Longitudinal Effects of the Family Support Program Chancenreich on Parental Involvement and the Language Skills of Preschool Children

When they enter primary school children already vary significantly in their language skills, depending at least in part on their family’s social background. In particular, the home learning environment plays a significant role in children’s development. For that reason, early intervention programs have been developed to obviate learning difficulties and to promote health, children’s development, and educational equality. The family support program Chancenreich aims to encourage the interaction and relationship between parents and children through two different course formats. The present study examines the longitudinal effects of attending the Chancenreich program and different course formats on (a) parents attending further educational services for children after completing the program, (b) children’s vocabulary and level of grammar development at the age of 5 and (c) the children’s vocabulary development between the ages of 3 and 5. Furthermore, we examine the relationship between family characteristics and the attendance rates of different course formats of the Chancenreich program at the first and second point of measurement. The study follows a longitudinal design with two points of measurements (T1: Mage = 41 months, T2: Mage = 68 months), and a sample size of 121 parents and their children at T2 in the intervention group and 41 parents and their children in the comparison group. Findings indicate that attendance of the Chancenreich program’s courses is related to child and family characteristics and to later patterns of course participation after completing the program. Further, both children’s level of vocabulary skills (PPVT) at the age of 5 and their development between the ages of 3 and 5 benefit from the parental participation in parenting skills training at the age of 3. Implications and future research on the effectiveness of family support programs are discussed

Pedagogical content knowledge of specialist counselling in parental cooperation

Im Zuge gesellschaftlicher Veränderungen gewinnt auch die Zusammenarbeit zwischen Kindertageseinrichtung und Familien an Bedeutung. Frühpädagogische Fachkräfte stehen vor der Herausforderung, ihre Kompetenzen aktuellen Entwicklungen anzupassen. Vor diesem Hintergrund dient Fachberatung als Qualifizierungsressource für Einrichtungen und ihre pädagogischen Fachkräfte. Die vorliegende Studie untersucht daher an 166 Fachberatungen die professionelle Kompetenzfacette des fachdidaktischen Wissens im Handlungsfeld Zusammenarbeit mit Familien. Die Ergebnisse zeigen, dass die Fachberatungen in vier verschiedene Wissenstypen eingeteilt werden können, die sich teilweise auf deren professionelle Voraussetzungen (z.B. Fort- und Weiterbildungsaktivität) zurückführen lassen. Die Befunde werden im Hinblick auf Implikationen für die Praxis und weiteren Forschungsbedarf diskutiert. (DIPF/Orig.)In the course of societal changes, the cooperation between daycare centers and families has also gained importance. Early childhood professionals face the challenge of adapting their competencies to current developments. Against this background, pedagogical quality consultants serve as a qualification resource for daycare institutions and their staff. Drawing on a sample of 166 pedagogical quality consultants, the present study investigates pedagogical content knowledge in the competence area \u27cooperation with families\u27. Results from cluster analysis show that the pedagogical quality consultants can be divided into four different types with regard to their knowledge. Further regression analysis reveal that these types are predicted by the professional qualifications of the pedagogical quality consultants (e.g., professional development activities). The findings are discussed with regard to the implications for practice and further research needs. (DIPF/Orig.

High resolution HLA analysis reveals independent class I haplotypes and amino-acid motifs protective for multiple sclerosis.

We investigated association between HLA class I and class II alleles and haplotypes, and KIR loci and their HLA class I ligands, with multiple sclerosis (MS) in 412 European American MS patients and 419 ethnically matched controls, using next-generation sequencing. The DRB1*15:01~DQB1*06:02 haplotype was highly predisposing (odds ratio (OR) = 3.98; 95% confidence interval (CI) = 3-5.31; p-value (p) = 2.22E-16), as was DRB1*03:01~DQB1*02:01 (OR = 1.63; CI = 1.19-2.24; p = 1.41E-03). Hardy-Weinberg (HW) analysis in MS patients revealed a significant DRB1*03:01~DQB1*02:01 homozyote excess (15 observed; 8.6 expected; p = 0.016). The OR for this genotype (5.27; CI = 1.47-28.52; p = 0.0036) suggests a recessive MS risk model. Controls displayed no HW deviations. The C*03:04~B*40:01 haplotype (OR = 0.27; CI = 0.14-0.51; p = 6.76E-06) was highly protective for MS, especially in haplotypes with A*02:01 (OR = 0.15; CI = 0.04-0.45; p = 6.51E-05). By itself, A*02:01 is moderately protective, (OR = 0.69; CI = 0.54-0.87; p = 1.46E-03), and haplotypes of A*02:01 with the HLA-B Thr80 Bw4 variant (Bw4T) more so (OR = 0.53; CI = 0.35-0.78; p = 7.55E-04). Protective associations with the Bw4 KIR ligand resulted from linkage disequilibrium (LD) with DRB1*15:01, but the Bw4T variant was protective (OR = 0.64; CI = 0.49-0.82; p = 3.37-04) independent of LD with DRB1*15:01. The Bw4I variant was not associated with MS. Overall, we find specific class I HLA polymorphisms to be protective for MS, independent of the strong predisposition conferred by DRB1*15:01

Blinding efficacy and adverse events following repeated transcranial alternating current, direct current, and random noise stimulation.

As transcranial electrical stimulation (tES) protocols advance, assumptions underlying the technique need to be retested to ensure they still hold. Whilst the safety of stimulation has been demonstrated mainly for a small number of sessions, and small sample size, adverse events (AEs) following multiple sessions remain largely untested. Similarly, whilst blinding procedures are typically assumed to be effective, the effect of multiple stimulation sessions on the efficacy of blinding procedures also remains under question. This is especially relevant in multisite projects where small unintentional variations in protocol could lead to inter-site difference. We report AE and blinding data from 1,019 participants who received up to 11 semi-consecutive sessions of active or sham transcranial alternating current stimulation (tACS), direct current stimulation (tDCS), and random noise stimulation (tRNS), at 4 sites in the UK and US. We found that AEs were often best predicted by factors other than tES, such as testing site or session number. Results from the blinding analysis suggested that blinding was less effective for tDCS and tACS than tRNS. The occurrence of AEs did not appear to be linked to tES despite the use of smaller electrodes or repeated delivery. However, blinding efficacy was impacted in tES conditions with higher cutaneous sensation, highlighting a need for alternative stimulation blinding protocols. This may be increasingly necessary in studies wishing to deliver stimulation with higher intensities

Maltreated children use more grammatical negations

Many studies reveal a strong impact of childhood maltreatment on language development, mainly resulting in shorter utterances, less rich vocabulary, or a delay in grammatical complexity. However, different theories suggest the possibility for resilience – a positive adaptation to an otherwise adverse environment – in children who experienced childhood maltreatment. Here, we investigated different measures for language development in spontaneous speech, examining whether childhood maltreatment leads to a language deficit only or whether it can also result in differences in language use due to a possible adaptation to a toxic environment. We compared spontaneous speech during therapeutic peer-play sessions of 32 maltreated and 32 non-maltreated children from the same preschool and equivalent in gender, age (2 to 5 years), home neighborhood, ethnicity, and family income. Maltreatment status was reported by formal child protection reports, and corroborated by independent social service reports. We investigated general language sophistication (i.e., vocabulary, talkativeness, mean length of utterance), as well as grammatical development (i.e., use of plurals, tense, grammatical negations). We found that maltreated and non-maltreated children showed similar sophistication across all linguistic measures, except for the use of grammatical negations. Maltreated children used twice as many grammatical negations as non-maltreated children. The use of this highly complex grammatical structure shows an advanced linguistic skill, which shows that childhood maltreatment does not necessarily lead to a language deficit. The result might indicate the development of a negativity bias in the structure of spontaneous language due to an adaptation to their experiences

Genome-wide association for major depression through age at onset stratification:Major Depressive Disorder Working Group of the Psychiatric Genomics Consortium

Background Major depressive disorder (MDD) is a disabling mood disorder and, despite a known heritable component, a large meta-analysis of GWAS revealed no replicable genetic risk variants. Given prior evidence of heterogeneity by age-at-onset (AAO) in MDD, we tested whether genome-wide significant risk variants for MDD could be identified in cases subdivided by AAO. Method Discovery case-control GWASs were performed where cases were stratified using increasing/decreasing AAO-cutoffs; significant SNPs were tested in nine independent replication samples, giving a total sample of 22,158 cases and 133,749 controls for sub-setting. Polygenic score analysis was used to examine if differences in shared genetic risk exists between earlier and adult onset MDD with commonly co-morbid disorders of schizophrenia, bipolar disorder, Alzheimer’s disease, and coronary artery disease. Results We identify one replicated genome-wide significant locus associated with adult-onset (>27 years) MDD (rs7647854, OR=1.16, 95%CI=1.11-1.21, p=5.2x10-11). Using polygenic score analyses, we show that earlier-onset MDD is genetically more similar to schizophrenia and bipolar disorder than adult-onset. Conclusions We demonstrate that using additional phenotype data previously collected by genetic studies to tackle phenotypic heterogeneity in MDD can successfully lead to the discovery of genetic risk factor despite reduced sample size. Furthermore, our results suggest that the genetic susceptibility to MDD differs between adult- and earlier-onset MDD, with earlier-onset cases having a greater genetic overlap with schizophrenia and bipolar disorder