Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment

In describing academic attainment in autism spectrum disorders (ASD), results are typically reported at the group mean level. This may mask subgroups of individuals for whom academic achievement is incommensurate with intellectual ability. The authors tested the IQ, literacy, and mathematical abilities of a large group (N = 100) of adolescents (14–16 years old) with ASD. Seventy-three percent of the sample had at least one area of literacy or mathematical achievement that was highly discrepant (approximately 14 standard score points) from full-scale IQ (FSIQ). The authors focused on four subgroups with either word reading (“Reading Peak” and “Reading Dip”) or arithmetic (“Arithmetic Peak” and “Arithmetic Dip”) higher or lower than FSIQ. These subgroups were largely mutually exclusive and were characterized by distinct intellectual profiles. The largest was the “Arithmetic Peak” subgroup of participants, who presented with average intellectual ability alongside superior arithmetic skills and who were predominantly in a mainstream educational setting. Overall, the most pervasive profile was discrepantly poor reading comprehension, which associated with severity of social and communication difficulties. The high rate of uneven academic attainment in ASD has implications for educational practice

Auditory Discrimination and Auditory Sensory Behaviours in Autism Spectrum Disorders

It has been hypothesised that auditory processing may be enhanced in autism spectrum disorders (ASD). We tested auditory discrimination ability in 72 adolescents with ASD (39 childhood autism; 33 other ASD) and 57 IQ and age-matched controls, assessing their capacity for successful discrimination of the frequency, intensity and duration differences in pairs of sounds.At the group level, auditory discrimination ability did not differ between the adolescents with and without ASD. However, we found a subgroup of 20% of individuals in the ASD group who showed ‘exceptional’ frequency discrimination skills (defined as 1.65 SDs above the control mean) and who were characterised by average intellectual ability and delayed language onset. Auditory sensory behaviours (i.e. behaviours in response to auditory sensory input) are common in ASD and we hypothesised that these would relate to auditory discrimination ability. For the ASD group, poor performers on the intensity discrimination task reported more auditory sensory behaviours associated with coping with loudness levels. Conversely, those who performed well on the duration discrimination task reported more auditory sensory behaviours across the full range measured. Frequency discrimination ability did not associate with auditory sensory behaviours. We therefore conclude that (i) enhanced frequency discrimination is present in around 1 in 5 individuals with ASD and may represent a specific phenotype; and (ii) individual differences in auditory discrimination ability in ASD may influence the expression of auditory sensory behaviours by modulating the degree to which sounds are detected or missed in the environment

The effect of organic amendments on clubroot (Plasmodiophora brassicae)

This report was presented at the UK Organic Research 2002 Conference. Clubroot (Plasmodiophora brassicae) is an important disease of organic brassica crops. Organic soil amendments were added at realistic rates and times to infested organic soil in pot trials in order to evaluate their effect on the disease. Both chitin and straw amendments reduced disease incidence compared to other amendments but straw also reduced plant vigour

Biotechnology's wheel of knowledge

Article with results of study carried out to raise awareness of the role of biotechnology in the New Zealand curriculum. The findings highlighted that biotechnology learning needs to be situated in real life contexts that are relevant to the leaner

Developing a biotechnology learning hub for New Zealand

The article discusses the development of New Zealand's Biotechnology Learning Hub. The authors explains the Biotechnology Learning Hub is an on-line portal developed as a result of initial findings. Its principal aim is to bring the biotechnology and education sectors together in a more sustainable way. The author outlines classroom studies, meetings with the Biotechnolgy industry, and the features of the hub

Emerging treatments for recurrent prostate cancer

Despite radical treatment, many men with prostate cancer will develop recurrence of their disease. In an exciting era of new therapies for prostate cancer in general, we focus on how these will specifically benefit those men with recurrent disease. We consider salvage treatments aimed at those with local recurrence confined to the prostate gland, therapies for those presenting with metastatic recurrence and the approach to men presenting with a rising prostate-specific antigen but no demonstrable disease (M0). In general, men with recurrent disease are often under-represented in randomized clinical trials. Consequently, evidence to guide treatment for these men is often lacking and this needs to be addressed in order to improve and better define our approach to this problem in the future

Melatonin receptor expression in the zebra finch brain and peripheral tissues

The circadian endocrine hormone melatonin plays a significant role in many physiological processes such as modulating sleep/wake cycle and oxidative stress. Melatonin is synthesised and secreted during the night by the pineal gland and released into the circulatory system. It binds to numerous membrane, cytosolic and nuclear receptors in the brain and peripheral organs. Three G-protein linked membrane receptors (Mel-1A, Mel-1B and Mel-1C) have been identified in numerous species. Considering the importance of this hormone and its receptors, this study looks at the location and rhythmicity of three avian melatonin receptors Mel-1A, Mel-1B and Mel-1C using reserve transcription-polymerase chain reaction (RT-PCR) mRNA analysis techniques. This study shows successful partial cloning of the three receptors and gene expression analysis revealed significant rhythms of the Mel-1A receptor in the cerebellum, diencephalon, tectum opticum, telencephalon, and retina. Significant rhythms where found in the diencephalon, pineal gland, retina, tectum opticum and cerebellum of the Mel-1B receptor whereas Mel-1C appeared not to be rhythmically expressed in brain tissues studied. Mel-1A, Mel-1B and Mel-1C receptor mRNA where also present in peripheral tissues showing tissue-specific expression patterns

In the Child's Best Interest: The Consequences of Losing a Lawful Immigrant Parent to Deportation

Congress is considering a comprehensive overhaul of the nation's immigration laws more than a decade after the enactment of strict immigration measures. Lawmakers should take this opportunity to reaffirm the nation's historic commitment to family unity by addressing the discrete provisions that currently undermine it. Current U.S. immigration laws mandate deportation of lawful permanent resident (LPR) parents of thousands of U.S. citizen children, without providing these parents an opportunity to challenge their forced separations. Through a multi-disciplinary analysis, this policy brief examines the experiences of U.S. citizen children impacted by the forced deportation of their LPR parents and proposes ways to reform U.S. law consistent with domestic and international standards aimed to improve the lives of children.This report includes new, independent analysis of U.S. Department of Homeland Security (DHS) data. We estimate that more than 100,000 children have been affected by LPR parental deportation between 1997 and 2007, and that at least 88,000 of impacted children were U.S. citizens. Moreover, our analysis estimates that approximately 44,000 children were under the age of 5 when their parent was deported. In addition to these children, this analysis estimates that more than 217,000 others experienced the deportation of an immediate family member who was an LPR

Expanding the context for student learning of science: The conceptual development of the New Zealand Science Learning Hub

Student engagement in science is an issue of international concern. Research indicates that one way to increase engagement in science is to involve students in authentic and relevant contexts that promote an enquiry-based stance. A key aspect to engaging students is to provide teachers with educative materials. In today’s world teachers and students look to web-based materials for their own development and learning. This paper will provide a conceptual framework for the development of the New Zealand Science Learning Hub as well as describing the process of its development, its component parts and their relationship to the conceptual frame