Cortisol and Working Memory In Boys With Fragile X Syndrome

Fragile X Syndrome (FXS) is a neurodevelopmental disorder and the most common cause of inherited intellectual disability. Although FXS is associated with global cognitive impairments, specific deficits in working memory have been reported in young males with FXS. Working memory is an important cognitive process that involves the ability to temporarily store and manipulate information over a short period of time. Deficits in working memory can negatively impact an individual\u27s academic, behavioral, and social functioning. Chronic stress can adversely influence working memory performance and can be measured physiologically through salivary cortisol. It is important to study the complex relationship of how physiological and cognitive processes interact and develop over time to aid in the specificity of assessments and treatments for individuals that are vulnerable to develop cognitive impairments over time. The present study investigates the relationship of developmental trajectories of working memory performance in boys with FXS compared to typically developing boys. This study also examined the relationship of salivary cortisol on memory performance over time in boys with FXS and typically developing boys. Results from multilevel models indicate specific cognitive deficits in working memory performance in boys with FXS compared to typically developing boys. No significant differences were seen in working memory trajectories between boys with FXS and typically developing boys after controlling for mental age. Results further indicated that boys with FXS had higher levels of baseline cortisol that negatively impacted working memory performance over time compared to typically developing boys. This study highlights the need for further investigation on how dynamic physiological and cognitive factors interact and influence an individual\u27s cognitive development over time

Emergence Of Stranger Fear In Preschoolers With Fragile X Syndrome And Idiopathic Autism Spectrum Disorder

This study investigated multiple behavioral indicators of social fear and their relationship to symptoms of autism in preschool boys with atypical and normative development using a stranger approach design. Participants consisted of 101 male preschoolers that were categorized into four groups: boys with fragile X syndrome (FXS; N= 29), FXS with elevated autism symptoms (fxASD; N = 25), idiopathic autism spectrum disorder (iASD; N = 11), and typically developing boys (TD; N = 36). Results indicated specific behavioral responses to a stranger differentiated preschoolers with more severe symptoms of autism (e.g. fxASD and iASD groups) from those with low autism symptomology (e.g. FXS and TD groups). Cross-group comparisons demonstrated that preschoolers with FXS displayed more avoidant gaze from the stranger and their parent during the stranger approach with boys with fxASD exhibiting the greatest proportion of avoidant gaze patterns. The fxASD group also referenced their parent less during the stranger approach in comparison to the FXS and TD groups. The iASD group displayed elevated facial fear in response to the stranger that differentiated them from the FXS, fxASD, and TD groups. No group differences were observed in escape behaviors. Overall, results from this study indicated specific behavioral patterns of social fear in response to a stranger using a normative and cross-syndrome approach. Given the high prevalence of anxiety in FXS and iASD, it is critical to identify how anxiety emerges in atypical and normative development to determine shared and distinguishable traits of anxiety that can be used to inform targeted assessment, prevention and treatment efforts

Building the Capacity of Classroom Teachers as Extenders of Nutrition Education through Extension: Evaluating a Professional Development Model

Utilizing teachers as extenders may maximize the reach of Extension nutrition education programs; however, there is a need to identify effective professional development (PD) strategies to ensure quality implementation. Lesson study is a PD model that demonstrated improvements in school teachers’ self-efficacy and knowledge in various disciplines. In this study, fourth-grade teachers at two schools delivered nutrition education in their classrooms. Lesson study was examined to improve self-efficacy, content knowledge, and use of inquiry-based teaching strategies. While teachers at one school followed the lesson study model, teachers at the other school did not. Teachers reported time, resources, and funding were barriers to using lesson study and implementing the curriculum. Teachers who reported teaching nutrition previously declined in self-efficacy and knowledge. It is possible that they underestimated what would be required to teach this curriculum, resulting in a higher pre-test rating of self-efficacy compared to ratings after teaching the curriculum. This shift may have affected their motivation and willingness to participate fully in the lesson study process. Increasing teacher access to content experts during PD may improve teacher selfefficacy. Providing additional support and materials may increase the likelihood that teachers participate as extenders of Extension nutrition education programs

Using Theory to Develop Healthy Choices in Motion, a Comprehensive, Experiential Physical Activity Curriculum.

Background: Research has shown that engaging in regular physical activity supports physiologic, metabolic, and immunologic processes, as well as quality of life. However, few youth in the United States meet the U.S. Department of Health and Human Services recommendation of 60 min of moderate-to-vigorous physical activity every day. School-based programs can be an effective avenue for engaging youth in physical activity, particularly when the design of the health education is based on theory, research, and practice. The purpose of this study was to design, implement, and evaluate a theory-driven physical activity curriculum for the Shaping Healthy Choices Program (SHCP) using a systematic approach. Methods: The experiential, inquiry-based physical activity curriculum, Healthy Choices in Motion (HCIM), was developed with an optional technology enhancement using Backward Design. A questionnaire to assess the curriculum's effect on physical activity knowledge was developed and assessed for content validity, internal consistency (α = 0.84), and test-retest reliability (r = 0.73). The curriculum was piloted in two phases among upper elementary-aged youth: to ensure the learning goals were met (Pilot I) and to determine the curriculum's impact on physical activity knowledge, behavior, and self-efficacy (Pilot II). Pilot II was implemented among eight 4th and 5th-grade classrooms participating in the UC CalFresh Nutrition Education Program: (1) Comparison (no intervention) (n = 25); (2) SHCP only (n = 22); (3) SHCP + HCIM (n = 42); (4) SHCP + HCIM with technology enhancement (n = 47). Analyses included unadjusted ANOVA and Bonferroni for multiple comparisons and paired t-test (p < 0.05). Results: Through the use of a methodical design approach, a comprehensive physical activity curriculum, called HCIM, was developed. Youth participating in HCIM improved physical activity knowledge compared to youth receiving no intervention (+2.8 points, p = 0.009) and youth only in the SHCP (+3.0 points, p = 0.007). Youth participating in HCIM with technology enhancement demonstrated improvements compared to youth only in the SHCP (+2.3 points, p = 0.05). Conclusion: Improvements in physical activity knowledge in youth participating in HCIM may contribute to improvements in physical activity and should be further explored in conjunction with behavioral measurements

HPA axis function predicts development of working memory in boys with FXS

The present study examines verbal working memory over time in boys with fragile X syndrome (FXS) compared to nonverbal mental-age (NVMA) matched, typically developing (TD) boys. Concomitantly, the relationship between cortisol—a physiological marker for stress—and verbal working memory performance over time is examined to understand the role of physiological mechanisms in cognitive development in FXS. Participants were assessed between one and three times over a 2-year time frame using two verbal working memory tests that differ in complexity: memory for words and auditory working memory with salivary cortisol collected at the beginning and end of each assessment. Multilevel modeling results indicate specific deficits over time on the memory for words task in boys with FXS compared to TD controls that is exacerbated by elevated baseline cortisol. Similar increasing rates of growth over time were observed for boys with FXS and TD controls on the more complex auditory working memory task, but only boys with FXS displayed an association of increased baseline cortisol and lower performance. This study highlights the benefit of investigations of how dynamic biological and cognitive factors interact and influence cognitive development over time

Feasibility of Implementing a School Nutrition Intervention That Addresses Policies, Systems, and Environment

We conducted a process evaluation of the Shaping Healthy Choices Program, a multicomponent school-based nutrition program, when implemented in partnership with University of California (UC) CalFresh and UC Cooperative Extension (UCCE). There were positive impacts on participating students, but results varied across counties, possibly due to variation in fidelity to the curriculum and implementation of program components. Our evaluation identified the strength of UCCE in delivering nutrition education and a need for additional support and training for building capacity to effect change in school policies, systems, and environment. Because educators throughout Extension are working to integrate programs addressing policies, systems, and environment, our results may have applicability in other Extension programs

Systems thinking : an approach for understanding 'eco-agri-food systems'

The TEEBAgriFood ‘Scientific and Economic Foundations’ report addresses the core theoretical issues and controversies underpinning the evaluation of the nexus between the agri-food sector, biodiversity and ecosystem services and externalities including human health impacts from agriculture on a global scale. It argues the need for a ‘systems thinking‘ approach, draws out issues related to health, nutrition, equity and livelihoods, presents a Framework for evaluation and describes how it can be applied, and identifies theories and pathways for transformational change

Uma revisão integrativa sobre a Colangite Biliar Primária

A colangite biliar primária, um novo nome para a cirrose biliar primária, é uma doença colestática de etiologia autoimune e representa a primeira causa de colestase intra-hepática. Caracteriza-se pela destruição de pequenos dutos biliares ligados à infiltração de linfócitos, com prevalência de 10 a 40 por 100.000 habitantes no mundo. Este estudo teve como objetivo refletir sobre novas informações a respeito da colangite biliar primária. Para isso, foi realizada uma revisão integrativa de literatura, selecionando artigos publicados nas bases de dados Medical Literature Analysis and Retrieval System Online e Literatura Latino-americana e do Caribe em Ciências da Saúde. A partir da análise qualitativa dos dados, obteve-se como conclusão as seguintes descobertas: A PBC é um problema de saúde raro e mal diagnosticado; não há conhecimento ainda sobre as razões da predominância dessa da CBP em mulheres, resposta à terapêutica, distribuição geográfica e mortalidade entre sexos; os casos dessa doença são assintomáticos; a qualidade de vida dos pacientes é comprometida com o agravamento dos casos, onde apresentam inicialmente sinais de prurido (20 a 70% dos casos) e fadiga (entre 50% a 78% dos pacientes); exames de biópsica hepática podem ser tranquilamente substituídos por testes não-invasivos, em análises de rotina de bioquímica hepática; a possiblidade de diagnosticar a PBC pode ser diagnosticada partindo de fatores biológicos exclusivos que indicam a presença de anticorpos anti-mitocondriais e uma elevação da fosfatase alcalina. No entanto é quase possível que o PBC seja soronegativo; a etiologia da CBP não sendo encontra clara, sendo o tratamento difícil; em caso de tratamento, utiliza-se mais ursodesoxicólico, ácido biliar hidrofílico natural que bloqueia a síntese hepática do colesterol, estimulando a síntese de ácidos biliares e restaurando o equilíbrio entre esses

Learning, retention, and forgetting of Newton’s third law throughout university physics

We present data from a between-student study on student response to questions on Newton’s third law given in two introductory calculus-based physics classes (Mechanics and Electromagnetism) at a large northeastern university. Construction of a response curve reveals subtle dynamics in student learning not capturable by pretesting and post-testing. We find a significant positive effect of instruction that diminishes by the end of the quarter. Two quarters later, a significant dip in correct response occurs when instruction changes from the vector quantities of electric forces and fields to the scalar quantity of electric potential. When instruction returns to vector topics, performance rebounds to initial values