Immunoinformatics and Similarity Analysis of House Dust Mite Tropomyosin

Background: Dermatophagoides farinae and Dermatophagoides pteronyssinus are house dust mites (HDM) that they cause severe asthma and allergic symptoms. Tropomyosin protein plays an important role in mentioned immune and allergic reactions to HDMs. Here, tropomyosin protein from Dermatophagoides spp. was comprehensively screened in silico for its allergenicity, antigenicity and similarity/conservation.Materials and Methods: The amino acid sequences of D. farinae tropomyosin, D. pteronyssinus and other mites were retrieved. We included alignments and evaluated conserved/ variable regions along sequences, constructed their phylogenetic tree and estimated overall mean distances. Then, followed by with prediction of linear B-cell epitope based on different approaches, and besides in-silico evaluation of IgE epitopes allergenicity (by SVMc, IgE epitope, ARPs BLAST, MAST and hybrid method). Finally, comparative analysis of results by different approaches was made.Results: Alignment results revealed near complete identity between D. farina and D. pteronyssinus members, and also there was close similarity among Dermatophagoides spp. Most of the variations among mites' tropomyosin were approximately located at amino acids 23 to 80, 108 to 120, 142 to 153 and 220 to 230. Topology of tree showed close relationships among mites in tropomyosin protein sequence, although their sequences in D. farina, D. pteronyssinus and Psoroptes ovis are more similar to each other and clustered. Dermanyssus gallinae (AC: Q2WBI0) has less relationship to other mites, being located in a separate branch. Hydrophilicity and flexibility plots revealed that many parts of this protein have potential to be hydrophilic and flexible. Surface accessibility represented 7 different epitopes. Beta-turns in this protein are with high probability in the middle part and its two terminals. Kolaskar and Tongaonkar method analysis represented 11 immunogenic epitopes between amino acids 7-16. From comparative analysis of predicted probable consensus epitope regions by machine learning approaches these epitopes were gained: AA23-48, AA59-80, AA91-110, AA114-143, AA154-168, AA182-200, AA208-225, and AA254-272. Prediction of allergenic proteins by AlgPred server showed 10 matches for IgE epitope, and prediction by hybrid approach showed that IgE epitope is undoubtedly the major allergen.Conclusion: Immunoinformatic approaches in allergenic protein analysis are now reliable tools for explanation/interpretation of clinically observed complexities. Results of present study, would help in HDM immunotherapy against several species of parasites as a wide range epitopic desensitization or prevention (vaccine) regime

Standardization of Peabody Developmental Motor Scales in Children Aged 60-71 Months in Shiraz

Objective : The evaluation of the quality of motor abilities by the means of a standard instrument is important diagnostic parameter which leads to discovery of probable disabilities and developmental delay in childhood. Hence, to achieve a standard complete tool for measuring of indigenous children motor abilities by way of standardization of Peabody Developmental Motor Scales (PDMS) was the aim of this study. Materials & Methods : In this descriptive study 150 normal children aged 60 - 71 months with identical gender distribution were selected by multiple cluster sampling among kindergartens of 6 urban districts of Shiraz and their gross and fine motor abilities were evaluated by PDMS. Reliability and validity of PDMS was examined initially. Afterwards, in order to standard the scale according to study population motor abilities, the raw scores which result of the evaluation of motor performance, transformed to standard scores. Results: High correlation coefficients proved that PDMS was reliable and valid. With reference to the reliability, as a case in point, Intraclass correlation coefficient (ICC) repeated test by the same therapist was 0.987 for gross motor scale and 0.971 for fine motor scale. Compiling the standardized tables by transforming raw scores to standard scores are the other significant findings of the study. Conclusion: Clinicians and therapists could utilize PDMS as a standard and accurate device for examining motor characteristics of 60 - 71 months children. And, they can make a correct decision by evaluating the patient first and then matching up the data with standardized table based on this study

Effect of Sensory Integration Therapy on Gross and Fine Motor Skills of 5-7 Years old Children with Down Syndrome

Objective: Children with Down syndrome have sensory integration dysfunction, and a range of physical problems and difficulties that may affect their motor development. The aim of present study was to determine effectiveness of sensory integration therapy on gross and fine motor skills of 5-7 years old children with Down syndrome.  Materials & Methods: Sixty 5-7 years old children were diagnosed as having Down syndrome, were selected by randomized sampling and participated in this experimental study. Each participant was assessed by researcher, that the assessment used was Peabody Developmental Motor Scales. The children were randomly assigned to the intervention (sensory integration therapy) and control groups. Sensory integration therapy was given to intervention group. Data were analyzed by Leven test, Independent T test and covariance analysis. Results: There was significant difference between pretest and post test scores of intervention and control groups in gross motor development (P<0.000), but in fine motor development there was significant difference between pretest and post test scores only in intervention group (P<0.001) and in control group it wasn’t significant (P=0.013). Also there was significant difference between two groups in gross and fine motor development (P<0.001). Conclusion: The results showed the sensory integration therapy were effective in gross and fine motor of children with Down syndrome. It was concluded that sensory integration therapy should be applied for children with Down syndrome who have gross and fine motor difficulties

The effect of fine motor activities on development of visual-perceptual skills in individuals with Down syndrome

Introduction: The development of visual-perceptual skills in children with Down syndrome (DS) is usually significantly delayed. The aim of this study was to investigate the effects of fine motor activities on the development of visual-perceptual skills in individuals with DS.  Materials and Methods: In this experimental study, a convenience sample of 18 Down syndrome subjects, aged from 9 to 13 years, were first recruited from an accessible population and then randomly assigned to the intervention or control groups so that the two groups had an equal number of participants. The subjects in the intervention group completed a 24-session program of regular fine motor activities. The Test of Visual-Perceptual Skills-Revised (TVPS-R) was administered before and after the intervention phase. Kolmogorov-Smirnov, independent t, paired t and chi-square tests were used for statistical analysis of the obtained data.  Results: Comparing the pre-treatment results with those achieved after the intervention phase, the intervention group but not the control group showed a significant difference (P < 0.05 and P = 0.095, respectively). Moreover, there was a significant difference between the two groups after intervention period (P = 0.014).  Conclusion: Fine motor activities were effective in enhancing visual-perceptual skills in individuals with DS and this should be considered in the favor of the necessity of administering fine motor intervention programs for this population of children and of educating their parents.  Keywords: Down syndrome, Visual-perceptual Skills, Fine motor skill

Validity and Reliability of Peabody Developmental Motor Scales (PDMS) in Infants of Tehran

Objectives: Movement is a continuous aspect of life and an important factor to achieve the goals and meet the needs. Regarding the importance of infantś motor assessment and the large number of children with motor disorders, a valid and reliable test is required to help evaluation of motor development and provide appropriate interventions by therapists and educators. This study was implemented in order to investigate the validity and reliability of PDMS in 0&ndash;24 months infants in Tehran. Methods: This cross-sectional study was conducted through descriptive-analytic procedures, 110 infants were selected using randomized cluster sampling regarding the inclusion criteria. Results: There was no significant difference between the male and female on mean motor age and motor development quotient (P>0.05). However, significant correlation between total mean motor age and motor developmental quotient was observed (P<0.05). Discussion: Results of the study indicated that PDMS is a valid and reliable tool to enhance quality of assessment, diagnose and proper intervention for movement disorders in early childhood

Investigation of Gross Motor Activities Effect on Attention Process of Boy Students with Down Syndrome Who Are 8 to 12 Years Old

Objective: Gross motor activities ability or disability influence on children cognitive performance and their social behavior. This study is aimed to investigation the effect of gross motor activities on attention process (sustained attention, attention shift) of boy students with Down syndrome who are 8 – 12 years old. Materials & Methods: In this interventional and experimental study, 26 boy students with Down syndrome from 4 schools (Shahid Beheshti, Ahya, Peydayesh and Piroozi) were selected and administered by attention tests(sustained attention , attention shift) and Lincoln Oseretsky development scale. Then they were assigned into two groups randomly. Intervention group received gross motor activities programs for 8 weeks (2 times in a week). Then two groups were administered by attention tests and Lincoln Oseretsky development scale again. Data were analyzed by using paired T-test and Independent T- test. Results: There was no significant difference in control group in attention tests between before and after intervention (sustained attention P=0.654, attention shift P=0.163) and Oseretsky development scale (P=0.337), but significant differences were observed in intervention group (P<0.001). Score of decreasing interruption of task revealed that there were significant differences in intervention (P<0.001) and control group (P<0.001). Conclusion: Gross motor activities interventions significantly affect on the process of attention (sustained attention , shift attention) in students with Down syndrome

Occupational Therapy Interventions Effect on Visual-Motor Skills in Children with Learning Disorders

Objective: Visual-motor skill is a part of visual perception which can integrate visual processing skills to fine movements. Visual-motor dysfunction is often to cause problems in copying and writing. The purpose of this study is investigation of occupational therapy interventions effect on the visual-motor skill in children with learning disorders. Materials & Methods: In this interventional and experimental study, 23 students with learning disorders (2nd, 3rd, 4th grade) were selected and they were divided (through Randomized Block Method) into two groups, 11 persons as intervention group and the others as the control group (12 people). Both groups were administered the “Test of Visual-Motor Skills- Revised” (TVMS-R). Then case group received occupational therapy interventions for 16 sessions and two groups were administered by TVMS-R again. Data was analyzed by using paired T-test and independent T-test. Results: Total mark of TVMS-R demonstrated statistically significant difference in visual-motor skills between case and control groups (P<0/001). This test has 8 categories. Total mark of 1, 3,4,6,8 categories demonstrated that occupational therapy had significant effect on visual analysis skills (P<0/005). Total mark of 2, 5, 7 categories demonstrated that occupational therapy had significant effect on visual-spatial skills (P<0/001). Conclusion: Occupational therapy interventions had significant effect on the visual-motor skills and its items (visual-spatial, visual analysis, visual-motor integration and eye fixation skills)

Comparing Pre-Writing Skills in Childern Having Attention Deficit and Hyperactivity Disorder (ADHD) with Normal Children of 4-6 Years of Old in Arak City in 2003-2004

Objectve: Attention deficit with hyperactivity disorder is one of the most important mental disorders in childhood (ADHD). The American Psychiatric Associated has estimated it’s out bread between 3-5 Percent. On the other hand, writing is also one of the special needs in every Body’s life, and any disorders and difficulties in it, may lead to Many problems in making social communication and learning. In the study, using one of the most efficient Prehensioble tests, and furtherly analyzed the pre – writing skills in ADHD children. The goal of this study is to compare ADHD children with normal children in age group of 4-6 years of old. Materials & Methods: The present study is a cross-sectional&case-control Study on 21 boys of about 4-6 years of old, without any mental disease record, orthopedic disease in hand either out any other affected diseases, and without the application of any occupational therapy. 21 boys of the some age were chosen as a control group. Pre – writing skills were analyzed utilizing EDPA test, and in two sections of pencil grasp and drawing skills. Test score’s ranking valued “between” 1-4 in every question. Results: The T test results showed that the Pencil grasps and drawing skills in ADHD Children and normal Children are different. According to the T test, the average scores in ADHD children in pencil grasp is lower than normal children. The T test also showed differences between the two groups in drawing skills. Conclusion: Generally, the results of this study showed ADHD children have weaker pre – writing skills than the normal children