Performance perceptive dans l’autisme : du facteur «g» au facteur «p»

La perception est de plus en plus reconnue comme fondamentale à la compréhension du phénotype autistique. La première description de l’autisme, par Kanner en 1947, fait état d’un profil cognitif hétérogène caractérisé par des habiletés exceptionnelles à l’intérieur de domaines spécifiques de la perception (ex., la musique). L’accumulation des observations cliniques sur la présence de particularités perceptives a mené à l’élaboration d’études empiriques permettant d’objectiver des surfonctionnements dans le traitement élémentaire de l’information perceptive dans l’autisme. Parallèlement, des études cognitives suggèrent la présence d’une « intelligence différente » chez les personnes autistes. Celle-ci serait caractérisée par une dissociation entre des performances à différents tests d’intelligence fortement corrélés ensemble chez les personnes typiques. Le potentiel intellectuel des personnes autistes serait sous-estimé lorsque mesuré par l’échelle de Wechsler, plutôt que des mesures d’intelligence fluide comme les Matrices Progressives de Raven. Avec l’appui d’études en imagerie cérébrale, ces résultats suggèrent une relation unique entre la perception et l’intelligence chez cette population clinique. Étant donné l’accumulation de preuves sur 1) la présence d’atypies perceptuelles, 2) le rôle différent de la perception dans l’intelligence et 3) l’importance des comportements répétitifs et intérêts restreints dans le phénotype autistique (DSM-5), le premier volet de cette thèse s’est intéressé à la relation entre les performances perceptives des personnes autistes et celle des personnes ayant un développement typique, au-delà de ce qui est expliqué par l’intelligence. À l’aide de modèles de régression linéaire, les résultats démontrent un profil de covariation spécifique à l’autisme pour les habiletés plurimodales. Contrairement aux personnes ayant un développement typique, ces associations persistent au-delà de ce qui est expliqué par l’intelligence générale ou par l’efficacité générale des systèmes perceptifs. Ce profil de covariation résiduelle propre aux personnes autistes suggère la présence d’un facteur plurimodal spécifique à ce groupe clinique : le facteur « p ». Le deuxième volet de cette thèse s’est intéressé à la prévalence des habiletés exceptionnelles au niveau individuel, la relation les forces perceptives et les talents, ainsi qu’aux facteurs de prédisposition en lien avec le développement d’habiletés exceptionnelles. Les forces perceptives des personnes autistes furent évaluées à l’aide de tâches expérimentales sensibles à la détection de surfonctionnements perceptifs, soit une tâche de discrimination de hauteurs sonores et une version modifiée du sous-test « Blocs » de l’échelle d’intelligence de Wechsler. Les talents furent évalués de manière clinique à l’aide de l’ADI-R (« Autism Diagnostic Interview-Revised »). Les données indiquent que 88.4 % des personnes autistes avec une intelligence dans la normale présentent au moins une habileté exceptionnelle (force perceptive ou talent). Les talents sont rapportés chez 62.5 % des cas et les forces perceptives se retrouvent chez 58 % des cas. La cooccurrence des forces perceptives entre les modalités perceptives est relativement peu fréquente (24 % à 27 %) et la présence d’un talent dans une modalité n’augmente pas les chances de présenter une force perceptive dans une même modalité. Une plus grande intelligence augmente les chances de présenter au moins un talent. En revanche, une intelligence plus faible, mais se situant tout de même dans les limites de la normale, est associée à un profil cognitif plus hétérogène avec des forces perceptives plus fréquentes. En somme, l’intelligence autistique serait caractérisée par un rôle plus important de la perception, indépendamment des surfonctionnements perceptifs. Cette particularité cognitive se manifesterait par la présence d’un facteur plurimodal, « p », spécifique à l’autisme. Théoriquement, le facteur « p » reflèterait des modifications innées (ou « hardwired ») dans l’organisation corticale des microcircuits responsables de l'encodage des dimensions perceptives élémentaires. En revanche, une faible association intermodale entre les forces perceptives suggère que des modifications corticales sont essentielles, mais non suffisantes pour le développement d’habiletés exceptionnelles. Par des processus de plasticité, des modifications corticales auraient des répercussions sur le phénotype autistique en offrant une base plus « fertile » pour le développement d’habiletés exceptionnelles, voire savantes, lorsque la personne autiste serait exposée à des expériences de vie avantageuses. Par ailleurs, les résultats de cette thèse, combinés à la littérature existante sur l’intelligence et l’apprentissage des personnes autistes, nous amènent à réfléchir sur les approches d’évaluation et d’intervention les mieux adaptées au fonctionnement spécifique de cette population clinique.

Tentorial meningiomas: follow-up review

Tentorial meningiomas comprise 3-5% of the intracranial meningiomas. Different locations and sinus invasion require special surgical skills. This study aimed to analyze factors influencing the outcome of 29 patients (30 tumors) with tentorial meningiomas surgically treated. The study included 22 female and seven male patients, with age of 18-76 years old, and a follow-up of 6-179 months. Eight tumors were located on the inner tentorial ring, 15 on the outer ring, four were falcotentorial, and three attached/invading the torcula. Outcome was analyzed using survival and recurrence-free survival (RFS) curves. Twenty-seven tumors were WHO grade I and three were grades II-III. Total and subtotal resections were reached in 87.5% and 12.5% of tumors. Survival was better for patients with grade I tumors and similar according to sex, location, size, and extent of resection. Recurrence/regrowing rate was 12.5%. RFS curves were better for patients with grade I or with radical resection and similar according to sex, location, and size. There was no operative mortality. Permanent postoperative cranial nerve deficits occurred in 9.7% (all inner ring tumors). Despite being many times large-sized, surgical treatment of tentorial meningiomas gives good results. Prognostic factors for recurrence were histopathologic grade III and subtotal resection. Radical resection allowed better results. Nevertheless, subtotal resection may be acceptable for cases with cranial nerves or sinuses invasions.

Impact of biocontrol strain Pseudomonas fluorescens CHA0 on rhizosphere bacteria isolated from barley (Hordeum vulgare L.) with special reference to Cytophaga-like bacteria.

AIMS: To assess the impact of the biocontrol strain Pseudomonas fluorescens CHA0 on a collection of barley rhizosphere bacteria using an agar plate inhibition assay and a plant microcosm, focusing on a CHA0-sensitive member of the Cytophaga-like bacteria (CLB). METHODS AND RESULTS: The effect of strain CHA0 on a collection of barley rhizosphere bacteria, in particular CLB and fluorescent pseudomonads sampled during a growth season, was assessed by a growth inhibition assay. On average, 85% of the bacteria were sensitive in the May sample, while the effect was reduced to around 68% in the July and August samples. In the May sample, around 95% of the CLB and around 45% of the fluorescent pseudomonads were sensitive to strain CHA0. The proportion of CHA0-sensitive CLB and fluorescent pseudomonad isolates decreased during the plant growth season, i.e. in the July and August samples. A particularly sensitive CLB isolate, CLB23, was selected, exposed to strain CHA0 (wild type) and its genetically modified derivatives in the rhizosphere of barley grown in gnotobiotic soil microcosms. Two dry-stress periods were imposed during the experiment. Derivatives of strain CHA0 included antibiotic or exopolysaccharide (EPS) overproducing strains and a dry-stress-sensitive mutant. Despite their inhibitory activity against CLB23 in vitro, neither wild-type strain CHA0, nor any of its derivatives, had a major effect on culturable and total cell numbers of CLB23 during the 23-day microcosm experiment. Populations of all inoculants declined during the two dry-stress periods, with soil water contents below 5% and plants reaching the wilting point, but they recovered after re-wetting the soil. Survival of the dry-stress-sensitive mutant of CHA0 was most affected by the dry periods; however, this did not result in an increased population density of CLB23. CONCLUSIONS: CLB comprise a large fraction of barley rhizosphere bacteria that are sensitive to the biocontrol pseudomonad CHA0 in vitro. However, in plant microcosm experiments with varying soil humidity conditions, CHA0 or its derivatives had no major impact on the survival of the highly sensitive CLB strain, CLB23, during two dry-stress periods and a re-wetting period; all co-existed well in the rhizosphere of barley plants. SIGNIFICANCE AND IMPACT OF THE STUDY: Results indicate a lack of interaction between the biocontrol pseudomonad CHA0 and a sensitive CLB when the complexity increases from agar plate assays to plant microcosm experiments. This suggests the occurrence of low levels of antibiotic production and/or that the two bacterial genera occupy different niches in the rhizosphere.

Special investigation of Iowa Association of Skills USA-VICA, for the period September 1, 2001 through September 30, 2008

Special investigation of Iowa Association of Skills USA-VICA, for the period September 1, 2001 through September 30, 2008

Social skills activities for special children.

Incluye actividades prácticas y hojas de ejercicios para ayudar a los niños con trastornos emocionales a llevar un aceptable comportamiento social y a adquirir destrezas sociales básicas. Cada lección presenta el desarrollo de una habilidad específica en el contexto de situaciones de la vida real, que guiada por el profesor permite a los alumnos trabajar, pensar, discutir y practicar sobre ella, tanto dentro como fuera del aula.

Social skills activities for secondary students with special needs.

Recurso práctico diseñado como un programa autónomo para los profesionales y familiares que trabajan con estudiantes con necesidades especiales en los grados 6-12. Ofrece a los maestros y padres más de doscientas hojas de trabajo para ayudar a estos adolescentes a construir las habilidades que necesitan para lograr la independencia y tener éxito en la vida cotidiana. Las veintisiete unidades están centradas en las competencias básicas de la vida real tales como el manejo de dinero, éxito en la escuela, uso seguro de Internet, conseguir y mantener un trabajo.

Social skills activities for secondary students with special needs.

Recurso práctico diseñado como un programa autónomo para los maestros que trabajan con estudiantes con necesidades especiales en los grados 6-12. Ofrece una colección de doscientas hojas de trabajo para ayudar a los adolescentes a construir las habilidades sociales necesarias para interactuar eficazmente con los demás y aprender a aplicar estas habilidades a diferentes situaciones para la vida real en cinco escenarios diferentes: hogar, escuela, trabajo, entre colegas, y en la comunidad. También les ayudará a aprender a controlar las situaciones mediante la participación activa y contribuir a mejorar los resultados sociales.

The use of drama to teach social skills in a special school setting for students with autism.

For children with autism, social challenges may be both part of the disability and a barrier to accessing education. This paper reports on a project which used drama to address such challenges by drawing on the social skills of non-autistic peers in a special school setting. The paper demonstrates how drama’s flexibility may be harnessed in order to help students support each other’s development of creative and communicative skills. Focusing on two children in particular, specific examples are given to illustrate how they participated in group work, made imaginative contributions to verbal and physical representations, and engaged with abstract ideas. The project’s outcomes suggest, given a concrete structure and an invitation to collaborate, drama can be a powerful learning medium for children with ASD. The conclusion reflects on the diverse meaning of inclusive practice which can be achieved within specialist settings.

The Importance of Foreign Language Skills in the Labour Markets of Central and Eastern Europe: An assessment based on data from online job portals. CEPS Special Report No. 129/January 2016

In a globalised world, knowledge of foreign languages is an important skill. Especially in Europe, with its 24 official languages and its countless regional and minority languages, foreign language skills are a key asset in the labour market. Earlier research shows that over half of the EU27 population is able to speak at least one foreign language, but there is substantial national variation. This study is devoted to a group of countries known as the Visegrad Four, which comprises the Czech Republic, Hungary, Poland and Slovakia. Although the supply of foreign language skills in these countries appears to be well-documented, less is known about the demand side. In this study, we therefore examine the demand for foreign language skills on the Visegrad labour markets, using information extracted from online job portals. We find that English is the most requested foreign language in the region, and the demand for English language skills appears to go up as occupations become increasingly complex. Despite the cultural, historical and economic ties with their German-speaking neighbours, German is the second-most-in-demand foreign language in the region. Interestingly, in this case there is no clear link with the complexity of an occupation. Other languages, such as French, Spanish and Russian, are hardly requested. These findings have important policy implications with regards to the education and training offered in schools, universities and job centres.

Teacher perception of self -determination skills in the inclusive and special education classroom

It has been proposed that special education teachers, who promote self-determination and link it to educational standards, help students with a disability succeed in school. The current school reform movement has focused on accountability through mandates such as the No Child Left Behind Act, 2001, and has emphasized participation in the general curriculum through amendments to the Individuals with Disabilities Education Act (IDEA) of 1997 and 2004. This study informs educators if educational setting, students' type of disability, and subject area taught, influence teachers' opinions about the importance of teaching components leading to self-determination and self-management. ^ The research questions that drive this study are: (1) do secondary school teachers who instruct students with a disability think that self-determination components taught in the classroom will make an important difference in students' school and later postsecondary achievements? and (2) does the type of classroom setting, students' type of disability, or specific subject matter influence teachers' opinions regarding the importance of teaching components related to self-determination and self-management? The collection and interpretation of data were done using descriptive and quantitative methods employing a teacher survey. The survey was administered to secondary teachers who instruct students with disabilities. Data were analyzed using descriptive and inferential statistics. The sample consisted of 97 special education teachers currently teaching at the secondary level. ^ The results of the study indicated that teachers believe that self-determination is important for both school life and post school life. However teachers thought these skills to be more important for post school success. Teachers believe that self-determination is more important than self-management skills. Type of disability, educational environment, and subject area were not significant factors. ^

Acute effects and postactivation potentiation in the special judo fitness test

Miarka, B, Del Vecchio, FB, and Franchini, E. Acute effects and postactivation potentiation in the special judo fitness test. J Strength Cond Res 25(2): 427-431, 2011-The purpose of this study was to compare the acute short-term effects of (1) plyometric exercise, (2) combined strength and plyometric exercise (contrast), and (3) maximum strength performance in the Special Judo Fitness Test (SJFT). Eight male judo athletes (mean +/- SD, age, 19 +/- 1 years; body mass, 60.4 +/- 5 kg; height, 168.3 +/- 5.4 cm) took part in this study. Four different sessions were completed; each session had 1 type of intervention: (a) SJFT control, (b) plyometric exercises + SJFT, (c) maximum strength + SJFT, and (d) contrast + SJFT. The following variables were quantified: throws performed during series A, B, and C; total number of throws; heart rate immediately and 1 minute after the test; and test index. Significant differences were found in the number of throws during series A: the plyometric exercise (6.4 +/- 0.5 throws) was superior (p < 0.05) to the control condition (5.6 +/- 0.5 throws). Heart rate 1 minute after the SJFT was higher (p < 0.01) during the plyometric exercise (192 +/- 8 bpm) than during the contrast exercise (184 +/- 9 bpm). The contrast exercise (13.58 +/- 0.72) resulted in better index values than the control (14.67 +/- 1.30) and plyometric exercises (14.51 +/- 0.54). Thus, this study suggests that contrast and plyometric exercises performed before the SJFT can result in improvements in the test index and anaerobic power of judo athletes, respectively.

BjussuSP-I: A new thrombin-like enzyme isolated from Bothrops jararacussu snake venom

A thrombin-like enzyme named BjussuSP-I, isolated from B. jararacussu snake venom, is an acidic single chain glycoprotein with approximately 6% sugar, Mr = 61,000 under reducing conditions and pI similar to 3.8, representing 1.09% of the chromatographic A(280) recovery. BjussuSP-I is a glycosylated scrine protease containing both N-linked carbohydrates and sialic acid in its structure. BjussuSP-I showed a high clotting activity upon human plasma, which was inhibited by PMSF, leupeptin, heparin and 1,10-phenantroline. This enzyme showed high stability regarding coagulant activity when analyzed at different temperatures (-70 to 37 degrees C), pHs (4.5 to 8.0), and presence of two divalent metal ions (Ca2+ and Mg2+). It also displayed TAME esterase and proteolytic activities toward natural (fibrinogen and fibrin) and synthetic (BAPNA) substrates, respectively, being also inhibited by PMSF and leupeptin. BjussuSP-I can induce production of polyclonal antibodies able to inhibit its clotting activity, but unable to inhibit its proteolytic activity on fibrinogen. The enzyme also showed crossed immunoreactivity against I I venom samples of Bothrops, I of Crotalus, and I of Calloselasma snakes, in addition of LAAO isolated from B. moojeni venom. It displayed neither hemorrhagic, myotoxic, edema-inducing profiles nor proteolytic activity on casein. BjussuSP-I showed an N-terminal sequence (VLGGDECDfNEHPFLA FLYS) similar to other thrombin-like enzymes from snake venoms. Based on its biochemical, enzymatic and pharmacological characteristics, BjussuSP-I was identified as a new thrombin-like enzyme isoform from Bothrops jararacussu snake venom. (C) 2007 Elsevier Inc. All rights reserved.

An evaluative case study of a psychological skills training program for athletes with intellectual disabilities

The purpose was to develop an evaluative case study of six 3-hr sessions, spaced over 3 months, of psychological skills training (PST) provided to athletes with an intellectual disability who were training for the Basketball Australia State Championships. Participants were 7 males and 7 females, aged 15.8 to 27.1 years, with a receptive language level of 7 to 13.7 years, 2 female coaches, 2 psychologists, and I registered psychologist supervisor. Sessions focused specifically on stress management, with primary attention given to cue words, breathing techniques, and positive thinking. Findings, based on interviews and participant observations, revealed that all participants believed that the PST was appropriate and worthwhile.