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Using telehealth in early intervention has the potential to increase family and child outcomes as well as to increase access to family-centered services. Yet, little is known about families’ perspectives, including concerns, prior to using telehealth in early intervention. The purpose of this study was to explore families’ perceptions and attitudes toward using telehealth in early intervention. Nine focus groups were conducted with 37 families of children with disabilities. Overall, participants preferred in-person visits (versus telehealth) for early intervention services. However, participants recognized some benefits of telehealth in facilitating communication with early intervention professionals and reaching underserved families. In addition to benefits, participants identified barriers to telehealth including limited access to: technology, the internet and materials. Policymakers and professionals should consider the perspectives, priorities and concerns of families before implementing telehealth in early intervention.

This study aims to evaluate acceptance of COVID-19 vaccines and the impact of risk perception on vaccine acceptance and personal health protective behaviors in Taiwan. A nationwide cross-sectional study was conducted from 19 to 30 October 2020; 1020 participants were included in the final analysis; chi-square and logistic regression analyses were conducted. In total, 52.7% of participants were willing to receive COVID-19 vaccines, 63.5% perceived the severity of COVID-19 in Taiwan as “not serious”, and nearly 40% were worried about COVID-19 infection. Participants with higher perceived severity of COVID-19 had significantly higher odds of refusing the vaccine (OR = 1.546), while those worried about infection had lower odds of poor health protective behaviors (OR = 0.685). Vaccine refusal reasons included “the EUA process is not strict enough” (48.7%) and “side effects” (30.3%). Those who had previously refused other vaccinations were 2.44 times more likely to refuse the COVID-19 vaccines. Participants’ age had an influence on COVID-19 vaccine acceptance. In general, the Taiwanese public’s acceptance of the vaccine was lower than that in other high-income countries. Elderly participants and those with college-level education and above who had previously refused vaccines had lower willingness to receive a COVID-19 vaccine. Risk perception was positively associated with personal health protective behaviors but negatively associated with COVID-19 vaccine acceptance.

The norepinephrine-releasing neurons in the locus coeruleus (LC) are well known to regulate wakefulness/arousal. They display active firing during wakefulness and a decreased discharge rate during sleep. We have previously reported that LC neurons express large numbers of GABA B receptors (GABA B Rs) located at peri-/extrasynaptic sites and are subject to tonic inhibition due to the continuous activation of GABA B Rs by ambient GABA, which is significantly higher during sleep than during wakefulness. In this study, we further showed using western blot analysis that the activation of GABA B Rs with baclofen could increase the level of phosphorylated extracellular signal-regulated kinase 1 (ERK 1 ) in LC tissue. Recordings from LC neurons in brain slices showed that the inhibition of ERK 1/2 with U0126 and FR180204 accelerated the decay of whole-cell membrane current induced by prolonged baclofen application. In addition, the inhibition of ERK 1/2 also increased spontaneous firing and reduced tonic inhibition of LC neurons after prolonged exposure to baclofen. These results suggest a new role of GABA B Rs in mediating ERK 1 -dependent autoregulation of the stability of GABA B R-activated whole-cell current, in addition to its well-known effect on gated potassium channels, to cause a tonic current in LC neurons.

Early Learning Guidelines (ELGs) support early childhood educators, administrators, and professionals in developing and implementing early learning experiences to support young children’s knowledge and skill development. Previous reviews of ELGs examined content addressed across states. However, no reviews have focused on science, technology, or engineering, which are becoming increasingly prevalent as target areas for all learners in the United States. The current review examined the extent (or count) to which science, technology, and engineering content are identified and included within ELGs and the content and processes included in the indicators. The results indicated most ELGs included specified science domains, with far fewer specified domains for technology or engineering. However, all ELGs addressed content at the indicator level for science, technology, and engineering. Individual indicators focused on earth and life science, physics, building and creating, and sequencing. Explicitly identifying content as science, engineering, and technology and expanding on the content to include additional topics (such as planning, designing, simple machines, and foundational computational thinking) could empower early educators to address these topics. To ensure indicators clearly articulate inclusive learning for science, technology, and engineering, additional evaluation of the content of indicators is needed.

With intentional adult guidance, all children have opportunities to learn new skills across developmental domains during motor play. We collected and analyzed 501 written responses from 16 preschool teachers regarding their perceptions of intervention outcomes across domains, based on their observations during the CHildren in Action: Motor Program for PreschoolerS (CHAMPPS) intervention. This 21-week class-wide, semi-structured motor program was implemented in eight inclusive preschool classrooms. The findings reveal that teachers noticed many positive changes in children’s social, communication, and pre-academic skills as well as their approaches to learning during the months when they implemented the CHAMPPS program. In addition to sharing data from this qualitative analysis, we discuss (a) the value of motor interventions and purposefully embedding learning opportunities across developmental domains for young children with and without disabilities, and (b) the benefits of gathering end-users’ perspectives as we collaborate with them to implement new interventions.

Nanocomposites based on Keggin-type polyoxometalate H 5 PV 2 Mo 10 O 40 (POM) and organically modified silicate (Ormosil) were prepared by sol-gel processes. The physical properties of the Ormosil/POM composites were examined using FTIR, UV, SEM, TEM and XRD. These techniques indicated that the POM was bond to the Ormosil matrix after impregnation. The antibacterial effects of Ormosil/POM and the Ormosil+POM were assessed by the zone of inhibition, minimum inhibitory concentration (MIC) and minimum bactericidal concentration (MBC). A higher POM proportion used in the Ormosil/POM yielded a stronger antimicrobial effect that was superior to Ormosil+POM. The excellent antibacterial performance of Ormosil/POM-10 compositean was discovered. Ormosil/POM composites were therefore believed to have great potential for use as an antibacterial material. Graphical Abstract This study used the sol-gel method to produce Ormosil/POM nanocomposites with antimicrobial effects, suitable for antimicrobial textiles. Highlights The POM was chemically bonded to the carrier to solve the problem of separation. The original structural characteristics of Ormosil and POM remained unaffected. The addition of more POM led to a stronger interaction force with SiO 2 . A higher POM proportion used in the Ormosil/POM yielded a stronger antimicrobial effect.

The importance of early science, technology, engineering, and math (STEM) learning opportunities for all young children has become increasingly documented by research and recommended practices. In addition, high quality inclusive settings where all children can access and benefit from learning activities continues to demonstrate optimal outcomes for all children. This manuscript reports findings from a survey broadly disseminated related to early childhood practitioners’ and directors’ perceptions related to STEM and inclusion and explores what practices related to STEM and inclusion are currently being used by early childhood practitioners and directors. While the majority of respondents supported the importance of both STEM and inclusion, there were varied responses related to relevance for infants and toddlers and inconsistent reports of specific practices being used. The findings suggest the need to emphasize and provide professional development opportunities focused on STEM and inclusion for our early childhood workforce more explicitly. Additional implications for research and practice are discussed.

Children with disabilities (CWD) tend to participate in fewer physical activities than typically developing children. During motor play, CWD often depend on teachers to provide direct instruction and frequent opportunities to practice motor skills, to interact with their peers, and learn new skills. To promote participation in physical activities for CWD, it is necessary to understand (a) teachers’ perceptions about the importance of structured motor programs and (b) teachers’ thoughts and concerns about implementing structured motor programs. The aim of this study was to understand teachers’ perceptions about structured motor programs (e.g., obstacle course, bowling) and factors that may influence their motivation to implement them. Semi-structured interviews were conducted with 17 teachers who taught in inclusive preschools. Interview data were transcribed and analyzed to identify key themes. The results show that the majority of participants valued structured motor programs and were aware of the benefits of implementing such programs with preschoolers. Several teachers expressed concerns about meeting the expectations of a motor program and preschoolers’ challenging behaviors during such programs. Implications for practice from this study include the need to (a) provide professional development to help teachers support preschoolers with disabilities in learning motor skills and understanding how to arrange and scaffold opportunities for children to participate in physical activities and gross motor play with their typically developing peers, and (b) create quality structured motor programs to ensure that all children have access to motor learning opportunities in inclusive preschool settings.

During the preschool years, children develop several inter-related skills including motor skills and communication skills. In this article, we highlight several communication teaching strategies and describe how practitioners can promote communication skills of preschoolers with disabilities by providing them with multiple opportunities to practice these skills during motor activities. The following strategies are described: arrange the physical environment, model motor vocabulary, ask motor related questions, use a fill in the blank strategy, and reinforce/prompt child communication. The use of these strategies during large and small group motor activities is illustrated with vignettes. We present strategies for creating an engaging environment and providing meaningful opportunities so that children can learn important communication skills while also developing critical motor skills.

Polydimethylsiloxane (PDMS) is commonly used as the coated polymer in the solid phase microextraction (SPME) technique. In this study, the partition coefficients of organic compounds between SPME/PDMS and the aqueous solution were compiled from the literature sources. The correlation analysis for partition coefficients was conducted to interpret the effect of their physicochemical properties and descriptors on the partitioning process. The PDMS-water partition coefficients were significantly correlated to the polarizability of organic compounds (r = 0.977, p < 0.05). An empirical model, consisting of the polarizability, the molecular connectivity index, and an indicator variable, was developed to appropriately predict the partition coefficients of 61 organic compounds for the training set. The predictive ability of the empirical model was demonstrated by using it on a test set of 26 chemicals not included in the training set. The empirical model, applying the straightforward calculated molecular descriptors, for estimating the PDMS-water partition coefficient will contribute to the practical applications of the SPME technique.