Play and Developmental Outcomes in Infant Siblings of Children with Autism

We observed infant siblings of children with autism later diagnosed with ASD (ASD siblings; n = 17), infant siblings of children with autism with and without other delays (Other Delays and No Delays siblings; n = 12 and n = 19, respectively) and typically developing controls (TD controls; n = 19) during a free-play task at 18 months of age. Functional, symbolic, and repeated play actions were coded. ASD siblings showed fewer functional and more non-functional repeated play behaviors than TD controls. Other Delays and No Delays siblings showed more non-functional repeated play than TD controls. Group differences disappeared with the inclusion of verbal mental age. Play as an early indicator of autism and its relationship to the broader autism phenotype is discussed

Pretend play and parents\u27 view of social competence: the construct validity of the Child-Initiated Pretend Play Assessment.

Background and Aims: Play is the primary means through which children develop skills and socially interact with other children. The aim of this study was to investigate the relationship between pretend play and social competence in 4&ndash;5-year-old typically developing children, thereby adding further knowledge to the construct validity of the Child-Initiated Pretend Play Assessment (ChIPPA). Procedure: The pretend play ability of 35 preschool children aged 4&ndash;5 years was assessed using the ChIPPA. Parent/guardians of the children were interviewed regarding their child\u27s social competence using the Vineland Social&ndash;Emotional Early Childhood Scales (Vineland SEEC Scales). Main Findings: No significant correlations were found between the children\u27s play scores and their Vineland SEEC Scales scores. A significant and negative relationship was found between cooperation and sharing and elaborate play scores, suggesting that children who scored poorly on the play assessment were rated as cooperative by parents. Principal Conclusions: Parent report of social competence cannot be inferred from play scores. Reasons for the negative and significant finding are put forward and clinical implications of the findings are discussed. Additional investigations are necessary to further explore the construct validity of inferring social competence using the ChIPPA. <br /

Best practice for motor imagery: a systematic literature review on motor imagery training elements in five different disciplines

<p>Abstract</p> <p>Background</p> <p>The literature suggests a beneficial effect of motor imagery (MI) if combined with physical practice, but detailed descriptions of MI training session (MITS) elements and temporal parameters are lacking. The aim of this review was to identify the characteristics of a successful MITS and compare these for different disciplines, MI session types, task focus, age, gender and MI modification during intervention.</p> <p>Methods</p> <p>An extended systematic literature search using 24 databases was performed for five disciplines: Education, Medicine, Music, Psychology and Sports. References that described an MI intervention that focused on motor skills, performance or strength improvement were included. Information describing 17 MITS elements was extracted based on the PETTLEP (physical, environment, timing, task, learning, emotion, perspective) approach. Seven elements describing the MITS temporal parameters were calculated: study duration, intervention duration, MITS duration, total MITS count, MITS per week, MI trials per MITS and total MI training time.</p> <p>Results</p> <p>Both independent reviewers found 96% congruity, which was tested on a random sample of 20% of all references. After selection, 133 studies reporting 141 MI interventions were included. The locations of the MITS and position of the participants during MI were task-specific. Participants received acoustic detailed MI instructions, which were mostly standardised and live. During MI practice, participants kept their eyes closed. MI training was performed from an internal perspective with a kinaesthetic mode. Changes in MI content, duration and dosage were reported in 31 MI interventions. Familiarisation sessions before the start of the MI intervention were mentioned in 17 reports. MI interventions focused with decreasing relevance on motor-, cognitive- and strength-focused tasks. Average study intervention lasted 34 days, with participants practicing MI on average three times per week for 17 minutes, with 34 MI trials. Average total MI time was 178 minutes including 13 MITS. Reporting rate varied between 25.5% and 95.5%.</p> <p>Conclusions</p> <p>MITS elements of successful interventions were individual, supervised and non-directed sessions, added after physical practice. Successful design characteristics were dominant in the Psychology literature, in interventions focusing on motor and strength-related tasks, in interventions with participants aged 20 to 29 years old, and in MI interventions including participants of both genders. Systematic searching of the MI literature was constrained by the lack of a defined MeSH term.</p

Gypsum soils—Their morphology, classification, function, and landscapes

60 Pags.- 1 Tabl.- 17 Figs. The definitive version is available at: http://www.elsevier.com/books/book-series/advances-in-agronomyGypsum soils are both a problem and a puzzle, which is precisely why they deserve attention. Gypseous (high-gypsum) soils generally occupy sparsely populated land with minimal land use intensity in arid and semiarid climates. Gypsum content in agricultural soils results in restricted water and nutrient retention and the potential for dissolution piping, primarily in response to irrigation. The corrosive effects of gypsum soils on concrete, metal, and building materials are also problematic. On the other hand, understanding the genesis and function of gypsiferous (low-gypsum) and gypseous soils is interesting and challenging, and our grasp of processes involved in the formation and behavior of these soils is critical for proper management for agricultural, rangeland, engineering, and construction purposes. The objective of this review was to examine the physical and chemical properties of gypsum and the impacts of these properties in the soil environment. The particular properties that gypsum presence imparts to soils affect soil development, including soil morphology. Accumulations of pedogenic gypsum influence water-holding capacity, nutrient and water availability for plants, root growth, and the standard concepts of soil texture and rupture resistance. Gypsum precipitation is also affected by the presence of more soluble salts. The development of physicochemical models that explain the formation and function of gypsiferous and gypseous soils is necessary if we hope to properly manage and maintain these unusual soils and their landscapes.We gratefully acknowledge the commitment and contributions of the National Cooperative Soil Survey (NCSS) Gypsum Soils Task Force, established in 2007 under the auspices of the USDA-NRCS-Soil Science Division (SSD), to address the mapping, description, taxonomic classification, interpretations, laboratory methodology, and soil–geomorphic relationships on gypsiferous and gypseous soils, although the Task Force is currently inactive. A number of field photos were provided by Philip J. Schoeneberger, a member of this Task Force. We particularly appreciate the efforts of Sharon W. Waltman and Paul Reich, USDA-NRCS-SSD staff, for their assistance in preparation of the map and tabulated data on extent of gypsum soils in the United States and worldwide, respectively. The collaborative effort behind this manuscript is reinforced by a Letter of Intent between the College of Agriculture and Natural Resources, Texas Tech University, and Agencia Estatal Consejo Superior de Investigaciones Científicas (CSIC), Spain, with the intent to foster joint academic programs and research activities.Peer reviewe

How Sweet the Sound

The purpose of this article is to provide an evidence-based synthesis of the research literature on music intervention for agitated behavior in Alzheimer\u27s dementia. A qualitative review of the literature supported music as a low-cost, simple alternative to traditional methods of management, with minimal risk to the client. A rating system assigning levels of evidence to support these interventions was used, and implications for nursing practice innovations and further research are discussed

Individualized Music for Elders with Dementia

Full text: https://sgec.stanford.edu/content/dam/sm/sgec/documents/education/Evidence-Based%20Guidelines_Linda%20Gerdner.pd