Graduated habilitation programing for the severely developmentally disabled.
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Humans↗
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Results for “Developmental programming”
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Loss and resynthesis of a developmentally regulated membrane protein (gp80) during dedifferentiation and redifferentiation in Dictyostelium.
When developing cultures of Dictyostelium discoideum are disaggregated and resuspended in nutrient medium, they lose the capacity to rapidly reaggregate after 90 min, in a rapid and synchronous step referred to as the "erasure event." They then proceed to lose remaining developmentally acquired functions in a program of dedifferentiation culuminating with the loss of EDTA-resistant cohesion roughly 5 hr later. Immediately following the erasure event, cells can be stimulated to reenter the developmental program even though they still possess a number of developmentally acquired functions. These cells therefore appear to undergo dedifferentiation and redifferentiation simultaneously (D. R. Soll and L. H. Mitchell, 1982, Dev. Biol. 91, 183-190). In this report, we have employed an antiserum made against a developmentally acquired membrane glycoprotein, gp80, to examine whether gp80 is lost during dedifferentiation and whether it is either reutilized or resynthesized during redifferentiation. Results are presented which demonstrate that (1) when 9-hr developing cells are disaggregated and resuspended in nutrient medium, gp80 continues to accumulate for several hours after the erasure event, then is lost at roughly the same time as EDTA-resistant cohesion; (2) when cells are stimulated to reenter the developmental program immediately after the erasure event, both gp80 and EDTA-resistant cohesion are still lost according to the program of dedifferentiation, but are then reacquired soon afterwards according to the program of redifferentiation; (3) during redifferentiation, cells do not reutilize gp80 which had been synthesized during initial development; rather they synthesize gp80 de novo; and (4) developing cells of a dedifferentiation-defective variant, HI4, when disaggregated and resuspended in nutrient medium, retain gp80, EDTA-resistant cohesion, and the capacity to rapidly reinitiate aggregation for at least 12 hr. This last result indicates that the loss of gp80 is regulated by the dedifferentiation process and is not an independent response to disaggregation or the reintroduction of nutrients. Together, these results reinforce the conclusion that dedifferentiation and redifferentiation can function independently and simultaneously in the same cells.
Cell Adhesion↗
The effects of an early developmental mother-child intervention program on neurodevelopment outcome in very low birth weight infants: a pilot study.
BACKGROUND: Several studies report increased minor neurodevelopment dysfunctions in children born very low birth weight (VLBW). Usefulness of preventive early intervention programs to improve neurodevelopment outcome of VLBW infants is still under investigation. AIMS: To evaluate the effects of an early post-discharge developmental mother-child intervention program on neurodevelopment outcome at 36 months in VLBW infants. STUDY DESIGN: Prospective study. SUBJECTS: 36 VLBW infants ([mean (S.D.)] birthweight=864 g (204 g); gestational age=27.9 weeks (2.4 weeks)), consecutively born January-August 2001, randomized in intervention and control groups. OUTCOME MEASURES: Neurodevelopment assessment at 36 months of chronological age with use of the Griffiths Mental Development Scale and related subscales. RESULTS: At 36 months of chronological age, as compared to controls, children in intervention group exhibited higher scores in personal-social subscales ([mean (S.D.)]=101.4 (9.3) vs. 92.9 (12.1), P=0.02), eye-hand coordination (92.7 (4.5) vs. 87.1 (9.9), P=0.041), practical reasoning (98.6 (8.2) vs. 89.4 (10.1), P=0.01). Development Scale were 97.6 (5.5) and 92.4 (9.9), respectively, in intervention and control groups (P=0.074). CONCLUSIONS: Early post-discharge developmental mother-child intervention program may have a positive effect on later neurodevelopment outcome of VLBW children.
Central Nervous System↗
Involvement of c-Jun-JNK pathways in the regulation of programmed cell death of developing chick embryo spinal cord motoneurons.
Key features of developmentally regulated programmed cell death (PCD) have been described for the first time in the chick nervous system. JNK/c-Jun pathway was involved in early events determining normal and pathological neuronal death as shown in experimental models. In the chick embryo, PCD of motoneurons (MNs) in ovo occurs within a well-defined temporal window and can be subjected to experimental manipulation. Taking advantage of this in vivo system, we explored the role of c-Jun and JNK pathway in the regulation of PCD in MNs. By using specific antibodies against phospho-c-Jun (Ser 63, 73) and JNK we demonstrated that before MNs acquire apoptotic phenotype there is an increase in c-Jun. Blockage of neuromuscular activity by the GABA agonist muscimol reduces PCD and diminishes c-Jun immunoreactivity in MNs. Extensive induction of PCD, either due to injection of beta-bungarotoxin or limb bud removal, is also preceded by an increase in c-Jun immunoreactivity that is also associated with upregulation of phospho-c-Jun and JNK. Translocation of JNK from cytoplasm to MN nuclei was also detected. After acute application of beta-bungarotoxin, which is a strong apoptotic stimulus for MNs, c-Jun phosphorylation occurs on serine 73, whereas serine 63 is the main site for c-Jun phosphorylation after limb bud removal. These results demonstrated that the JNK/c-Jun pathway is involved in the decision phase of normal and induced apoptosis in MNs. Pharmacological interventions involving this pathway should be explored as a potential therapeutic target for promoting MN survival.
Animals↗
Growing pains: a personal development program for students with intellectual and developmental disabilities in a specialist school.
A personal development program, entitled 'Growing Pains', was developed for 11-to 15-year-old students with intellectual and developmental disabilities in a specialist school. Seven topics were identified as important in supporting students through the physical and emotional changes of adolescence. A single-group, non-experimental outcome evaluation was conducted on a 20 week trial program. Teacher-developed checklists of observable skills were completed pre-and post-program for 68 participants yielding individual 'personal development' scores and whole group 'topic' scores, graphed to observe pre-post differences. Parents and teachers completed feedback questionnaires. Graphed data showed positive trends in individual personal development and most topic scores. The topic 'personal hygiene' showed almost no change across the group but parent and teacher feedback identified it as highly important. Causality cannot be established using this design; however, positive trends justified persisting with the program. Future studies might investigate effective means of teaching personal hygiene skills.
Adolescent↗
Child study at Clark University: 1894-1904.
A first cooperative research program in developmental psychology was established in the Clark questionnaire studies. The program was not meant to be free-standing but to elaborate an evolutionary conception of child development synthesized from findings of several scientific fields. The short-lived program had some serious faults, but an examination of its research papers suggests that it produced some worthwhile work. The child-study researchers gathered information about children's social and emotional reactions in everyday settings; one or two of their studies were replicated; they found pattern and order; they elaborated a meaningful social-biological view of child development.
Child↗
Expert systems in laboratory medicine: a practical consultative application.
Today, more than ever, clinical pathologists will be required to act as consultants, while at the same time coping with ever-increasing workloads. We present a knowledge-based expert system for providing interpretive reports on over 100 specimens per day in a large commercial laboratory. The program's developmental history is reviewed, followed by a description of the program's structure and operation and how it is used and edited.
Diagnosis, Computer-Assisted↗
[The WHO program for controlling diarrheic diseases: its status and developmental outlook--the organizational and operative components of the program].
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Acute Disease↗
Advocate development in the field of developmental disabilities: a data-based conceptual model.
We proposed a taxonomy of advocate development in the field of developmental disabilities derived from the systematic evaluation of a Partners in Policymaking program. Three developmental stages evolved: beginner, involved, and activist. Self-reports of advocacy actions and outcomes were collected from 3 participants with disabilities and 21 parents before and during training. A follow-up, semi-structured telephone interview was conducted 5 months after training ended. Results indicate significant improvements in the number of actions and outcomes reported by all participants. The activist group had the largest gains in actions and outcomes; they reported twice as many outcomes as did the other participants. The implications of the proposed taxonomy for participants' recruitment in advocacy training programs were discussed.
Adolescent↗
Making developmental biology relevant to undergraduates in an era of economic rationalism in Australia.
This report describes the road map we followed at our university to accommodate three main factors: financial pressure within the university system; desire to enhance the learning experience of undergraduates; and motivation to increase the prominence of the discipline of developmental biology in our university. We engineered a novel, multi-year undergraduate developmental biology program which was "student-oriented," ensuring that students were continually exposed to the underlying principles and philosophy of this discipline throughout their undergraduate career. Among its key features are introductory lectures in core courses in the first year, which emphasize the relevance of developmental biology to tissue engineering, reproductive medicine, therapeutic approaches in medicine, agriculture and aquaculture. State-of-the-art animated computer graphics and images of high visual impact are also used. In addition, students are streamed into the developmental biology track in the second year, using courses like human embryology and courses shared with cell biology, which include practicals based on modern experimental approaches. Finally, fully dedicated third-year courses in developmental biology are undertaken in conjunction with stand-alone practical courses where students experiencefirst-hand work in a research laboratory. Our philosophy is a "cradle-to-grave" approach to the education of undergraduates so as to prepare highly motivated, enthusiastic and well-educated developmental biologists for entry into graduate programs and ultimately post-doctoral research.
Australia↗
Characterizing environmental harm: developments in an approach to strategic risk assessment and risk management.
Environmental policymakers and regulators are often in the position of having to prioritize their actions across a diverse range of environmental pressures to secure environmental protection and improvements. Information on environmental issues to inform this type of strategic analysis can be disparate; it may be too voluminous or even absent. Data on a range of issues are rarely presented in a common format that allows easy analysis and comparison. Nevertheless, judgments are required on the significance of various environmental pressures and on the inherent uncertainties to inform strategic assessments such as "state of the environment" reports. How can decisionmakers go about this type of strategic and comparative risk analysis? In an attempt to provide practical tools for the analysis of environmental risks at a strategic level, the Environment Agency of England and Wales has conducted a program of developmental research on strategic risk assessment since 1996. The tools developed under this program use the concept of "environmental harm" as a common metric, viewed from technical, social, and economic perspectives, to analyze impacts from a range of environmental pressures. Critical to an informed debate on the relative importance of these perspectives is an understanding and analysis of the various characteristics of harm (spatial and temporal extent, reversibility, latency, etc.) and of the social response to actual or potential environmental harm from a range of hazards. Recent developments in our approach, described herein, allow a presentation of the analysis in a structured fashion so as to better inform risk-management decisions.
Environment↗
Developmental care of the preterm infant.
The infant, both term and preterm, has remarkable abilities for interacting with the environment. Infant care has changed as we have learned more about the infant's capabilities and needs. Preterm infants experience both sensory overload and sensory deprivation in the typical NICU. In the past, care models based on minimal handling or infant stimulation were developed to meet the needs of the NICU patients. Current knowledge has led to the development of comprehensive "developmental intervention" programs, which combine the best of the two previous models and provide optimal developmental care for the preterm or at-risk infant. Parental involvement in the developmental plan is essential. The neonatal nurse can have a positive influence on the preterm infant's outcome by staying informed of current developmental findings, implementing techniques to minimize detrimental stimuli, and providing appropriate stimuli. The most powerful influence on the outcome is support and education of the parents.
Child Development↗
Alfred Kühn (1885-1968) and developmental evolution.
Alfred Kühn (1885-1968) was known as one of the most comprehensive zoologists of his time. His research program in developmental physiological genetics was one of the first successful attempts to integrate the experimental study of development and heredity. It led him to discover the first known reaction chain from gene to phenotype. Kühn also foresaw many elements of modern evolutionary developmental biology and as a student of Weismann and mentor to many developmental geneticists of the late 20th century directly connects Weismann with molecular developmental genetics.
Biological Evolution↗
Theoretical, developmental & cultural orientations of school-based prevention programs for preschoolers.
Schools are the primary environment in which to conduct prevention programs for school-age children. Educators, policy makers, and psychologist argue that prevention efforts should begin as early as possible to maximize their effectiveness. Surprisingly, there are relatively few school-based prevention programs targeted for preschoolers. Given the evidence supporting earlier rather than later prevention efforts and the fact that many children in the United States attend preschool programs, more research on the feasibility and effectiveness of prevention programs administered in preschool environments is warranted. In this article, we review the existing literature on school-based prevention programs targeted for preschool children. We examine whether school-based prevention programs are theory driven, developmentally appropriate, culturally sensitive, and aimed specifically at symptom reduction or behavior promotion. Based on the findings of this review, our aim is to identify gaps in the prevention research literature regarding programs for preschoolers and propose research to address such gaps to create more effective school-based prevention programs for young children.
Child Behavior Disorders↗
The preclinical new drug research program of the National Cancer Institute.
The discovery and development of anticancer drugs with clinical potential are the responsibility of the Developmental Therapeutics Program (DTP), Division of Cancer Treatment, National Cancer Institute (NCI). Approximately 10,000 compounds/year are selectively acquired and screened against murine tumor models in order to discover new, active materials. The program required to accomplish this objective, as well as the subsequent tasks of formulation development and toxicology testing, is described. Since its inception in 1955, the preclinical new drug research program of the NCI has played a major role in the discovery and development of new agents which have been entered into clinical trial. The NCI has been responsible for the discovery of eight of the 16 commercially available drugs discovered since 1955. In addition, the NCI has played an important role in the clinical evaluation of all 16 of these New Drug Application (NDA)-approved drugs. During 1977-1982, the NCI filed Investigational New Drug Applications (INDA) for 33 cytotoxic agents. It was responsible for the discovery of the antitumor activity of 73% of these compounds. Most of the INDA compounds were acquired directly through NCI efforts. The DTP active acquisition program was responsible for obtaining 69% of these materials, with an additional 12% coming from the DTP intramural research program. Only 19% were received as voluntary submissions. The DTP active acquisition and screening effort is shown to have played even a larger role in identifying and obtaining those compounds which are currently in earlier stages of the NCI drug discovery and development process.
Animals↗
Developmental factors and performance in remedial courses.
This study investigated the relations between various developmental factors and performance in remedial courses. The Iowa Developing Autonomy Inventory, Iowa Managing Emotions Inventory, and Iowa Developing Competency Inventory were administered to 231 students enrolled in a developmental studies program at a large state university (enrollment about 25,000). Regression analyses indicated that various developmental measures accounted for a small effect (amount of variance accounted for ranged from 2% to 7%) on performance in remedial courses. The percentage of variance accounted for by the three inventories was similar to what could be accounted for by more traditional measures of SAT scores and high-school grade point averages. The percentage of variance accounted for by traditional measures ranged from 2% to 10%.
Achievement↗
Relation of global ratings of functioning with behaviour and development in delayed and disturbed preschoolers.
Ratings on the Global Assessment Scale for Children (GASC) were assessed in relation to a battery of objective developmental and behavioural measures. Children aged three to six years (N = 55) attending a day treatment program for developmental delays, language disorders, and behavioural and emotional problems comprised the sample. A battery of tests was administered to the children. Parents and teachers completed standardized questionnaires to measure developmental, behavioural and emotional problems. The results indicated that the GASC score correlated significantly with child developmental level, impulse control, and with teacher ratings of social withdrawal. The GASC was unrelated to ratings of behavioural problems. Ratings on the GASC also were highly consistent over time. These results are discussed with respect to the strengths and limitations of using global ratings with preschool children.
Affective Symptoms↗
Teleconference and videotape as teaching tools for multi-university instruction.
The combination of several existing technologies and application of them in a regional inter-university series of training programs is described. Using teleconference and videotape, the Central Conference of University Training Programs in Developmental Disabilities has provided its 15 member centers with a set of training materials that would be unavailable to them on an individual basis. Six program series have been produced and a seventh is being planned. The developmental process and the techniques employed are discussed.
Audiovisual Aids↗