this speciality clinic from developmental screening/evaluation clinics of CDC were registered in the clinic and re-evaluation was done using CDC grading for head holding, sitting, standing, Amiel Tison passive angles, and Trivandrum Developmental Screening Chart (TDSC) 0-2 y. Out of a total of 600 consecutive babies below 2 y with developmental delay/disability referred to developmental therapy clinic, on comparing the test results at enrollment and after 6 mo of intervention, a statistically significant reduction was observed (i) in the 2-4 mo age group with regard to abnormal TDSC (25.5%), (ii) in the 4-8 mo age group with regard to abnormal head holding grade (87.1%) and abnormal TDSC (19.4%), (iii) in the 8-12 mo age group, with regard to abnormal sitting grade (71.7%) and (iv) in the above 12 mo age group with regard to abnormal sitting grade (35.3%) and abnormal standing grade (78.8%). The experience of organizing the developmental intervention/therapy clinic at CDC Kerala has shown that therapy services by developmental therapists in a centre and supportive therapy by mother at home is useful in improving the developmental status of children with developmental delay.

Status of the prototype Pulsed Photonuclear Assessment (PPA) inspection system

NASA Astrophysics Data System (ADS)

Jones, James L.; Blackburn, Brandon W.; Norman, Daren R.; Watson, Scott M.; Haskell, Kevin J.; Johnson, James T.; Hunt, Alan W.; Harmon, Frank; Moss, Calvin

2007-08-01

The Idaho National Laboratory, in collaboration with Idaho State University's Idaho Accelerator Center and the Los Alamos National Laboratory, continues to develop the Pulsed Photonuclear Assessment (PPA) technique for shielded nuclear material detection in large volume configurations, such as cargo containers. In recent years, the Department of Homeland Security has supported the development of a prototype PPA cargo inspection system. This PPA system integrates novel neutron and gamma-ray detectors for nuclear material detection along with a complementary and unique gray scale, density mapping component for significant shield material detection. This paper will present the developmental status of the prototype system, its detection performance using several INL Calibration Pallets, and planned enhancements to further increase its nuclear material detection capability.

Families and Positive Behavior Support: Addressing Problem Behavior in Family Contexts.

ERIC Educational Resources Information Center

Lucyshyn, Joseph M., Ed.; Dunlap, Glen, Ed.; Albin, Richard W., Ed.

The 19 chapters of this volume address theory, research, and practice concerning positive behavior support with families of children and youth with developmental disabilities and problem behavior. The chapters are: (1) "Positive Behavior Support with Families" (Joseph Lucyshyn and others); (2) "Finding Positive Behavior Support One…

Patterns of gender development.

PubMed

Martin, Carol Lynn; Ruble, Diane N

2010-01-01

A comprehensive theory of gender development must describe and explain long-term developmental patterning and changes and how gender is experienced in the short term. This review considers multiple views on gender patterning, illustrated with contemporary research. First, because developmental research involves understanding normative patterns of change with age, several theoretically important topics illustrate gender development: how children come to recognize gender distinctions and understand stereotypes, and the emergence of prejudice and sexism. Second, developmental researchers study the stability of individual differences over time, which elucidates developmental processes. We review stability in two domains-sex segregation and activities/interests. Finally, a new approach advances understanding of developmental patterns, based on dynamic systems theory. Dynamic systems theory is a metatheoretical framework for studying stability and change, which developed from the study of complex and nonlinear systems in physics and mathematics. Some major features and examples show how dynamic approaches have been and could be applied in studying gender development.

Patterns of Gender Development

PubMed Central

Martin, Carol Lynn; Ruble, Diane N.

2013-01-01

A comprehensive theory of gender development must describe and explain long-term developmental patterning and changes and how gender is experienced in the short term. This review considers multiple views on gender patterning, illustrated with contemporary research. First, because developmental research involves understanding normative patterns of change with age, several theoretically important topics illustrate gender development: how children come to recognize gender distinctions and understand stereotypes, and the emergence of prejudice and sexism. Second, developmental researchers study the stability of individual differences over time, which elucidates developmental processes. We review stability in two domains—sex segregation and activities/interests. Finally, a new approach advances understanding of developmental patterns, based on dynamic systems theory. Dynamic systems theory is a metatheoretical framework for studying stability and change, which developed from the study of complex and nonlinear systems in physics and mathematics. Some major features and examples show how dynamic approaches have been and could be applied in studying gender development. PMID:19575615

Maternal supportive and interfering control as predictors of adaptive and social development in children with and without developmental delays

PubMed Central

Green, S.; Caplan, B.; Baker, B.

2016-01-01

Background Parents of children with developmental delays (DD) have been found to use more controlling behaviour with their children than parents of children with typical development (TD). While controlling behaviour is related to poorer developmental outcomes in TD children, there is little research on how it predicts outcomes in DD children. Furthermore, existing research tends to use inconsistent or non-specific definitions of controlling behaviour, often combining parent control which follows the child’s goal (e.g. supportive direction) and that which interferes with the child’s goal (e.g. interference). Methods Participants were 200 mother–child dyads observed at child age 3, with follow-up assessments of adaptive behaviour and social skills administered at child ages 5 and 6, respectively. We coded the frequency of both types of controlling behaviour based on mothers’ interactions with their children with TD (n = 113) or DD (n = 87) at age 3. Results Mothers in the DD group used more interfering but not more supportive directive acts compared to mothers in the TD group. Adaptive behaviour was assessed at child age 5 and social skills were assessed at age 6. Higher frequency of supportive directive acts predicted better adaptive functioning for the TD group and better social skills for the DD group. Higher frequency of interfering acts predicted lower adaptive and social skills for children with DD but not with TD. Conclusions Results are discussed in terms of the differential developmental needs of children with and without DD as well as implications for early intervention. PMID:23865770

Knowledge Cannot Explain the Developmental Growth of Working Memory Capacity

PubMed Central

Cowan, Nelson; Ricker, Timothy J.; Clark, Katherine M.; Hinrichs, Garrett A.; Glass, Bret A.

2014-01-01

According to some views of cognitive growth, the development of working memory capacity can account for increases in the complexity of cognition. It has been difficult to ascertain, though, that there actually is developmental growth in capacity that cannot be attributed to other developing factors. Here we assess the role of item familiarity. We document developmental increases in working memory for visual arrays of English letters versus unfamiliar characters. Although letter knowledge played a special role in development between the ages of 6 to 8 years, children with adequate letter knowledge showed practically the same developmental growth in normalized functions for letters and unfamiliar characters. The results contribute to a growing body of evidence that the developmental improvement in working memory does not wholly stem from supporting processes such as encoding, mnemonic strategies, and knowledge. PMID:24942111

Comparing rat and rabbit embryo-fetal developmental toxicity studies for 379 pharmaceuticals: On systemic dose and developmental effects (Critical Reviews in Toxicology)

EPA Science Inventory

A database of embryo-fetal developmental toxicity (EFDT) studies of 379 pharmaceutical compounds in rat and rabbit was analyzed for species differences based on toxicokinetic parameters of area under the curve (AUC) and maximum concentration (Cmax) at the developmental adverse ef...

Work stress and depression among direct support professionals: the role of work support and locus of control.

PubMed

Gray-Stanley, J A; Muramatsu, N; Heller, T; Hughes, S; Johnson, T P; Ramirez-Valles, J

2010-08-01

Although work stress can impede the capacity of direct support professionals and contribute to mental health challenges, external (i.e. work social support) and internal resources (i.e. an internal locus of control) have been shown to help DSPs cope more actively. We examined how work stress was associated with depression, with a particular focus on the role of resources. Direct support professionals (n = 323) who serve adults with intellectual and developmental disabilities from five community-based organisations completed a cross-sectional, self-administered survey which measured work stress, work support, locus of control, and depression. Multiple regression analyses demonstrated that work stress was positively associated with depression, while resources were negatively associated with depression. In particular, work support moderated the effects of client disability stress, supervisory support lessened the effects of role conflict, and locus of control moderated the effects of workload. Such findings suggest the importance of external and internal resources for staff mental health. This research underscores the need for strong work social support systems and interventions to help staff manage work stressors.

Work stress and depression among direct support professionals: the role of work support and locus of control

PubMed Central

Gray-Stanley, J. A.; Muramatsu, N.; Heller, T.; Hughes, S.; Johnson, T. P.; Ramirez-Valles, J.

2013-01-01

Background Although work stress can impede the capacity of direct support professionals and contribute to mental health challenges, external (i.e. work social support) and internal resources (i.e. an internal locus of control) have been shown to help DSPs cope more actively. We examined how work stress was associated with depression, with a particular focus on the role of resources. Method Direct support professionals (n = 323) who serve adults with intellectual and developmental disabilities from five community-based organisations completed a cross-sectional, self-administered survey which measured work stress, work support, locus of control, and depression. Results Multiple regression analyses demonstrated that work stress was positively associated with depression, while resources were negatively associated with depression. In particular, work support moderated the effects of client disability stress, supervisory support lessened the effects of role conflict, and locus of control moderated the effects of workload. Conclusions Such findings suggest the importance of external and internal resources for staff mental health. This research underscores the need for strong work social support systems and interventions to help staff manage work stressors. PMID:20633203

Cytoskeletal changes in actin and microtubules underlie the developing surface mechanical properties of sensory and supporting cells in the mouse cochlea

PubMed Central

Szarama, Katherine B.; Gavara, Núria; Petralia, Ronald S.; Kelley, Matthew W.; Chadwick, Richard S.

2012-01-01

Correct patterning of the inner ear sensory epithelium is essential for the conversion of sound waves into auditory stimuli. Although much is known about the impact of the developing cytoskeleton on cellular growth and cell shape, considerably less is known about the role of cytoskeletal structures on cell surface mechanical properties. In this study, atomic force microscopy (AFM) was combined with fluorescence imaging to show that developing inner ear hair cells and supporting cells have different cell surface mechanical properties with different developmental time courses. We also explored the cytoskeletal organization of developing sensory and non-sensory cells, and used pharmacological modulation of cytoskeletal elements to show that the developmental increase of hair cell stiffness is a direct result of actin filaments, whereas the development of supporting cell surface mechanical properties depends on the extent of microtubule acetylation. Finally, this study found that the fibroblast growth factor signaling pathway is necessary for the developmental time course of cell surface mechanical properties, in part owing to the effects on microtubule structure. PMID:22573615

Developmental and Interprofessional Care of the Preterm Infant: Neonatal Intensive Care Unit Through High-Risk Infant Follow-up.

PubMed

Lipner, Hildy S; Huron, Randye F

2018-02-01

Practices in the neonatal intensive care unit (NICU) that reduce infant stress and respond to behavioral cues positively influence developmental outcomes. Proactive developmental surveillance and timely introduction of early intervention services improve outcomes for premature infants. A model that emphasizes infant development and a continuum of care beginning in the NICU with transition to outpatient monitoring and provision of early intervention services is hypothesized to support the most optimal outcomes for premature infants. Copyright © 2017 Elsevier Inc. All rights reserved.

Antecedents and outcomes of organizational support for development: the critical role of career opportunities.

PubMed

Kraimer, Maria L; Seibert, Scott E; Wayne, Sandy J; Liden, Robert C; Bravo, Jesus

2011-05-01

This study examines antecedents and behavioral outcomes of employees' perceptions of organizational support for development. We first propose that employees' past participation in formal developmental activities and experience with developmental relationships positively relate to their perceptions of organizational support for development. We then propose that perceived career opportunity within the organization moderates the relationship between organizational support for development and employee performance and turnover. Using a sample of 264 exempt-level employees and their supervisors, we found that participation in training classes, leader-member exchange, and career mentoring were each positively related to employees' perceptions of organizational support for development. We also found support for the moderator hypotheses. Specifically, development support positively related to job performance, but only when perceived career opportunity within the organization was high. Further, development support was associated with reduced voluntary turnover when perceived career opportunity was high, but it was associated with increased turnover when perceived career opportunity was low. Our study demonstrates that social exchange and career motivation theory work together to explain when and how employees' perceptions of organizational support for development relate to turnover and job performance.

Supported Employment in a Rural Environment: Riverview Recycling.

ERIC Educational Resources Information Center

Tice, Carolyn; Shealy, Marilyn

1992-01-01

Provides an overview of supported employment programs for disabled individuals in rural areas. Describes a successful program in rural southeastern Ohio that employs 89 developmentally disabled persons in a countywide recycling program. Suggests methods for developing supported employment programs in rural areas. (LP)

Expanding Faculty Support for Underachievers

ERIC Educational Resources Information Center

Meeth, L. Richard

1972-01-01

Developmental programs for underachievers are not as prevalent as they need to be due to lack of faculty willingness and ability to teach these students. Some recommendations are made for encouraging faculty support. (NF)

Advanced Modular Power Approach to Affordable, Supportable Space Systems

NASA Technical Reports Server (NTRS)

Oeftering, Richard C.; Kimnach, Greg L.; Fincannon, James; Mckissock,, Barbara I.; Loyselle, Patricia L.; Wong, Edmond

2013-01-01

Recent studies of missions to the Moon, Mars and Near Earth Asteroids (NEA) indicate that these missions often involve several distinct separately launched vehicles that must ultimately be integrated together in-flight and operate as one unit. Therefore, it is important to see these vehicles as elements of a larger segmented spacecraft rather than separate spacecraft flying in formation. The evolution of large multi-vehicle exploration architecture creates the need (and opportunity) to establish a global power architecture that is common across all vehicles. The Advanced Exploration Systems (AES) Modular Power System (AMPS) project managed by NASA Glenn Research Center (GRC) is aimed at establishing the modular power system architecture that will enable power systems to be built from a common set of modular building blocks. The project is developing, demonstrating and evaluating key modular power technologies that are expected to minimize non-recurring development costs, reduce recurring integration costs, as well as, mission operational and support costs. Further, modular power is expected to enhance mission flexibility, vehicle reliability, scalability and overall mission supportability. The AMPS project not only supports multi-vehicle architectures but should enable multi-mission capability as well. The AMPS technology development involves near term demonstrations involving developmental prototype vehicles and field demonstrations. These operational demonstrations not only serve as a means of evaluating modular technology but also provide feedback to developers that assure that they progress toward truly flexible and operationally supportable modular power architecture.

The diffusion of youth-led participatory research in urban schools: the role of the prevention support system in implementation and sustainability.

PubMed

Ozer, Emily J; Cantor, Jeremy P; Cruz, Gary W; Fox, Brian; Hubbard, Elizabeth; Moret, Lauren

2008-06-01

This article discusses the dissemination of a process of youth-led participatory research in urban secondary schools within the Interactive Systems Framework for Dissemination and Implementation (ISF) developed in collaboration with the CDC and its university partners (Wandersman et al. American Journal of Community Psychology, 41(3-4) 2008). The focus here is on the development of the Prevention Support System with respect to general and innovation-specific capacity building. The specific process under study involves youth-led needs assessment and research to inform the planning of prevention programs and policies to address students' health and developmental needs. The article first briefly describes the youth-led research process, its potential benefits, and a case example in two urban secondary schools. It then describes challenges and responses in providing support for the diffusion of this model in 6 secondary schools. The settings are urban public schools with a majority of students of color from diverse ethnic groups: Asian-American, Latino, and African-American. This project constitutes a collaborative partnership with a university school of public health and community-based organizations (CBOs) to build capacity for long-term, sustainable implementation of this innovative process within the local school system. The perspectives of the university-based researcher and the CBO partners on the development and effectiveness of the Prevention Support System are presented.

Stigma, explanatory models and unmet needs of caregivers of children with developmental disorders in a low-income African country: a cross-sectional facility-based survey.

PubMed

Tilahun, Dejene; Hanlon, Charlotte; Fekadu, Abebaw; Tekola, Bethlehem; Baheretibeb, Yonas; Hoekstra, Rosa A

2016-04-27

Understanding the perspectives of caregivers of children with developmental disorders living in low-income countries is important to inform intervention programmes. The purpose of this study was to examine the stigma experiences, explanatory models, unmet needs, preferred interventions and coping mechanisms of caregivers of children with developmental disorders in Ethiopia. Participants comprised caregivers (n = 102) of children with developmental disorders attending two child mental health clinics in Addis Ababa. The majority (66.7%; n = 68) had a diagnosis of intellectual disability (ID); 34 children (33.3%) had autism spectrum disorder (ASD) as their primary diagnosis. All caregivers were administered a structured questionnaire via a face-to-face interview, which included an adaptation of the Family Interview Schedule, closed questions about socio-demographic characteristics, explanatory models of illness, type of interventions used or desired and coping strategies, and an open ended question regarding the family's unmet needs. Most caregivers reported experience of stigma: 43.1% worried about being treated differently, 45.1% felt ashamed about their child's condition and 26.7% made an effort to keep their child's condition secret. Stigma did not depend on the type of developmental disorder, the child's age or gender, or on the age or level of education of the caregiver (all p > 0.05). Reported stigma was significantly higher in caregivers who had sought traditional help (p < 0.01), provided supernatural explanations for their child's condition (p = .02) and in caregivers of Orthodox Christian faith (p = .03). Caregivers gave a mixture of biomedical explanations (e.g. head injury (30.4%) or birth complications (25.5%)) and supernatural explanations (e.g. spirit possession (40.2%) or sinful act (27.5%)) for their child's condition. The biggest reported unmet need was educational provision for their child (74.5%), followed by treatment by a health professional (47.1%), financial support (30.4%) and expert help to support their child's development (27.5%). Most caregivers reported that talking to health professionals (86.3%) and family (85.3%) helped them to cope. Many caregivers also used support from friends (76.5%) and prayer (57.8%) as coping mechanisms. This study highlights the stigma experienced by families caring for a child with a developmental disorder. Designing interventions appropriate for low-income settings that improve awareness about developmental disorders, decrease stigma, improve access to appropriate education and strengthen caregivers' support are needed.

Ready, Willing, and Able: A Developmental Approach to College Access and Success

ERIC Educational Resources Information Center

Savitz-Romer, Mandy; Bouffard, Suzanne M.

2012-01-01

How can an understanding of adolescent development inform strategies and practices for supporting first-generation college goers? In "Ready, Willing, and Able," Mandy Savitz-Romer and Suzanne Bouffard focus on the developmental tasks and competencies that young people need to develop in order to plan for and succeed in higher education. These…

Preparation of Social Workers to Support People with Developmental Disabilities

ERIC Educational Resources Information Center

Laws, Jason; Parish, Susan L.; Scheyett, Anna M.; Egan, Christopher

2010-01-01

We examine how well schools of social work prepare students to work with people with developmental disabilities (DD). Using websites of 50 U.S. schools of social work, we examine their curricula to determine the number and nature of disability studies courses. We examine tenure-line faculty to identify potential for current staff to expand DD…

Evaluating the Social Validity of Project "TEAM": A Problem-Solving Intervention to Teach Transition Age Youth with Developmental Disabilities to Resolve Environmental Barriers

ERIC Educational Resources Information Center

Kramer, Jessica M.; Hwang, I-Ting; Helfrich, Christine A.; Samuel, Preethy S.; Carrellas, Ann

2018-01-01

Project "TEAM" teaches transition-age youth with developmental disabilities (DD) to identify physical and social environmental barriers and supports, generate solutions to barriers, and request modifications to increase participation. Establishing the social validity of this environment focused intervention with youth and their parents…

Verbal Self-Guidance as a Treatment Approach for Children with Developmental Coordination Disorder: A Systematic Replication Study.

ERIC Educational Resources Information Center

Martini, Rose; Polatajko, Helene J.

1998-01-01

Replicating a 1994 study, four children with developmental coordination disorder (DCD) were taught a verbal self-guidance strategy (Goal, Plan, Do, Check) by an occupational therapist. All four improved performance in attaining their occupational goals, supporting the possible use of a cognitive strategy with children with DCD. (SK)

Descriptors of Friendship between Secondary Students with and without Autism or Intellectual and Developmental Disability

ERIC Educational Resources Information Center

Rossetti, Zachary

2015-01-01

This article reports findings from an interpretevist, qualitative study exploring the connections and dynamics of friendship among three groups of secondary school-aged young adults. Each group included an individual with autism or intellectual and developmental disabilities who had extensive or pervasive support needs, and at least one high…

Functional-Lesion Investigation of Developmental Stuttering with Positron Emission Tomography.

ERIC Educational Resources Information Center

Ingham, Roger J.; And Others

1996-01-01

Analysis of use of positron emission tomographic measurements of resting-state regional cerebral blood flow in 29 men, 10 of whom stuttered, did not support the idea that developmental stuttering is associated with abnormalities of blood flow at rest. Findings did suggest an essentially normal functional brain terrain with a small number of minor…

Learning to Apply Algebra in the Community for Adults with Intellectual Developmental Disabilities

ERIC Educational Resources Information Center

Rodriguez, Anthony M.

2016-01-01

Students with intellectual and developmental disabilities (IDD) are routinely excluded from algebra and other high-level mathematics courses. High school students with IDD take courses in arithmetic and life skills rather than having an opportunity to learn algebra. Yet algebra skills can support the learning of money and budgeting skills. This…

Parents' Strategies to Elicit Autobiographical Memories in Autism Spectrum Disorders, Developmental Language Disorders and Typically Developing Children

ERIC Educational Resources Information Center

Goldman, Sylvie; DeNigris, Danielle

2015-01-01

Conversations about the past support the development of autobiographical memory. Parents' strategies to elicit child's participation and recall during past event conversations were compared across three school-age diagnostic groups: autism spectrum disorder (ASD, n = 11), developmental language disorders (n = 11) and typically developing (TD,…

Menstrual Support for Females with Developmental Disabilities: Survey and Interview of Parents or Caretakers

ERIC Educational Resources Information Center

Park, Hye Ran

2013-01-01

Menstruation is a difficult topic to address with as females with or without disabilities. It is a more significant challenge for females with developmental disabilities (DD) because it stimulates a variety of physical and psychological changes. Thus, some females with DD might have a qualitatively different experience compared to the general…

Prevalence of Visual Impairments in Adults with Cognitive and Developmental Disabilities in a Sheltered Workshop in Germany

ERIC Educational Resources Information Center

Henriksen, Anne; Degenhardt, Sven

2009-01-01

Individuals with cognitive and developmental disabilities have a high probability of visual impairment. This study revealed the effects of deficits in the appropriate diagnosis of vision and medical treatment, as well as the lack of necessary refraction correction and support, specifically for adults with intellectual and developmental…

Beyond Time Out: A Practical Guide to Understanding and Serving Students with Behavioral Impairments in the Public Schools. Second Edition.

ERIC Educational Resources Information Center

Stewart, John

This text is designed, through the use of a developmental framework, to support effective work with students with behavior disorders and students who have behavior disorders and additional disabilities. Presentation of developmental theory, case studies and illustrations explain many puzzling aspects of problem behavior and outline appropriate…

A Developmental Approach to Parenting Education: Parenting as a Growth Process. Draft.

ERIC Educational Resources Information Center

Anderson, Lorraine Kvistberg; Thomas, Ruth G.

A study field tested and evaluated an instructional approach to parent education that tried, from a developmental perspective, to help parents become aware of their parenting practices. A program was developed to support parents in becoming aware of personal themes and actions that influenced the nature of parent-child interaction and in becoming…

Skinner Meets Piaget on the Reggio Playground: Practical Synthesis of Applied Behavior Analysis and Developmentally Appropriate Practice Orientations

ERIC Educational Resources Information Center

Warash, Bobbie; Curtis, Reagan; Hursh, Dan; Tucci, Vicci

2008-01-01

We focus on integrating developmentally appropriate practices, the project approach of Reggio Emilia, and a behavior analytic model to support a quality preschool environment. While the above practices often are considered incompatible, we have found substantial overlap and room for integration of these perspectives in practical application. With…

A Case Study of a Volunteer-Based Literacy Class with Adults with Developmental Disabilities

ERIC Educational Resources Information Center

Lynch, Jacqueline

2013-01-01

The purpose of this study was to examine participants' perspectives on how a volunteer-based adult literacy class supports the learning of adults with developmental/intellectual disabilities. Interviews were conducted with four tutors, three adult learners, and two coordinators and observations of the class occurred over a 6-month period during…

Developmentally Appropriate Technology in Early Childhood (DATEC) in Botswana: In-Service Teachers' Perspectives

ERIC Educational Resources Information Center

Bose, Kabita

2009-01-01

Developmentally Appropriate Technology in Early Childhood (DATEC) aims to identify the most appropriate applications of Information and Communication Technology to support the development of children under eight years of age. Botswana has a unique spread of population density and deep-rooted socio-cultural values. There is a need to address the…

Utilizing Medicaid Dollars To Finance Services to Illinois Citizens with Developmental Disabilities. A Technical Assistance Report.

ERIC Educational Resources Information Center

Gettings, Robert M.

This report examines possible steps the State of Illinois might take to expand the availability of Medicaid support for services to persons with developmental disabilties. Stressed throughout are the importance of: (1) evaluating whether any given application of Medicaid funding is consistent with the State's goals for persons with developmental…

A Program Inspection on Transition of Developmentally Disabled Young Adults from School to Adult Services.

ERIC Educational Resources Information Center

Office of Inspector General (DHHS), Washington, DC.

Discussions were held with 252 respondents (state and local officials, service providers, educators, parents) in 28 states concerning the problems in transition from school to adult services for developmentally disabled young adults. Transition issues were seen to include questions of where to live, what to do, and how to obtain support. The…

Holding the 10,000 Details: Productive Relationships between Parents of People with Developmental Disabilities and Service Workers.

ERIC Educational Resources Information Center

O'Brien, John; O'Brien, Connie Lyle

This paper addresses the question of what it takes for parents of people with developmental disabilities and service workers to build and maintain productive relationships. It considers whether such a focus compromises principles of self-determination and suggests that people with strong support actually have more autonomy. Eleven suggestions for…

Unmet Healthcare and Social Services Needs of Older Canadian Adults with Developmental Disabilities

ERIC Educational Resources Information Center

Shooshtari, Shahin; Naghipur, Saba; Zhang, Jin

2012-01-01

The authors sought to create a demographic, socioeconomic, and health-related profile of older (40+) Canadian adults with developmental disabilities (DD) residing in their communities, and to enhance current knowledge of their unmet health and social support services needs. They provide a secondary analysis of cross-sectional data from the 2001…

Success of Developmental Readers: An Examination of Factors Affecting Attrition and Institutional Practices Which Support Retention

ERIC Educational Resources Information Center

O'Brien, Katherine F.

2013-01-01

Students who enter higher education requiring reading remediation have poor institutional persistence. This study examined the course success and first-year institutional persistence of six women enrolled in a developmental reading course at a regional campus of a state university. Data sets were comprised of classroom observation, review of…

A Comparison of the Developmental Impact of Homogeneous and Heterogeneous Housing Conditions on Freshmen.

ERIC Educational Resources Information Center

Cade, Sharon M.

1979-01-01

Examines changes in students' sense of autonomy and in their ability to manage their emotions, as described by Chickering's vectors, in relation to residence hall environments. Results neither support nor refute the all-freshman hall. Participants moved developmentally along the Autonomy Scale. Freshman women increased their scores on the Impulse…

Performance of Children with Developmental Dyslexia on Two Skill Learning Tasks--Serial Reaction Time and Tower of Hanoi Puzzle

ERIC Educational Resources Information Center

Vakil, Eli; Lowe, Michal; Goldfus, Carol

2015-01-01

Among the various theories proposed to explain developmental dyslexia (DD), the theory of specific procedural learning difficulties has gained certain support and is the framework for the current research. This theory claims that an inability to achieve skill automaticity explains the difficulties experienced by individuals with DD. Previous…

In-Service Assistive Technology Training to Support People with Intellectual and Developmental Disabilities: A Case Study

ERIC Educational Resources Information Center

Haynes, Scott

2013-01-01

Assistive technology (AT) benefits many individuals with intellectual and developmental disabilities (IDD). The appropriate application of accommodation solutions, whether they involve the use of AT or not, can be a complex process involving a team of people with various backgrounds. This article describes an in-service AT training program that…

Experiences of Adults with Developmental Disability and a Teacher of Mathematics in the Money Club

ERIC Educational Resources Information Center

Rodriguez, Anthony M.

2012-01-01

In my experiences, students with Developmental Disability (DD) are routinely excluded from Algebra and other high-level mathematics courses. People with DD do not have the opportunity to learn Algebra, which may support the understanding and provide purpose for learning money and budgeting skills that, perhaps, could help them avoid financial…

Supporting Families in a High-Risk Setting: Proximal Effects of the SAFEChildren Preventive Intervention

ERIC Educational Resources Information Center

Tolan, Patrick; Gorman-Smith, Deborah; Henry,David

2004-01-01

Four hundred twenty-four families who resided in inner-city neighborhoods and had a child entering 1st grade were randomly assigned to a control condition or to a family-focused preventive intervention combined with academic tutoring. SAFEChildren, which was developed from a developmental-ecological perspective, emphasizes developmental tasks and…

Developmental risk and young children's regulatory strategies: predicting behavior problems at age five.

PubMed

Gerstein, Emily D; Pedersen Y Arbona, Anita; Crnic, Keith A; Ryu, Ehri; Baker, Bruce L; Blacher, Jan

2011-04-01

Children with early developmental delays are at heightened risk for behavior problems and comorbid psychopathology. This study examined the trajectories of regulatory capabilities and their potentially mediating role in the development of behavior problems for children with and without early developmental delays. A sample of 231 children comprised of 137 typically developing children and 94 children with developmental delays were examined during mildly frustrating laboratory tasks across the preschool period (ages 3-5). Results indicated that children with delays had greater use of maladaptive strategies (distraction, distress venting) and lower use of adaptive strategies (constructive coping) than typically developing children. For both groups, strategies had similar rates of growth across time; maladaptive strategies decreased and adaptive strategies increased. The intercept of strategy use, but not the slope, was found to mediate the relation between developmental risk and externalizing behaviors. Findings support that dysregulation, rather than the developmental risk, may be responsible for the high levels of comorbid psychopathology.

Using zebrafish in systems toxicology for developmental toxicity testing.

PubMed

Nishimura, Yuhei; Inoue, Atsuto; Sasagawa, Shota; Koiwa, Junko; Kawaguchi, Koki; Kawase, Reiko; Maruyama, Toru; Kim, Soonih; Tanaka, Toshio

2016-01-01

With the high cost and the long-term assessment of developmental toxicity testing in mammals, the vertebrate zebrafish has become a useful alternative model organism for high-throughput developmental toxicity testing. Zebrafish is also very favorable for the 3R perspective in toxicology; however, the methodologies used by research groups vary greatly, posing considerable challenges to integrative analysis. In this review, we discuss zebrafish developmental toxicity testing, focusing on the methods of chemical exposure, the assessment of morphological abnormalities, housing conditions and their effects on the production of healthy embryos, and future directions. Zebrafish as a systems toxicology model has the potential to elucidate developmental toxicity pathways, and to provide a sound basis for human health risk assessments. © 2015 Japanese Teratology Society.

Nursing leadership in academic nursing: The wisdom of development and the development of wisdom.

PubMed

Pesut, Daniel J; Thompson, Sarah A

The purpose of this article is to discuss insights derived from adult cognitive developmental theories and relate the insights to vertical leadership development in academic nursing contexts. Equipped with developmental understanding, academic leaders are in a better position to support the vertical leadership development of one's self, faculty, peers, and colleagues. From a cognitive developmental perspective, the authors' reason as leaders develop, grow, and evolve, sense making becomes more sophisticated and nuanced resulting in the development of wisdom. Leadership wisdom is a function of horizontal (acquisition of information, skills, and competencies) and vertical development (the development of more complex and sophisticated ways of thinking). Ways to enhance vertical development, and sense making to cultivate wisdom are discussed. Principles and practices that promote vertical development in self and others deepens performance expectations of those in the academy and supports personal professional development and organizational success. Copyright © 2017 Elsevier Inc. All rights reserved.

Family Transitions Following the Birth of a Sibling: An Empirical Review of Changes in the Firstborn’s Adjustment

PubMed Central

Volling, Brenda L.

2012-01-01

Nearly 80% of children in the U.S. have at least one sibling, indicating that the birth of a baby sibling is a normative ecological transition for most children. Many clinicians and theoreticians believe the transition is stressful, constituting a developmental crisis for most children. Yet, a comprehensive review of the empirical literature on children’s adjustment over the transition to siblinghood (TTS) has not been done for several decades. The current review summarized research examining change in firstborns’ adjustment to determine whether there was evidence that the TTS was disruptive for most children. Thirty studies addressing the transition to siblinghood were found and of those studies, the evidence did not support a crisis model of developmental transitions, nor was there overwhelming evidence of consistent changes in firstborn adjustment. Although there were decreases in children’s affection and responsiveness toward mothers, the results were more equivocal for many other behaviors (e.g., sleep problems, anxiety, aggression, regression). An inspection of the scientific literature indicated there are large individual differences in children’s adjustment and that the TTS can be a time of disruption, an occasion for developmental advances, or a period of quiescence with no noticeable changes. The TTS may be a developmental turning point for some children that portends future psychopathology or growth depending on the transactions between children and the changes in the ecological context over time. A developmental ecological systems framework guided the discussion of how child, parent, and contextual factors may contribute to the prediction of firstborn children’s successful adaptation to the birth of a sibling. PMID:22289107

Efficacy of the Supports Intensity Scale (SIS) to Predict Extraordinary Support Needs

ERIC Educational Resources Information Center

Wehmeyer, Michael; Chapman, Theodore E.; Little, Todd D.; Thompson, James R.; Schalock, Robert; Tasse, Marc J.

2009-01-01

Data were collected on 274 adults to investigate the efficacy of the Supports Intensity Scale (SIS) as a tool to measure the support needs of individuals with intellectual and related developmental disabilities. Findings showed that SIS scores contributed significantly to a model that predicted greater levels of support need. Moreover, scores from…

Human exploration of space and power development

NASA Technical Reports Server (NTRS)

Cohen, Aaron

1991-01-01

Reasons for mounting the Space Exploration Initiative, the variables facing U.S. planners, and the developmental technologies that will be needed to support this initiative are discussed. The three more advanced technological approaches in the field of power generation described include a lunar-based solar power system, a geosynchronous-based earth orbit solar power satellite system, and the utilization of helium-3/deuterium fusion reaction to create a nuclear fuel cycle. It is noted that the major elements of the SEI will include a heavy-lift launch vehicle, a transfer vehicle and a descent/ascent vehicle for use on lunar missions and adaptable to Mars exploration.

Zebrafish (Danio rerio) Models To Assess Acute, Developmental, And Neurodevelopmental Toxicity

EPA Science Inventory

Zebrafish (Danio rerio) acute, developmental, and neurodevelopmental model systems have been developed to assess both known and unknown environmental contaminants. Developmental toxicity is assessed using death and dysmorphology as endpoints, whereas neurodevelopmental toxicity ...

Developmental biology, the stem cell of biological disciplines.

PubMed

Gilbert, Scott F

2017-12-01

Developmental biology (including embryology) is proposed as "the stem cell of biological disciplines." Genetics, cell biology, oncology, immunology, evolutionary mechanisms, neurobiology, and systems biology each has its ancestry in developmental biology. Moreover, developmental biology continues to roll on, budding off more disciplines, while retaining its own identity. While its descendant disciplines differentiate into sciences with a restricted set of paradigms, examples, and techniques, developmental biology remains vigorous, pluripotent, and relatively undifferentiated. In many disciplines, especially in evolutionary biology and oncology, the developmental perspective is being reasserted as an important research program.

Identifying state resources and support programs on e-government websites for persons with intellectual and developmental disabilities.

PubMed

Fisher, Kathleen M; Peterson, Justin D; Albert, Jon D

2015-01-01

This descriptive cross-sectional study identified resources and programs that are available nationwide on the Internet to support individuals and families with intellectual and developmental disabilities (I/DD), with a focus on intellectual disability. This evaluation included easily identifiable information on specific resources and highlighted unique programs found in individual states that were linked from e-government websites. Researchers documented the ease of access and available information for all 50 states and the District of Columbia. A number of disparities and areas for improvement were recorded for states and I/DD websites. The researchers conclude that a number of additional health and support services will be needed to address the growing needs of this vulnerable population.

Systems-based practice in graduate medical education: systems thinking as the missing foundational construct.

PubMed

Colbert, Colleen Y; Ogden, Paul E; Ownby, Allison R; Bowe, Constance

2011-04-01

Since 2001, residencies have struggled with teaching and assessing systems-based practice (SBP). One major obstacle may be that the competency alone is not sufficient to support assessment. We believe the foundational construct underlying SBP is systems thinking, absent from the current Accreditation Council for Graduate Medical Education competency language. Systems thinking is defined as the ability to analyze systems as a whole. The purpose of this article is to describe psychometric issues that constrain assessment of SBP and elucidate the role of systems thinking in teaching and assessing SBP. Residency programs should incorporate systems thinking models into their curricula. Trainees should be taught to understand systems at an abstract level, in order to analyze their own healthcare systems, and participate in quality and patient safety activities. We suggest that a developmental trajectory for systems thinking be developed, similar to the model described by Dreyfus and Dreyfus.

Adverse Childhood Experiences among Direct Support Professionals

ERIC Educational Resources Information Center

Keesler, John M.

2018-01-01

Direct support professionals (DSPs) provide integral support to many individuals with intellectual and developmental disabilities (IDD). Yet, individuals' access to qualified DSPs is often compromised as organizations struggle to hire and retain DSPs. Despite a vast body of research exploring factors associated with turnover, adverse childhood…

Family Life and Developmental Idealism in Yazd, Iran

PubMed Central

Abbasi-Shavazi, Mohammad Jalal; Askari-Nodoushan, Abbas

2012-01-01

BACKGROUND This paper is motivated by the theory that developmental idealism has been disseminated globally and has become an international force for family and demographic change. Developmental idealism is a set of cultural beliefs and values about development and how development relates to family and demographic behavior. It holds that modern societies are causal forces producing modern families, that modern families help to produce modern societies, and that modern family change is to be expected. OBJECTIVE We examine the extent to which developmental idealism has been disseminated in Iran. We also investigate predictors of the dissemination of developmental idealism. METHODS We use survey data collected in 2007 from a sample of women in Yazd, a city in Iran. We examine the distribution of developmental idealism in the sample and the multivariate predictors of developmental idealism. RESULTS We find considerable support for the expectation that many elements of developmental idealism have been widely disseminated. Statistically significant majorities associate development with particular family attributes, believe that development causes change in families, believe that fertility reductions and age-at-marriage increases help foster development, and perceive family trends in Iran headed toward modernity. As predicted, parental education, respondent education, and income affect adherence to developmental idealism. CONCLUSIONS Developmental idealism has been widely disseminated in Yazd, Iran and is related to social and demographic factors in predicted ways. COMMENTS Although our data come from only one city, we expect that developmental idealism has been widely distributed in Iran, with important implications for family and demographic behavior. PMID:22942772

Drosophila melanogaster as a model system for assessing development under conditions of microgravity

NASA Technical Reports Server (NTRS)

Abbott, M. K.; Hilgenfeld, R. B.; Denell, R. E.; Spooner, B. S. (Principal Investigator)

1992-01-01

More is known about the regulation of early developmental events in Drosophila than any other animal. In addition, its size and short life cycle make it a facile experimental system. Since developmental perturbations have been demonstrated when both oogenesis and embryogenesis occur in the space environment, there is a strong rationale for using this organism for the elucidation of specific gravity-sensitive developmental events.

Evaluation of the Battelle Developmental Inventory, 2nd Edition, Screening Test for Use in States' Child Outcomes Measurement Systems under the Individuals with Disabilities Education Act

ERIC Educational Resources Information Center

Elbaum, Batya; Gattamorta, Karina A.; Penfield, Randall D.

2010-01-01

This study evaluated the Battelle Developmental Inventory, 2nd Edition, Screening Test (BDI-2 ST) for use in states' child outcomes accountability systems under the Individuals with Disabilities Education Act. Complete Battelle Developmental Inventory, 2nd Edition (BDI-2), assessment data were obtained for 142 children, ages 2 to 62 months, who…

Developmental assets: profile of youth in a juvenile justice facility.

PubMed

Chew, Weslee; Osseck, Jenna; Raygor, Desiree; Eldridge-Houser, Jennifer; Cox, Carol

2010-02-01

Possessing high numbers of developmental assets greatly reduces the likelihood of a young person engaging in health-risk behaviors. Since youth in the juvenile justice system seem to exhibit many high-risk behaviors, the purpose of this study was to assess the presence of external, internal, and social context areas of developmental assets in at-risk youth attending a northeast Missouri juvenile justice center. Male and female middle and high school students moved to a residential juvenile justice center voluntarily completed the Developmental Assets Profile (DAP) instrument during a regularly scheduled "intake" session. Most respondents reported lacking risk-protective factors in the internal and social context areas. Respondents noted their lack of community involvement in the social context area and their overinvolvement with negative influences in the internal context area. Specifically in the internal and external context areas, most respondents reported having trouble with substance abuse and not having positive peer or parental support. In the social context area, many noted that they wanted to do well in activities and were encouraged to do well; however, they scored service to others and involvement in religious groups or activities as low. Students who lack protective qualities, especially those who do not feel committed to their community, are more likely to be involved in substance abuse and risky behaviors. School-community partnerships may provide the targeted health protective factors that encourage more community involvement and more positive health behaviors in these youth.

5-HT1A receptors in mood and anxiety: recent insights into autoreceptor versus heteroreceptor function

PubMed Central

Garcia-Garcia, Alvaro; Tancredi, Adrian Newman-; Leonardo, E. David

2014-01-01

Rationale Serotonin (5-HT) neurotransmission is intimately linked to anxiety and depression and a diverse body of evidence supports the involvement of the main inhibitory serotonergic receptor, the serotonin-1A (5-HT1A) subtype, in both disorders. Objectives In this review, we examine the function of 5-HT1A receptor sub-populations and re-interpret our understanding of their role in mental illness in light of new data, separating both spatial (autoreceptor vs heteroreceptor) and the temporal (developmental vs adult) roles of the endogenous 5-HT1A receptors, emphasizing their distinct actions in mediating anxiety and depression-like behaviors. Results It is difficult to unambiguously distinguish the effects of different populations of the 5-HT1A receptors with traditional genetic animal models and pharmacological approaches. However, with the advent of novel genetic systems and subpopulation-selective pharmacological agents, direct evidence for distinct roles of these populations in governing emotion related behavior are emerging. Conclusions There is strong and growing evidence for a functional dissociation between auto and heteroreceptor populations in mediating anxiety and depressive-like behaviors respectively. Furthermore, while it is well established that 5-HT1A receptors act developmentally to establish normal anxiety-like behaviors, the developmental role of 5-HT1A heteroreceptors is less clear, and the specific mechanisms underlying the developmental role of each subpopulation are likely to be key elements determining mood control in adult subjects. PMID:24337875

Longitudinal associations between marital stress and externalizing behavior: Does parental sense of competence mediate processes?

PubMed

van Eldik, Willemijn M; Prinzie, Peter; Deković, Maja; de Haan, Amaranta D

2017-06-01

Ecological theories emphasize associations between children and elements within their family system, such as the marital relationship. Within a developmental perspective, we longitudinally examined (a) dynamic associations between marital stress and children's externalizing behavior, (b) mediation of these associations by parental sense of competence, and (c) the extent to which associations are similar for mothers and fathers. The sample consisted of 369 two-parent families (46.1% boys; Mage at Time 1 = 7.70 years; 368 mothers, 355 fathers). Marital stress related to having a child, children's externalizing behavior, and perceived parental competence were assessed three times across 8 years. Multigroup analyses were used to examine models for both parents simultaneously and test for similarity in associations across spouses. A bivariate latent growth model indicated positive associated change between marital stress and externalizing behavior, supporting the idea of codevelopment. The cross-lagged panel model revealed a reciprocal relation between marital stress and perceived parental competence across a time interval of 6 years. Additionally, two elicitation effects appeared during adolescence, showing that parents who reported higher externalizing problems in early adolescence reported more marital stress and a lower sense of competence two years later. Similar associations were found for mothers and fathers. Overall, this study indicates that marital stress and externalizing behavior codevelop over time and supports literature on developmental differences regarding interrelations between subsystems and individuals within the family system. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Parent to Parent Peer Support across the Pacific Rim

ERIC Educational Resources Information Center

Singer, George H. S.; Hornby, Garry; Park, Jiyeon; Wang, Mian; Xu, Jiacheng

2012-01-01

In Pacific Rim countries parents of children with developmental disabilities have organized peer support organizations. One form of peer support is Parent to Parent based on one to one connections between two parents. The movements to create and sustain peer support in the U.S., New Zealand, China, and Korea are described. Qualitative evidence…

Agentic personality as mediator of social capital on developmental outcomes in the transition to adulthood: Evidence from Shanghai, China.

PubMed

Yuan, Rui; Ngai, Steven Sek-yum

2016-01-01

Drawing upon a sample of 1153 young people in Shanghai, China, this study investigates how agentic personality mediates between social capital embedded in a range of social contexts (family, friendship, association, and linking connection) and developmental outcomes during the transition to adulthood. The results of a structural equation modeling (SEM) analysis provide a good fit for the sample as a whole. The overall findings support the hypotheses that a higher level of agentic personality, including resilience, self-efficacy, and self-esteem, is associated with higher levels of developmental outcomes. Agentic personality also mediates the effects of family, friendship, associational, and linking social capital on developmental outcomes. Family social capital is predictive of university students' identity achievement and academic achievement, but not of their mental health. Linking social capital is only predictive of identity achievement. Unexpectedly, friendship social capital and associational social capital are predictive of a lower level of academic achievement and mental health, respectively, despite their positive influences on all three developmental outcomes through their significant effects on agentic personality. The study provides empirical support for the importance of social capital in promoting young people's transition to adulthood. Implications for theory, practice, and policy are also discussed. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The Congruence of Nurses’ Performance with Developmental Care Standards in Neonatal Intensive Care Units

PubMed Central

Valizadeh, Leila; Asadollahi, Malihe; Mostafa Gharebaghi, Manizheh; Gholami, Fatemeh

2013-01-01

Introduction: Many studies support the positive short and long-term developmental care for premature infants. This study aimed to determine the congruence of nurses’ activity in four areas of developmental care in order to obtain basic information for authorities to provide a program to achieve related standards in the future. Methods: The study was performed on 70 nurses working in neonatal intensive care units in Tabriz, Iran. Nurses answered to a questionnaire retrieved from Robison’s developmental program. Content validity and reliability (Cronbach’s alpha) of translated version were evaluated. Data were analysed using SPSS. Results: The mean (standard deviation) of total score was 3.06 (0.44). It was 3.02 (0.50) for individualized care, 3.01 (0.63) for appropriate development environment for the child and family, 3 (0.46) in supporting family relationship and approving the relationship between infant and family and 3.22 (0.56) for collaboration among all care factors. Score 4 was considered as completely meet standards. Therefore, a mean of 3.20 and above was considered as observance higher than 80% and was favorable. The Friedman test showed statistically significant difference among the activities related to the four areas (p = 0.001). The collaboration field had the highest mean score and providing services in this field had more congruence with the related standard of developmental care. Conclusion: The study showed that the congruence of nurses’ performance with standards of developmental care still requires more efforts. Therefore, it is necessary to train the staff in this regard and prepare them for structural and functional facilities. PMID:25276711

Developmental/remedial sciences at community colleges in five states in the central part of the United States

NASA Astrophysics Data System (ADS)

Paramore, Tricia L.

Phipps (1998) emphasized interinstitutional collaboration among colleges to share and replicate best practices and ideas as a strategy to improve the effectiveness of developmental/remedial education, but Johnson (2001) noted a lack of communication between science educators and developmental educators. The purposes of this mixed methods study were (a) to identify and examine the characteristics of developmental/remedial sciences as it existed in the 2006-2007 academic year in terms of organization, structure, instructional practices, and curriculum as offered at community colleges in five states in the central part of the United States; and (b) to develop a set of guidelines for community college faculty and administrators to use in making decisions about whether or not to offer developmental/remedial sciences and identify the general steps to follow in implementation. The study was conducted in four phases which involved two surveys, subsequent interviews with leaders at three institutions selected for case study, and guideline development. Developmental/remedial sciences were offered at few institutions. At those institutions where they were offered, however, nearly half offered courses and multiple support services, but did not define their offerings as a program. Some developmental education best practices were adopted (such as integrating study skills with science content in courses and using a variety of instructional strategies), but many, including goals and assessment, were omitted. Interviewees indicated the need for developmental/remedial sciences would continue in the future. Guidelines to use in determining whether to offer developmental/remedial sciences included the following: (1) adopt an attitude of quality improvement; (2) look to faculty as a #1 resource; (3) assess what is currently offered in the sciences and ask if it works; (4) know what you are remediating; (5) start a conversation between the academic department and support services staff to create a truly integrated program; (6) consider placement and advising; (7) consider assessment; (8) consider training and experience of faculty; (9) plan for the appropriate physical space and staff; and (10)do your homework.