Autism spectrum disorders (ASD) are neurodevelopmental disorders that affect social, communication, and behavioral development. Social impairments have been implicated as primary symptoms of ASD and communication impairments are often cited as initial concerns among parents. Yet there is an inconsistency in the literature regarding the existence of restricted interests and repetitive behaviors (RR) in very young children (i.e., those younger than 4 years) with ASD and the association between RR and sensory dysfunction. The purpose of the current project was to identify social deficits that most distinguish very young children with ASD, assess whether RR are present in very young children diagnosed with ASD, and explore the relationship between RR and sensory dysfunction. Results support the hypothesis that social impairments are primary symptoms of ASD. Stereotyped patterns of thought and behavior were present in this sample and were correlated with sensory dysfunction. Implications for theory, diagnosis, and research are discussed.

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Despite efforts to improve access to early literacy intervention in the United States, there are still children entering kindergarten that are not adequately prepared for school and are unlikely to catch up to their peers (National Education Association, 2014). Preschool programs are actively involved in screening their students for potential literacy difficulties; however, there are children who do not attend preschool and may not have their literacy development assessed. One solution to this problem is to involve other individuals who routinely see preschool age children. Pediatricians are one such group as children come to them for their wellness visits and vaccinations. It may be possible to involve them in the reading screening process. To this end, a screening device (Tridas, 2014) has been developed by a developmental pediatrician. The purpose of this pilot study was to establish the content and criterion validity of this reading screening test (Tridas, 2014). Eight preschool children (ages 55-62 months) completed the reading screener, which had two components: a brief parental questionnaire assessing language abilities and a quick check of phonological awareness. The scores on these two subtests were compared with performances on two standardized measures of language function: the Clinical Evaluation of Language Fundamentals-Preschool -Second Edition (CELF-P2; Semel, Wiig, & Secord, 2004), a measure of global language skill and the Test of Preschool Early Literacy Skills (TOPEL; Lonigan, Wagner, Toregsen, & Rashotte, 2007), a measure of early literacy skills. Results indicated that the reading screener showed good content and criterion validity. Parental report of language ability was verified by scores on the CELF-P2. The two students with the lowest scores on the CELF-P2 also received the greatest number of parental concerns on the reading screener. Participants evidenced excellent letter identification skills; however, performance on the rhyming tasks identified those with lower standard scores on the TOPEL. The pass/fail decisions on the reading screener were then compared with the standard scores on the TOPEL and the two individuals who failed both portions of the screener also scored the lowest on the TOPEL. Based on this analysis, cut-off scores for the components of the reading screener were identified. Pilot results indicated that this screening device has potential for the identification of children in need of more complete evaluation of literacy skills. Continued evaluation of this screening device is warranted with a broader sample of preschool children and with pediatricians as the examiners.

The purpose of this retrospective case study is twofold: 1) to analyze the current literature regarding speech and language development and intervention in Down syndrome (DS) and 2) to investigate the experiences of a young child with DS in early intervention from birth to age three. More specifically, we are interested in understanding what a diagnosis of DS means for the developing child (clinical description), how the abilities of these children are measured prior to treatment (assessment), which strategies are commonly utilized in therapy for this population (intervention), and expected treatment outcomes for children who receive intervention (progress). By integrating data from all major areas of development, we can provide a holistic description of DS in early childhood and see how DS is manifested in a young child with this diagnosis. Furthermore, this review and case study can guide speech-language pathologists (SLPs) who are interested in evidence-based practice for clients with developmental disabilities. We interviewed the participant’s mother to gain additional perspective on the early intervention process and outcomes. After analyzing early therapeutic and educational records provided by the participant’s mother, we discovered that our participant experienced a similar pattern of speech and language development as her peers with DS; however, at age three, she appeared to be functioning at an above average level relative to expectations for children with DS. We discuss the positive indicators and environmental factors that may have contributed to her success. Our findings support the importance of providing early intervention for children with developmental disabilities. / text

Parents and caregivers spend the most time interacting with young children during their first years of life when development in many areas is happening at an incredible rate. It is important for all these adults to understand what typical development looks like, to know some strategies for supporting children’s development, and to know where and when to get help if the child’s development needs to be supported. This report serves as an all-inclusive guide for parents and caregivers to help in understanding typical development and in identifying when young children need additional help to achieve important developmental milestones. / text

Infants born prior to 37 weeks gestation are at risk for countless medical problems and developmental delays. In order to help minimize these delays and improve the child’s potential, the Individuals with Disabilities Education Act, Part C, funds Early Intervention (EI) Services. These services may include speech, physical therapy, occupational therapy, or developmental therapy, among others. Purpose and Objective: While numerous studies show the benefits of EI therapies, little is known about barriers to EI participation, what the parents of these children who participate in EI think, or how to improve EI services. This study attempts to answer these questions. Methods: Surveys regarding EI were posted to three preemie parent organizations social media pages, and 140 surveys were returned. These surveys were analyzed for both quantitative and qualitative answers. Qualitative answers were coded and themes were garnered. Results: A total of 148 participants took the survey, and 76% had children that had participated or currently participate in EI. Of the parents who answered their child did not attend EI, most state there was no EI services near them, their child did not qualify, or the EI services were of poor quality. Of the EI parent surveys, most parents (73%) were happy with their child’s EI and their child’s progress, and would recommend EI to others. Most children had EI therapy at least weekly, and were referred to EI prior to leaving the NICU. Parents felt as though their child benefitted in nearly all domains. In addition to the benefits to their child, EI parents also felt as though therapy helped decrease their stress level, gave them a benchmark to measure their child’s progress and connected them with other professionals for their child. Some parents also provided recommendations to improve EI: decrease eligibility requirements, improve communication with parents, provide continuity of care, and create a bridge program for children three and up until they reach school age. Conclusions: With these suggestions, providers can help improve current EI services. Primary care providers should ensure children who are at risk for delays are referred, and EI services should improve communication with parents and enhance continuity of care.

No description available.

Alzheimer's disease (AD) is the leading cause of dementia. Amyloid plaques in the brain remain a pathological feature of AD. These plaques are primarily composed of amyloid β-protein (Aβ). It has been postulated that glycogen synthase kinase-3β (GSK3β) activity might exert a central role in the development of AD. GSK3β activity has been implicated in tau phosphorylation, APP processing, Aβ production and neurodegeneration. Quetiapine is frequently used to treat psychoses in AD patients at the late stage and has inhibitory effects on GSK3β activity in mouse brains after acute/subchronic treatment. Therefore, the proposed hypothesis is that chronic quetiapine administration after amyloid plaque onset reduces AD like pathology and alleviates AD like behaviours in APP/PS1 transgenic mice by inhibiting GSK3β activity. APP/PS1 transgenic mice were treated with quetiapine (2.5, 5 mg/kg/day) in drinking water starting from 3.5 months of age, for a period of 8 months. One week after behaviour testing, mice were sacrificed at 12 months of age. Half of the hemispheres were rapidly frozen for immunoblot and ELISA analyses and the other half were fixed with 4% paraformaldehyde for histological analyses. Quetiapine treatment reduced amyloid plaques formation in the cortex and hippocampus of AD mice. It also improved the behavioural deficits in these mice, including attenuating impaired memory and anxiety-like phenotypes. In addition, chronic quetiapine administration inhibited GSK3β, which resulted in reduced production of Aβ in cortices and hippocampi of transgenic mice. Quetiapine treatment also significantly decreased the activation of astrocytes and attenuated synapse integrity impairment in transgenic mice. These findings suggest that early application of quetiapine can alleviate memory deficits and pathological changes in the APP/PS1 transgenic mouse model of AD, and further support that modulation of GSK3β activity by quetiapine may be a therapeutic option for AD.

Children born prematurely are at higher risk for medical, learning and developmental concerns than children born full term. This study analysed the files of 73 pre-term children who completed an Assessment and Monitoring programme in New Zealand between 1998 and 2007. The participants were 39 boys and 34 girls with gestational ages ranging from 23 weeks to 32 weeks at birth and who attended the programme until they were 4 years chronological age. Analysis of the reports sent to paediatricians following the children’s monitoring visits at 8 months, 12 months, 18 months, 24 months and 36 months (corrected age) and at 48 months, chronological age indicated delays in achieving the expected developmental milestones in expressive language, cognition and gross motor skills for up to half of the cohort. Moreover, the findings further suggest that a ‘sleeper effect’ or ‘invisible prematurity’ emerged for up to half of the cohort at age 36 months. This ‘invisible prematurity’ and the developmental delay in cognition, expressive language and gross motor skills have implications for early childhood teachers as teachers need to develop an awareness of, and skills to identify and work effectively with these young children and their families. Practical teaching and learning strategies are presented for teachers.

Alzheimer's disease (AD) is the leading cause of dementia. Amyloid plaques in the brain remain a pathological feature of AD. These plaques are primarily composed of amyloid β-protein (Aβ). It has been postulated that glycogen synthase kinase-3β (GSK3β) activity might exert a central role in the development of AD. GSK3β activity has been implicated in tau phosphorylation, APP processing, Aβ production and neurodegeneration. Quetiapine is frequently used to treat psychoses in AD patients at the late stage and has inhibitory effects on GSK3β activity in mouse brains after acute/subchronic treatment. Therefore, the proposed hypothesis is that chronic quetiapine administration after amyloid plaque onset reduces AD like pathology and alleviates AD like behaviours in APP/PS1 transgenic mice by inhibiting GSK3β activity. APP/PS1 transgenic mice were treated with quetiapine (2.5, 5 mg/kg/day) in drinking water starting from 3.5 months of age, for a period of 8 months. One week after behaviour testing, mice were sacrificed at 12 months of age. Half of the hemispheres were rapidly frozen for immunoblot and ELISA analyses and the other half were fixed with 4% paraformaldehyde for histological analyses. Quetiapine treatment reduced amyloid plaques formation in the cortex and hippocampus of AD mice. It also improved the behavioural deficits in these mice, including attenuating impaired memory and anxiety-like phenotypes. In addition, chronic quetiapine administration inhibited GSK3β, which resulted in reduced production of Aβ in cortices and hippocampi of transgenic mice. Quetiapine treatment also significantly decreased the activation of astrocytes and attenuated synapse integrity impairment in transgenic mice. These findings suggest that early application of quetiapine can alleviate memory deficits and pathological changes in the APP/PS1 transgenic mouse model of AD, and further support that modulation of GSK3β activity by quetiapine may be a therapeutic option for AD.