| 1. |
- Beckman-Sundh, Ulla, et al.
(författare)
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A screening method for phosphohistidine phosphatase 1 activity
- 2011
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Ingår i: Upsala Journal of Medical Sciences. - : Uppsala Medical Society. - 0300-9734 .- 2000-1967. ; 116:3, s. 161-168
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Tidskriftsartikel (refereegranskat)abstract
- Introduction. Research in the field of protein-bound phosphohistidine phosphorylation has been hampered by the difficulties in analysis and detection of phosphohistidine. Therefore a screening method was developed primarily for the analysis of phosphohistidine phosphatase 1 (PHPT1) activity. Methods. A highly positively charged substrate, Ac-Val-Arg-Leu-Lys-His-Arg-Lys-Leu-Arg-pNA, containing the peptide surrounding the phosphorylated histidine in ion channel KCa3.1 was chemically phosphorylated using phosphoramidate. Excess phosphoramidate was removed by anion exchange chromatography using a micro spin column. After incubation of the eluate with PHPT1, the removed phosphate was bound on a consecutive anion exchange spin column. The eluate was assayed in a micro plate format for remaining phosphate in the substrate Ac-Val-Arg-Leu-Lys-His(P)-Arg-Lys-Leu-Arg-pNA. Histone H4, also highly positive in charge, was subjected to the same procedure to explore the possibility to use other substrates to PHPT1 in this assay format. Results. It was found that Ac-Val-Arg-Leu-Lys-His(P)-Arg-Lys-Leu-Arg-pNA and phosphohistone H4 were dephosphorylated by PHPT1. The apparent K(m) for Ac-Val-Arg-Leu-Lys-His(P)-Arg-Lys-Leu-Arg-pNA was in the order of 10 mu M. Using this method, phosphohistidine phosphatase activity was detected in mouse liver cell sap with Ac-Val-Arg-Leu-Lys-His(P)-Arg-Lys-Leu-Arg-pNA as substrate. Discussion. The described method for determination of PHPT1 activity is comparably much easier and faster than presently used methods for detection of phosphohistidine phosphatase activity. It is also sensitive, since the lower activity limit was 5 pmol phosphate released per min. It has the potential to be used both for more rapid screening for inhibitors and activators to phosphohistidine phosphatases and for screening of histidine kinases.
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| 2. |
- Cox Eriksson, Christine, 1956-
(författare)
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Children's Vocabulary Development : The role of parental input, vocabulary composition and early communicative skills
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to examine the early vocabulary development of a sample of Swedish children in relation to parental input and early communicative skills. Three studies are situated in an overall description of early language development in children. The data analyzed in the thesis was collected within a larger project at Stockholm University (SPRINT- “Effects of enhanced parental input on young children’s vocabulary development and subsequent literacy development” [VR 2008-5094]).Data analysis was based on parental report via SECDI, the Swedish version of the MacArthur-Bates Communicative Development Inventories, and audio recordings. One study examined parental verbal interaction characteristics in three groups of children with varying vocabulary size at 18 months. The stability of vocabulary development at 18 and 24 months was investigated in a larger study, with focus on children’s vocabulary composition and grammatical abilities. The third study examined interrelations among early gestures, receptive and productive vocabulary, and grammar measured with M3L, i.e. three longest utterances, from 12 to 30 months.Overall results of the thesis highlight the importance of early language development. Variability in different characteristics in parental input is associated with variability in child vocabulary size. Children with large early vocabularies exhibit the most stability in vocabulary composition and the earliest grammatical development. Children’s vocabulary composition may reflect individual stylistic variation. Use of early gestures is associated differentially with receptive and productive vocabulary.Results of the thesis have implications for parents, child- and healthcare personnel, as well as researchers and educational practitioners. The results underscore the importance of high quality in adult-child interaction, with rich input fine-tuned to children’s developmental levels and age, together with high awareness of early language development.
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| 3. |
- Beckman Sundh, Ulla, 1953-
(författare)
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Studies on Phosphohistidine Phosphatase 1 : What? Where? Why?
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Phosphohistidine phosphatase 1 (PHPT1) is a small protein, consisting of 125 amino acids, that catalyzes the dephosphorylation of histidine but does not have any activity towards other phosphorylated amino acids. PHPT1 was identified in 2002, and is so far the only mammalian histidine phosphatase known, but still little is known about its physiological role. No mammalian histidine kinases have hitherto been identified.Phosphorylation is one of the most important ways in which the structure and activity of a protein may be changed after translation. Proteins are phosphorylated on the side chain of amino acid residues. When a hydroxyl is phosphorylated the result is a phosphoester and when a nitrogen is phosphorylated the result is a phosphoamidate. Histidine may be phosphorylated on either of the two nitrogens of the imidazole ring of the side chain. The resulting phosphoamidate bond is labile and rich in energy, which makes histidine phosphorylation highly reversible and flexible. However, histidine phosphorylation is less studied than that of the phosphoesters due to the acid lability of the phosphoamidate bond.The work described in this thesis was focused on further elucidating the physiological role of PHPT1. Amino acid residues of importance for the activity of PHPT1 were identified, and mutants with decreased phosphatase activity were produced. These mutants have been used in studies on the function of PHPT1. By using immunohistochemical methodology the localization of PHPT1 in both mouse and human tissues was determined, with mainly similar results. A general finding was that expression of PHPT1 was high in epithelial cells with short turnover time, indicating that PHPT1 may have an important role in proliferating cells. We have also developed a comparatively fast and simple screening method for determination of PHPT1 activity. Since research in this field has been hampered by the lack of efficient and practical methodology, hopefully this new method will be an asset in search of inhibitors for PHPT1, which in turn may be used for detection of the elusive mammalian histidine kinases, the finding of which may give major breakthroughs in the field.
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| 4. |
- Blomqvist, My, et al.
(författare)
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Cognitive ability and dental fear and anxiety
- 2013
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Ingår i: European Journal of Oral Sciences. - : Wiley. - 0909-8836 .- 1600-0722. ; 121:2, s. 117-120
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Tidskriftsartikel (refereegranskat)abstract
- Dental fear and anxiety (DFA), as well as dental behavior management problems, are common in children and adolescents. Several psychological factors in the child, and parental DFA, have been studied and found to correlate to the child's DFA. The aim of this study was to investigate the relationship between cognitive ability and DFA in a population-based group of children with identified behavior and learning problems. In conjunction with a dental examination at 11yr of age, 70 children were assessed with regard to DFA using the Children's Fear Survey Schedule Dental Subscale (CFSS-DS), and their cognitive ability was assessed using the Wechsler Intelligence Scale for Children. In addition, parental DFA was measured using the Corah Dental Anxiety Scale. The results revealed that DFA was significantly correlated to verbal intelligence quotient (IQ) but not to any other cognitive index. A significant correlation was found between parental DFA and child DFA. The results indicate that the child's verbal capacity may be one factor of importance in explaining dental fear in children.
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| 5. |
- Blomqvist, My, et al.
(författare)
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Dental caries in adolescents with attention deficit hyperactivity disorder: a population-based follow-up study.
- 2011
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Ingår i: European Journal of Oral Sciences. - : Wiley. - 1600-0722 .- 0909-8836. ; 119:5, s. 381-385
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Tidskriftsartikel (refereegranskat)abstract
- This study tested the hypothesis that adolescents with attention deficit hyperactivity disorder (ADHD) exhibit a higher prevalence of caries than adolescents in a control group. Thirty-two adolescents with ADHD and a control group of 55 adolescents from a population-based sample, all 17yr of age, underwent a clinical and radiographic dental examination. The mean±SD number of decayed surfaces (DS) was 2.0±2.2 in adolescents with ADHD and 0.9±1.4 in adolescents of the control group. Thirty-one per cent of the adolescents in the ADHD group had no new caries lesions (DS=0) compared with 62% in the control group. Six per cent of the adolescents in the ADHD group were caries free [decayed, missing or filled surfaces (DMFS)=0] compared with 29% in the control group. Adolescents with ADHD also had a higher percentage of gingival sites that exhibited bleeding on probing compared with the control group: 35±39% vs. 16±24% (mean±SD), respectively. At 17yr of age, adolescents with ADHD exhibited a statistically significantly higher prevalence of caries compared with an age-matched control group. Adolescents with ADHD need more support regarding oral hygiene and dietary habits. They should be followed up with shorter intervals between dental examinations to prevent caries progression during adulthood.
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| 6. |
- de Verdier, Kim, et al.
(författare)
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A Longitudinal Study of Reading Development, Academic Achievement, and Support in Swedish Inclusive Education for Students with Blindness or Severe Visual Impairment
- 2014
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Ingår i: Journal of Visual Impairment & Blindness. - 0145-482X .- 1559-1476. ; 108:6, s. 461-472
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: This longitudinal study examined reading development, academic achievement and support in school for six students with blindness or severe visual impairments in inclusive educational settings. Methods: School grades and results from reading observations and decoding skills tests were collected, and interviews were conducted with students, parents, and teachers. Results: The results show that the outcome of these students' schooling varied a great deal regarding both levels of academic achievement and reading development, as well as in the support needed and received. Students with additional disabilities had less positive experiences in school, and the parents of these students were more critical of the support provided by the schools. Discussion: Important aspects of the outcomes concerned the attitudes held by school management and teachers and the competence of teachers. In some cases, teachers lacked sufficient knowledge about braille and teaching methods for students with visual impairments. Implications for practitioners: The findings imply that the support system for students with visual impairments in Sweden needs to be more systematized in order to secure equal educational opportunities for all students.
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| 7. |
- Ek, Ulla, et al.
(författare)
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Academic performance of adolescents with ADHD and other behavioural and learning problems : a population-based longitudinal study
- 2011
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Ingår i: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 100:3, s. 402-406
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Tidskriftsartikel (refereegranskat)abstract
- Aim: To study academic performance (final grades at the age of 16 years) in individuals with i) attention-deficit/hyperactivity disorder (ADHD) and ii) other learning and/or behavioural problems. Methods: Of a total population of 591 children, originally assessed at the age of 10-11 years, it was possible to obtain final grades for 536 16-year-olds (in grade 9). Those fulfilling the criteria for ADHD/sub-threshold ADHD (n=39) and those with 'Behaviour and Learning Problems' (BLP group), (n=80) and a comparison group (n=417) were contrasted. Results: The ADHD and BLP groups had a significantly lower total mean grade at the age of 16 years than the comparison group. In addition, the ADHD and BLP groups also qualified for further studies in the upper secondary school to a significantly lesser extent than the controls (72%, 68% and 92%, respectively). All IQ measures (at the age of 10-11 years) were positively correlated with the overall grade after grade 9, with especially strong correlations for verbal capacity. Conclusion: ADHD and similar problems entail a risk of underachievement at school. The results indicate that pupils with ADHD underachieve in the school situation in relation to their optimal cognitive capacity. The contextual situation and the particular requirements should be considered in order for adequate educational measures to be undertaken.
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| 8. |
- Ek, Ulla, et al.
(författare)
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An audit of teenagers who had not succeeded in elementary school : a retrospective case review
- 2012
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Ingår i: Clinical Audit. - : Dovepress. - 1179-2760. ; 4, s. 1-7
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The aim was to perform a retrospective case review of pupils who had not succeeded in elementary school, in order to analyze barriers at individual and system levels. Methods: Forty-five pupils, aged 16–20 years, who had not qualified for senior high school, were consecutively assessed within the school health unit to determine their cognitive function, school history, measures taken, previous assessments, and diagnoses given. Results: School health records revealed early problems with learning, reading, mathematics, and attention, but very few students had received an appropriate diagnosis. Our review and assessment when all the data had been compiled demonstrated that the vast majority (96%) of participants had clear developmental problems. Attention problems or full attention deficit/hyperactivity disorder dominated. About half of the students reported extensive truancy. Mean intelligence quotient in the study group was 83.9, about 1 standard deviation below the mean. Fluid intelligence was significantly superior to crystallized intelligence. Conclusion: Screening and identification are needed throughout the school years of children who present symptoms that could interfere with their academic achievement. Intervention needs to be based on skilled assessment, with consideration given to each individual's broad panorama of cognitive deficits and assets, as well as concomitant social adversities that may underlie their school failure. Since there can be a significant negative impact of limited educational opportunities on future socioeconomic outcomes, the question of who is at risk is important both for affected individuals and more generally for public health. Limitations: The study group was small and may not have been fully representative. In spite of limited confidence about generalizing from the results, the findings call for reflection.
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| 9. |
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| 10. |
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| 11. |
- Ek, Ulla, et al.
(författare)
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General versus executive cognitive ability in pupils with ADHD and with milder attention problems
- 2013
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Ingår i: Neuropsychiatric Disease and Treatment. - 1176-6328 .- 1178-2021. ; 9, s. 163-168
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Tidskriftsartikel (refereegranskat)abstract
- Background: The aim of this study was to analyze two main types of cognitive domains in school children with different types and severities of attention-related problems. The cognitive domains examined were general cognitive ability and executive abilities. Methods: Three different clinical samples of pupils with school problems were analyzed to assess their cognitive Wechsler Intelligence Scale for Children profiles. In particular, the general cognitive ability index and the executive markers (ie, verbal memory index and processing speed index) were of interest. Of the total sample (n = 198), two main groups were contrasted; one met the full criteria for attention deficit hyperactivity disorder (ADHD)/subthreshold ADHD, and one was comprised of those with milder attention problems, insufficient to meet the criteria for ADHD/subthreshold ADHD. Results: It could be demonstrated that both groups had a significantly higher score on the general cognitive ability index than on measures of working memory and processing speed. This difference was more pronounced for boys. Conclusion: These types of cognitive differences need to be considered in children with different kinds of learning, behavior, and attention problems; this is also true for children presenting with an average general intelligence quotient and with milder attention problems. Current educational expectations are demanding for children with mild difficulties, and such cognitive information will add to the understanding of the child's learning problems, hopefully leading to a better adapted education than that conventionally available.
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| 12. |
- Ek, Ulla, 1948-
(författare)
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Psykologiska bedömningar
- 2012
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Ingår i: Barn med funktionsnedsättning. - Lund : Studentlitteratur AB. - 9789144071879 ; , s. 319-325
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 13. |
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| 14. |
- Ek, Ulla, 1948-
(författare)
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Specialpedagogik – en framtidsvy
- 2012
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Ingår i: Barn med funktionshinder. - Lund : Studentlitteratur AB. - 9789144071879 ; , s. 327-333
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 15. |
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| 16. |
- Ek, Ulla, et al.
(författare)
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Synutbildning vid Stockholms universitet
- 2010
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Ingår i: Nya Synvärlden. - 1401-4742. ; :4, s. 6-7
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Artikeln diskuterar den roll som Stockholms universitet har för att genomföra utbildningar inom synområdet i Sverige.
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| 17. |
- Ek, Ulla, 1948-, et al.
(författare)
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Teenage outcomes after speech and language impairment at preschool age
- 2012
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Ingår i: Neuropsychiatric Disease and Treatment. - 1176-6328 .- 1178-2021. ; 8, s. 221-227
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Tidskriftsartikel (refereegranskat)abstract
- Aim: Ten years ago, we published developmental data on a representative group of children (n = 25) with moderate or severe speech and language impairment, who were attending special preschools for children. The aim of this study was to perform a follow-up of these children as teenagers. Methods: Parents of 23 teenagers participated in a clinical interview that requested information on the child's current academic achievement, type of school, previous clinical assessments, and developmental diagnoses. Fifteen children participated in a speech and language evaluation, and 13 participated in a psychological evaluation. Results: Seven of the 23 teenagers had a mild intellectual disability, and another three had borderline intellectual functioning. Nine had symptoms of disorders on the autism spectrum; five of these had an autism spectrum disorder, and four had clear autistic traits. Six met criteria for attention-deficit hyperactivity disorder (ADHD)/subthreshold ADHD. Thirteen of 15 teenagers had a moderate or severe language impairment, and 13 of 15 had a moderate or severe reading impairment. Overlapping disorders were frequent. None of the individuals who underwent the clinical evaluation were free from developmental problems. Conclusion: A large number of children with speech and language impairment at preschool age had persistent language problems and/or met the criteria for developmental diagnoses other than speech and language impairment at their follow-up as teenagers. Language impairment in young children is a marker for several developmental disorders, particularly intellectual disability and autism spectrum disorder.
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| 18. |
- Fahnehjelm, Kristina, et al.
(författare)
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Optic nerve hypoplasia in children and adolescents; prevalence, ocular characteristics and behavioural problems
- 2014
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Ingår i: Acta Ophthalmologica. - : Wiley. - 1755-375X .- 1755-3768. ; 92:6, s. 563-570
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: To report prevalence, ocular characteristics and coexisting behavioural problems in children and adolescents with optic nerve hypoplasia (ONH), which is a common cause of visual impairment in children in western countries, often associated with neurological or endocrinological problems and where autism has been reported in severe cases with blindness. Methods: This is a population-based cross-sectional study of patients <20 years of age who had been diagnosed with ONH and lived in the county of Stockholm in December 2009. Ophthalmological assessments including fundus photographs with optic disc analyses were made. A questionnaire was used to screen for behaviour and development. Results: The prevalence of ONH in all living children <18 years of age in Stockholm was 17.3/100 000 with a prevalence of visual impairment (<0.3) of 3.9/100 000. In total, 66 patients, median age 9.3 years (0.6-19.4), 36 with bilateral and 30 with unilateral ONH, were included in the current study; 53 were re-examined clinically, group A, and 13 agreed to retrospective analyses of existing medical records, group B. Analyses of the optic discs were made in fundus photographs from 53 patients comparing a semi-automated (Retinal Size Tool) and a manual method (Zeki). There was a strong curvilinear correlation (rS = -0.91 p < 0.0001 for both eyes). Behavioural problems were more common (p < 0.05) in bilateral ONH. Conclusion: Opticnerve hypoplasia is a common ocular malformation with a prevalence of 17.3/100 000 children and adolescents <18 years of age in Stockholm. Unilateral ONH seems as common as bilateral.
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| 19. |
- Fernell, Elisabeth, 1948, et al.
(författare)
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Borderline intellectual functioning in children and adolescents - insufficiently recognized difficulties
- 2010
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Ingår i: Acta Paediatrica (Oslo, Norway : 1992). - : Wiley. - 1651-2227 .- 0803-5253. ; 99:5, s. 748-753
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Tidskriftsartikel (refereegranskat)abstract
- Aim: To draw attention to groups of children and adolescents with borderline intellectual functioning, especially with respect to their school-situation. Methods: In one study, population-based, children with borderline intellectual functioning at age 10 years were followed until they finished compulsory school when their final certificates could be analysed. In a second study parents of 20 individuals in the upper secondary school for pupils with mild mental retardation were interviewed according to the Vineland adaptive scales and school health records were reviewed. In a third study pupils attending an individual programme in upper secondary school were assessed and we report one representative case. Results: (1) Pupils with borderline intellectual functioning, assessed in grade 4, received significantly lower grades when finishing the compulsory school. (2) In the group of pupils in the upper secondary school for the mildly mentally retarded, compiled data indicated that a considerable number did not fulfil the combined IQ and adaptive criteria for mild mental retardation. (3) The subtle nature of borderline intellectual functioning may delay appropriate measures at school, which our case illustrates. Conclusion: Borderline intellectual functioning seldom attracts attention. Our studies indicate that school and also society at large must be prepared to adapt educational and working conditions for the large minority of individuals with borderline intellectual functioning.
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| 20. |
- Roll-Pettersson, Lise, et al.
(författare)
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Benefits of BACB Certification for Universities in Europe : A Case Study from Sweden
- 2010
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Ingår i: Association of professional behavior analysts. ; :17
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- The endorsement of the Behaviour Analyst Certification Board (BACB) program by the European Association for Behaviour Analysis and the BACB’s accreditation by the National Council for Certifying Agencies of the Institute for Credentialing Excellence are important factors for professional development and identity from the perspective of European behaviour analysts. Countries within Europe have different ideological and philosophical assumptions concerning important conceptual and practical knowledge for professionals like licensed psychologists and special educators. The conceptual knowledge base in one country might differ from that of another country. Certification in behaviour analysis, however, would clearly indicate that an individual has knowledge and skills in applied behaviour analysis and can apply them in an ethical and accountable manner in practical settings, regardless of the country in which the individual was trained and the academic discipline in which the individual obtained degree or coursework. Thus BACB certification may promote collaboration among countries, and may come to serve as a tie that binds theory and practice across countries as well as disciplines.
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