グウハツ キオク ノ ソクシン ガ コミュニケーション ショウガイジ ノ オウトウ ギノウ ノ カイゼン ニ オヨボス コウカ

The purpose of study 1 was to identify learning difficulty of elementary second grade child. Who had unsuitable communication skill, and then he couldn’t communicate with his peers so successfully. Identifications were performed on following 6 domains. Ⅰ : General intellectual development, Ⅱ : Cognitive abilities, Ⅲ : Academic skills, Ⅳ : Discriminating LD or other disability, Ⅴ : Multiple disabled conditions. Ⅵ : Medical diagnoses. Psychological test battery constructed with 3 traditional scales（WISC－Ⅲ・K−ABC・PVT）was used to assess some problems in these domains. These results showed that his most severe problem was learning difficulty on communication skill replying to other’s question. The purpose of study 2 was to remediate his difficulty of replying skill by communication training which included prose reading task with illustrated book and communication roll play according to prose context. Reading task was carried out from 1st session to 12th session. Communication roll play task was carried out from 3rd session to 12th session concurrently. After the 3rd session, one training session was constructed as follow. In a reading task, he read three paragraphs within a page using incidental memory strategy（item−specific processing），and then he recalled summary of prose context within that page. In communication roll play task, he played as a character in the illustrated book and replied to therapist verbally according to prose context. Effect of reading task was assessed by recall score, and then effect of communication roll play task was assessed by replying score. The results of these scores showed that incidental prose memory was so useful to prompt the effect of communication training, because prose context formed background context of the communication

ヨミ コンナンジ ノ ゴドク ブンセキ : ブンショウ オンドク カダイ ニオケル ゴドク キジュンヒョウ ノ サクセイ

These studies were presented to examine norms of miscue analysis on the oral prose reading tasks which were developed experimentally by Shimada（2012）. The purpose of study 1 was to make norms of miscue analysis. Participants were 17 elementary first graders with normal reading achievement and 2 children with severe reading difficulties（child A was second grader and child B was first grader）. Normal control group and child A participated in former study （Shimada, 2012）. So the miscue records of these children in former study were used to miscue analysis in present study. Child B was participated and assessed by oral prose reading tasks for the first time in present study. 75 samples of oral reading errors were corrected through these children. According to the results of miscue analysis on all children, I made 4 categories（including 9 subcategories） of oral reading error types. Still more, according to the results of miscue analysis on normal control group, I made the norms（average, average ＋1．5SD, average ＋2．0SD）of reading error occurrence in each category and ascertained the ratio of reading error occurrence in each subcategory. The purpose of study 2 was to assess a child（child C）, who had severe reading difficulties but was not diagnosed as any other disorders, by the norms of reading speed and miscue analysis actually. The results of assessment showed that three properties were the fundamental factors of child with severe reading difficulties. ①Reading speed was very slowly. ②Reading error occurrence in misread category（including subcategories : lack of semantic accuracy, lack of phonological awareness, lack of fluency）was so many. ③Especially the ratio of reading error occurrence by lack of fluency was most high. It is concluded that teachers will be able to notice the signs and symptoms of Developmental Dyslexia so quickly using both of psychological tests for screening and oral prose reading tasks

イミ ショリ ノ ソクシン ガ ヨミ コンナンジ ノ ヨウヤク ヒッキ ノ シドウ ニ オヨボス コウカ

Study 1 was presented to identify learning difficulties of an elementary third grade child who had weak verbal comprehension skills, and then could not read and write successfully. Six domains were assessed for identification on Learning Difficulties．Ⅰ : General intellectual development，Ⅱ : Cognitive discrepancy，Ⅲ : Academic skill，Ⅳ : Discrimination of Learning Difficulty from other disabled，Ⅴ：Multiple disabled，Ⅵ : Medical diagnoses. Psychological test battery were constructed with two scales (WISC−Ⅲ・STRAW)．Three methods (behavior observation, interview for parents, and psychological test battery) were used to assess these six identification domains. Results showed that he had severe problems on verbal comprehension, fluently reading, and correctly summarizing. Study 2 was presented to remediate mainly his ability of story summarizing. Training was constructed by reading task with semantic processing and story summarizing task. Trainings were carried out from 1 st page to 15th page of an illustrated book. All of 22 sessions were needed until to finish all page training. On baseline phase (from page 1 to page 4)，only ordinary semantic processing was included in reading task, but on intervention phase (from page 5 to page 15)，item−specific processing was added to ordinary semantic processing. Results of intervention showed that prompting semantic processing by item−specific processing was so effective to remediate ability of story summarizing on a child with reading difficulties

ヨミ コンナン ノ アセスメント : ADHDジ ニオケル ヨミ コンナン ノ ジッタイ

2 studies were presented in this investigation to examine the psychological traits of Reading Difficulties. The purpose of study 1 was to make the norms in Oral Tasks on Prose Reading. Participants were 17 first grade pupils in elementary school. They were asked to perform oral reading of three proses constructed by 6 or 7 sentences respectively. First kind of norms was made by measuring their mean and SD score of reading time（the time to read each sentences, the time to read each proses, total time to read all three proses）. Second kind of norms was made by analyzing the numbers and contents of their misreading. The purpose of study 2 was to examine the psychological traits of a child with ADHD. After I assessed him by standard test battery（PRS, K−ABC, PVT, DTVP, DAM, BGT）, I examined his traits of Reading Difficulties by Oral Tasks on Prose Reading. The results of test battery showed that he had fundamental traits of Reading Difficulties（weakness of successive processing or auditory working memory） and the results of Oral Tasks on Prose Reading showed that he had also specific traits of Reading Difficulties（weakness of phonological awareness or decoding function from letter to sound）. These results showed the possibilities the child with ADHD also had Reading Difficulties. So it was concluded that making and using Oral Tasks on Prose Reading became effective screening method to find the children with Reading Difficulties or the children with ADHD plus Reading Difficulties

コウモク トクテイ ショリ ノ シドウ ガ コウハンセイ ハッタツ ショウガイジ ノ カンケイ ショリ キノウ ノ カイゼン ニ オヨボス コウカ

Children with pervasive developmental disorders usually have many problems of social skills. Present study examined generalization effects of reading remediation on social skill training（SST）. Reading instruction by illustrated book was carried out from 1st session to 7th session. The other hand, SST by picture cards drawing some social situations was carried out from 4th session to 7th session concurrently. In a reading instruction task, the child read a paragraph and summarized its meaning, and then processed item?specific information included in the paragraph. Other paragraphs were processed with the same procedure, one by one. In one session, the child read only one page in which two or three paragraphs were included. In a SST task, the child thought about the meaning of a social situation drew in a card and summarized its meaning, but he did not process item?specific nformation. One set of the cards was constructed by three situations( (1) ～(3) ). After situation 1 and 2 were summarized with the same procedure, situation 3 was presented for relational processing（thinking about the relation between causes and effects）. In 4th and 5th sessions the child performed two sets of cards, in 6th and 7th sessions he performed one set only. Although relational and item?specific processing strategies were not trained in SST task, measure of item?specific information coding showed high score through all sessions, and measure of relational information coding increased session by session. These results showed that generalization effects of reading remediation were occurred in SST session

WISC IV ト DN CAS オ チュウシン ニ シタ テスト バッテリー : ショジ ニ ヨワサ ノ アル ジドウ ノ アセスメント

The purpose of study 1 was to examine useful assessment method for identifying learning difficulties and to make suitable assessment sheet to record all results of identification. Recently, WISC−Ⅳ and DN−CAS were standardized as Japanese version, thus these psychological tests were used in this assessment method mainly. The identification items were distributed to 6 domains. ① Intellectual development, ② Cognitive discrepancies, ③ Achievement of academic skills, ④ Discriminating from other disabilities, ⑤ Multi disabilities, ⑥ Medical diagnoses. Domains ①②③ included 10 identification items in all. These items were identified by the test battery constructed with 4 psychological tests（WISC−Ⅳ・DN−CAS・PVT−R・STRAW）. Domains ④⑤⑥ included 4 identification items in all. These items were identified according to almost the same manner used in previous study（Shimada, 2006）. Finally assessment sheet had been completed in order to record these identified results. The purpose of study 2 was to assess a child with learning difficulties of writing kanji and to support learning by the strategy training of cognitive planning and perceptual reasoning. The child was 5th grader in elementary school but couldn’t write many kanji letters which were 1st or 2nd grade level. The results of assessment showed that the child had various learning difficulties and the strategy training of cognitive planning and perceptual reasoning was effective to improve kanji writing skills of the child. The results of support through 10 training sessions showed that the pretest scores of writing kanji were about 50% correct, but posttest scores increased to about 70% correct after intervention. These results suggest that ssessment method and training method used in this study are useful and effective for children with learning difficulties of writing kanji

カナ ノ ヨミ コンナン ガ ドクショリョク ノ ハッタツ ニ オボヨス エイキョウ

This study was presented to examine the development of reading ability on a child with reading difficulties. Two surveys were carried out. The purpose of survey 1 was to ascertain the general trend of correlation between oral reading fluency and development of reading ability. Participants were 17 children with normal reading ability who were engaged in former study（Shimada, 2012）. 3 assessment tools were used. ① Oral Prose Reading Tasks （OPRT）, ② Learning Disabilities Inventory−Revised（LDI−R）③ Kyokenshiki Reading Ability Test （KRAT）. When all participants were elementary first graders, their reading speed and accuracy had been assessed by OPRT（Shimada, 2012）. About one year later, when all participants were elementary second graders, reading ability of all participants were assessed by LDI−R and KRAT. The results showed that correlation between OPRT and LDI−R was significant, and also correlation between OPRT and KRAT was significant too. So it was concluded there were some general trend that oral reading fluency at first grade significantly relate to reading ability at second grade. The purpose of survey 2 was to ascertain the relation between oral reading fluency and development of reading ability on a child with reading difficulties. Participant was a child who was engaged in assessment of reading difficulties and identified as a reading learning disabled. 3 assessment tools were used. ① OPRT, ②Screening Test of Reading and Writing for Japanese Primary School Children（STRAW）③Hiragana Letter Test of Reading and Writing（HTRAW）, which was my handmade non−standardized test. When the child was first grader, his reading ability was assessed by OPRT, STRAW, and HTRAW. One year later, when he was second grader, his reading ability was assessed by STRAW and HTRAW again. The results showed that all test scores at first grade were very low, then it was ascertained that his reading speed was slow, miss−readings were so frequent, and errors of hiragana letters were so many. One year later, test scores of STRAW were still very low. So it was concluded that obviously there was strong relation between oral reading fluency at first grade and reading ability at second grade especially on a reading learning disabled

カンケイ ショリ キノウ ノ アセスメント

Many children with learning disabilities have some difficulties to comprehend the relation between one word meaning and another word meaning, the context between an incident and next incident, the causality between a conduct and its result, and so on. It was thought that these difficulties were resulted from the deficiencies of relational processing. Therefore thorough test to check relational processing was necessary to assess learning disabilities. A Thorough test was made including five tasks as follows. (1) IP-1 task: A task prompting item-specific processing with randomized list of 16 words. (2) RP-1 task: A task prompting relational processing with organized list of 16 words. (3) Interpolated task: A test consisted of 32 questions on grammatical comprehension. (4) RP-2 task: A task prompting relational processing with organized list of 16 words. (5) IP-2 task: A task prompting item-specific processing with randomized list of 16 words. Four children with learning disabilities were assessed by WISC-III and the thorough test. The results of WISC-III showed all of four children had some deficiencies of conceptual learning. Furthermore the results of thorough test showed all of four children could not gain strong relational processing skills and two of fourchildren had some utilization deficiencies (Coyle & Bjorklund, 1996) of relational processing strategies. These results suggested that using thorough test to check relational processing abilities of children was effective method for assessment of learning disabilities

ユビキリン２は低酸素ストレスに耐性を示すことで骨肉腫の増殖を促進させる

Ubiquilin 2 (UBQLN2), a member of the ubiquitin-like protein family (ubiquilins), maintains protein homeostasis. Although UBQLN2 has been implicated in the pathogenesis of neurodegenerative diseases, it is also associated with mali­gnant tumors. Therefore, we examined whether UBQLN2 plays a role in human osteosarcoma. The human osteosarcoma cell line MG63 was transfected with UBQLN2 siRNA and cultured under hypoxic conditions. The rat osteosarcoma cell line COS1NR was inoculated into Fischer 344 rats, followed by injection of UBQLN2 siRNA with atelocollagen. An immunohistochemical analysis of UBQLN2 was performed using 34 cases of human high-grade osteosarcomas, and metastasis-free survival was estimated by the Kaplan-Meier method. Silencing of UBQLN2 by siRNA transfection under hypoxia led to activation of JNK and p38, resulting in induction of apoptosis in the osteosarcoma cell line MG63. Injection of UBQLN2 siRNA suppressed tumor growth in the rat osteosarcoma model, followed by apoptosis induction. The immunohistochemical examination revealed that high UBQLN2 expression was significantly associated with the unfavorable metastasis-free survival of osteosarcoma patients. UBQLN2 plays an important role in resistance to hypoxic stress and enhances tumor progression in osteosarcoma. UBQLN2 may be a new molecular target for chemotherapeutics and a useful clinicopathological marker in human osteosarcoma.博士（医学）・甲第637号・平成27年5月28日Copyright © Spandidos Publications 2015本文のリンク：http://dx.doi.org/10.3892/or.2015.378

Diet-induced obesity in zebrafish shares common pathophysiological pathways with mammalian obesity

<p>Abstract</p> <p>Background</p> <p>Obesity is a multifactorial disorder influenced by genetic and environmental factors. Animal models of obesity are required to help us understand the signaling pathways underlying this condition. Zebrafish possess many structural and functional similarities with humans and have been used to model various human diseases, including a genetic model of obesity. The purpose of this study was to establish a zebrafish model of diet-induced obesity (DIO).</p> <p>Results</p> <p>Zebrafish were assigned into two dietary groups. One group of zebrafish was overfed with <it>Artemia </it>(60 mg dry weight/day/fish), a living prey consisting of a relatively high amount of fat. The other group of zebrafish was fed with <it>Artemia </it>sufficient to meet their energy requirements (5 mg dry weight/day/fish). Zebrafish were fed under these dietary protocols for 8 weeks. The zebrafish overfed with <it>Artemia </it>exhibited increased body mass index, which was calculated by dividing the body weight by the square of the body length, hypertriglyceridemia and hepatosteatosis, unlike the control zebrafish. Calorie restriction for 2 weeks was applied to zebrafish after the 8-week overfeeding period. The increased body weight and plasma triglyceride level were improved by calorie restriction. We also performed comparative transcriptome analysis of visceral adipose tissue from DIO zebrafish, DIO rats, DIO mice and obese humans. This analysis revealed that obese zebrafish and mammals share common pathophysiological pathways related to the coagulation cascade and lipid metabolism. Furthermore, several regulators were identified in zebrafish and mammals, including APOH, IL-6 and IL-1β in the coagulation cascade, and SREBF1, PPARα/γ, NR1H3 and LEP in lipid metabolism.</p> <p>Conclusion</p> <p>We established a zebrafish model of DIO that shared common pathophysiological pathways with mammalian obesity. The DIO zebrafish can be used to identify putative pharmacological targets and to test novel drugs for the treatment of human obesity.</p