Assessing the Use of Recommended Practices in Adapted Physical Activity/Education Experiential-Learning Programs.

This study investigated the use of recommended practices in university-based experiential learning associated with adapted physical activity and education (APA/E) undergraduate courses. Participants (N = 165) were instructors of APA/E courses with an experiential-learning component and/or professionals involved in APA/E experiential-learning programs at their university. Participants completed an online questionnaire designed to describe program characteristics and evaluate the use of two sets of practices, including those recommended for involving students and people with disabilities.

Light cues induce protective anticipation of environmental water loss in terrestrial bacteria.

The ecological significance of light perception in nonphotosynthetic bacteria remains largely elusive. In terrestrial environments, diurnal oscillations in light are often temporally coupled to other environmental changes, including increased temperature and evaporation. Here, we report that light functions as an anticipatory cue that triggers protective adaptations to tolerate a future rapid loss of environmental water.

Leisure Engagement during COVID-19 and Its Association with Mental Health and Wellbeing in U.S. Adults.

Leisure engagement has risen as a salient societal issue during the COVID-19 pandemic, not only because it provides a pathway for people to continue meeting their physical, cognitive, and social-emotional needs, but also due to the phenomenal juxtaposition of general increases in leisure time and unparalleled constraints. This study reports the results of the first investigation of U.S.

Exploring the Interaction of Disability Status and Childhood Predictors of Physical Activity and Sport Participation: An Exploratory Decision-Tree Analysis.

A secondary data analysis of 33,093 children and adolescents age 6-17 years (12% with disabilities) from a 2016-2017 National Survey of Children's Health nonrepresentative sample aimed to identify (a) unique clusters of sociodemographic characteristics and (b) the relative importance of disability status in predicting participation in daily physical activity (PA) and sports. Exploratory classification tree analyses identified hierarchical predictors of daily PA and sport participation separately. Disability status was not a primary predictor of daily PA.

Physical Activity, Medical Home, and Health Behavior Counseling Among Adolescents with Special Health Care Needs: NSCH 2016-2017.

Objectives: Aim 1 was to establish updated prevalence estimates for meeting national physical activity (PA) guidelines among adolescents with and without special healthcare needs (SHCN), 12-17 years old. To identify at-risk subgroups, our sub-aim was to compare the distribution of prevalence estimates across PA levels by SHCN subtypes, and in reference to peers without SHCN. Aim 2 was to examine the association between meeting PA guidelines, having a medical home, and receiving positive health behavior counseling in this population.

Parental Influence on the Physical Activity Behaviors of Young Children With Developmental Disabilities.

The purpose of this study was to test a modified conceptual model of the associations between parental supports and physical activity (PA) orientations and the PA behaviors of young children with developmental disabilities (DDs). In total, 135 parents of young children with DDs completed a questionnaire, which consisted of 67 questions. A pathway analysis indicated that tangible and intangible parental supports were significantly associated with PA behaviors in young children with DDs (β = 0.

Updated National Estimates of Disparities in Physical Activity and Sports Participation Experienced by Children and Adolescents With Disabilities: NSCH 2016-2017.

Background: Children and adolescents with disabilities often report low levels of physical activity (PA). Estimating the magnitude of PA disparities has been previously challenged by underreporting and variability in subsampling of disability. Using the National Survey of Children's Health, this study estimated the population-level PA disparities experienced and the association between disability status and PA engagement.

Parental influences on parent-reported motor skills in young children with developmental disabilities.

Background: Young children with developmental disabilities (DDs) often experience motor skill deficits. Although parents play an important role in developing their children's motor skills, the association between parents of young children with DDs and those children's motor skills has not been widely studied.

Objective: The purpose of this study was to cross-sectionally examine the pathway by which parental physical activity (PA) support, explicit modeling, and child's PA are associated with motor skills in young children with DDs.

Red Light, Purple Light! Results of an Intervention to Promote School Readiness for Children From Low-Income Backgrounds.

Considerable research has examined interventions that facilitate school readiness skills in young children. One intervention, (RLPL Tominey and McClelland, 2011; Schmitt et al., 2015), includes music and movement games that aim to foster self-regulation skills.

An inquiry into how parents of children with autism spectrum disorder interact with their children in a motor skill-based play setting.

Background: Most studies examining parental behaviors of parents of young children with autism spectrum disorder (ASD) and typically developing (TD) children have taken place in free play settings and have primarily focused on examining social behaviors. Motor skill-based play settings, which are distinctly different from free play settings, have not been explicitly studied as it relates to parental behaviors in these environments.

Aims: The purpose of this study was to examine parental behaviors of parents of children with and without ASD in two distinctly different play settings.

Community-Level Social Determinants and Children's School Readiness.

The current study examined links between social determinants across communities and school readiness of children attending kindergarten in each community, in literacy, math, self-regulation, and social skills. Four types of social determinants were explored: socioeconomic, crime/violence, health and well-being, and access to resources. Data came from the Oregon Kindergarten Assessment, with 40,652 entering kindergarteners attending 706 schools in the fall of 2014.

Seeing the Light: The Roles of Red- and Blue-Light Sensing in Plant Microbes.

Plants collect, concentrate, and conduct light throughout their tissues, thus enhancing light availability to their resident microbes. This review explores the role of photosensing in the biology of plant-associated bacteria and fungi, including the molecular mechanisms of red-light sensing by phytochromes and blue-light sensing by LOV (light-oxygen-voltage) domain proteins in these microbes. Bacteriophytochromes function as major drivers of the bacterial transcriptome and mediate light-regulated suppression of virulence, motility, and conjugation in some phytopathogens and light-regulated induction of the photosynthetic apparatus in a stem-nodulating symbiont.

Limited access to special education services for school-aged children with developmental delay.

Background: Current policy in Oregon limits eligibility of children diagnosed with developmental delay for school-based services. Due to eligibility definitions, children with developmental delay may face additional barriers transitioning from early intervention/early childhood special education into school-based special education services.

Aims: Examine the relationship between enrollment in school-based special education programs given a change in primary disability diagnosis.

Child Behaviors of Young Children With Autism Spectrum Disorder Across Play Settings.

The hallmark characteristics of a diagnosis of autism spectrum disorder (ASD) are deficits in social communicative skills and the use of repetitive and/or stereotyped behaviors. In addition, children with ASD experience known motor-skill delays. The purpose of this study was to examine salient child behaviors of young children with and without ASD in 2 distinctly different play settings: a traditional social-play-based setting and a motor-behavior-based play setting.

Changing Teacher-Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors.

A randomized controlled trial was used to examine the impact of an attachment-based, teacher-child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3-4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU).

Cortisol Patterns for Young Children Displaying Disruptive Behavior: Links to a Teacher-Child, Relationship-Focused Intervention.

Supportive and close relationships that young children have with teachers have lasting effects on children's behavior and academic success, and this is particularly true for children with challenging behaviors. These relationships are also important for children's developing stress response system, and children in child care may be more likely to display atypical cortisol patterns at child care. However, warm, supportive relationships with teachers may buffer these negative effects of child care.

Visuomotor integration and inhibitory control compensate for each other in school readiness.

Visuomotor integration (VMI), or the ability to copy designs, and 2 measures of executive function were examined in a predominantly low-income, typically developing sample of children (n = 467, mean age 4.2 years) from 5 U.S.

Evidence for general and domain-specific elements of teacher-child interactions: associations with preschool children's development.

This study evaluates a model for considering domain-general and domain-specific associations between teacher-child interactions and children's development, using a bifactor analytic strategy. Among a sample of 325 early childhood classrooms there was evidence for both general elements of teacher-child interaction (responsive teaching) and domain-specific elements related to positive management and routines and cognitive facilitation. Among a diverse population of 4-year-old children (n = 1,407) responsive teaching was modestly associated with development across social and cognitive domains, whereas positive management and routines was modestly associated with increases in inhibitory control and cognitive facilitation was associated with gains in early language and literacy skills.