Lactate::fueling the fire starter

It is becoming increasingly appreciated that intermediates of metabolic pathways, besides their anabolic and catabolic functions, can act as signaling molecules and influence the outcome of immune responses. Although lactate was previously considered as a waste product of glucose metabolism, accumulating evidence has highlighted its pivotal role in regulating diverse biological processes, including immune cell polarization, differentiation and effector functions. In addition, lactate is a key player in modulating tumor immune surveillance. Hence, targeting lactate-induced signaling pathways is a promising tool to reduce inflammation, to prevent autoimmunity and to restore anti-tumor immune response. This article is characterized under: Biological Mechanisms > Metabolism

A Guiding Hand: The Role of Teachers in the Social Functioning of Children with Autism Spectrum Disorder in Regular Education Classrooms

The number of children diagnosed with Autism Spectrum Disorder (ASD) has skyrocketed over the past decade, with current estimates at one in 68 children diagnosed with the disorder (CDC, 2014). These increasing numbers, coupled with the push towards inclusion of children with disabilities in schools, have led to a greater number of children with ASD in regular education classrooms (US Department of Education, 2012). To better understand the social outcomes of these children, this study examined several factors believed to be associated with these outcomes. Student-teacher relationship quality as well as teacher attitudes and behaviors were examined for their effect on the social functioning of children with ASD in regular education classrooms. Participants included 22 parents and teachers of children with ASD from Kindergarten to third grade (18 male) who were placed in mainstream classrooms for at least 75% of the school day. Teachers and parents rated the child's level of social functioning and teachers rated the quality of their relationship with the child as well as their attitudes towards inclusion of students with disabilities in general. Classroom observations were conducted to examine direct teaching behaviors with regard to the teacher's emotional support, classroom management, and instructional support. Playground observations of the child were conducted to determine the child's level of social functioning during unstructured play periods. Overall child social functioning on the playground was related to STR conflict, and to some extent closeness, echoing previous findings from the typical and autism literature (Hamre & Pianta, 2001; Robertson, Chamberlain, & Kasari, 2003). Additionally there was evidence that naturalistic teacher behaviors may be related to child social skills as seen in the typically developing literature (Wilson, Pianta, & Stuhlman, 2007). While teacher attitudes towards inclusion were not related to child social functioning, they were related to child behavior problems (Avramidis & Norwich, 2002). Future researchers should look to examine how changes in STR and classroom climate influence the social functioning of children with ASD. Additionally, these results point to the potential for the development of social skills interventions by enhancing certain naturally occurring teacher behaviors in the classroom

Parental Intrusiveness and Separation Anxiety in Children with High Functioning Autism: Associations and Changes Due to Cognitive Behavioral Therapy

Autism spectrum disorders (ASD) have been identified in approximately one out of 68 children, with many individuals experiencing increased levels of anxiety (Bellini, 2004; CDC, 2014; Kuusikko et al., 2008). One factor associated with anxiety in neurotypical children and adolescents is an intrusive parenting style. The study sought to examine the relationship between parental intrusiveness (PI) and separation anxiety in children with high-functioning autism (HFA) as well as whether changes in PI over the course of a cognitive behavioral therapy (CBT) for anxiety predict child separation anxiety severity post-treatment. Analyses were conducted for 36 children (27 male), aged seven to 11, in the greater Los Angeles area. Correlational analyses revealed a significant relationship between parent-reported PI and independently rated child separation anxiety severity. In addition, changes in PI predicted separation anxiety severity post-treatment. These findings illuminate a potential agent of change in separation anxiety severity for children with HFA

Physical properties and structure of enzymatically synthesized amylopectin analogs

<p>The mechanism of the enzymatic polymerization of amylopectin analogs with phosphorylase b and glycogen branching enzyme is very intriguing. Recently, size exclusion chromatography with multi-detection of enzymatically synthesized amylopectin analogs in combination with MALDI-ToF MS analysis of enzymatically debranched analogs was used to solve parts of the molecular mechanism of analog's enzymatic polymerization. In this work dynamic light scattering (DLS), AFM and cryo-TEM, respectively were used to determine structural characteristics of the same analogs. The results were compared with SEC analyses. The presented analyses in this work fully agreed with the recently made observations and confirmed the changes in the architecture of the synthesized polysaccharide due to the change of enzymatic polymerization mechanism. Furthermore, we showed that the synthetic amylopectin analogs are stable to retrogradation at 4 degrees C if the main side chain length is no longer than 12 glucose units and that they have mostly fluid-like behavior in the form of 20% suspensions.</p>

Brief Report: Effects of Cognitive Behavioral Therapy on Parent-Reported Autism Symptoms in School-Age Children with High-Functioning Autism

This pilot study tested the effect of cognitive behavioral therapy (CBT) on parent-reported autism symptoms. Nineteen children with autism spectrum disorders and an anxiety disorder (7–11 years old) were randomly assigned to 16 sessions of CBT or a waitlist condition. The CBT program emphasized in vivo exposure supported by parent training and school consultation to promote social communication and emotion regulation skills. Parents completed a standardized autism symptom checklist at baseline and posttreatment/postwaitlist and 3-month follow-up assessments. CBT outperformed the waitlist condition at posttreatment/postwaitlist on total parent-reported autism symptoms (Cohen’s d effect size = .77). Treatment gains were maintained at 3-month follow-up. Further investigation of this intervention modality with larger samples and broader outcome measures appears to be indicated

Peer Victimization in Youth with Autism Spectrum Disorders and Co-occurring Anxiety: Relations with Psychopathology and Loneliness

Peer problems are common among children and adolescents with autism spectrum disorders (ASD), and may be exacerbated among those who are also anxious. Yet, few data exist on the nature and psychosocial correlates of peer victimization in youth with ASD and anxiety. Accordingly, this study investigated associations among peer victimization, loneliness, autism-related social impairment, and psychopathology in a sample of 60 youth (ages 11–14 years) with ASD and co-occurring anxiety. Youth completed measures of peer victimization, loneliness, anxiety, and depression, while their parent completed measures of child behavioral and emotional problems, functional impairment in daily life, and autism-related social impairment. Modest rates of victimization were noted, with ~7 % and 15 % of youth reporting clinically significant relational and reputational victimization but 0 % of participants endorsing significant overt victimization. Peer victimization was directly but modestly associated with some psychosocial maladjustment indices, but not with autism-related social impairment. Although results have to be considered in the context of certain limitations, these data suggest that peer victimization may be associated with anxiety and depressive symptoms and loneliness in children with ASD and comorbid anxiety

Cognitive Behavioral Therapy for Early Adolescents With Autism Spectrum Disorders and Clinical Anxiety: A Randomized, Controlled Trial

Clinically elevated anxiety is a common, impairing feature of autism spectrum disorders (ASD). A modular CBT program designed for preteens with ASD, Behavioral Interventions for Anxiety in Children with Autism (BIACA; Wood et al., 2009) was enhanced and modified to address the developmental needs of early adolescents with ASD and clinical anxiety. Thirty-three adolescents (11-15 years old) were randomly assigned to 16 sessions of CBT or an equivalent waitlist period. The CBT model emphasized exposure, challenging irrational beliefs, and behavioral supports provided by caregivers, as well as numerous ASD-specific treatment elements. Independent evaluators, parents, and adolescents rated symptom severity at baseline and posttreatment/postwaitlist. In intent-to-treat analyses, the CBT group outperformed the waitlist group on independent evaluators' ratings of anxiety severity on the Pediatric Anxiety Rating Scale (PARS) and 79% of the CBT group met Clinical Global Impressions-Improvement scale criteria for positive treatment response at posttreatment, as compared to only 28.6% of the waitlist group. Group differences were not found for diagnostic remission or questionnaire measures of anxiety. However, parent-report data indicated that there was a positive treatment effect of CBT on autism symptom severity. The CBT manual under investigation, enhanced for early adolescents with ASD, yielded meaningful treatment effects on the primary outcome measure (PARS), although additional developmental modifications to the manual are likely warranted. Future studies examining this protocol relative to an active control are needed