9 research outputs found

    Bamlanivimab therapy for acute COVID-19 does not blunt SARS-CoV-2-specific memory T cell responses

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    Despite the widespread use of SARS-CoV-2-specific monoclonal antibody (mAb) therapy for the treatment of acute COVID-19, the impact of this therapy on the development of SARS-CoV-2-specific T cell responses has been unknown, resulting in uncertainty as to whether anti-SARS-CoV-2 mAb administration may result in failure to generate immune memory. Alternatively, it has been suggested that SARS-CoV-2-specific mAb may enhance adaptive immunity to SARS-CoV-2 via a "vaccinal effect." Bamlanivimab (Eli Lilly) is a recombinant human IgG1 that was granted FDA emergency use authorization for the treatment of mild to moderate COVID-19 in those at high risk for progression to severe disease. Here, we compared SARS-CoV-2 specific CD4+ and CD8+ T cell responses of 95 individuals from the ACTIV-2/A5401 clinical trial 28 days after treatment with 700 mg bamlanivimab versus placebo. SARS-CoV-2-specific T cell responses were evaluated using activation induced marker (AIM) assays in conjunction with intracellular cytokine staining (ICS). We demonstrate that most individuals with acute COVID-19 develop SARS-CoV-2-specific T cell responses. Overall, our findings suggest that the quantity and quality of SARS-CoV-2-specific T cell memory was not diminished in individuals who received bamlanivimab for acute COVID-19. Receipt of bamlanivimab during acute COVID-19 neither diminished nor enhanced SARS-CoV-2-specific cellular immunity

    Comparison of Stimulus Delivery Methods via an iPad to Teach the Expressive Labeling of Action Verbs to Children With Autism

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    Delays in communication are one of the defining characteristics of Autism Spectrum Disorder (ASD). Educators have begun using technology to teach students with ASD to label different items. However, more research needs to be conducted with technology (such as iPads and other tablets) to find the most effective teaching procedures. We wanted to find the most effective way to teach children with ASD age-appropriate action verbs, such as drawing and painting. Five preschool-aged students with ASD participated in this study. We taught these participants to label action verbs using pictures and short video clips, to test which method was the most effective. With two of the five participants, we wanted to see if the action verbs we taught as pictures generalized to video clips, and vice versa. With these same two participants, we asked if they remembered all of the verbs two weeks later, to see if the skill maintained. At the end of the study, we conducted an assessment with the participants to see if they preferred learning action verbs with pictures or video clips. The results show that all of the preschoolers with ASD learned to identify verbs both as pictures and video clips

    Mechanistic aspects on chemical induction of spindle disturbances and abnormal chromosome numbers

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