Contributions of preschool behavioral self-regulation and social skills to growth in different domains of early math knowledge.

The current study explored the relative contribution of individual differences in children's behavioral self-regulation and social skills (often referred to as learning-related skills) in the fall of preschool to children's rate of growth in different domains of early math knowledge through the spring of kindergarten. Participants were 684 children (Mage = 57.6 months, SD = 3.8, at Time 1 [fall of preschool]; 48% female; 43% Black, 32% White, 13% Latine, 11% multiracial, and 1% Asian). All children were from families with low incomes and lived in the midwestern United States. The math domains of informal numeracy, formal numeracy, and math language were assessed at four time points: fall and spring of preschool and fall and spring of kindergarten. Contrary to expectations, we did not find that either learning-related skill positively predicted rate of growth in math knowledge or observe differential relations by math domain. Rather, the relative contribution of behavioral self-regulation and social skills in the fall of preschool to rate of growth in math knowledge followed similar patterns across all math domains: an early advantage for children with higher initial social skills that stayed consistent over time (i.e., a nonsignificant slope effect) and an early advantage for children with higher initial behavioral self-regulation that diminished over time (i.e., a negative slope effect).

Arabidopsis root apical meristem survival during waterlogging is determined by phytoglobin through nitric oxide and auxin.

MAIN CONCLUSION: Over-expression of phytoglobin mitigates the degradation of the root apical meristem (RAM) caused by waterlogging through changes in nitric oxide and auxin distribution at the root tip. Plant performance to waterlogging is ameliorated by the over-expression of the Arabidopsis Phytoglobin 1 (Pgb1) which also contributes to the maintenance of a functional RAM. Hypoxia induces accumulation of ROS and damage in roots of wild type plants; these events were preceded by the exhaustion of the RAM resulting from the loss of functionality of the WOX5-expressing quiescent cells (QCs). These phenotypic deviations were exacerbated by suppression of Pgb1 and attenuated when the same gene was up-regulated. Genetic and pharmacological studies demonstrated that degradation of the RAM in hypoxic roots is attributed to a reduction in the auxin maximum at the root tip, necessary for the specification of the QC. This reduction was primarily caused by alterations in PIN-mediated auxin flow but not auxin synthesis. The expression and localization patterns of several PINs, including PIN1, 2, 3 and 4, facilitating the basipetal translocation of auxin and its distribution at the root tip, were altered in hypoxic WT and Pgb1-suppressing roots but mostly unchanged in those over-expressing Pgb1. Disruption of PIN1 and PIN2 signal in hypoxic roots suppressing Pgb1 initiated in the transition zone at 12 h and was specifically associated to the absence of Pgb1 protein in the same region. Exogenous auxin restored a functional RAM, while inhibition of the directional auxin flow exacerbated the degradation of the RAM. The regulation of root behavior by Pgb1 was mediated by nitric oxide (NO) in a model consistent with the recognized function of Pgbs as NO scavengers. Collectively, this study contributes to our understanding of the role of Pgbs in preserving root meristem function and QC niche during conditions of stress, and suggests that the root transition zone is most vulnerable to hypoxia.

Specificity in root domain accumulation of Phytoglobin1 and nitric oxide (NO) determines meristematic viability in water-stressed Brassica napus roots.

BACKGROUND AND AIMS: Drought reduces plant productivity, especially in the susceptible species Brassica napus. Water stress, mimicked by applications of 10 % polyethylene glycol (PEG), elevates nitric oxide (NO) in root cells after a few hours, contributing to degradation of the root apical meristems (RAMs), the function of which relies on auxin and brassinosteroids (BRs). Phytoglobins (Pgbs) are effective NO scavengers induced by this stress. This study examines the effects of BnPgb1 dysregulation in dehydrating B. napus roots, and the spatiotemporal relationship between Pgb1 and activities of auxin and BRs in the regulation of the RAM. METHODS: Brassica napus lines over-expressing [BnPgb1(S)] or down-regulating [BnPgb1(RNAi)] BnPgb1 were exposed to PEG-induced water stress. The localization of BnPgb1, NO, auxin and PIN1 were analysed during the first 48 h, while the expression level of biosynthetic auxin and BR genes was measured during the first 24 h. Pharmacological treatments were conducted to assess the requirement of auxin and BR in dehydrating roots. KEY RESULTS: During PEG stress, BnPgb1 protein accumulated preferentially in the peripheral domains of the root elongation zone, exposing the meristem to NO, which inhibits polar auxin transport (PAT), probably by interfering with PIN1 localization and the synthesis of auxin. Diminished auxin at the root tip depressed the synthesis of BR and caused the degradation of the RAMs. The strength of BnPgb1 signal in the elongation zone was increased in BnPgb1(S) roots, where NO was confined to the most apical cells. Consequently, PAT and auxin synthesis were retained, and the definition of RAMs was maintained. Auxin preservation of the RAM required BRs, although BRs alone was not sufficient to fully rescue drought-damaged RAMs in auxin-depleted environments. CONCLUSIONS: The tissue-specific localization of BnPgb1 and NO determine B. napus root responses to water stress. A model is proposed in which auxin and BRs act as downstream components of BnPgb1 signalling in the preservation of RAMs in dehydrating roots.

Bi-directional relations between behavioral problems and executive function: Assessing the longitudinal development of self-regulation.

During childhood, the ability to limit problem behaviors (i.e., externalizing) and the capacity for cognitive regulation (i.e., executive function) are often understood to develop in tandem, and together constitute two major components of self-regulation research. The current study examines bi-directional relations between behavioral problems and executive function over the course of childhood and adolescence. Relying on a diverse sample of children growing up in low-income neighborhoods, we applied a random intercept cross-lagged panel model to longitudinally test associations between behavioral problems and executive function from age 4 through age 16. With this approach, which disaggregated between- and within-child variation, we did not observe significant cross-lagged paths, suggesting that within-child development in one domain did not strongly relate to development in the other. We also observed a moderate correlation between the stable between-child components of behavioral problems and executive function over time in our preferred model, suggesting that these two domains may be relatively distinct when modeled from early childhood through adolescence.

The home numeracy environment and children's math skills: The moderating role of parents' math anxiety.

Evidence suggests that parents' math anxiety moderates the association between parents' help in mathematics homework and first graders' mathematics skills. Understanding whether similar associations are evident in younger children, in regard to the home numeracy environment (HNE) is essential, given that early math skills are strong predictors of later academic outcomes, and children's skills prior to kindergarten are fostered principally by their parents. Thus, the purpose of this study was to examine the association and interaction between the HNE and parents' math anxiety related to preschool children's numeracy performance. Participants were 121 parent-child dyads. Results from hierarchical multiple regression models demonstrated that parents' math anxiety and the HNE, included as separate predictors of children's math skills, were not statistically significant. However, the interaction between HNE and parents' math anxiety was statistically significant, such that the positive association between HNE and children's numeracy skills emerged when parents felt less anxious about math. These findings highlight the importance of accounting for parents' math anxiety when exploring the home influences on children's numeracy skills.

Parent and child adjustment dual trajectories at the beginning of the COVID-19 syndemic.

Children and their families have been significantly impacted by the unfolding of the COVID-19 syndemic. We sought to identify (1) groups of families with distinct profiles of joint trajectories of parental anxiety and child emotional distress and (2) protective and risk factors associated with these dual-trajectory profiles. A sample of 488 parents (65% White; 77% mothers) with 3- to 8-year-old children (MAge  = 5.04, SDAge  = 1.59) was followed from late March to early July in 2020. Survey data on parent (i.e., anxiety symptoms) and child (i.e., emotional distress) adjustment were collected at three time points. Using multivariate growth mixture modeling, we identified one group with low parental anxiety and child emotional distress (42.7%) and three other distinct groups with varying risk levels among parents and/or children. We also identified protective (e.g., positive parenting) and risk (e.g., child negative affect, negative parenting, perceived stress with racism) factors in predicting parent and child adjustment. It can be concluded that, overall, our sample (mostly middle- and high-socioeconomic status families) demonstrated family resilience amid COVID-19, consistent with prior disaster coping literature. At the same time, our findings also indicated the need to identify at-risk families and modifiable factors for post-disaster public health interventions.

The use of laser-based diagnostics for the rapid identification of blood borne viruses in human plasma samples.

AIMS: To demonstrate the use of a laser-based method of detection as a potential diagnostic test for the rapid identification of blood borne viruses in human plasma. METHODS AND RESULTS: In this study, using light emissions from laser sparks on plasma samples, the successful differentiation of both human immunodeficiency virus (HIV) and hepatitis C virus (HCV) in both residual de-identified plasma samples and plasma samples spiked to clinically relevant levels with each virus were demonstrated using plasma from more than 20 individuals spanning six different blood types (O+, O-, A+, A-, B+, B-). CONCLUSIONS: These experiments demonstrate that mathematical analysis of spectral data from laser sparks can provide accurate results within minutes. This capability was demonstrated using both spiked laboratory plasma samples and clinical plasma samples collected from infected and uninfected individuals. SIGNIFICANCE AND IMPACT OF THE STUDY: There is an ongoing need to rapidly detect viral infections and to screen for multiple viral infections. A laser-based approach can achieve sensitive, multiplex detection with minimal sample preparation and provide results within minutes. These properties along with the flexibility to add new agent detection by adjusting the detection programming make it a promising tool for clinical diagnosis. The potential for a laser-based approach has been previously demonstrated using pathogens spiked into human blood to clinically relevant levels. This study demonstrates this same ability to detect infections in clinical and laboratory spiked plasma samples. The ability to differentiate between plasma samples from infected and uninfected donors and determine the virus type using a laser-based diagnostic has not been previously demonstrated. Furthermore, this study is the first demonstration of the capability to differentiate viral infections in clinical plasma samples whereas previously published work used laboratory samples spiked with a virus or dealt with the detection of cancer in clinical plasma samples.

Longitudinal associations between mother-child conflict and child internalizing problems in mid-childhood.

Several aspects of mother-child relationships are associated with children's internalizing problems. We examined longitudinal associations between mother-child conflict and children's internalizing problems in middle childhood. Specifically, we examined whether conflict and children's internalizing problems predict each other longitudinally in a sample of children from 3rd through 6th grade (N = 1,364) and their mothers using a cross-lagged panel model with random intercepts. In line with expectations, we found stable between-family differences in both mother-child conflict and children's internalizing problems. Contrary to expectations, we did not find that mother-child conflict and children's internalizing problems showed significant cross-lagged associations. However, mother-child conflict and children's internalizing problems had correlated errors at each wave, indicating that these two constructs covary with each other concurrently at multiple times across development, independent of stable between-family associations (i.e., as one increases, so does the other, and vice versa). The results of this study point to the importance of using statistical approaches that can disentangle between-family differences from within-family processes. In future studies, shorter time scales (e.g., weeks or months) may better capture dynamic associations between parent-child conflict and internalizing problems.

Parents' math anxiety and mathematics performance of pre-kindergarten children.

Prior research demonstrates that individuals' math anxiety may be negatively related to their mathematics performance. However, little research has examined how caregivers' math anxiety is associated with children's mathematics performance prior to kindergarten. The purpose of this study was to investigate the relation between parents' math anxiety and the change in children's mathematics performance during the preschool year. Participants were 310 preschool-age children (155 female; 4.12-5.78 years of age, M = 5.20 years, SD = 0.29). Structural equation modeling results demonstrated that parents' math anxiety was significantly negatively related to change in children's mathematics performance during the pre-kindergarten year when controlling for fall mathematics performance and demographics. Moreover, multigroup path analyses revealed that this association did not differ for male versus female children.

When do preschoolers learn specific mathematics skills? Mapping the development of early numeracy knowledge.

Children's mathematics skills undergo extensive development during the preschool years. Opportunities for engaging in mathematics in the preschool classroom, however, are limited, and activities and instruction are often targeted below children's skill levels. Although researchers have developed general learning trajectories of children's mathematics skills, no fine-grained trajectories across a broad range of mathematics skills exist. Such a fine-grained trajectory of when specific numeracy skills develop would allow preschool and kindergarten instruction to more appropriately match and scaffold children's mathematics capabilities. The current study examined preschool children's item-level performance on eight numeracy subtests at half-year age points throughout the preschool period. Data were compiled across six studies, and participants comprised 801 preschool children (age range = 3.12-5.99 years, M = 4.63, SD = 0.68). Children were grouped into six age categories (3, 3.5, 4, 4.5, 5, and 5.5 years). Linear regression analyses were used to investigate the number of children who correctly answered each item of a specific subtest within a particular age group. Findings provide clear trajectories of children's early mathematics skills that can be used to inform preschool classroom practices and facilitate the design of intervention studies.

Prekindergarten classroom language environments and children's vocabulary skills.

The number of adult words children hear and conversational turns they experience are key aspects of their language environments. The current study examined variability in language environments throughout 2 prekindergarten days and variability within and between classrooms for 44 children (Mage = 4.77 years) in 11 classrooms in the United States. In addition, the study examined to what extent prekindergarten language environments are associated with children's vocabulary skills. Language environments varied considerably throughout the prekindergarten day and between classrooms, although children within the same prekindergarten classrooms had generally similar experiences. Conversational turns were more robustly associated with children's vocabulary skills than were adult words heard even when only examining within-classroom variability. Implications for understanding prekindergarten classroom language experiences and their associations with vocabulary skills are discussed.

The Kindergarten Early Development Instrument Predicts Third Grade Academic Proficiency.

School readiness skills predict later educational achievement, health, and social-emotional outcomes. Measures of school readiness can provide valuable information to assess both the impact of strategies and policies that prepare children for school as well as informing strategies for improving children's educational trajectories across their school years. The Early Development Instrument (EDI) is a measure of school readiness skills based on teacher-reported observational recall. It has been used extensively in Canada and Australia and is in the early stages of adoption in a number of U.S. cities. The current study uses data from roughly 3,000 children followed longitudinally from kindergarten through third grade from 7 school districts in Orange County, California. The study assesses whether EDI ratings in kindergarten predict third grade proficiency in mathematics and English Language Arts on state assessments. Ratings on the EDI were strongly associated with proficiency in both academic areas, even in the presence of controls for child-level factors and neighborhood fixed effects. Among its components, ratings on the language and cognitive development, communication skills and general knowledge, and social competence domains strongly differentiated children's likelihood of later proficiency in both academic areas. Implications for improving comprehensive early childhood education and schooling policies based on indicators of school readiness are discussed.

A novel signal sequence negative multimeric glycosomal protein required for cell cycle progression of Leishmania donovani parasites.

Expression of the intracellular form amastigote specific genes in the Leishmania donovani parasite plays a major role in parasite replication in the macrophage. In the current work, we have characterized a novel hypothetical gene, Ld30b that is specifically transcribed in the intracellular stage of the parasite. The recombinant Ld30b protein exists as a pentamer in solution as identified by native-PAGE and size exclusion gel chromatography. Structural analysis using circular dichroism and molecular modeling indicate that Ld30b belongs to family of cAMP-dependent protein kinase type I-alpha regulatory subunit. Co-localization immunofluorescence microscopy and western blot analyses (using anti-Ld30b antibody and anti-hypoxanthine-guanine phosphoribosyl transferase, a glycosome marker) on the isolated parasite glycosome organelle fractions show that Ld30b is localized in glycosome, though lacked a glycosome targeting PTS1/2 signal in the protein sequence. Episomal expression of Ld30b in the parasite caused the arrest of promastigotes and amastigotes growth in vitro. Cell cycle analysis using flow cytometry indicates that these parasites are arrested in 'sub G0/G1' phase of the cell cycle. Single allele knockout of Ld30b in the parasite similarly attenuated its growth by accumulation of cells in the S phase of cell cycle, thus confirming the probable importance of appropriate level of protein in the cells. Studying such intracellular stage expressing genes might unravel novel regulatory pathways for the development of drugs or vaccine candidates against leishmaniasis.

Asymptomatic Visceral Leishmania infantum Infection in US Soldiers Deployed to Iraq.

BACKGROUND: Visceral leishmaniasis (VL), due to Leishmania infantum, is a persistent intracellular parasitic infection transmitted by the bite of infected sand flies. Symptomatic VL has been reported in U.S. soldiers with Iraq deployment. Untreated symptomatic VL can be fatal; asymptomatic VL (AVL) may establish a lifelong risk of reactivation. We report prevalence and AVL risk factors in Operation Iraqi Freedom (OIF) deployers during 2002-11. METHODS: Healthy soldiers exposed to VL endemic areas in Iraq and 50 controls who never traveled to endemic regions were recruited through military healthcare facilities (2015-17). Responses to a risk factor survey and blood samples were obtained. Leishmania research diagnostics utilized included enzyme-linked immunosorbent assay (ELISA), rk39 test strips, quantitative polymerase chain reaction (PCR), and interferon gamma release (IGRA) assays. Statistical analyses included Fisher exact test, Pearson χ2 test, Mann-Whitney U test, and logistic regression. RESULTS: 200 deployed subjects were enrolled, mostly males (84.0%), of white ethnicity (79.0%), and median age 41 (range 24-61) years. 64% were seropositive for Phlebotomus alexandri saliva antibodies. Prevalence of AVL (any positive test result) was 39/200 (19.5%, 95% confidence interval 14.4%-25.8%). Two (1.0%) PCR, 10 (5%) ELISA, and 28 (14%) IGRA samples were positive. Travel to Ninewa governorate increased risk for AVL (P = .01). CONCLUSION: AVL was identified in 19.5% of OIF deployers; travel to northwest Iraq correlated with infection. Further studies are needed to inform risk for reactivation VL in US veterans and to target additional blood safety and surveillance measures.

Hypothalamic radial glia function as self-renewing neural progenitors in the absence of Wnt/ß-catenin signaling.

The vertebrate hypothalamus contains persistent radial glia that have been proposed to function as neural progenitors. In zebrafish, a high level of postembryonic hypothalamic neurogenesis has been observed, but the role of radial glia in generating these new neurons is unclear. We have used inducible Cre-mediated lineage labeling to show that a population of hypothalamic radial glia undergoes self-renewal and generates multiple neuronal subtypes at larval stages. Whereas Wnt/ß-catenin signaling has been demonstrated to promote the expansion of other stem and progenitor cell populations, we find that Wnt/ß-catenin pathway activity inhibits this process in hypothalamic radial glia and is not required for their self-renewal. By contrast, Wnt/ß-catenin signaling is required for the differentiation of a specific subset of radial glial neuronal progeny residing along the ventricular surface. We also show that partial genetic ablation of hypothalamic radial glia or their progeny causes a net increase in their proliferation, which is also independent of Wnt/ß-catenin signaling. Hypothalamic radial glia in the zebrafish larva thus exhibit several key characteristics of a neural stem cell population, and our data support the idea that Wnt pathway function may not be homogeneous in all stem or progenitor cells.

Childhood Protective Factors and a Prevention Program Reduce Later Problem Behaviors.

Prior research has yet to elucidate how constellations of protective factors in childhood and prevention efforts simultaneously may influence youth involvement in problem behaviors across different points in development. The current study examines how latent classes of social and emotional learning (SEL) skills, parent-child relationships, and peer influences in third grade and receipt of an ongoing SEL intervention predict substance use and violence in fifth and eighth grade. The urban, predominantly low-income, sample (N = 1,169) was nested in 14 schools that were randomly assigned to the Positive Action program or business-as-usual. Membership in a latent class reflecting protective childhood factors predicted less substance use and violence in fifth grade; however, the SEL program predicted less substance use and violence in eighth grade. Findings generally support that SEL interventions can successfully target and boost developmentally appropriate positive behaviors and can prevail over initial risk factors with enough time and exposure.

Combining a Kindergarten Readiness Summer Program with a Self-Regulation Intervention Improves School Readiness.

Self-regulation and academic skills in kindergarten are strong predictors of later achievement. However, many children enter kindergarten without adequate levels of these skills, often because of limited participation in early childhood education. The current study examined a kindergarten readiness summer program (Bridge to Kindergarten; B2K) that served children with no prior preschool experience. The first study goal was to examine the effects of adding a self-regulation intervention to the B2K program on children's self-regulation, math, and literacy. The second study goal was to compare changes in self-regulation, math, and literacy during the kindergarten transition period for children attending the B2K program with the intervention to expected development. Results from a randomized trial indicated that children who participated in the B2K program that included the self-regulation intervention experienced more gains in self-regulation relative to children who participated in the B2K program alone. There were no significant effects on math or literacy at the end of the program. However, when examining change during the kindergarten transition period, participation in the B2K program with the self-regulation intervention was associated with improved growth in self-regulation, math, and literacy into the fall of kindergarten compared to expected development. Collectively, the findings suggest a kindergarten readiness summer program that incorporates a self-regulation intervention leads to improved school readiness in children at higher risk for later school difficulties.

Can Universal SEL Programs Benefit Universally? Effects of the Positive Action Program on Multiple Trajectories of Social-Emotional and Misconduct Behaviors.

Behavioral trajectories during middle childhood are predictive of consequential outcomes later in life (e.g., substance abuse, violence). Social and emotional learning (SEL) programs are designed to promote trajectories that reflect both growth in positive behaviors and inhibited development of negative behaviors. The current study used growth mixture models to examine effects of the Positive Action (PA) program on behavioral trajectories of social-emotional and character development (SECD) and misconduct using data from a cluster-randomized trial that involved 14 schools and a sample of predominately low-income, urban youth followed from 3rd through 8th grade. For SECD, findings indicated that PA was similarly effective at improving trajectories within latent classes characterized as "high/declining" and "low/stable". Favorable program effects were likewise evident to a comparable degree for misconduct across observed latent classes that reflected "low/rising" and "high/rising" trajectories. These findings suggest that PA and perhaps other school-based universal SEL programs have the potential to yield comparable benefits across subgroups of youth with differing trajectories of positive and negative behaviors, making them promising strategies for achieving the intended goal of school-wide improvements in student outcomes.

Emerging Cases of Powassan Virus Encephalitis in New England: Clinical Presentation, Imaging, and Review of the Literature.

BACKGROUND: Powassan virus (POWV) is a rarely diagnosed cause of encephalitis in the United States. In the Northeast, it is transmitted by Ixodes scapularis, the same vector that transmits Lyme disease. The prevalence of POWV among animal hosts and vectors has been increasing. We present 8 cases of POWV encephalitis from Massachusetts and New Hampshire in 2013-2015. METHODS: We abstracted clinical and epidemiological information for patients with POWV encephalitis diagnosed at 2 hospitals in Massachusetts from 2013 to 2015. We compared their brain imaging with those in published findings from Powassan and other viral encephalitides. RESULTS: The patients ranged in age from 21 to 82 years, were, for the most part, previously healthy, and presented with syndromes of fever, headache, and altered consciousness. Infections occurred from May to September and were often associated with known tick exposures. In all patients, cerebrospinal fluid analyses showed pleocytosis with elevated protein. In 7 of 8 patients, brain magnetic resonance imaging demonstrated deep foci of increased T2/fluid-attenuation inversion recovery signal intensity. CONCLUSIONS: We describe 8 cases of POWV encephalitis in Massachusetts and New Hampshire in 2013-2015. Prior to this, there had been only 2 cases of POWV encephalitis identified in Massachusetts. These cases may represent emergence of this virus in a region where its vector, I. scapularis, is known to be prevalent or may represent the emerging diagnosis of an underappreciated pathogen. We recommend testing for POWV in patients who present with encephalitis in the spring to fall in New England.