Contribution à l'étude de l'assemblage des complexes respiratoires chez Saccharomyces cerevisiae

The biognesis of the respiratory complexes in mitochondria is an intricate process that need the Oxa1p function. In S. cerevisiae, the introduction of residu baring a positive charge in the transmembrane domain of two subunits of complex III : cytochrome c1 and Qcr9p, is able to compensate for the complex IV misassembly, due to the absence of the protein Oxa1p. The study of the mechanism of suppression suggest interaction between these positive charges and negative ones localised in the transmembrane domain of subunit of complex IV, allowing their insertion in the membrane. Oxa1p could allow the insertion of charged transmembrane domain in the mitochondrial inner membrane. The study of the suppressor mutations in presence of Oxa1p also shows interactions between subunits of complexes III and IV. Altogether these results suggest the presence of a supercomplexe III+IV and that the subunits of these complexes could interact before their insertion in the membraneVERSAILLES-BU Sciences et IUT (786462101) / SudocSudocFranceF

Suivi qualitatif de l’évolution de 120 enfants porteurs de troubles du spectre autistique pris en charge par la méthode des 3i

International audienceAimThe 3i intervention is a developmental play-therapy method that considers that children with Autism Spectrum disorders (ASD) present an altered developmental process. It aims to help the child progress along a natural developmental path. Each developmental deficit is dealt with successively, with full attention to the specific sensory characteristics of each child. The method is based on Intensive Individual Interaction (the 3Is) of the child with adults. The 3i intervention is managed by the parents and selected care-givers, 5 to 6 hours per day, 7 days per week, to favor constant stimulation of the child. A key characteristic of the 3i method is the intervention of numerous selected care-givers, each contributing their preferred way of playing with the child and their enthusiasm. These selected care-givers are mostly non-professionals in the field of ASD. They undergo preliminary screening and receive initial training before interacting with the child in the playroom. They subsequently participate each month in a group session with the other participants, together with the parents, under the supervision of a trained psychologist.GoalThe main objective of this retrospective study was to assess the development of communication and social skills among children diagnosed with autism spectrum disorders (ASD), treated with the 3i method for 2 years.Methods120 subjects who pursued the 3i method for 24 months were included in this study, on the basis of their individual files kept by the psychologist, who conducted the monthly meeting with professionals during the implementation of the 3i method. The psychologist rated six indicators (Imitation, Gaze Quality, Social and Emotional Regulation, Verbal Expression, Non-Verbal Expression and Verbal Comprehension) from 1 to 3 (1: not acquired; 2: partially acquired and 3: competence acquired). Thus a developmental acquisition stage or score was allocated to each patient at the beginning of 3i Method and 24 months later.ResultsFor each indicator, the statistical analysis showed that the group of patients significantly increased their skills over the 24 months of the 3i method. On average, the patients reached a higher level of skills in four of the six skill areas. There was a relatively greater increase in the skills relating to imitation and non-verbal communication.DiscussionBeyond the limitations arising from the retrospective nature of the study, which used a non-standardized assessment scale, these results are consistent with a previous prospective study on 20 subjects using international standardized instruments. These results suggest that disabilities related to autism spectrum disorders decrease as a result of a 3i intervention, enabling better daily-life interaction with parents and as a second step better integration in school with peers.ConclusionThis method could reduce the intensity of the autistic syndrome and improve the ability of ASD children to interact with their environment.ObjectifL’objectif de cette étude rétrospective est de décrire l’évolution des compétences en communication et relation d’un groupe d’enfants porteurs de trouble du spectre autistique et traités par la méthode des 3i pendant 2 ans.MéthodeCent-vingt dossiers d’enfants ayant poursuivi cette méthode pendant 24 mois ont été inclus dans cette étude. Un score de 1 à 3 dans une échelle d’acquisition de compétences (1 : non acquise, 2 : partiellement acquise, 3 : acquise) a été attribué à chaque sujet pour chacun des six indicateurs choisis (Imitation, Qualité du regard, Régulation sociale et émotionnelle, Expression verbale, Expression non verbale et Compréhension verbale). Les scores initiaux sont comparés aux scores finaux après 24 mois de méthode 3i.RésultatsL’analyse statistique montre que pour chaque indicateur le groupe de patients a significativement progressé au cours des 24 mois de méthode 3i. En moyenne, les sujets acquièrent un stade supérieur dans 4 domaines de compétences sur 6. La progression est plus grande dans les domaines de l’imitation et de la communication non verbale.DiscussionMalgré les limites liées au caractère rétrospectif de l’étude et à une grille d’évaluation non standardisée, les résultats sont cohérents avec une précédente étude prospective sur 20 sujets avec des outils internationaux. Ce résultat suggère que les handicaps liés aux troubles du spectre autistique diminuent au cours de la prise en charge 3i.ConclusionCelle-ci pourrait permettre de réduire l’intensité du syndrome autistique et d’améliorer les capacités d’interaction avec l’environnement

Physiological correction of lingual dysfunction with the “Tongue Right Positioner”: Beneficial effects on the upper airways

International audienc

Étude du confort et de l’efficacité du TRP dans le traitement du ronflement (résultats préliminaires)

International audienc

Microbiota–mitochondria inter-talk: consequence for microbiota–host interaction

International audienc

Clinical outcomes of interactive, intensive and individual (3i) play therapy for children with ASD: a two-year follow-up study

Abstract Background The outcomes of psycho-educational interventions for Autism Spectrum Disorders (ASDs) comorbid with severe to moderate intellectual disability (ID) are insufficiently documented. In this prospective study, we examined a developmental individual, interactive and intensive approach, called the ‘3i method’, which is based on play therapy. Methods Twenty DSM-IV-TR ASD subjects (mean chronological age 63.8 ± 37.8 months; mean developmental age 19.5 ± 6.6 months) were included and followed the 3i method for 24 months. Developmental and behavioural skills were assessed at baseline and after 24 months using the VABS, PEP-R and Nadel Imitation scale. Autism severity was evaluated using the Child Autism Rating Scale (CARS) and the Autism Diagnostic Interview (ADI-R). Results After 2 years of the 3i method, our 3 primary outcome variables significantly increased (VABS developmental age of socialization increased by 83%, age of communication by 34%, and Nadel Imitation score by 53%). Almost all VABS and PEP-R domains significantly improved. Additionally, increases in the VABS socialization score were positively correlated with the total number of treatment hours and CARS score; all ADI-R areas significantly decreased; and diagnoses had changed in 47.5% of the subjects (37% for PDD-NOS and even 10.5% for ID without PDD). Conclusion Children who followed the 3i method for 2 years had significantly improved behavioural and developmental skills and showed a clear decrease in autism severity. These results suggest that the 3i method may be useful for autistic children by improving their daily interactions with their social environment. Trial registration was retrospectively registered on May 20th, 2014 by the French Agency for drug and health (ANSM) under number ID-RCB 2014-A00542–45, reference: B148558–31

Effet bénéfique sur la perméabilité nasale de la rééducation linguale avec le dispositif TRP

International audienc

Additional file 2: of Clinical outcomes of interactive, intensive and individual (3i) play therapy for children with ASD: a two-year follow-up study

Table S1. Individual results of the ADI-R, CARS, VABS, PEP-R and IMITATION (Nadel) tests for all participant of the study. Table S2. Mean ratio of the results between T2 an T0 of the different scores of this study of the 17 children followed at home and the 3 subjects followed in center. Table S3. Mean ratio of the results between T2 an T0 of the different scores of this study of the 16 children under 6 years old and the 4 subjects aged more than 7 years old. (DOCX 45 kb