Connected Families: Programs for Families of Infants/Toddlers At Risk for Autism

Although children with secure attachment are known to have better outcomes, fostering secure attachment in an infant/toddler at risk for autism spectrum disorder is challenging. Some of the challenges stem from bi-directional, negative and ambiguous interaction sequences between the child and caregiver that cause emotional dysregulation and undermine caregiver confidence setting the stage for perpetual miscuing and misattunement— a pattern that can impact the entire family system leaving the child, caregiver, and family vulnerable to stress, anxiety, depression, and isolation. Although the etiology of autism is a matter of intensive and ongoing research spanning many disciplines, there is converging agreement that there are familial (genetic), environmental (toxins), and nurturing factors. Caregivers who believe they played some part in their child’s diagnosis often carry guilt and shame—and regardless are subject to public opinion which can be harsh and judgmental when the child does not conform to social and behavioral norms. As a program development with a logic model and evaluation plan, Connected Families is designed to support the caregivers and families of infants/toddlers at risk for autism spectrum disorder (ASD) with the goals of fostering congruent communication and increased secure attachment interactions between caregiver and child; improving caregiver support; and families’ abilities to adapt to the changing needs of the neurodiverse child throughout development. First, using the caregiver-infant/toddler dyad as the agent of change, Connected Families first offers positive behavior support to the child and instruction to the caregiver. Second, caregivers attend the Connected Families Caregiver Group where they can connect with their own needs and goals; discover the challenges associated with ASD surrounding attachment; discuss and parenting models and positive behavior support while also having the opportunity to process experiences allowing each participant the opportunity to “feel felt.” In addition, caregivers can learn filial play skills allowing for child-centered interaction with the caregiver. Video recordings are shared within the group and members deconstruct interactions and together identify unique communication characteristics of the infant/toddler and opportunities for caregiver engagement to promote secure attachment interactions with the caregiver functioning as both the secure base for the child’s exploration and the safe haven to which the child returns when distressed. Finally, caregivers, siblings and other family members are offered the opportunity to participate in family therapy. The family therapy component is inherently systemic and structurally informed—therefore focused on rebalancing the family subsystems and addressing roles and responsibilities within the family system in a culturally sensitive manner. The purpose of family therapy is to challenge existing homeostasis that increases potential for isolation of family members and the collective decreased likelihood of family members attaining full potential, and to foster the family’s ability to adapt to better support infant/toddler progression through developmental milestones. Connected Families is distinctive from programs that focus on behavior and instead highlights the importance of relationship and the central role of marriage and family therapists in delivery of services to the infant/toddler , caregiver, and family system to benefit of healthy communities

Being Born a Crime Didn’t Only Happen to Trevor Noah:: A Student Inquiry Project on Criminalized Identities

Born A Crime, a memoir by Trevor Noah, has been a common addition to high school curricula in recent years. This paper addresses how to effectively teach this complex text and incorporates a research project that allows students to personalize chosen topics. The students who completed the focus work were on-level 10th grade ELA students and the unit took eight instructional weeks. This class met three times a week for two 88-minute blocks and one 44-minute class. The unit was engaging, and the rigor was appropriate for normally developing or advanced 10th grade students. Modifications were made for support-seeking students and those notes are included in this paper. The focus standards for this unit are Common Core W.10.9, RL.10.6, and RI 10.6. Students had access to a variety of academic databases for the research project, their own school-issued computers, and a copy of the memoir

Arrah na pogue : Arrah of the kiss : quadrilles /

Wedding jig -- Molly Asthore -- Barn door jig -- Erin go bragh -- Wearing of the green.Mode of access: Internet.From the Thomas A. Edison Collection of American Sheet Music

Adaptations for Pressure and Temperature in Dihydrofolate Reductases

Enzymes from extremophilic microbes that live in extreme conditions are generally adapted so that they function under those conditions, although adaptations for extreme temperatures and pressures can be difficult to unravel. Previous studies have shown mutation of Asp27 in Escherichia coli dihydrofolate reductase (DHFR) to Glu27 in Moritella profunda (Mp). DHFR enhances activity at higher pressures, although this may be an adaptation for cold. Interestingly, MpDHFR unfolds at ~70 MPa, while Moritella yayanosii (My) was isolated at depths corresponding to ~110 MPa, indicating that MyDHFR might be adapted for higher pressures. Here, these adaptations are examined using molecular dynamics simulations of DHFR from different microbes in the context of not only experimental studies of activity and stability of the protein but also the evolutionary history of the microbe. Results suggest Tyr103 of MyDHFR may be an adaptation for high pressure since Cys103 in helix F of MpDHFR forms an intra-helix hydrogen bond with Ile99 while Tyr103 in helix F of MyDHFR forms a hydrogen bond with Leu78 in helix E. This suggests the hydrogen bond between helices F and E in MyDHFR might prevent distortion at higher pressures