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The scores of 15 children (ages 5-10) with learning disabilities on the Test of Visual Perceptual Skills and the Developmental Test of Visual Motor Integration revealed that visual perception and visual motor skills are separate, though related, functions and that visual motor scores were significantly lower than visual perception scores. (JDD)

Structural analysis reveals how a bacterial enzyme catalyses attachment of the protein tag ubiquitin to host proteins, illuminating a process that allows pathogenic bacteria to subvert host-cell function.Structural analysis reveals how a bacterial enzyme catalyses attachment of the protein tag ubiquitin to host proteins, illuminating a process that allows pathogenic bacteria to subvert host-cell function., Author(s): Kathy Wong, Kalle GehringAuthor Affiliations:Deciphering the catalytic mechanism of bacterial ubiquitination Ubiquitination is a type of protein modification in which the protein ubiquitin is attached to a target protein. [...]

Students with autism spectrum disorder (ASD) studying in mainstream classrooms have diverse adjustment difficulties in learning, social interaction, and emotion regulation. It is crucial to identify the areas these students find most challenging so that teachers can provide training and support accordingly. We therefore developed, examined, and provided norms for the Learning, Social and Emotion Adaptation Questionnaire‐Short Form (LSEAQ‐S), a teacher report instrument measuring 53 essential adaptive behaviors for mainstream primary school students in Hong Kong. Teachers completed the LSEAQ‐S for three samples of 2,298, 2,690, and 3,305 students with ASD from 204 schools and a sample of 1,869 students without ASD from 112 schools. Our study showed that an 11‐factor structure best describes the LSEAQ‐S, which has high internal consistency and good convergent validity examined with the Social Responsiveness Scale‐Second Edition (SRS‐2). Normative data of the LSEAQ‐S stratified by gender and grade (grades 1 to 3; grades 4 to 6) are presented. Gender and grade differences were found, with girls with ASD lagging behind their same‐gender peers in related skills more than boys with ASD did, across both grade levels and especially in senior grades. The LSEAQ‐S, together with its normative data, can reveal students' difficulties and needs, inform intervention priorities, and help monitor training progress. Lay Summary: This study introduces the Learning, Social and Emotion Adaptation Questionnaire‐Short Form (LSEAQ‐S), a teacher report instrument developed in Hong Kong measuring school adaptation of students with autism spectrum disorder (ASD) in mainstream primary schools. The measure helps education personnel identify behaviors in which a student falls behind his/her peers and facilitate training and support targeting those behaviors. Autism Res 2021, 14: 959–972. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. [ABSTRACT FROM AUTHOR]

Abstract: Legionella pneumophila is a pathogen causing severe pneumonia in humans called Legionnaires’ disease. Lem22 is a previously uncharacterized effector protein conserved in multiple Legionella strains. Here, we report the crystal structure of Lem22 from the Philadelphia strain, also known as lpg2328, at 1.40 Å resolution. The structure shows an up‐and‐down three‐helical bundle with a significant structural similarity to a number of protein‐binding domains involved in apoptosis and membrane trafficking. Sequence conservation identifies a putative functional site on the interface of helices 2 and 3. The structure is an important step toward a functional characterization of Lem22. [ABSTRACT FROM AUTHOR]