Gains, Losses, and Life Goals Identified by Caregivers of Individuals with Disabilities in the United States

It is often reported that caregivers of individuals with disabilities experience stress as they manage caregiving responsibilities while they make the effort to balance family and work. Thirty-one caregivers of individuals with an array of disabilities in the United States completed a qualitative survey in this pilot study that asked them to identify their gains and losses from providing care and to identify their life goals. The gains from caregiving were identified as enhanced empathy and compassion, and the losses as strained family relationships, and less personal time. The most commonly identified life goals were experiencing happiness and achieving financial stability. The implications of these results on professionals’ attempts to support caregivers and their families are discussed

Comparison of Quality of Life Perceptions of Caregivers of Individuals With Intellectual Disabilities in the United States and the Czech Republic

Caregivers of individuals with disabilities in the United States have been reported to experience additional hardships than families with typical children as they attempt to balance family and work (Parish, Rose, Grinstein-Weiss, Richman, & Andrews, 2008). In this study, 31 caregivers of individuals with intellectual disabilities from the United States and 225 from the Czech Republic completed a qualitative quality of life survey. Similarities in the two groups were found in reported gains and losses from caregiving responsibilities. Differences in perceived spirituality, personal sense of peace and serenity, life optimism, ability to rejoice in life, personal life perspective, health, financial changes, changes in the family social life, feelings of enrichment, family caregiving responsibilities, and attitudes about the future were also revealed. The implications for supporting families through governmental programs and individualized services are discussed

Impact of an Activity Mini-Schedule on the Inattention of Preschoolers With Cochlear Implants During a Group Activity

This pilot study evaluated the effectiveness of using an activity mini-schedule which divided a circle time activity into four sub-activities with four preschoolers who were deaf and had received cochlear implants. Often preschoolers with cochlear implants display difficulty directing attention to appropriate stimuli during large group activities (Chute & Nevins, 2003). It was hypothesized that the use of an activity mini-schedule would decrease inattention. Using a multiple baseline design across participants, an activity mini-schedule was introduced to each participant sequentially by a paraeducator who sat behind the children during circle time. Participants\u27 behaviors were videotaped and coded. The introduction of an activity mini-schedule decreased inattention in all participants, yet individual outcomes varied. Although this study offers some evidence that activity mini-schedules may positively impact attention in young children, more research is needed

Effect of Parallel Talk on the Language and Interactional Skills of Preschoolers with Cochlear Implants and Hearing Aids

Children with profound congenital hearing loss often do not have the same prelinguistic opportunities for social and verbal interaction as their peers with typical hearing [14]. Consequently, language and social skills may be challenging for this group, even after they are provided with amplification or a cochlear implant. This pilot study examined the effectiveness of using a parallel talk intervention to increase the language and interactional skills of three preschoolers with deafnesss. Results revealed that all participants increased verbal turn-taking and that two of the three increased initiated and responded vocal/verbal comments, and initiated and responded nonverbal responses during a 5-minute play session in which parallel talk was utilized. Additionally, all children displayed some generalization in the two types of generalization probes employed. Implications for facilitating the communication of preschoolers with communication and social delays are discussed

p53 regulates epithelial–mesenchymal transition through microRNAs targeting ZEB1 and ZEB2

By transactivating expression of miRNAs that repress expression of the ZEB1 and ZEB2 transcription factors, p53 inhibits the epithelial–mesenchymal transition

Upper Echelon Theory Revisited: The Relationship Between Upper Echelon Diversity, the Adoption of Diversity Practices, and Organizational Performance

Using data from 260 U.S. organizations, we found partial support for our hypotheses that demographic diversity of senior management would be positively associated with the diversity of the workforce, adoption of diversity practices, and power of an organization’s diversity/EEO officer, and that diversity practices impact organizational performance. Organizations wishing to attract, retain, and benefit from diverse talent are often advised to begin by increasing the diversity of their senior management. Data collected from 260 U.S. organizations supports this idea. We found that the demographic diversity of senior management teams is positively associated with the demographic diversity of workforces at large and with the adoption of diversity practices, and that, furthermore, those firms that adopted diversity initiatives outperformed those that did not. Organizations that have diversity/EEO officers with real power and clout were more likely to benefit from these effects.WP07_04_Upper_Echelon.pdf: 18396 downloads, before Oct. 1, 2020

The orphan receptor Gpr83 regulates systemic energy metabolism via ghrelin-dependent and ghrelin-independent mechanisms

The G protein-coupled receptor 83 (Gpr83) is widely expressed in brain regions regulating energy metabolism. Here we report that hypothalamic expression of Gpr83 is regulated in response to nutrient availability and is decreased in obese mice compared with lean mice. In the arcuate nucleus, Gpr83 colocalizes with the ghrelin receptor (Ghsr1a) and the agouti-related protein. In vitro analyses show heterodimerization of Gpr83 with Ghsr1a diminishes activation of Ghsr1a by acyl-ghrelin. The orexigenic and adipogenic effect of ghrelin is accordingly potentiated in Gpr83-deficient mice. Interestingly, Gpr83 knock-out mice have normal body weight and glucose tolerance when fed a regular chow diet, but are protected from obesity and glucose intolerance when challenged with a high-fat diet, despite hyperphagia and increased hypothalamic expression of agouti-related protein, Npy, Hcrt and Ghsr1a. Together, our data suggest that Gpr83 modulates ghrelin action but also indicate that Gpr83 regulates systemic metabolism through other ghrelin-independent pathways

Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis

Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217 children (102 boys and 115 girls). The average age of children included in the study was 5.3 years (standard deviation = 0.89). Teachers were randomly allocated to an intervention group (n = 11 teachers; 110 children) or a waiting-list control group (n = 11; 107 children). The sample also included 63 ‘high-risk’ children (33 intervention; 30 control), who scored above the cut-off (>12) on the Strengths and Difficulties Questionnaire for abnormal socioemotional and behavioural difficulties. Teacher and child behaviours were assessed at baseline and 6 months later using psychometric and observational measures. Programme delivery costs were also analysed. Results showed positive changes in teachers’ self-reported use of positive classroom management strategies (effect size = 0.56), as well as negative classroom management strategies (effect size = −0.43). Teacher reports also highlight improvements in the classroom behaviour of the high-risk group of children, while the estimated cost of delivering the Incredible Years Teacher Classroom Management Training Programme was modest. However, analyses of teacher and child observations were largely non-significant. A need for further research exploring the effectiveness and cost-effectiveness of the Incredible Years Teacher Classroom Management Training Programme is indicated