Lincoln University dairy farm, now a cropping farm?

Paper presented at the South Island Dairy Event (SIDE), Lincoln University, New Zealand, June 2005.Lincoln University Dairy Farm (LUDF) is achieving excellent levels of profitability through growing large amounts of high quality grass and harvesting this to produce over 1700 MS/ha and 425 kgs MS/cow. Managing pastures is the most important activity on a dairy farm. The cows are your clients and you have to supply them with the ideal crop of grass (quantity and quality) to graze on every day, particularly in the first half of the season

Parent-mediated interventions for promoting communication and language development in young children with Down syndrome

Background Communication and language development are areas of particular weakness for young children with Down syndrome. Caregivers' interaction with children influences language development, so many early interventions involve training parents how best to respond to their children and provide appropriate language stimulation. Thus, these interventions are mediated through parents, who in turn are trained and coached in the implementation of interventions by clinicians. As the interventions involve a considerable commitment from clinicians and families, we undertook this review to synthesise the evidence of their effectiveness. Objectives To assess the effects of parent‐mediated interventions for improving communication and language development in young children with Down syndrome. Other outcomes are parental behaviour and responsivity, parental stress and satisfaction, and children's non‐verbal means of communicating, socialisation and behaviour. Search methods In January 2018 we searched CENTRAL, MEDLINE, Embase and 14 other databases. We also searched three trials registers, checked the reference lists of relevant reports identified by the electronic searches, searched the websites of professional organizations, and contacted their staff and other researchers working in the field to identify other relevant published, unpublished and ongoing studies. Selection criteria We included randomised controlled trials (RCTs) and quasi‐RCTs that compared parent‐mediated interventions designed to improve communication and language versus teaching/treatment as usual (TAU) or no treatment or delayed (wait‐listed) treatment, in children with Down syndrome aged between birth and six years. We included studies delivering the parent‐mediated intervention in conjunction with a clinician‐mediated intervention, as long as the intervention group was the only group to receive the former and both groups received the latter. Data collection and analysis We used standard Cochrane methodological procedures for data collection and analysis. Main results We included three studies involving 45 children aged between 29 months and six years with Down syndrome. Two studies compared parent‐mediated interventions versus TAU; the third compared a parent‐mediated plus clinician‐mediated intervention versus a clinician‐mediated intervention alone. Treatment duration varied from 12 weeks to six months. One study provided nine group sessions and four individualised home‐based sessions over a 13‐week period. Another study provided weekly, individual clinic‐based or home‐based sessions lasting 1.5 to 2 hours, over a six‐month period. The third study provided one 2‐ to 3‐hour group session followed by bi‐weekly, individual clinic‐based sessions plus once‐weekly home‐based sessions for 12 weeks. Because of the different study designs and outcome measures used, we were unable to conduct a meta‐analysis. We judged all three studies to be at high risk of bias in relation to blinding of participants (not possible due to the nature of the intervention) and blinding of outcome assessors, and at an unclear risk of bias for allocation concealment. We judged one study to be at unclear risk of selection bias, as authors did not report the methods used to generate the random sequence; at high risk of reporting bias, as they did not report on one assessed outcome; and at high risk of detection bias, as the control group had a cointervention and only parents in the intervention group were made aware of the target words for their children. The sample sizes of each included study were very small, meaning that they are unlikely to be representative of the target population. The findings from the three included studies were inconsistent. Two studies found no differences in expressive or receptive language abilities between the groups, whether measured by direct assessment or parent reports. However, they did find that children in the intervention group could use more targeted vocabulary items or utterances with la guage targets in certain contexts postintervention, compared to those in the control group; this was not maintained 12 months later. The third study found gains for the intervention group on total‐language measures immediately postintervention. One study did not find any differences in parental stress scores between the groups at any time point up to 12 months postintervention. All three studies noted differences in most measures of how the parents talked to and interacted with their children postintervention, and in one study most strategies were maintained in the intervention group at 12 months postintervention. No study reported evidence of language attrition following the intervention in either group, while one study found positive outcomes on children's socialisation skills in the intervention group. One study looked at adherence to the treatment through attendance data, finding that mothers in the intervention group attended seven out of nine group sessions and were present for four home visits. No study measured parental use of the strategies outside of the intervention sessions. A grant from the Hospital for Sick Children Foundation (Toronto, Ontario, Canada) funded one study. Another received partial funding from the National Institute of Child Health and Human Development and the Department of Education in the USA. The remaining study did not specify any funding sources. In light of the serious limitations in methodology, and the small number of studies included, we considered the overall quality of the evidence, as assessed by GRADE, to be very low. This means that we have very little confidence in the results, and further research is very likely to have an important impact on our confidence in the estimate of treatment effect. Authors' conclusions There is currently insufficient evidence to determine the effects of parent‐mediated interventions for improving the language and communication of children with Down syndrome. We found only three small studies of very low quality. This review highlights the need for well‐designed studies, including RCTs, to evaluate the effectiveness of parent‐mediated interventions. Trials should use valid, reliable and similar measures of language development, and they should include measures of secondary outcomes more distal to the intervention, such as family well‐being. Treatment fidelity, in particular parental dosage of the intervention outside of prescribed sessions, also needs to be documented. Plain language summary Parent‐mediated interventions to promote communication and language development in young children with Down syndrome Review question Do parent‐mediated interventions improve communication and language development in young children with Down syndrome? Background Language development is an area of particular weakness for young children with Down syndrome. Caregivers' interaction with children influences language development, so sometimes clinicians coach parents so they can stimulate their children's language and communication skills. Study characteristics The evidence is current to January 2018. We found three studies involving 45 children aged between 29 months and six years. Two studies were randomised controlled trials: experiments in which children were allocated to treatment (i.e. parent‐mediated) and control (treatment as usual or clinician‐mediated, or both) groups using a random method such as a computer‐generated list of random numbers. The other study reported that randomisation took place but did not specify how this was done. Two studies compared parent‐mediated intervention to treatment as usual. One of these lasted for 13 weeks, and parents in the intervention group received nine, weekly group sessions and four individual sessions in the home. The total intervention time was approximately 26.5 hours. A second study lasted for six months, and parents received weekly, 1.5‐ to 2‐hour clinic or home‐based, individualised, parent‐child sessions. The total intervention time was approximately 48 hours. A third study compared parent‐ and clinician‐mediated intervention to a clinician‐only‐mediated intervention. In this study the parents in the intervention group took part in a two‐ to three‐hour interactive workshop plus three individualised sessions (two clinic‐based and one home‐based) every week for 12 weeks. The control group received the same individualised sessions, but a clinician delivered them (i.e. there was no parental involvement). The total intervention time was approximately 19 hours. A grant from the Hospital for Sick Children Foundation (Toronto, Ontario, Canada) funded one study. Another received partial funding from the National Institute of Child Health and Human Development and the Department of Education in the USA. The remaining study did not specify any funding sources. Key results Two of the three studies found no differences in children's language ability after parent training. However, these same two studies found that children in the intervention group used more words that had been specifically targeted, postintervention; this was not maintained 12 months later. The study that gave parents the largest amount of intervention reported gains on general measures of overall language ability for children in the intervention group. One study did not find any changes in levels of parental stress immediately or up to 12 months postintervention in either group. All three studies noted changes in how parents talked to and interacted with their children immediately postintervention, and most strategies were retained by the intervention group 12 months later. One study reported increases in the socialisation skills of children who received the intervention. No study reported language attrition in either group postintervention. Quality of the evidence We rated the quality of the evidence in this review as very low, as only three studies fulfilled the criteria for inclusion, and all had small sizes and serious methodological limitations. There is currently insufficient evidence to determine the effect of parent‐mediated interventions for improving the communication and language development in young children with Down syndrome

Educating a syndrome? Seeking a balance between identifying a learning profile and delivering inclusive education

This article summarizes research related to pedagogical approaches to special education, and characteristics of teacher's attitudes and beliefs that supports effective inclusion practices. Additionally, the author summarizes factors that may both enable and disable children with DS's progress, and notes speech and language characteristics from research to date

A COL17A1 Splice-Altering Mutation Is Prevalent in Inherited Recurrent Corneal Erosions

PurposeCorneal dystrophies are a genetically heterogeneous group of disorders. We previously described a family with an autosomal dominant epithelial recurrent erosion dystrophy (ERED). We aimed to identify the underlying genetic cause of ERED in this family and 3 additional ERED families. We sought to characterize the potential function of the candidate genes using the human and zebrafish cornea.DesignCase series study of 4 white families with a similar ERED. An experimental study was performed on human and zebrafish tissue to examine the putative biological function of candidate genes.ParticipantsFour ERED families, including 28 affected and 17 unaffected individuals.MethodsHumanLinkage-12 arrays (Illumina, San Diego, CA) were used to genotype 17 family members. Next-generation exome sequencing was performed on an uncle–niece pair. Segregation of potential causative mutations was confirmed using Sanger sequencing. Protein expression was determined using immunohistochemistry in human and zebrafish cornea. Gene expression in zebrafish was assessed using whole-mount in situ hybridization. Morpholino-induced transient gene knockdown was performed in zebrafish embryos.Main Outcome MeasuresLinkage microarray, exome analysis, DNA sequence analysis, immunohistochemistry, in situ hybridization, and morpholino-induced genetic knockdown results.ResultsLinkage microarray analysis identified a candidate region on chromosome chr10:12,576,562–112,763,135, and exploration of exome sequencing data identified 8 putative pathogenic variants in this linkage region. Two variants segregated in 06NZ–TRB1 with ERED: COL17A1 c.3156C→T and DNAJC9 c.334G→A. The COL17A1 c.3156C→T variant segregated in all 4 ERED families. We showed biologically relevant expression of these proteins in human cornea. Both proteins are expressed in the cornea of zebrafish embryos and adults. Zebrafish lacking Col17a1a and Dnajc9 during development show no gross corneal phenotype.ConclusionsThe COL17A1 c.3156C→T variant is the likely causative mutation in our recurrent corneal erosion families, and its presence in 4 independent families suggests that it is prevalent in ERED. This same COL17A1 c.3156C→T variant recently was identified in a separate pedigree with ERED. Our study expands the phenotypic spectrum of COL17A1 disease from autosomal recessive epidermolysis bullosa to autosomal dominant ERED and identifies COL17A1 as a key protein in maintaining integrity of the corneal epithelium

Role of G Protein-coupled Receptor Kinase 5 in Desensitisation of the V1b Vasopressin Receptor in Response to Arginine Vasopressin

Arginine vasopressin (AVP) is a hypothalamic nonapeptide which regulates the hypothalamic-pituitary-adrenal axis response to stress by stimulating the secretion of adrenocorticotropin (ACTH) from corticotroph cells of the anterior pituitary. This effect is mediated by binding of AVP to the pituitary vasopressin receptor (V1bR). The V1bR belongs to the G protein-coupled receptor (GPCR) super family. Repeated stimulation of anterior pituitary cells with AVP has been shown to produce a loss of responsiveness to subsequent AVP stimulation. This phenomenon appears to be mediated by desensitisation of the V1bR, and may be due to phosphorylation of the receptor by G protein-coupled receptor kinase 5 (GRK5). The aim of this research was to establish and validate methods that would allow the role of GRK5 in the desensitisation of V1bR to AVP stimulation to be investigated. As no isoform specific inhibitors for GRK5 were available, HEK293 cells transiently transfected with the rat V1bR were used as a model system for this research. This allowed RNA interference (RNAi) to be used to knockdown GRK5 expression. The protocol for RNAi-mediated knockdown of GRK5 was established as part of this research. Protocols for Western blotting and qRT-PCR were also established to allow the RNAi-mediated knockdown of GRK5 protein and mRNA to be measured. Transfection of HEK293 cells with 10nM GRK5-targeting small interfering RNAs (siRNAs) reduced the expression of GRK5 protein to 53.4% ± 3.4% (mean ± SEM) of that seen in untreated control cells at 84 hours after transfection, while GRK5 mRNA levels were reduced to 28.7% ± 1.9% (mean ± SEM) of that of control cells 48 hours after transfection. An experimental protocol was designed in this research that would coordinate the RNAi-mediated knockdown of GRK5 with transient transfection of the HEK293 cells with the rV1bR. Since, activated V1bRs couple to Gq/11 and stimulate the production of inositol phosphates (IPs), the responsiveness of the V1bR can be determined by measuring the accumulation of [H³]-IPs in cells labelled with [H³]-myo-inositol. In the protocol designed, the effect of GRK5 knockdown on V1bR desensitisation is determined by stimulating HEK293 cells expressing the rV1bR (and previously transfected with GRK5-targeting siRNA) with 0nM or 100nM AVP for 0, 5, 15, 30 or 60 minutes, and comparing the accumulation if IPs over time with that of cells that are not transfected with GRK5-targeting siRNA. This protocol can be used in future to investigate the role of GRK5 in V1bR desensitisation, and may be adapted to determine if other GRK isoforms are involved in V1bR desensitisation

Speech, Phonological Awareness and Literacy in New Zealand Children with Down Syndrome

Children with Down syndrome (DS) are reported to experience difficulty with spoken and written language which can persist through the lifespan. However, little is known about the spoken and written language profiles of children with DS in the New Zealand social and education environment, and a thorough investigation of these profiles has yet to be conducted. The few controlled interventions to remediate language deficits in children with DS that are reported in the literature typically focus on remediation of a single language domain, with the effectiveness of interventions which integrate spoken and written language goals yet to be explored for this population. The experiments reported in this thesis aim to address these areas of need. The following questions are asked 1) What are the phonological awareness, speech, language and literacy skills of New Zealand children with DS? 2) What are the home and school literacy environments of New Zealand children with DS and how do they support written language development? and 3) What are the immediate and longer term effects of an integrated phonological awareness intervention on enhancing aspects of spoken and written language development in young children with DS? These questions will be addressed through the following chapters. The first experiment (presented in Chapter 2) was conducted in two parts. Part 1 consisted of the screening of the early developing phonological awareness, letter knowledge, and decoding skills of 77 primary school children with DS and revealed considerable variability between participants on all measures. Although some children were able to demonstrate mastery of the phoneme identity and letter knowledge skills, floor effects were also apparent. Data were analysed by age group (5 - 8 years and 9 -14 years) which revealed increased performance with maturation, with older children outperforming their younger peers on all measures. Approximately one quarter of all children were unable to decode any words, 6.6% demonstrated decoding skills at a level expected for 7 - 8 year old children and one child demonstrated decoding skills at an age equivalent level. Significant relationships between decoding skills and letter knowledge were found to exist. In Part 2 of the experiment, 27 children with DS who participated in the screening study took part in an in-depth investigation into their speech, phonological awareness, reading accuracy and comprehension and narrative language skills. Results of the speech assessments revealed the participants’ speech was qualitatively and quantitatively similar to the speech of younger children with typical development, but that elements of disorder were also evident. Results of the phonological awareness measures indicated participants were more successful with blending than with segmentation at both sentence and syllable level. Rhyme generation scores were particularly low. Reading accuracy scores were in advance of reading comprehension, with strong relationships demonstrated between reading accuracy and phonological awareness and letter knowledge. Those children who were better readers also had better language skills, producing longer sentences and using a greater number of different words in their narratives. The production of more advanced narrative structures was restricted to better readers. In the second experiment (presented in Chapter 3), the home literacy environment of 85 primary school aged children with DS was investigated. Parents of participants completed a questionnaire which explored the frequency and duration of literacy interactions, other ways parents support and facilitate literacy, parents’ priorities for their children at school, and the child’s literacy skills. Results revealed that the homes of participants were generally rich in literacy resources, and that parents and children read together regularly, although many children were reported to take a passive role duding joint story reading. Many parents also reported actively teaching their child letter names and sounds and encouraging literacy development in other ways such as language games, computer use, television viewing and library access. Writing at home was much less frequent than reading, and the allocation of written homework was much less common than reading homework. In the third experiment (presented in Chapter 4), the school literacy environment of 87 primary school aged children with DS (identified in the second experiment) was explored. In a parallel survey to the one described in Chapter 3, the teachers of participants completed a questionnaire which explored the frequency and duration of literacy interactions, the role of the child during literacy interactions, the child’s literacy skills, and other ways literacy is supported. The results of the questionnaire revealed nearly all children took part in regular reading instruction in the classroom although the amount of time reportedly dedicated to reading instruction was extremely variable amongst respondents. The average amount of time spent on reading instruction was consistent with that reported nationally and in advance of the international average for Year 5 children. Reading instruction was typically given in small groups or in a one on one setting and included both ‘top-down’ and bottom up’ strategies. Children were more likely to be assigned reading homework compared to written homework, with writing activities and instruction reported to be particularly challenging. In the fourth experiment (reported in Chapter 5), the effectiveness of an experimental integrated phonological awareness intervention was evaluated for ten children with DS, who ranged in age from 4;04 to 5;05 (M = 4;11, SD = 4.08 months). The study employed a multiple single-subject design to evaluate the effect of the intervention on participants’ trained and untrained speech measures, and examined the development of letter knowledge and phonological awareness skills. The 18 week intervention included the following three components; 1. parent implemented print referencing during joint story reading, 2. speech goals integrated with letter knowledge and phoneme awareness activities conducted by the speech-language therapist (SLT) in a play based format, and 3. letter knowledge and phoneme awareness activities conducted by the computer specialist (CS) adapted for presentation on a computer. The intervention was implemented by the SLT and CS at an early intervention centre during two 20 minute sessions per week, in two 6 week therapy blocks separated by a 6 week break (i.e. 8 hours total). The parents implemented the print referencing component in four 10 minute sessions per week across the 18 week intervention period (approximately 12 hours total). Results of the intervention revealed all ten children made statistically significant gains on their trained and untrained speech targets with some children demonstrating transfer to other phonemes in the same sound class. Six children demonstrated gains in letter knowledge and nine children achieved higher scores on phonological awareness measures at post-intervention, however all phonological awareness scores were below chance. The findings demonstrated that dedicating some intervention time to facilitating the participants’ letter knowledge and phonological awareness was not at the expense of speech gains. The fifth experiment (presented in Chapter 6) comprises a re-evaluation of the speech, phonological awareness, and letter knowledge, and an evaluation of the decoding and spelling development in children with DS who had previously participated in an integrated phonological awareness intervention (see Chapter 5), after they had subsequently received two terms (approximately 20 weeks) of formal schooling. Speech accuracy was higher at follow-up than at post-intervention on standardised speech measures and individual speech targets for the group as a whole, with eight of the ten participants demonstrating increased scores on their individual speech targets. Group scores on both letter knowledge measures were higher at follow-up than at post-intervention, with nine participants maintaining or improving on post-intervention performance. The majority of participants exhibited higher phonological awareness scores at follow-up on both the phoneme level assessments, with above chance scores achieved by five participants on one of the tasks, however, scores on the rhyme matching task demonstrated no evidence of growth. Some transfer of phonological awareness and letter knowledge was evident, with five children able to decode some words on the single word reading test and three children able to represent phonemes correctly in the experimental spelling task. The emergence of these early literacy skills highlighted the need for ongoing monitoring of children’s ability to transfer their improved phonological awareness and letter knowledge to decoding and spelling performance. In the sixth experiment (presented in Chapter 7) the long term effects of the integrated phonological awareness intervention was evaluated for one boy with DS aged 5;2 at the start of the intervention. The study monitored Ben’s speech and literacy development up to the age of 8;0 (34 months post pre-school intervention) which included two years of formal schooling. Ben demonstrated sustained growth on all measures with evidence of a growing ability to transfer letter-sound knowledge and phoneme-grapheme correspondences to the reading and spelling process. The results indicated an intervention which is provided early and which simultaneously targets speech, letter knowledge and phonological awareness goals provides a promising alternative to conventional therapy, and that integrating spoken and written therapy goals for children with DS can be effective in facilitating development in both domains. This thesis provides evidence that the spoken and written language abilities of New Zealand children with DS exhibit a pattern of delay and disorder that is largely consistent with those of children with DS from other countries reported in the literature. The home and school literacy environments of children in New Zealand with DS are rich in literacy resources and are, for the most part, supportive of their literacy development. The immediate and longer term results of the integrated phonological awareness intervention suggest that it is possible to achieve significant and sustained gains in speech, letter knowledge and phonological awareness which may contribute to the remediation of the persistent and compromised spoken and written language profile characteristic of individuals with DS

A challenge to hope: Uneven trajectories in children with developmental disabilities

Based on the progressive trajectories of typically developing children, tools for tracking the development of children with complex disabilities (e.g., the Carolina Curriculum) anticipate that they will follow similar paths, albeit at a slower pace. When children’s development not only stagnates but appears to regress, it can therefore be a challenge both to parents and to the professionals in their clinical partnership. Taking a biopsychosocial approach, we will present data from 30 parents of children with complex developmental delays who completed a developmental questionnaire (the ABASII) at six monthly intervals four times over the preschool period. Results suggest that while most children have a consistent forward trajectory as babies, as they enter the pre-school period, their development becomes increasingly characterised by temporary loss of/imbalance between skills until they are at least five years old when the trajectory begins to return to a more coordinated forward path. These data are in stark contrast to those from 28 typically developing children from whom the same data were collected on two occasions, a year apart. None of this control group showed any backtracking in skill acquisition at any age. This data suggest (a) that all professionals including early childhood teachers should understand and anticipate the uneven development of children with disabilities and (b) that if children with complex disabilities are to be encouraged to move on to school before the age of six, then primary teachers need to be better prepared to support such a fragile stage of the children’s development

Learning 'with, from and about': an interprofessional community of practice approach to teacher of the deaf education

Introduction When professionals from different areas learn ‘with, from and about’ each other interprofessionally, they develop a shared understanding of their different areas, which facilitates their practicing together. Inter-professional learning facilitates inter-professional practice, which is key to creating collaborative communities for integrated education practices. This presentation outlines a national specialist teacher post-graduate program funded partly by the Ministry of Education as part of their vision of a fully inclusive education system and includes seven areas of specialization: Deaf; Autism Spectrum Disorder; Blind and Low Vision; Complex Educational Needs; Early Intervention; Gifted and Talented; and Learning and Behaviour. Purpose This presentation outlines a particular approach used for educating specialist teachers of the deaf – whereby they learn alongside other professionals within an interprofessional Community of Practice. Method There is no one right way when it comes to professional learning and development. This presentation provides data from this inter-professional approach to Deaf Education that aims to facilitate the development of professional identities through integrating both specialist and interprofessional learning. Results Results from the first two graduating cohorts of this program indicate that when teachers and other professionals work in inter-professional ways, they feel increasingly competent and the outcomes for all learners are more positive. Conclusion Examining the inter-professional collaborative approach may lead to a change in thinking about what effective teacher of the deaf education looks like in the 21st century