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This study investigates the effectiveness of the “Power of Camp Inclusion” program in enhancing social skills among children with autism spectrum disorder (ASD) in an integrated educational environment of a camp. Caregivers, who received pedagogical training on disability issues, evaluated the program. The study involved 22 individuals with ASD, aged 7–25 years (mean age: 14.82), and 22 companions, aged 20–56 years (mean age: 25.27). Caregivers received in vivo training on social skills to support their role in the program. The Autism Social Skills Profile (ASSP) was used to assess social skills, including Social Reciprocity, Social Participation, and Harmful Social Behaviors, as well as the overall index of social skills. In addition to ASSP, all participants underwent semi-structured interviews. Statistical analysis examined demographic data, internal consistency of variables, their correlation, and t-test analyses of a sample and paired observations. The results indicated that the implementation of the “Power of Camp Inclusion” program had positive effects on the development of social reciprocity, social participation, overall index of social skills, and reduction of harmful social behaviors among children with ASD. The findings of this study highlight the importance of educational programs that support the development of social skills for children with ASD and emphasize the need for such programs to be integrated into modern educational policies.

Down syndrome is a genetic disorder which is represented by a variety of deficits in all linguistic domains including phonology. Previous research, mainly conducted in the English language, has documented phonological deficits in early childhood in Down syndrome. Given the paucity of research in the area of phonology in the Greek language, the aim of the present study was to evaluate the phonological skills of children with Down syndrome (N = 45) in the Greek language and compare them with those of age-matched and non-verbal age children with language impairment (N = 45). A test, standardized in the Greek language, was used for the above purpose which consisted of four subscales: articulation; phonemic analysis; phonemic completion; and phonemic distinction. The results showed that children with Down syndrome performed poorer on all four subscales than children with language impairment, and provided evidence for distinct difficulties in specific consonants and complex articulations inherent in the Greek language.

Down syndrome is the most common genetic syndrome of intellectual disabilities with a distinct linguistic profile. Language research so far has come mainly from the English language, a language with different syntax and morphology from many other languages, including Greek, indicating a paucity of research findings in the Greek language. Given the rich morphology and distinct syntactic characteristics of the Greek language, the present study evaluated the performance of children with Down syndrome (N = 45) who are native Greek speakers in syntax and morphology and compared it with the performance of children with typical development (N = 45) matched for chronological age. The paper also analysed the items of each task in terms of the performance of the two groups in subject-verb agreement, noun conversion from singular to plural, and verb conversion from present to past and future tenses. All children were tested in four subscales of a standardized test, including morphosyntactic comprehension, morphosyntactic completion and articulation (parts 1 and 2). The results showed that children with Down syndrome lag behind in syntax and morphology compared with children of typical development and present difficulties in specific aspects of morphology and syntax inherent in the Greek language.

Children with Down syndrome (DS) present language deficits in all linguistic domains and their language development lags behind that of typically developing children. However, their receptive language skills appear to be better than their productive in all linguistic domains. Research on bilingual children with DS is limited, but has shown that second language learning from an early age by children with DS has no impact on their first language development. In this research study, we examined receptive and productive first language skills of eight monolingual and eight bilingual children with DS. For the above purpose, a standardised language test, that measures the receptive and expressive language system, was administered to all participants. The results of our study showed that bilingual children with DS do not differ in their receptive and productive language skills from monolingual children with DS, indicating that bilingualism does not affect first language development in DS.

Attention Deficit Hyperactivity Disorder (ADHD) significantly influences children's language acquisition and usage. This theoretical study explores the multifaceted impact of ADHD on language development, specifically focusing on reading and writing challenges. Existing research reveals that approximately 30% of children with ADHD show significant delays in reading proficiency. Additionally, about 40% of these children struggle with phonological processing, which directly impacts their reading and writing skills. Interventions targeting executive function training combined with phonics-based instruction have been shown to significantly improve language outcomes. This study introduces a comprehensive framework connecting these challenges to specific interventions and collaborative strategies, emphasizing the importance of a multi-disciplinary approach. This work provides perspectives on the specific connections between ADHD symptoms and language difficulties, offering detailed potential solutions based on empirical data. Moreover, it features the necessity of adopting integrated intervention strategies to advance academic outcomes and communicative competencies for children with ADHD, providing new understandings into effective educational practices. [ABSTRACT FROM AUTHOR]

Objectives-background: Postoperative cognitive dysfunction (POCD) involves decline in several cognitive domains after surgery and is particularly common after cardiac surgery, while also common among other types of surgery. Given the potential effects of such cognitive dysfunction on the quality of life, it is important to study it in multiple populations in order to limit its occurrence. Study design: We present the long-term neuropsychological outcome of 200 patients, 100 of whom had orthopedic surgery and 100 oncological surgery. Methods: We administered a series of neuropsychological tests assessing attention, complex scanning, verbal working memory, executive functioning, short-term and long-term memory, and visuospatial perception before surgery, prior to discharge, at 3-month follow-up and 6 years after surgery. We compared the performance of these patients to normative datasets. Results: Despite equivalent levels of pre-surgery performance between patients, oncology patients exceeded their preoperative neurocognitive levels, suggesting less postoperative cognitive dysfunction in orthopedic patients overall, in all neuropsychological domains at a 6-year follow-up, except short-term retention. In contrast, orthopedic patients showed no improvement, and, instead, showed some cognitive decline, which remained consistent over time. Conclusions: Our findings highlight the critical role of the type of surgery utilized in the development of POCD and have implications for clinical management and patients' quality of life in the very long term. Health policy professionals should be aware that patients' low POCD may persist in the long term, and this is useful from a clinician's point of view. [ABSTRACT FROM AUTHOR]

Children with Down syndrome (DS) present language deficits in all linguistic domains and their language development lags behind that of typically developing children. However, their receptive language skills appear to be better than their productive in all linguistic domains. Research on bilingual children with DS is limited, but has shown that second language learning from an early age by children with DS has no impact on their first language development. In this research study, we examined receptive and productive first language skills of eight monolingual and eight bilingual children with DS. For the above purpose, a standardised language test, that measures the receptive and expressive language system, was administered to all participants. The results of our study showed that bilingual children with DS do not differ in their receptive and productive language skills from monolingual children with DS, indicating that bilingualism does not affect first language development in DS. [ABSTRACT FROM AUTHOR]

Genes for triterpene biosynthetic pathways exist as metabolic gene clusters in oat and Arabidopsis thaliana plants. We characterized the presence of an analogous gene cluster in the model legume Lotus japonicus., In the genomic regions flanking the oxidosqualene cyclase AMY2 gene, genes for two different classes of cytochrome P450 and a gene predicted to encode a reductase were identified. Functional characterization of the cluster genes was pursued by heterologous expression in Nicotiana benthamiana. The gene expression pattern was studied under different developmental and environmental conditions. The physiological role of the gene cluster in nodulation and plant development was studied in knockdown experiments., A novel triterpene structure, dihydrolupeol, was produced by AMY2. A new plant cytochrome P450, CYP71 D353, which catalyses the formation of 20-hydroxybetulinic acid in a sequential three-step oxidation of 20-hydroxylupeol was characterized. The genes within the cluster are highly co-expressed during root and nodule development, in hormone-treated plants and under various environmental stresses. A transcriptional gene silencing mechanism that appears to be involved in the regulation of the cluster genes was also revealed., A tightly co-regulated cluster of functionally related genes is involved in legume triterpene biosynthesis, with a possible role in plant development. [ABSTRACT FROM AUTHOR]

Objective: Neurocognitive deficits in attention, short-term memory, and sequential information processing are present in children with a variety of disabilities, whereas language and visuospatial abilities vary., Method: We compared the performance of 59 children (mean age, 15 years) with learning disabilities (n = 18), Down syndrome (n = 21), and intellectual disabilities (n = 20). A series of neuropsychological tests were used to evaluate the neurocognitive processes of memory, attention, visuospatial perception, and executive function. To better understand what emotions they experience, we assessed emotions like anxiety, depression, and positive and negative mood., Results: The performance of children with Down syndrome was statistically significantly different from that of other groups, indicating lower performance ( p  = 0.001). In comparison to other groups, children with Down syndrome performed significantly worse across all cognitive domains. Additionally, there were no statistically significant differences between groups and low emotional functioning scores across the board for all children. People with DS frequently have distinctive neurocognitive and neurobehavioral profiles that appear during particular developmental phases and have many distinct strengths and weaknesses that should be respected as they mature over the course of their lives. The current findings have substantial consequences for interventions that are focused on achieving the best results.

Background: Chronic Myeloid Leukemia (CML) is a rare myeloproliferative disease in childhood. Treatment in CML includes Tyrosine Kinase Inhibitors (TKIs), which inhibit the cytoplasmic kinase BCR/ABL. Tyrosine kinases play a key role in the secretion of growth hormone and insulin-like growth factor 1 (IGF-1)., Objective: The aim of this systematic review was to study the effect of TKIs on the growth of children and adolescents with CML., Methods: English-language publications were searched in the PubMed/Cochrane library/Google Scholar databases (2002-2023), and retrieved studies were assessed according to PRISMA-Statement and Newcastle- Ottawa-scale., Results: The search strategy yielded 1066 articles. After applying the inclusion/exclusion criteria, 941 were excluded based on title screening and 111 on abstract review. The systematic review included 14 articles (11 retrospective observational studies/3 clinical trials). Twelve studies reported data on the prevalence of growth disorders after the administration of 1st generation TKIs (imatinib). Two studies reported a negative effect of 2nd generation TKIs (dasatinib/nilotinib) on physical growth. Four studies recorded a decrease in height z-score after treatment compared to baseline. Two 1st-generation TKIs studies reported data on children's final height; one reported restoration of final height to normal after the onset of puberty, despite initial slowing, and the final height was lower than mid-parental target height. Serum IGF-1 levels were reported in 2 studies to be within normal range, while in 3 studies, a significant decrease was documented. Considerable study heterogeneity was observed related to dosage/duration of treatment/disease phase/stage of puberty/ethnicity., Conclusion: A negative effect of TKIs on the growth and final height of children was noted., (Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.net.)

Background: Mindfulness, originating from ancient meditation practices, has garnered substantial scientific interest in recent decades due to its potential to enhance various aspects of well-being. The rise of scientific interest in mindfulness has led to the development of Mindfulness-Based Stress Reduction (MBSR) and other mindfulness-based interventions (MBIs), which have demonstrated positive effects on stress reduction, emotional regulation, and cognitive flexibility., Objective: This study aimed to explore the characteristics and applications of mindfulness, investigate its impact on mental health, and assess the potential benefits of combining mindfulness with nature-based interventions in promoting the well-being of children and adolescents., Methods: This review draws from existing literature, scholarly articles, and empirical studies related to mindfulness, nature exposure, and their effects on mental health., Results: The results highlight the manifold benefits of mindfulness in different populations, including health professionals, patients, children, adolescents, and the general public. Mindfulness practice has been associated with notable reductions in stress, anxiety, and depression, and has shown positive effects on brain plasticity and cognitive functioning. Furthermore, the integration of mindfulness with exposure to natural environments holds potential for enhanced stress reduction and cognitive restoration., Conclusion: The findings underscore the potential of mindfulness as a cost-effective and accessible intervention to promote mental health across diverse age groups and settings. Further research should explore the specific mechanisms and long-term effects of this integrated approach to optimize its benefits., Competing Interests: There are no conflicts of interest., (© 2024 Alexandros Argyriadis, Emmanuel Kopanakis, Panagiotis Koutras, Konstantinos Louvaris, Antonia-Zoi Mammi, Maria Psychogiou, Dimitra Katsarou, Isabel Vieira, Olga Drakopoulou, Agathi Argyriadii.)