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Laura Lee Mcintyre - One of the best experts on this subject based on the ideXlab platform.

  • the transition to kindergarten for children with and without disabilities an investigation of parent and teacher concerns and involvement
    Topics in Early Childhood Special Education, 2015
    Co-Authors: Leah Wildenger Welchons, Laura Lee Mcintyre
    Abstract:

    The transition to kindergarten is regarded as a critical early childhood Developmental Milestone with important implications for later school outcomes. Despite its importance, few empirical studies examine kindergarten transition and fewer examine transition from the perspective of multiple stakeholders. The goal of the current study was to explore family and teacher concerns and involvement in transition practices among both children who were typically developing (TD; n = 52) and children with Developmental delays and disabilities (DD; n = 52). Data collection involved parent, preschool teacher, and kindergarten teacher reports of concerns and involvement in transition and parent and preschool teacher reports of child behavior. Results showed that involvement of families and preschool teachers, but not kindergarten teachers, was higher for children with DD than children who were TD. In addition, preschool teachers, but not kindergarten teachers or families, were found to have higher involvement for child...

  • Family Concerns and Involvement During Kindergarten Transition
    Journal of Child and Family Studies, 2011
    Co-Authors: Leah K. Wildenger, Laura Lee Mcintyre
    Abstract:

    The transition from preschool to formal schooling constitutes an important Developmental Milestone for children and their families. Very few empirical studies investigating the kindergarten transition for typically developing children have been published, and fewer have examined transition experiences from the perspective of caregivers. The aims of our study were to investigate: (1) parent concerns during transition, (2) perceived needs during transition, and (3) parent involvement in kindergarten preparation activities. Parents/caregivers of 86 general education students transitioning to kindergarten completed a survey assessing their concerns, needs, and involvement in transition preparation activities. Results suggest that although the majority of parents expressed few concerns regarding their child’s kindergarten transition, a subset (i.e., 27.9%) reported significant concerns. The areas of concern most often cited by families in this sample were socio-behavioral in nature. Parents in this sample expressed a desire for various types of information during transition. Parents most often reported engaging in low intensity transition practices characterized by generic forms of contact, rather than more individualized and intensive practices often cited in the literature as best practices. In addition, parent involvement in transition preparation activities differed by family socioeconomic status as well as district locale. This study offers practical suggestions and policy implications for coordinating family and school efforts during children’s kindergarten transition.

  • Kindergarten Transition Preparation: A Comparison of Teacher and Parent Practices for Children with Autism and Other Developmental Disabilities
    Early Childhood Education Journal, 2011
    Co-Authors: Nicole Quintero, Laura Lee Mcintyre
    Abstract:

    The transition to kindergarten represents an important Developmental Milestone for children and may pose unique challenges to children with disabilities, their families, and teachers. The primary goal of the current study was to investigate teacher concerns regarding the transition to kindergarten as well as teacher and parent-reported transition preparation practices and involvement for a sample of children with autism spectrum disorders ( n  = 19) and children with other Developmental disabilities ( n  = 76). Teachers reported significantly more concerns for children in the ASD group than for children in the DD group, although there was no difference in total involvement in transition practices between groups. Although teacher and parent involvement in transition preparation was generally high, generic less individualized practices often were utilized. Study findings are discussed in the context of future research directions to help facilitate kindergarten transitions for young children with disabilities.

  • Transition to kindergarten: Family experiences and involvement
    Early Childhood Education Journal, 2007
    Co-Authors: Laura Lee Mcintyre, Tanya L. Eckert, Barbara H. Fiese, Florence D. Digennaro, Leah K. Wildenger
    Abstract:

    The transition to kindergarten is an important Developmental Milestone for young children, their families, and teachers. Preparing students for successful kindergarten transition has been identified as a national priority, yet the degree to which parents are involved in kindergarten preparation is rarely considered. This study investigated the family experiences and involvement in kindergarten transition in 132 families whose children had completed early education programs and were beginning kindergarten. Results suggest that the majority of families wanted more involvement in the transition to kindergarten planning and wanted information about kindergarten readiness, including academic and behavioral expectations. The top concerns expressed by families were attending a new school and difficulties with following directions or other behavior problems. Families with fewer financial resources reported less involvement in transition activities than families with more resources. Implications for early childhood education are discussed, in light of the growing emphasis on parent involvement and kindergarten readiness.

Adam W Kowalski - One of the best experts on this subject based on the ideXlab platform.

  • Toilet Training: Common Questions and Answers.
    American family physician, 2019
    Co-Authors: Drew C. Baird, Michael Bybel, Adam W Kowalski
    Abstract:

    Toilet training is a significant Developmental Milestone in early childhood. Most U.S. children achieve the physiologic, cognitive, and emotional development necessary for toilet training by 18 to 30 months of age. Markers of readiness for toilet training include being able to walk, put on and remove clothing, and follow parental instruction; expressive language; awareness of a full bladder or rectum; and demonstrated dissatisfaction with a soiled diaper. Other readiness cues include imitating toileting behavior, expressing desire to toilet, and demonstrating bladder or bowel control (staying dry through a nap or through the night). Physicians should provide anticipatory guidance to parents beginning at about 18 to 24 months of age, noting the signs of toilet training readiness, and setting realistic expectations for parents. Parents should be counseled that no training method is superior to another. Parents should choose a method that is best suited to them and their child, and the method should use positive reinforcement. Complications of toilet training include stool toileting refusal, stool withholding, encopresis, hiding to defecate, and enuresis. These problems typically resolve with time, although some may require further investigation and treatment. Medical comorbidities such as Down syndrome, autism spectrum disorder, and cerebral palsy reduce the likelihood of successfully attaining full toilet training and often require early consultation with occupational therapists, Developmental pediatricians, or other subspecialists to aid in toilet training.

Daniel Vogt - One of the best experts on this subject based on the ideXlab platform.

  • nf1 deletion results in depletion of the lhx6 transcription factor and a specific loss of parvalbumin cortical interneurons
    Proceedings of the National Academy of Sciences of the United States of America, 2020
    Co-Authors: Kartik Angara, Emily Linglin Pai, Stephanie M Bilinovich, April M Stafford, Julie T Nguyen, Anirban Paul, John L R Rubenstein, Daniel Vogt
    Abstract:

    Neurofibromatosis 1 (NF1) is caused by mutations in the NF1 gene, which encodes the protein, neurofibromin, an inhibitor of Ras activity. Cortical GABAergic interneurons (CINs) are implicated in NF1 pathology, but the cellular and molecular changes to CINs are unknown. We deleted mouse Nf1 from the medial ganglionic eminence, which gives rise to both oligodendrocytes and CINs that express somatostatin and parvalbumin. Nf1 loss led to a persistence of immature oligodendrocytes that prevented later-generated oligodendrocytes from occupying the cortex. Moreover, molecular and cellular properties of parvalbumin (PV)-positive CINs were altered by the loss of Nf1, without changes in somatostatin (SST)-positive CINs. We discovered that loss of Nf1 results in a dose-dependent decrease in Lhx6 expression, the transcription factor necessary to establish SST+ and PV+ CINs, which was rescued by the MEK inhibitor SL327, revealing a mechanism whereby a neurofibromin/Ras/MEK pathway regulates a critical CIN Developmental Milestone.

  • nf1 deletion results in depletion of the lhx6 transcription factor and a specific loss of parvalbumin cortical interneurons
    Proceedings of the National Academy of Sciences of the United States of America, 2020
    Co-Authors: Kartik Angara, Stephanie M Bilinovich, April M Stafford, Julie T Nguyen, Anirban Paul, John L R Rubenstein, Katie X Li, Daniel Vogt
    Abstract:

    Neurofibromatosis 1 (NF1) is caused by mutations in the NF1 gene, which encodes the protein, neurofibromin, an inhibitor of Ras activity. Cortical GABAergic interneurons (CINs) are implicated in NF1 pathology, but the cellular and molecular changes to CINs are unknown. We deleted mouse Nf1 from the medial ganglionic eminence, which gives rise to both oligodendrocytes and CINs that express somatostatin and parvalbumin. Nf1 loss led to a persistence of immature oligodendrocytes that prevented later-generated oligodendrocytes from occupying the cortex. Moreover, molecular and cellular properties of parvalbumin (PV)-positive CINs were altered by the loss of Nf1, without changes in somatostatin (SST)-positive CINs. We discovered that loss of Nf1 results in a dose-dependent decrease in Lhx6 expression, the transcription factor necessary to establish SST+ and PV+ CINs, which was rescued by the MEK inhibitor SL327, revealing a mechanism whereby a neurofibromin/Ras/MEK pathway regulates a critical CIN Developmental Milestone.

  • nf1 deletion results in depletion of the lhx6 transcription factor and a specific loss of parvalbumin cortical interneurons
    bioRxiv, 2019
    Co-Authors: Kartik Angara, Emily Linglin Pai, Stephanie M Bilinovich, April M Stafford, Julie T Nguyen, Anirban Paul, John L R Rubenstein, Daniel Vogt
    Abstract:

    Summary Neurofibromatosis-1 (NF-1) is a monogenic disorder caused by mutations in the NF1 gene, which encodes the protein, Neurofibromin, an inhibitor of Ras GTPase activity. While NF-1 is often characterized by cafe-au-lait skin spots and benign tumors, the mechanisms underlying cognitive changes in NF-1 are poorly understood. Cortical GABAergic interneurons (CINs) are implicated in NF-1 pathology but cellular and molecular changes to CINs are poorly understood. We deleted Nf1 from the medial ganglionic eminence (MGE), which gives rise to both oligodendrocytes and CINs that express somatostatin and parvalbumin. Loss of Nf1 led to a persistence of immature oligodendrocytes that prevented later born oligodendrocytes from occupying the cortex. Moreover, PV+ CINs were uniquely lost, without changes in SST+ CINs. We discovered that loss of Nf1 results in a graded decrease in Lhx6 expression, the transcription factor necessary to establish SST+ and PV+ CINs, revealing a mechanism whereby Nf1 regulates a critical CIN Developmental Milestone.

Johnny L. Matson - One of the best experts on this subject based on the ideXlab platform.

  • Assessment of Toileting Problems
    Handbook of Childhood Psychopathology and Developmental Disabilities Assessment, 2018
    Co-Authors: Esther Hong, Johnny L. Matson
    Abstract:

    Individuals with intellectual and Developmental disabilities experience impairments in adaptive behavior, including toileting skills. Toilet training is a crucial Developmental Milestone for learning adaptive skills and achieving independence. Compared to their typically developing peers, children with intellectual and Developmental disorders begin toilet training at a later age and face more obstacles in toilet training procedures. As such, a comprehensive assessment of the individual’s toileting problems, caregiver factors, Developmental functioning, and prerequisite skills should be used to guide toilet training procedures. This chapter reviews assessment procedures, screening tools for toileting problems, adaptive behavior measures, and Developmental functioning measures. A brief overview of behavioral interventions for toilet training and the assessment of treatment progress and outcomes are discussed.

  • Developmental Milestones in toddlers with autistic disorder pervasive Developmental disorder not otherwise specified and atypical development
    Developmental Neurorehabilitation, 2010
    Co-Authors: Johnny L. Matson, Sara Mahan, Alison M Kozlowski, Mary E Shoemaker
    Abstract:

    Objective: To investigate age differences in Developmental Milestone attainment among toddlers with Autistic Disorder, PDD-NOS and atypical development.Methods: A questionnaire was administered to caregivers of toddlers to obtain ages of onset of Developmental Milestones. The study included 1044 participants with 442, 112, 498 and 497 participants in first word, first phrase, crawling and walking analyses, respectively.Results: Significant differences were found between groups on the attainment of Milestones within normal limits, delayed or not yet attained. Significant differences were also found between groups in age of saying first word and onset of crawling. There were no significant differences between groups for walking or first phrase.Conclusion: Increased severity of autism has been noted to be related to greater deficits in a multitude of areas. With basic human motor behaviours also appearing to follow that trend, motor and speech skills should be targeted in early intervention programmes.

  • Developmental Milestones in toddlers with autistic disorder, pervasive Developmental disorder—not otherwise specified and atypical development
    Developmental neurorehabilitation, 2010
    Co-Authors: Johnny L. Matson, Sara Mahan, Alison M Kozlowski, Mary E Shoemaker
    Abstract:

    Objective: To investigate age differences in Developmental Milestone attainment among toddlers with Autistic Disorder, PDD-NOS and atypical development.Methods: A questionnaire was administered to caregivers of toddlers to obtain ages of onset of Developmental Milestones. The study included 1044 participants with 442, 112, 498 and 497 participants in first word, first phrase, crawling and walking analyses, respectively.Results: Significant differences were found between groups on the attainment of Milestones within normal limits, delayed or not yet attained. Significant differences were also found between groups in age of saying first word and onset of crawling. There were no significant differences between groups for walking or first phrase.Conclusion: Increased severity of autism has been noted to be related to greater deficits in a multitude of areas. With basic human motor behaviours also appearing to follow that trend, motor and speech skills should be targeted in early intervention programmes.

Leah Krubitzer - One of the best experts on this subject based on the ideXlab platform.

  • the subventricular zone is the Developmental Milestone of a 6 layered neocortex comparisons in metatherian and eutherian mammals
    Cerebral Cortex, 2010
    Co-Authors: Amanda F P Cheung, Shinichi Kondo, Omar Abdelmannan, Rebecca A Chodroff, Tamara Sirey, Lisa E Bluy, Natalie Webber, Jamin Deproto, Sarah J Karlen, Leah Krubitzer
    Abstract:

    The major lineages of mammals (Eutheria, Metatheria, and Monotremata) diverged more than 100 million years ago and have undergone independent changes in the neocortex. We found that adult South American gray short-tailed opossum (Monodelphis domestica) and tammar wallaby (Macropus eugenii) possess a significantly lower number of cerebral cortical neurons compared with the mouse (Mus musculus). To determine whether the difference is reflected in the development of the cortical germinal zones, the location of progenitor cell divisions was examined in opossum, tammar wallaby, and rat. The basic pattern of the cell divisions was conserved, but the emergence of a distinctive band of dividing cells in the subventricular zone (SVZ) occurred relatively later in the opossum (postnatal day [P14]) and the tammar wallaby (P40) than in rodents. The planes of cell divisions in the ventricular zone (VZ) were similar in all species, with comparable mRNA expression patterns of Brn2, Cux2, NeuroD6, Tbr2, and Pax6 in opossum (P12 and P20) and mouse (embryonic day 15 and P0). In conclusion, the marsupial neuroDevelopmental program utilizes an organized SVZ, as indicated by the presence of intermediate (or basal) progenitor cell divisions and gene expression patterns, suggesting that the SVZ emerged prior to the Eutherian-Metatherian split.