Class Videos of Important People (Class VIP): a school-based social intervention for adolescents with autism spectrum disorder and/or intellectual disability

Youth with disabilities, including those with autism spectrum disorder (ASD) and intellectual disability (ID), have difficulty forming and maintaining peer relationships (Carter & Hughes, 2005; Guralnick, 1999; Meyer & Ostrosky, 2014; Petrina, Carter, & Stephenson, 2014; Shattuck, Orsmond, Wagner, & Cooper, 2011; Wagner, Newman, Cameto, Garza, & Levine, 2005). This is of concern considering that early friendships are important to positive social, cognitive, and emotional development, and contribute to future success and wellbeing (Carter & Hughes, 2005; Meyer & Ostrosky, 2014; Petrina et al., 2014; Wagner et al, 2005). Of all youth with disabilities, those diagnosed with ASD and/or ID (ASD/ID) who have greater cognitive and communication challenges may present with the most severe social impairments (de Bildt et al., 2005; Matson et al., 2009; Wilkins & Matson, 2009). However, effective interventions for adolescents with ASD/ID who have limited cognitive and communication skills are limited by gaps in the social intervention literature. In general, the social intervention literature focuses on: (1) younger children (Carter, Sisco, Chung, & Stanton-Chapman, 2010; Hughes et al., 2012), (2) children with ASD/ID who have stronger cognitive and communication skills (Walton & Ingersoll, 2013), (3) only immediate outcomes in the contrived intervention context (Gresham et al., 2001; Hughes et al. 2012; Sheridan, Hungelmann, & Maughan, 1999), and (4) discrete social skills outcomes rather than friendship-based outcomes (Finke, 2016). A program to address these gaps is needed. Class Videos of Important People (Class VIP) is a theory- and evidence-driven school-based social intervention for adolescents with ASD/ID who have limited cognitive and communication skills. The 20-week program will include: (1) video self-modeling, (2) positive self-review, (3) peer disability awareness education, (4) peer training, and (5) teacher training. Goals of the program will be to improve quality of social interactions, increase self-efficacy, and increase friendship formation among students with ASD/ID. The proposed evaluation plan will explore feasibility of program implementation and preliminary outcomes. Potential funding of the program and dissemination activities will also be discussed

Relationship Between Sensory Sensitivities and Cognitive and Adaptive Abilities in Children with Autism Spectrum Disorders

Sensory sensitivities are widely reported among individuals with ASD. These sensory sensitivities can be classified as over-responsivity, under-responsivity, or seeking of sensory stimulation. Following recent changes in the diagnostic criteria, sensory sensitivities are considered a key feature of the behavioral phenotype of ASDs. Despite their significance, sensory sensitivities have been largely underestimated. Therefore, more research in this area may reveal important information about the influence of sensitivities on functioning, as well as the underlying causes of the symptoms. This study investigated a possible relationship between sensory sensitivities and cognitive and adaptive abilities in children with ASD. The sample included 29 children approximately 23 months old who had been diagnosed with an ASD according to the DSM-IV-TR criteria. Presence of sensory sensitivities was determined using parent report on the Toddler ASD Symptom Interview (TASI). The Mullen Scales of Early Learning (Mullen) and Vineland Adaptive Behavior Scales, Second Edition (Vineland II) were used to measure cognitive and adaptive abilities. The results indicate that there are no differences in cognitive and adaptive abilities between children with ASD who display sensory sensitivities and those who do not display sensory sensitivities. Although not significant, there was a pattern such that children with ASD and sensory sensitivities performed slightly better on measures of cognitive and adaptive ability compared to children with ASD without sensory sensitivities. Given the high variability in manifestation of these sensory sensitivities both within individuals and across the ASD population, it seems plausible that the dichotomous grouping used in this study may have limited the opportunity to find effects

Nurturing environments and nutrient-rich diets may improve cognitive development: analysis of cognitive trajectories from six to sixty months from the MAL-ED study (OR10-01-19)

Objectives: To identify clusters of cognitive developmental trajectories and associated differentiating factors of children aged 6 to 60 months old in 5 low to middle-income sites.Methods: We followed 835 children and assessed anthropometry at enrolment (≤ 17 d old); bi-weekly illness data (0–24 and 60 mo); non-diarrheal and diarrheal stools (0–24 mo) analyzed for a panel of enteropathogens; quantitative complementary food intakes (9–24 and 60 mo); micronutrient status (Fe, Zn, Vit A; 7, 15, and 24 mo); quality of the child\u27s home environment (6, 24, and 60 mo) and maternal reasoning ability and depressive symptoms via questionnaire. Child cognitive development was assessed by the Bayley Scales of Infant Development III (6, 15 and 24 mo) and Wechsler Preschool and Primary Scale of Intelligence (60 mo). Clusters of trajectories were identified using a latent class mixed model. Differences between clusters were described using discriminant analysis to rank the contribution of each variable using correlation-adjusted t-scores (CAT).Results: Five clusters were identified. From 51 discriminatory factors, 10 had greatest descriptive power: HOME score at 60 mo (mean CAT2 ± SD: 34.6 ± 0.35), proportion of days ill from 0–24 mo (23.9 ± 0.18), years of maternal schooling (13.8 ± 0.23), mean nutrient densities of zinc (12.3 ± 0.07), protein (8.95 ± 0.09), vitamin B6 (8.2 ± 0.10), phytate (7.91 ± 0.05) and mean energy (7.82 ± 0.04) from complementary foods (9–24 mo), % days of exclusive breastfeeding (0–6 mo; 6.42 ± 0.10) and weight-for-age at enrolment (6.14 ± 0.17). The discriminant analysis model fit was statistically significant (Wilk\u27s λ 0.54, P \u3c 0.01).Conclusions: Early life factors associated with higher scoring trajectories included stimulation and support for the child in their home, complementary feeding that typified greater diversity and animal-source foods, and maternal years of schooling. Influences associated with lower scoring trajectories included lower weight at enrolment and higher prevalence of illness. Policies promoting maternal and child nutrition, education and fostering a nurturing environment are likely to have greatest impact on child development

Early life child micronutrient status, maternal reasoning, and a nurturing household environment have persistent influences on child cognitive development at age 5 years: Results from MAL-ED

Background: Child cognitive development is influenced by early-life insults and protective factors. To what extent these factors have a long-term legacy on child development and hence fulfillment of cognitive potential is unknown.Objective: The aim of this study was to examine the relation between early-life factors (birth to 2 y) and cognitive development at 5 y.Methods: Observational follow-up visits were made of children at 5 y, previously enrolled in the community-based MAL-ED longitudinal cohort. The burden of enteropathogens, prevalence of illness, complementary diet intake, micronutrient status, and household and maternal factors from birth to 2 y were extensively measured and their relation with the Wechsler Preschool Primary Scales of Intelligence at 5 y was examined through use of linear regression.Results: Cognitive T-scores from 813 of 1198 (68%) children were examined and 5 variables had significant associations in multivariable models: mean child plasma transferrin receptor concentration (β: -1.81, 95% CI: -2.75, -0.86), number of years of maternal education (β: 0.27, 95% CI: 0.08, 0.45), maternal cognitive reasoning score (β: 0.09, 95% CI: 0.03, 0.15), household assets score (β: 0.64, 95% CI: 0.24, 1.04), and HOME child cleanliness factor (β: 0.60, 95% CI: 0.05, 1.15). In multivariable models, the mean rate of enteropathogen detections, burden of illness, and complementary food intakes between birth and 2 y were not significantly related to 5-y cognition.Conclusions: A nurturing home context in terms of a healthy/clean environment and household wealth, provision of adequate micronutrients, maternal education, and cognitive reasoning have a strong and persistent influence on child cognitive development. Efforts addressing aspects of poverty around micronutrient status, nurturing caregiving, and enabling home environments are likely to have lasting positive impacts on child cognitive development

Measuring home environments across cultures: Invariance of the HOME scale across eight international sites from the MAL-ED Study

The home environment provides the context for much of a child\u27s early development. Examples of important aspects of the home environment include safety, cleanliness, and opportunities for cognitive stimulation. This study sought to examine the psychometric properties of an adapted form of the Home Observation for the Measurement of the Environment (HOME; Caldwell & Bradley, 1984, 2003) across the eight international sites of the MAL-ED project (Dhaka, Bangladesh; Vellore, India; Bhakatapur, Nepal; Naushahro Feroze, Pakistan; Fortaleza, Brazil; Loreto, Peru; Venda, South Africa; Haydom, Tanzania), to identify a factor structure that fit the data at all sites, and to derive a subset of items that could be used to examine home environmental characteristics across sites. A three-factor structure (i.e., Emotional and Verbal Responsivity; Clean and Safe Environment; Child Cleanliness) was identified, and partial measurement equivalence/invariance across sites was supported. Overall, these findings lend support for the use of portions of this abbreviated and adapted version of the HOME for use among heterogeneous, cross-cultural groups in low- and middle-income nations

Structural invariance of General Behavior Inventory (GBI) scores in Black and White young adults.

In the United States, Black and White individuals show discrepant rates of diagnosis of bipolar disorder versus schizophrenia and antisocial personality disorder, as well as disparate access to and utilization of treatment for these disorders (e.g., Alegria, Chatterji et al., 2008; Chrishon et al., 2012). Such diagnostic discrepancies might stem from racially-related cognitive biases in clinical judgment or from racial biases in measurements of bipolar disorder. The General Behavior Inventory (GBI) is among the most well-validated and widely used measures of bipolar mood symptoms, but the psychometric properties of the GBI have been examined primarily in predominantly White samples. This study used multi-group confirmatory factor analyses (CFA) to examine the invariance of GBI scores across racial groups with a non-clinical sample. Fit was acceptable for tests of configural invariance, equal factor loadings, and equal intercepts, but not invariance of residuals. Findings indicate that GBI scores provide functionally invariant measurement of mood symptoms in both Black and White samples. The use of GBI scores may contribute consistent information to clinical assessments and could potentially reduce diagnostic discrepancies and associated differences in access to and utilization of mental health services

Differentiating bipolar disorder from unipolar depression and ADHD: The utility of the General Behavior Inventory.

Adolescence and early adulthood are the peak ages for the onset of unipolar and bipolar mood disorders. Moreover, for most individuals with attention deficit hyperactivity disorder (ADHD), symptoms and impairment begin in childhood but persist well into adolescence and adulthood (e.g., Barkley, 2010). Thus, adolescence and early adulthood represent a developmental window wherein individuals can be affected by mood disorders, ADHD, or both. Because treatment protocols for unipolar depression (UPD), bipolar disorder (BD), and ADHD are quite different, it is crucial that assessment instruments used among adolescents and young adults differentiate between these disorders. The primary objectives of this study were to evaluate the predictive and diagnostic validity of General Behavior Inventory (GBI; Depue, Krauss, Spoont, & Arbisi, 1989) scores in discriminating BD from UPD and ADHD. Participants were drawn from adolescent (n=361) and young adult (n=614) samples. Based on findings from logistic regression and receiver operating characteristics analyses, the diagnostic efficiency of the GBI scales range from fair (discriminating UPD from BD) to good (discriminating BD participants from nonclinical controls). Multilevel diagnostic likelihood ratios are also provided to facilitate individual decision making

Early life child micronutrient status, maternal reasoning, and a nurturing household environment have persistent influences on child cognitive development at age 5 years: Results from MAL-ED

Background: Child cognitive development is influenced by early-life insults and protective factors. To what extent these factors have a long-term legacy on child development and hence fulfillment of cognitive potential is unknown. Objective: The aim of this study was to examine the relation between early-life factors (birth to 2 y) and cognitive development at 5 y. Methods: Observational follow-up visits were made of children at 5 y, previously enrolled in the community-based MAL-ED longitudinal cohort. The burden of enteropathogens, prevalence of illness, complementary diet intake, micronutrient status, and household and maternal factors from birth to 2 y were extensively measured and their relation with the Wechsler Preschool Primary Scales of Intelligence at 5 y was examined through use of linear regression. Results: Cognitive T-scores from 813 of 1198 (68%) children were examined and 5 variables had significant associations in multivariable models: mean child plasma transferrin receptor concentration (β: −1.81, 95% CI: −2.75, −0.86), number of years of maternal education (β: 0.27, 95% CI: 0.08, 0.45), maternal cognitive reasoning score (β: 0.09, 95% CI: 0.03, 0.15), household assets score (β: 0.64, 95% CI: 0.24, 1.04), and HOME child cleanliness factor (β: 0.60, 95% CI: 0.05, 1.15). In multivariable models, the mean rate of enteropathogen detections, burden of illness, and complementary food intakes between birth and 2 y were not significantly related to 5-y cognition. Conclusions: A nurturing home context in terms of a healthy/clean environment and household wealth, provision of adequate micronutrients, maternal education, and cognitive reasoning have a strong and persistent influence on child cognitive development. Efforts addressing aspects of poverty around micronutrient status, nurturing caregiving, and enabling home environments are likely to have lasting positive impacts on child cognitive development.publishedVersio

Photoperiod Regulates Lean Mass Accretion, but Not Adiposity, in Growing F344 Rats Fed a High Fat Diet

yesIn this study the effects of photoperiod and diet, and their interaction, were examined for their effects on growth and body composition in juvenile F344 rats over a 4-week period. On long (16L:8D), relative to short (8L:16D), photoperiod food intake and growth rate were increased, but percentage adiposity remained constant (ca 3-4%). On a high fat diet (HFD), containing 22.8% fat (45% energy as fat), food intake was reduced, but energy intake increased on both photoperiods. This led to a small increase in adiposity (up to 10%) without overt change in body weight. These changes were also reflected in plasma leptin and lipid levels. Importantly while both lean and adipose tissue were strongly regulated by photoperiod on a chow diet, this regulation was lost for adipose, but not lean tissue, on HFD. This implies that a primary effect of photoperiod is the regulation of growth and lean mass accretion. Consistent with this both hypothalamic GHRH gene expression and serum IGF-1 levels were photoperiod dependent. As for other animals and humans, there was evidence of central hyposomatotropism in response to obesity, as GHRH gene expression was suppressed by the HFD. Gene expression of hypothalamic AgRP and CRH, but not NPY nor POMC, accorded with the energy balance status on long and short photoperiod. However, there was a general dissociation between plasma leptin levels and expression of these hypothalamic energy balance genes. Similarly there was no interaction between the HFD and photoperiod at the level of the genes involved in thyroid hormone metabolism (Dio2, Dio3, TSHβ or NMU), which are important mediators of the photoperiodic response. These data suggest that photoperiod and HFD influence body weight and body composition through independent mechanisms but in each case the role of the hypothalamic energy balance genes is not predictable based on their known function.Scottish Government (Rural and Environment Science and Analytical Services Division, http://www.scotland.gov.uk/), AWR LR LMT PJM and the BBSRC, (http://www.bbsrc.ac.uk/home/home.aspx, grant BB/K001043/1), AWR GH PJ

Early Life Child Micronutrient Status, Maternal Reasoning, and a Nurturing Household Environment have Persistent Influences on Child Cognitive Development at Age 5 years : Results from MAL-ED

Funding Information: The Etiology, Risk Factors and Interactions of Enteric Infections and Malnutrition and the Consequences for Child Health and Development Project (MAL-ED) is carried out as a collaborative project supported by the Bill & Melinda Gates Foundation, the Foundation for the NIH, and the National Institutes of Health/Fogarty International Center. This work was also supported by the Fogarty International Center, National Institutes of Health (D43-TW009359 to ETR). Author disclosures: BJJM, SAR, LEC, LLP, JCS, BK, RR, RS, ES, LB, ZR, AM, RS, BN, SH, MR, RO, ETR, and LEM-K, no conflicts of interest. Supplemental Tables 1–5 and Supplemental Figures 1–3 are available from the “Supplementary data” link in the online posting of the article and from the same link in the online table of contents at https://academic.oup.com/jn/. Address correspondence to LEM-K (e-mail: [email protected]). Abbreviations used: HOME, Home Observation for Measurement of the Environment inventory; MAL-ED, The Etiology, Risk Factors, and Interactions of Enteric Infections and Malnutrition and the Consequences for Child Health and Development Project; TfR, transferrin receptor; WPPSI, Wechsler Preschool Primary Scales of Intelligence.Peer reviewe