The purpose of this study was to: (1) examine symptom levels of anxiety and depression in children with high-functioning autism spectrum disorders (HFASDs) compared with matched control children using child self-reports and parent ratings; and (2) examine source differences within the two condition groups. An overall multivariate effect indicated significantly elevated depression and anxiety symptoms for children with HFASDs based on parent reports; however no significant between-group differences based on child self-reports. Within-condition source comparisons (parent vs. child) revealed a significant multivariate effect indicating a significant difference in symptoms of depression and anxiety for the HFASD group but none for the control. Correlations between parent and child reports for the HFASD group suggested some positive association between child-reports and parent-reports for depressive symptoms only; however, the difference in average scores reflected a substantial discrepancy in the magnitude of symptoms by rater. Implications for clinical assessment and future research are provided.

Insect yolk protein precursor gene expression is regulated by nutritional and endocrine signals. A surge of amino acids in the hemolymph of blood-fed female mosquitoes activates a nutrient signaling system in the fat bodies, which subsequently derepresses yolk protein precursor genes and makes them responsive to activation by steroid hormones. Orphan transporters of the SLC7 family were identified as essential upstream components of the nutrient signaling system in the fat body of fruit flies and the yellow fever mosquito, Aedes aegypti. However, the transport function of these proteins was unknown. We report expression and functional characterization of AaCAT1, cloned from the fat body of A. aegypti. Expression of AaCAT1 transcript and protein undergoes dynamic changes during postembryonic development of the mosquito. Transcript expression was especially high in the third and fourth larval stages; however, the AaCAT1 protein was detected only in pupa and adult stages. Functional expression and analysis of AaCAT1 in Xenopus oocytes revealed that it acts as a sodium-independent cationic amino acid transporter, with unique selectivity to L-histidine at neutral pH (K 0.5 L-His ‫؍‬ 0.34 ؎ 0.07 mM, pH 7.2). Acidification to pH 6.2 dramatically increases AaCAT1-specific His ؉ -induced current. RNAi-mediated silencing of AaCAT1 reduces egg yield of subsequent ovipositions. Our data show that AaCAT1 has notable differences in its transport mechanism when compared with related mammalian cationic amino acid transporters. It may execute histidine-specific transport and signaling in mosquito tissues.

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This study compared cortisol concentrations yielded using three saliva collection methods (passive drool, salivette, and sorbette) in both in vitro and in vivo conditions, as well as method acceptability for a sample of children (n = 39) with High Functioning Autism Spectrum Disorders. No cortisol concentration differences were observed between passive and sorbette samples obtained in vitro or in vivo. The salivette derived concentration was lower than the other two methods for the in vitro derived comparisons but did not differ from the other methods when collected in vivo. Cross-day comparison for the salivettes was also found to differ significantly, whereas the cross-day comparisons did not differ for the passive method or the sorbette method. Overall, passive drool and sorbettes were found to produce similar and stable readings of cortisol, whereas the salivette yielded unstable and variable concentrations. Ratings suggested that the children generally perceived all methods as acceptable.

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A B S T R A C TThis study examined the hypothesis that assisted writing during reading improves reading comprehension. The hypothesis was derived from sociocognitive and constructivist theory and research and implemented in the form of a curricular intervention called Writing Intensive Reading Comprehension after its main feature of bringing together reading comprehension and writing. The study used instruction with interactive thinksheets to provide sustained, focused, and assisted writing experiences to help students in low-performing urban schools construct understandings of their reading. The study used a cluster randomized trial design. Results support the hypothesis that bringing together reading and writing through instruction using thinksheets produces levels of reading comprehension superior to traditional instruction. Hierarchical linear modeling analyses of pretest and posttest data from 1,062 fourth-and fifth-grade students in 50 classrooms and 10 schools (four 2-year experimental, three 1-year experimental, and three control schools) also revealed greater effects for special education and low-income students in the experimental group. The study also revealed uneven improvement among experimental classrooms with regard to students' grade level, length of exposure to the intervention, and teachers' fidelity of implementation. The results imply that the upper grade students with the longer treatment and higher fidelity of implementation benefited more from the intervention. The study extends theory and research on reading-writing connections and suggests additional research and practical applications using assisted writing to improve reading comprehension.T his study resulted from a three-year program of research called Writing Intensive Reading Comprehension (WIRC) that tested the hypothesis that bringing reading and writing together within a sociocognitive-constructivist theoretical and instructional framework can help students use writing to make sense of their reading. The intervention consisted of an instructional intervention using interactive thinksheets to assist students in writing about their reading. The study asked whether assisted writing about reading would help fourth-and fifth-grade students in lowperforming urban schools improve their reading comprehension.

As curricula to improve medical students' attitudes toward people with disabilities are developed, instruments are needed to guide the process and evaluate effectiveness. The authors developed an instrument to measure medical students' attitudes toward people with disabilities. A pilot instrument with 30 items in four sections was administered to 342 medical students. Internal consistency reliability and factor analysis were conducted. The Cronbach's alpha coefficient was 0.857, indicating very good internal consistency. Five components were identified: comfort interacting with people with disabilities, working with people with disabilities in a clinical setting, negative impressions of self-concepts of people with disabilities, positive impressions of self-concepts of people with disabilities, and conditional comfort with people with disabilities. The instrument appears to have good psychometric properties and requires further validation.

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