bluuebunny/crossref_metadata_2025 huggingface dataset:
Language Acquisition by Mentally Impaired Individuals as a Function of Chronological Age
Authors: Reckell Barbara B. , Beasley Daniel S.
Published: December 2008

The critical period hypothesis of language development implies that mentally impaired persons beyond the age range of 11 to 14 years will reveal little or no further development of language behavior. The results of the present study, using mentally impaired children with CAs ≤ 11 years and ≥ 16 years, did not support this critical period hypothesis.
The Modification of Stuttering in a Public School Setting
Authors: Casteel Robert L. , McMahon Joan
Published: December 2008

The purpose of this article is to share a stuttering program utilized in public schools of Oregon. It is a direct intervention program aimed at the elementary age school population. The program has four stages which combine management and transfer in order to lead to fluent maintenance. The central goal of the program is to teach the child to make appropriate discriminations of muscle tension and air flow. Suggested criteria for movement between stages are included.
Speech Characteristics of Two Children With Moebius Syndrome
Authors: Helmick Joseph W.
Published: December 2008

Moebius syndrome is a rare but interesting neuropathology in which structures supporting speech performance may be impaired. Two children suffering from Moebius syndrome are presented. In addition to a review of neurologic and structural deficits observed in these children, data obtained from a comprehensive assessment of their speech skills are offered. The clinical speech problems identified are compared to the symptom patterns characteristic of patients with bulbar palsy.
A Program To Teach Non-Oral Communication Symbols To Multiply Handicapped Children
Authors: Culatta Barbara , Blackstone Sally
Published: December 2008

This paper presents a program designed to teach American Sign Language (ASL) symbols to three multiply handicapped children. The goal of the program was the acquisition of non-oral symbols that would serve the same communicative functions that oral language serves for non-handicapped children. The program designed to achieve the goal consisted of three phases: i) Exposure to a sign paired with examples, 2) Clinician evoked sign production and 3) Situationally evoked sign production. The program was effective in increasing spontaneous generative sign production in the three children.
The Use of Sign Language With Handicapped, Normal-Hearing Infants
Authors: McDade Hiram L. , Simpson Martha A. , Booth Carol
Published: December 2008

Total communication has recently been suggested as an alternative approach for teaching language to severely impaired clients when traditional speech-language therapy has failed. Unfortunately, most programs defer its implentation until the child is school age. Research has indicated that early language learning is critical for the normal acquisition of other developmental skills. This article presents a clinical model for utilizing total communication with normal hearing, handicapped infants. Preliminary results indicate that, immediately following the initiation of such an approach, the use of oral language increased rather than decreased.
The Effect of Instructional Manipulation on the Cognitive Performance of Normal-Hearing and Deaf Children
Authors: Rittenhouse Robert K.
Published: December 2008

The performance of 52 deaf and 36 normal-hearing children was compared on Piagetian conservation tasks presented under two conditions. In the modified version, the instructions of the task were manipulated so that the conservstion attribute was specific. In the Piagetian condition, there were statistically significant performance differences between the normal-hearing children and the deaf children in favor of the normal hearing children. In the modified condition there were not statistically significant differences between the two populations. The results of the study were viewed as evidence that apparent, cognitive delay in deaf children is, in fact, not cognitive delay at all, but rather a problem with the language associated with cognitive-type problems.
Teaching a non-verbal YES/NO response to severely handicapped students
Authors: Alberto Paul , Briggs Thomas , Sharpton William , Goldstein Deborah
Published: December 2008

This article presents a rationale for initiating non-verbal language training with instruction of Yes and No responses. Selection of an initial Yes/No response mode is based upon compatibility with a future format of communication training and the physical characteristics of the student. The instructional sequence for Yes/No training is detailed, beginning with the training of a Yes response through presentation of desirable items; and followed by training of a No response in an alternating pattern with the Yes response. A case study is presented to illustrate the use and efficacy of these procedures.
Inservice Training for Head Start Staffs: A Communication-Oriented Approach
Authors: Pickering Marisue , McCready Vicki
Published: December 2008

This article describes a workshop procedure for inservice training of Head Start staffs who work with children with communication disorders. In addition to a traditional focus on developmental norms and referral criteria, the workshops stressed the communicative nature of the adult-child relationship and provided the staffs with information about and practice in using specific communicative behaviors. Special role-playing techniques were designed to allow participants to develop their interactive skills.
Communication Performance Changes as a Function of Ritalin Dosage: A Case Study
Authors: Highnam Cliff
Published: December 2008

Measures of a 7-year-old child's communication performance were analyzed as a function of varying dosages of Ritalin (methylphenidate) prescribed by a physician for controlling an attentional deficit. Data were taken from videotaped segments of low-structured clinical interaction. Measures of (1) mean length of utterance in morphemes, (2) verbal spontaneity, (3) communication flow, and (4) topic perseveration were shown to vary as a function of dosage levels.
Teachers' Perceptions Of Language Skills Necessary For Mainstreaming
Authors: Bromley Karen (D'Angelo) , Cavallaro Claire
Published: December 2008

This study compared preschool and kindergarten teachers' perceptions of the language skills most necessary for mainstream kindergarten placement of handicapped children. Each group of teachers completed a Q-Sort ranking task and a semantic rating scale to determine which language skills were perceived as most necessary. A high correlation (r = .84, p<.05) was observed between mean rankings of skills by both groups of teachers. Moderate (r = .38, p < .05) and low (r = .21, p<.05) correlations existed between the a priori skill sequence and mean rankings of kindergarten and preschool teachers respectively. Improving these teachers' knowledge of language development might be one way to better provide for the special needs of handicapped children who are making the transition between preschool and kindergarten. Suggestions for future research are provided.
Considerations for the Evaluation of Software
Authors: Fields Thomas A.
Published: December 2008

This paper will describe the decision process which should be helpful in the determination of software purchase for the professional's use of the microcomputer. Consideration to ensure that the software purchased will be a success, which software will be needed, and options which will facilitate the location and evaluation of software will be discussed.
Microcomputer Assisted Instruction in Communication Disorders
Authors: Rushakoff Gary E.
Published: December 2008

Microcomputer-assisted instruction in communicative disorders has great potential for supplementing and enhancing preservice and inservice education of speech and language pathologists and audiologists. This article discusses the different modes of CAI and different types of programs available for creating microcomputer-assisted courseware. Guidelines for assessing CAI courseware are provided and implications for future uses of this media are discussed.
Profiles of Patients Demonstrating Abnormal Masking Level Difference Responses
Authors: Battin R. Ray , Waryas Paul A.
Published: December 2008

The Masking Level Difference (MLD) is a difference score which measures binaural release from masking. Masking level differences have been studied extensively in both normal and abnormal populations over the past decade and a half. Only recently has the effect of suspected auditory perceptual problems on MLD's been investigated. Profiles of three patients having extremely reduced masking level difference results are reported. It is suggested that tests of the MLD appear to be a useful adjunct of an evaluation battery for patients with presumed auditory perceptual problems.
Measuring Icon symbolic Classification: It doesn't MAP out
Authors: Abkarian G.G.
Published: December 2008

The iconic-symbolic (I-S) subtest of the Muma Assessment Program (MAP), designed for use as a clinical tool for identifying representational processes in children, is based on the Bruner (1966) model of development. The current study was intended to develop normative data, especially the ability of the I-S to identify adult subjects as preforming at the higheest of Bruner's cognitive states (the symbolic level). The I-S was administered to 80 unimpaired adult subjects under two instruction conditions; those recommended in the I-S protocols and a revised version more akin to instructions used in classic studies of classification ability. Using the I-S instructions, only a minority of subjects (18 of 80) functioned at the symbolic level as defined by the I-S procedures. Contingent analysis revealed the revised instructions to be significantly more successful in evoking the expected symbolic performance. Even so, surprisingly few addult subjects demonstrated a symbolic pattern. Findings are discussed in terms of the construct validity of the I-S subtest, alternatives to the stage-based model of represnetation are reviewed, and modifications in the clinical use of the I-S subtest are suggested.
Articulation Error Patterns in Spanish-Speaking Children
Authors: Jimenez Beatrice C.
Published: December 2008

The study examined the articulation error patterns of 120 Spanish-speaking children aged three to five years, seven months. The common misarticulations produced by the children are described.
Addressing Language Concerns in the Schools: The SLP as Consultant
Authors: Damico Jack S.
Published: December 2008

An alternative service delivery model is proposed which enables the speech-language pathologist to address a wider range of language concerns in the public schools. This consultative model is described in terms of the structure needed to ensure its effectiveness and the procedures which might be used to ensure successful implementation.
Intervention for Reading Disabilities
Authors: Catts Hugh W. , Kamhi Alan G.
Published: December 2008

Because many developmental reading disabilities are language-based, speech -language pathologists can make important contributions to the identification, assessment and remediation of reading and writing disorders. This paper provides specific suggestions of how speech-language pathologists can use their language expertise in the intervention of reading disabilities. Reading intervention strategies appropriate for use in individual therapy with language impaired children are discussed. The need for collaboration with classroom teachers and learning disabilities specialists is also addressed.
Integrating Language Intervention Throughout the School Community
Authors: Bunker Vanessa Jow , McBurnett William M. , Fenimore Diane L.
Published: December 2008

This paper describes a speech and language service-delivery model used in schools located within Washington County, Oregon. The consultative service-delivery model presented broadens the dimensions of the role of the speech-language pathologist (SLP) in the public school setting. This model promotes teaming with other special education teachers and regular education teachers to provide communicatively handicapped students support throughout the school community. The model emphasizes the importance of student-centered intervention within real-life contexts (e.g., the classroom) at all grade levels (K-12).
Creating a Language Program: A Cooperative Approach
Authors: Bohn Ladell , Langville Nenifa , Samples Mary , Van Sandt Sue
Published: December 2008

In March of 1985 the authors met to brainstorm possible solutions to the increasing language needs of first graders within Fred Williams Elementary School (Port Hueneme, CA). The program described here is a result of these cooperative efforts.
A Comparison of the Use of Language Functions By Normal and Language-Disordered Pre-School Children
Authors: Klecan-Aker Joan S. , Swank Paul R.
Published: December 2008

The purpose of the present study was to examine the use of language functions and language interactions in a structured setting with normal and language-disordered preschool children. The behaviors measured included greetings, labelling, descriptions, affirmations, negations, revisions, personal, requesting and turn-taking. Results indicated statistically significant differences between the subject groups. The language-disordered children performed less appropriately than normal children on the average across all measures with a greater difference on some measures than others. These results are discussed relative to assessment and treatment issues.
Using Verbal Scaffolding To Facilitate Conversational Participation and Language Acquisition in Children With Pervasive Developmental Disorders
Authors: Kirchner Diane M.
Published: December 2008

In this article, a discourse based language intervention strategy for children with pervasive developmental disorders is described. Specifically, children with limited generative language are taught to make use of prior linguistic context to participate verbally in structured, interactive dialogues.
The Use of Structured Role Play Therapy in the Remediation of Grammatical Deficits in Language Delayed Children: Three Case Studies
Authors: Brooks Alta R. , Benjamin Barbaranne J.
Published: December 2008

A method of language therapy has been developed in which role play procedures have been modified to allow a high degree of clinical control in programming client production and practice of specific linguistic target structures. The effectiveness of this procedure in facilitating acquisition and maintenance of selected grammatical target structures by three children with moderate language delay is reported. Results indicate this procedure is effective in achieving the targeted clinical goals.
The Influence of Play Material on Discourse During Play
Authors: Burroughs Elizabeth I. , Murray Sharon E.
Published: December 2008

The present study examined the effect that selected play materials have on certain aspects of children's conversational behavior. Thirty-six children, ranging in age from 48-59 months, served as subjects within eighteen same-sex dyads. Each dyad engaged in three separate ten-minute play sessions. The dyads played with a different material during each of the three sessions. The materials used were Playdoh, a Fisher-Price farm set, and a set of four animal puppets. The conversations occurring during each play session were transcribed. Each utterance was then categorized as a Topic Initiation, Topic Extension, Topic Maintenance, or Topic Extension-Tangential. Results indicate that each toy elicited the same amount of talking. However, there were differences in discourse structure attributable to the different play materials. The discourse of boys and girls was similar. However, boys did tend to initiate more topics during play than did girls.
Analysis of the Expressive and Receptive Language Characteristics of Emotionally Handicapped Students Served in Public School Settings
Authors: Ruhl Kathy L. , Hughes Charles A. , Camarata Stephen M.
Published: December 2008

Until the past few years, language characteristics of students receiving services for mild/moderate behavior disorders (BD) have been neglected for research on the language of the more severely disturbed population. However, recent investigations of the language characteristics of mild/moderately BD students have produced sufficient evidence to warrant further study. The purpose of the present study was to examine the language skills (i.e., morphology, syntax, and semantics) of a group of 30 mild/moderately BD students served in public school, resource classrooms. Overall results from the Test of Language Development-Intermediate (TOLD-I) (Hammill & Newcomer, 1982), the Test for Auditory Comprehension of Language-Revised (TACL-R) (Carrow-Woolfolk, 1985), the Peabody Picture Vocabulary Test-Revised (PPVT-R) (Dunn & Dunn, 1982), and the Expressive One Word Vocabulary Test (EOWVT) (Gardner, 1979) revealed that the BD students fell a minimum of one standard deviation below the normative mean on all but one (i.e., Word Classes and Relations subtest of the TACL-R) of the measures. Further within subject analyses indicated the students were having difficulty with both receptive and expressive language. These findings substantiate the fact that mild/moderate BD students should be considered at risk for language disorders.
Patterns Of Development in Late Talkers: Preschool Years
Authors: Paul Rhea
Published: December 2008

A group of children was identified as “late talkers” (LT) on the basis of small expressive vocabulary size at 20–34 months of age and matched to a group of normally speaking age-mates. The subjects were followed yearly throughout the preschool period in order to track growth in language and related skills. Results showed that although significant improvement in speech and language skill occurred during the preschool period in the late talkers, a substantial minority of children retained deficits throughout the preschool years. By kindergarten age, these children, as a group, scored within, but at the low end of the normal range in terms of reading readiness. Data suggest that the longer a language delay persists into the third year of life, the less the chance of spontaneous recovery during the preschool period. Late talking girls seem to have less chance for spontaneous recovery than do late talking boys. The implications of these findings for making early intervention decisions will be discussed.
Family-Centered Techniques: Integrating Enablement into the IFSP Process
Authors: Andrews Mary A. , Andrews James R.
Published: December 2008

Techniques that both enable family members and assist in accomplishing the goals of the Individual Family Service Plan (IFSP) are described in the context of family-centered early intervention services. The techniques to be described are from the field of family therapy and have been adapted by the authors, a family therapist and a speech-language pathologist, for use by early intervention professionals.
Listening Comprehension and Paraphrasing in Content-Area Classrooms
Authors: Donahue Mavis L. , Pidek Catherine M.
Published: December 2008

This article explores the use of oral paraphrase as an informal and versatile strategy for assessing and enhancing listening comprehension in mainstreamed students with language and learning disabilities. In light of the comprehension demands of content-area classrooms, paraphrasing can give students and teachers immediate feedback on students' ability to comprehend and orally reconstruct the lesson. Some approaches to assessing the listening comprehension demands of individual classrooms and using various dimensions of paraphrasing to enhance students' language comprehension and production skills in the context of content-area information are presented.
Whole Language and Representational Theories
Authors: Norris Janet A. , Hoffman Paul R.
Published: December 2008

—Many professionals are interested in whole language intervention, but are unsure what it “looks like,” what goals and objectives can be addressed in such naturalistic contexts, and what techniques can be used to achieve those goals. These issues become clearer when the speech-language pathologist (SLP)has an understanding of some current theories of language learning and use that are consistent with whole language. This article briefly discusses some of these theories, including lexical contrast, connectionism, schemata, and event representations. As the theories are discussed, direct application is made to intervention, and examples of interactions between SLPs and children are provided.
Whole Language and Collaboration Work
Authors: Hoffman Paul R. , Norris Janet A.
Published: December 2008

Children from low-SES backgrounds are considered to be at-risk for academic failure, particularly with respect to development of written language. This report compares the reading gains of low-SES, at-risk kindergarten students within two curricula collaboratively written by classroom teachers and speech-language pathologists. The alphabet based curriculum utilized specific activities to teach the recognition of letters and sound-letter correspondences. The whole language curriculum taught these abilities as a part of the exploration of children's literature. Children in the whole language curriculum showed greater gains in measures of the use of print to represent meaning and similar gains in learning sound-letter correspondences and letter names. These results suggest that whole language instructional strategies provide appropriate instruction for at-risk students.
A Play and Story-Telling Probe for Assessing Early Language Content
Authors: Yonovitz Leslie B. , Andrews Kathryn R.
Published: December 2008

A naturalistic probe of early language content was designed based on the developmental sequence described by Bloom and her colleagues (e.g., Bloom & Lahey, 1978; Lahey, 1988). Thirty-one children, normally-developing and between three and five years of age, were subjects in the study. The productivity of three different strategies for eliciting twenty-seven content categories was tested, and the efficiency of the probe technique was compared with analysis of language samples for content. Results suggest that this nonstandardized, criterion-referenced assessment tool can be combined with standardized testing and language sample analysis to enhance validity, comprehensiveness, and efficiency.
Effects of Race and Dialect of Examier on Language Samples Elicited from Southern African American Preschoolers
Authors: Agerton Emily P. , Moran Michael J.
Published: December 2008

Language samples were elicited from 17 African American preschoolers by three examiners; a White female using Standard English, an African American female using Standard English, and an African American female using Black English. Language samples elicited by the Black English speaker contained more Black English features than those elicited by either of the Standard English speakers. Samples elicited by the two African American examiners contained more different Black English features than those elicited by the White examiner. Apparently children as young as four years of age may code switch during language evaluations according to the race and dialect of the examiner. Clinical implications are discussed.
An Effective Computer-Based Requesting System for Persons with Rett Syndrome
Authors: Van Acker Richard , Grant Sharon H.
Published: December 2008

Persons with Rett syndrome experience multiple disabilities including a severe movement disorder, motor planning difficulties, impaired cognitive functioning, and a severe language disorder. Until recently, persons with severe multiple disabilities often were denied access to critical skill training programs, such as augmentative communication instruction, due to unfounded beliefs in the poor prognosis of such intervention. The present study explores the use of a computer-based requesting system, employing animated graphics and touch-sensitive screen input, with three girls having a primary diagnosis of Rett syndrome. Results indicate that all three girls displayed increased item requesting when provided computer-based requesting instruction. Two of the students met and exceeded acquisition criteria for all training lexigrams, while the third student acquired only one of the initial three lexigrams. When provided the opportunity to differentially request liked and disliked foods, all three girls were found to display the ability to discriminate the preferred items above chance levels.
Collaborative Teaming in Supervision: The First Year
Authors: Kimura Galentine Joy , Prelock Patricia A.
Published: December 2008

The growing need for collaborative assessment and intervention within the school setting has prompted the need for changes in the role of the speech-language pathologist (SLP) and the constructs of team design. Personal observations and reflections are offered to aid others who are actively seeking effective collaborative teaming. It provides our observations of, and personal perspectives about, interdisciplinary collaboration, stages of team development, and problems encountered.
Speech-Language Paraprofessionals Working in Kentucky Schools
Authors: Blodgett Elizabeth G. , Miller Jean M.
Published: December 2008

This article describes factors that interacted to promote the recent state-wide introduction of speech-language paraprofessionals called speech-language pathology assistants (SLPAs)in Kentucky's public schools. It provides a brief historical overview of events that led to Kentucky's current model of licensure for SLPAs; the requirements for SLPA licensure and the scope of practice associated with it. It also describes and discusses the results of a survey designed to monitor the affects of this new level of speech-language personnel on service delivery in education settings. Recommendations for other states considering a similar level of personnel certification are made.
Use of Focus-Group Needs Assessment for Planning Paraprofessional Staff Development in Iowa's Education Settings
Authors: Hansen Deb
Published: December 2008

The Iowa Learning Resource Network conducted a needs assessment project to address issues pertaining to the staff development and utilization of paraprofessional services, including speech-language paraprofessionals. A preliminary step in the project was the formation of focus groups consisting of professionals and paraprofessionals serving in a variety of assignments throughout the state. Through these groups, project coordinators conducted a needs assessment to identify important issues in the staff development and use of paraprofessional personnel. Focus group discussions revealed several issues that require systemic change efforts at the state, regional, and local levels. This article describes how the focus group assessment approach can be used to gather important information for designing job-relevant personnel development programs.
Outcomes from Two Treatment Approaches for Children with Communication Disorders in Head Start
Authors: Valdez Felicia M. , Montgomery Judy K.
Published: December 2008

This study was designed to address the paucity of empirical data regarding the outcome of treatment approaches for preschool children with communication disorders. Specifically, this study examined the differences in the effectiveness between the inclusion model of speech/language treatment and the traditional pull-out model of speech/language treatment. African American children in an inner-city Head Start program with documented speech/language delays were randomly assigned to groups using the two treatment approaches. Results supported the research hypothesis that there is no significant difference between these two models of speech/language treatment. Findings suggest that the inclusion model is just as effective as a traditional pull-out model in conducting speech/language services for children with mild, moderate and severe communication disorders.
Modifiability
Authors: Gutierrez-Clellen Vera F. , Conboy Barbara , Brown Sandra , Robinson-Zañartu Carol
Published: December 2008

This study examined the use of dynamic mediation procedures for assessing language modifiability of bilingual students with a previous history of learning disabilities. Pre- and post-mediation measures included students' language scores as well as behavioral observations of language learning and modifiability during mediation. The investigation also explored the use of a qualitative approach describing students' response attempts pre- and post-mediation. Results indicated significant improvement in students' language scores as well as significant changes in the quality of their responses after mediation. The dynamic procedures proved useful in describing their language learning needs and responsiveness to intervention.
Native American Children's Performance on the Preschool Language Scale-3
Authors: Long Edgarita E.
Published: December 2008

Recent literature indicates a need for culturally appropriate assessment instruments for Native American children. This study was designed to determine if available language assessment instruments could validly assess Native American children's language skills. Eighty Native American children, ages 3 to 5, participated in this study. Participants, obtained from three Head Start programs in northeastern Oklahoma, were administered the Preschool Language Scale-3 (PLS-3). Results indicated that the PLS-3 provided a valid assessment of the receptive and expressive language skills of 3- and 4-year-old Native American children. Use of the PLS-3 with 5-year-old Native American children is questionable.
Indian hedgehog (Ihh) both promotes and restricts thymocyte differentiation
Authors: Outram Susan V. , Hager-Theodorides Ariadne L. , Shah Divya K. , Rowbotham Nicola J. , Drakopoulou Ekati , Ross Susan E. , Lanske Beate , Dessens Johannes T. , Crompton Tessa
Published: December 2008

We show that Indian Hedgehog (Ihh) regulates T-cell development and homeostasis in both fetal and adult thymus, controlling thymocyte number. Fetal Ihh−/− thymi had reduced differentiation to double-positive (DP) cell and reduced cell numbers compared with wild-type littermates. Surprisingly, fetal Ihh+/− thymi had increased thymocyte numbers and proportion of DP cells relative to wild type, indicating that Ihh also negatively regulates thymocyte development. In vitro treatment of thymus explants with exogenous recombinant Hedgehog protein promoted thymocyte development in Ihh−/− thymi but inhibited thymocyte development in Ihh+/−, confirming both positive and negative regulatory functions of Ihh. Analysis of Rag−/−Ihh+/− thymi showed that Ihh promotes T-cell development before pre–T-cell receptor (pre-TCR) signaling, but negatively regulates T-cell development only after pre-TCR signaling has taken place. We show that Ihh is most highly expressed by the DP population and that Ihh produced by DP cells feeds back to negatively regulate the differentiation and proliferation of their double-negative progenitors. Thus, differentiation from double-negative to DP cell, and hence the size of the DP population, is dependent on the concentration of Ihh in the thymus. Analysis of Ihh conditional knockout and heterozygote adult mice showed that Ihh also influences thymocyte number in the adult.
The temporal profile of the anti-PF4/heparin immune response
Authors: Greinacher Andreas , Kohlmann Thomas , Strobel Ulrike , Sheppard Jo-Ann I. , Warkentin Theodore E.
Published: December 2008

The immune response in heparin-induced thrombocytopenia (HIT) is puzzling: heparin-naive patients can develop IgG antibodies and clinical HIT as early as day 5, and evidence for an anamnestic response on heparin reexposure is lacking. We assessed daily serum samples by anti-PF4/heparin enzyme-immunoassay (EIA) in patients receiving heparin thromboprophylaxis. Of 435 patients, 56.1% showed an increase in EIA optical density (OD) of more than or equal to 15%, with more than 90% starting between days 4 and 14. After reaching maximum reactivity by days 10 to 12, ODs declined despite heparin continuation, including in 2 patients with clinical HIT. Individual IgG/A/M classes showed identical time of onset (median, day 6). Most (58.7%) antibody-positive patients developed all 3 Ig classes; only 11.3% lacked IgG response. IgG/A/M increase usually occurred simultaneously (± 1 day) with no general tendency for IgM precedence. Consistent with the transient immune response, none of the IgG-EIA–positive (OD > 0.5) patients at discharge developed clinically evident thrombosis during extended low-molecular-weight heparin thromboprophylaxis. The rapid onset of the anti-PF4/heparin immune response, its transience, and the simultaneous appearance of antibodies of different classes with no IgM precedence suggest short-term activation of B cells that have previously undergone Ig-class switching even without previous pharmacologic heparin exposure.
ArabidopsiseIF2α kinase GCN2 is essential for growth in stress conditions and is activated by wounding
Authors: Lageix Sébastien , Lanet Elodie , Pouch-Pélissier Marie-Noëlle , Espagnol Marie-Claude , Robaglia Christophe , Deragon Jean-Marc , Pélissier Thierry
Published: December 2008

Background

Phosphorylation of eIF2α provides a key mechanism for down-regulating protein synthesis in response to nutrient starvation or stresses in mammalian and yeast cells. However, this process has not been well characterized in plants

Results

We show here that in response to amino acid and purine starvations, UV, cold shock and wounding, the Arabidopsis GCN2 kinase (AtGCN2) is activated and phosphorylates eIF2α. We show that AtGCN2 is essential for plant growth in stress situations and that its activity results in a strong reduction in global protein synthesis.

Conclusion

Our results suggest that a general amino acid control response is conserved between yeast and plants but that the plant enzyme evolved to fulfill a more general function as an upstream sensor and regulator of diverse stress-response pathways. The activation of AtGCN2 following wounding or exposure to methyl jasmonate, the ethylene precursor 1-Aminocyclopropane-1-carboxylic acid (ACC) and salicylic acid, further suggests that this enzyme could play a role in plant defense against insect herbivores.
Gene Transfer of GLT-1, a Glial Glutamate Transporter, into the Spinal cord by Recombinant Adenovirus Attenuates Inflammatory and Neuropathic Pain in Rats
Authors: Maeda Sanae , Kawamoto Ai , Yatani Yumi , Shirakawa Hisashi , Nakagawa Takayuki , Kaneko Shuji
Published: December 2008

Background:

The glial glutamate transporter GLT-1 is abundantly expressed in astrocytes and is crucial for glutamate removal from the synaptic cleft. Decreases in glutamate uptake activity and expression of spinal glutamate transporters are reported in animal models of pathological pain. However, the lack of available specific inhibitors and/or activators for GLT-1 makes it difficult to determine the roles of spinal GLT-1 in inflammatory and neuropathic pain. In this study, we examined the effect of gene transfer of GLT-1 into the spinal cord with recombinant adenoviruses on the inflammatory and neuropathic pain in rats.

Results:

Intraspinal infusion of adenoviral vectors expressing the GLT-1 gene increased GLT-1 expression in the spinal cord 2–21 days after the infusion. Transgene expression was primarily localized to astrocytes. The spinal GLT-1 gene transfer had no effect on acute mechanical and thermal nociceptive responses in naive rats, whereas it significantly reduced the inflammatory mechanical hyperalgesia induced by hindlimb intraplantar injection of carrageenan/kaolin. Spinal GLT-1 gene transfer 7 days before partial sciatic nerve ligation recovered the extent of the spinal GLT-1 expression in the membrane fraction that was decreased following the nerve ligation, and prevented the induction of tactile allodynia. However, the partial sciatic nerve ligation-induced allodynia was not reversed when the adenoviruses were infused 7 or 14 days after the nerve ligation.

Conclusion:

These results suggest that overexpression of GLT-1 on astrocytes in the spinal cord by recombinant adenoviruses attenuates the induction, but not maintenance, of inflammatory and neuropathic pain, probably by preventing the induction of central sensitization, without affecting acute pain sensation. Upregulation or functional enhancement of spinal GLT-1 could be a novel strategy for the prevention of pathological pain.
Right subclavian double steal syndrome: a case report
Authors: Filis Konstantinos , Toufektzian Levon , Sigala Frangiska , Kardoulas Dimitrios , Kotzadimitriou Aikaterini , Lagoudianakis Emmanuel , Koronakis Nikolaos , Manouras Andreas
Published: December 2008

Introduction

Double-steal syndrome represents a causative factor for blood flow compromise of the cerebral vascular bed with transient neurologic symptoms. We present the case of a patient with innominate artery atherosclerotic occlusion, manifested as blood flow reversal in the vertebral and common carotid arteries. Symptomatic atherosclerotic occlusive disease of the innominate artery is relatively rare and represents less than 2% of all extracranial causes of cerebrovascular insufficiency.

Case presentation

We report on a 73-year-old male patient who presented at our hospital for the evaluation of dizziness and episodes of syncope. Angiography and color Doppler examinations documented the double syndrome as retrograde flow in the right vertebral artery and the right carotid artery.

Conclusion

Constituting an indication for surgical correction, his condition was managed with the performance of carotid-carotid extra-anatomic bypass for the permanent reestablishment of antegrade blood flow in the vascular network supplying the brain. Carotid-carotid extra-anatomic bypass was a good option for our patient, since he remains symptom free after one year of follow up.
Renal haemodynamic, microcirculatory, metabolic and histopathological responses to peritonitis-induced septic shock in pigs
Authors: Chvojka Jiri , Sykora Roman , Krouzecky Ales , Radej Jaroslav , Varnerova Veronika , Karvunidis Thomas , Hes Ondrej , Novak Ivan , Radermacher Peter , Matejovic Martin
Published: December 2008

Introduction

Our understanding of septic acute kidney injury (AKI) remains incomplete. A fundamental step is the use of animal models designed to meet the criteria of human sepsis. Therefore, we dynamically assessed renal haemodynamic, microvascular and metabolic responses to, and ultrastructural sequelae of, sepsis in a porcine model of faecal peritonitis-induced progressive hyperdynamic sepsis.

Methods

In eight anaesthetised and mechanically ventilated pigs, faecal peritonitis was induced by inoculating autologous faeces. Six sham-operated animals served as time-matched controls. Noradrenaline was administered to maintain mean arterial pressure (MAP) greater than or equal to 65 mmHg. Before and at 12, 18 and 22 hours of peritonitis systemic haemodynamics, total renal (ultrasound Doppler) and cortex microvascular (laser Doppler) blood flow, oxygen transport and renal venous pressure, acid base balance and lactate/pyruvate ratios were measured. Postmortem histological analysis of kidney tissue was performed.

Results

All septic pigs developed hyperdynamic shock with AKI as evidenced by a 30% increase in plasma creatinine levels. Kidney blood flow remained well-preserved and renal vascular resistance did not change either. Renal perfusion pressure significantly decreased in the AKI group as a result of gradually increased renal venous pressure. In parallel with a significant decrease in renal cortex microvascular perfusion, progressive renal venous acidosis and an increase in lactate/pyruvate ratio developed, while renal oxygen consumption remained unchanged. Renal histology revealed only subtle changes without signs of acute tubular necrosis.

Conclusion

The results of this experimental study argue against the concept of renal vasoconstriction and tubular necrosis as physiological and morphological substrates of early septic AKI. Renal venous congestion might be a hidden and clinically unrecognised contributor to the development of kidney dysfunction.
The Secretogranin II-Derived Peptide Secretoneurin Stimulates Luteinizing Hormone Secretion from Gonadotrophs
Authors: Zhao E. , Basak A. , Wong A. O. L. , Ko W. , Chen A. , López G. C. , Grey C. L. , Canosa L. F. , Somoza G. M. , Chang J. P. , Trudeau V. L.
Published: December 2008

Secretoneurin (SN) is a 33- to 34-amino acid neuropeptide derived from secretogranin-II, a member of the chromogranin family. We previously synthesized a putative goldfish (gf) SN and demonstrated its ability to stimulate LH release in vivo. However, it was not known whether goldfish actually produced the free SN peptide or whether SN directly stimulates LH release from isolated pituitary cells. Using a combination of reverse-phase HPLC and mass spectrometry analysis, we isolated for the first time a 34-amino acid free gfSN peptide from the whole brain. Moreover, Western blot analysis indicated the existence of this peptide in goldfish pituitary. Immunocytochemical localization studies revealed the presence of SN immunoreactivity in prolactin cells of rostral pars distalis of the anterior pituitary. Additionally, we found that magnocellular cells of the goldfish preoptic region are highly immunoreactive for SN. These neurons send heavily labeled projections that pass through the pituitary stalk and innervate the neurointermediate and anterior lobes. In static 12-h incubation of dispersed pituitary cells, application of SN antiserum reduced LH levels, whereas 1 and 10 nm gfSN, respectively, induced 2.5-fold (P < 0.001) and 1.9-fold (P < 0.01) increments of LH release into the medium, increases similar to those elicited by 100 nm concentrations of GnRH. Like GnRH, gfSN elevated intracellular Ca2+ in identified gonadotrophs. Whereas we do not yet know the relative contribution of neural SN or pituitary SN to LH release, we propose that SN could act as a neuroendocrine and/or paracrine factor to regulate LH release from the anterior pituitary.
The Finnish Diabetes Risk Score Is Associated with Insulin Resistance and Progression towards Type 2 Diabetes
Authors: Schwarz Peter E. H. , Li Jiang , Reimann Manja , Schutte Alta E. , Bergmann Antje , Hanefeld Markolf , Bornstein Stefan R. , Schulze Jan , Tuomilehto Jaakko , Lindström Jaana
Published: December 2008

Objective: The Finnish Diabetes Risk Score (FINDRISC) questionnaire is a practical screening tool to estimate the diabetes risk and the probability of asymptomatic type 2 diabetes. In this study we evaluated the usefulness of the FINDRISC to predict insulin resistance in a population at increased diabetes risk.

Design: Data of 771 and 526 participants in a cross-sectional survey (1996) and a cohort study (1997–2000), respectively, were used for the analysis. Data on the FINDRISC and oral glucose tolerance test parameters were available from each participant. The predictive value of the FINDRISC was cross-sectionally evaluated using the area under the curve-receiver operating characteristics method and by correlation analyses. A validation of the cross-sectional results was performed on the prospective data from the cohort study.

Results: The FINDRISC was significantly correlated with markers of insulin resistance. The receiver operating characteristics-area under the curve for the prediction of a homeostasis model assessment insulin resistance index of more than five was 0.78 in the cross-sectional survey and 0.74 at baseline of the cohort study. Moreover, the FINDRISC at baseline was significantly associated with disease evolution (P < 0.01), which was defined as the change of glucose tolerance during the 3 yr follow-up.

Conclusions: The results indicate that the FINDRISC can be applied to detect insulin resistance in a population at high risk for type 2 diabetes and predict future impairment of glucose tolerance.
Associations of Serum Adiponectin with Skeletal Muscle Morphology and Insulin Sensitivity
Authors: Ingelsson Erik , Ärnlöv Johan , Zethelius Björn , Vasan Ramachandran S. , Flyvbjerg Allan , Frystyk Jan , Berne Christian , Hänni Arvo , Lind Lars , Sundström Johan
Published: December 2008

Context: Skeletal muscle morphology and function are strongly associated with insulin sensitivity.

Objective: The objective of the study was to test the hypothesis that circulating adiponectin is associated with skeletal muscle morphology and that adiponectin mediates the relation of muscle morphology to insulin sensitivity.

Design, Settings, and Participants: This was a cross-sectional investigation of 461 men aged 71 yr, participants of the community-based Uppsala Longitudinal Study of Adult Men study.

Main Outcome Measures: Measures included serum adiponectin, insulin sensitivity measured with euglycemic insulin clamp technique, and capillary density and muscle fiber composition determined from vastus lateralis muscle biopsies.

Results: In multivariable linear regression models (adjusting for age, physical activity, fasting glucose, and pharmacological treatment for diabetes), serum adiponectin levels rose with increasing capillary density (β, 0.30 per 50 capillaries per square millimeter increase; P = 0.041) and higher proportion of type I muscle fibers (β, 0.27 per 10% increase; P = 0.036) but declined with a higher proportion of type IIb fibers (β, −0.39 per 10% increase; P = 0.014). Using bootstrap methods to examine the potential role of adiponectin in associations between muscle morphology and insulin sensitivity and the associations of capillary density (β difference, 0.041; 95% confidence interval 0.001, 0.085) and proportion of type IIb muscle fibers (β difference, −0.053; 95% confidence interval −0.107, −0.002) with insulin sensitivity were significantly attenuated when adiponectin was included in the models.

Conclusions: Circulating adiponectin concentrations were higher with increasing skeletal muscle capillary density and in individuals with higher proportion of slow oxidative muscle fibers. Furthermore, our results indicate that adiponectin could be a partial mediator of the relations between skeletal muscle morphology and insulin sensitivity.
Central Bank Communication and Monetary Policy: A Survey of Theory and Evidence
Authors: Blinder Alan S , Ehrmann Michael , Fratzscher Marcel , De Haan Jakob , Jansen David-Jan
Published: December 2008

Over the last two decades, communication has become an increasingly important aspect of monetary policy. These real-world developments have spawned a huge new scholarly literature on central bank communication—mostly empirical, and almost all of it written in this decade. We survey this ever-growing literature. The evidence suggests that communication can be an important and powerful part of the central bank's toolkit since it has the ability to move financial markets, to enhance the predictability of monetary policy decisions, and potentially to help achieve central banks' macroeconomic objectives. However, the large variation in communication strategies across central banks suggests that a consensus has yet to emerge on what constitutes an optimal communication strategy.