1. Blackwell E, Ceman S. {{A new regulatory function of the region proximal to the RGG box in the Fragile X mental retardation protein}}. {J Cell Sci}. 2011 Aug 24.
Fragile X mental retardation protein (FMRP) is required for normal cognition. FMRP has two autosomal paralogs, which although similar to FMRP, cannot compensate for the loss of FMRP expression in brain. The arginine- and glycine-rich region of FMRP (the RGG box) is unique; it is the high-affinity RNA-binding motif in FMRP and is encoded by exon 15. Alternative splicing occurs in the 5′ end of exon 15, which is predicted to affect the structure of the distally encoded RGG box. Here, we provide evidence that isoform 3, which removes 25 amino acids from the 5′ end of exon 15, has an altered conformation that reduces binding of a specific antibody and renders the RGG box unable to efficiently associate with polyribosomes. Isoform 3 is also compromised in its ability to form granules and to associate with a key messenger ribonucleoprotein Yb1 (also known as p50, NSEP1 and YBX1). Significantly, these functions are similarly compromised when the RGG box is absent from FMRP, suggesting an important regulatory role of the N-terminal region encoded by exon 15.
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2. Gadberry AL. {{A survey of the use of aided augmentative and alternative communication during music therapy sessions with persons with autism spectrum disorders}}. {J Music Ther}. 2011 Spring;48(1):74-89.
Research indicates that as many as 50% of children with autism spectrum disorders (ASD) will not develop adequate speech to meet their communication needs (Noens & van Berckelaer-Onnes, 2004). Thus, alternate means of communication such as Augmentative and Alternative Communication (AAC) are necessary. Though many music therapists work with clients with ASD, there is a lack of research regarding music therapists’ use of aided AAC. This study sought to obtain information from music therapists who work with persons with ASD via a survey to answer the following questions: (a) how many music therapists are using aided AAC in their sessions, (b) how they are using aided AAC, and (c) what type of training they have had regarding AAC systems. To assess the research questions, the author created an electronic survey. Upon distribution, the survey response rate was 49.6%. Results indicated that only 14.6% of respondents utilize aided AAC with all of their clients who use aided AAC outside of music therapy. The most common form of aided input used by music therapists in their sessions with clients with ASD is a picture schedule. Only 40% of respondents have additional training in aided AAC. Chi square tests revealed significant relationships among many of the variables: use of aided AAC and additional training, use and treatment setting, literacy promotion and additional training, modeling and additional training, referral for AAC systems and length of work with clients with ASD, referral and additional training. Results are discussed in relation to current communication literature.
3. Montiel-Nava C, Pena JA. {{[Attention-deficit / hyperactivity disorder in autism spectrum disorders]}}. {Invest Clin}. 2011 Jun;52(2):195-204.
According to the DSM-IV-TR, symptoms of inattention and hyperactivity are frequent in children with Autism Spectrum Disorders (ASD). This statement is supported by clinical observation and formal assessment. However, ASD diagnosis is still among the exclusion criteria for the Attention-Deficit/Hyperactivity Disorder (ADHD). Such exclusion generates controversy and questions regarding the need and benefits of maintaining or not these separations; so much so, that the proposed criteria for the DSM-V eliminate that exclusion condition. It is necessary a better understanding of the comorbidity between both entities in order to be able to have an appropriate sequence of the intervention goals. For that reason, if inattention and hyperactivity in individuals with ASD are considered as a representation of a comorbid diagnosis of ADHD, treatment plans for this group would be better adjusted and more likely to offer a real benefit in the outcome of their adaptive functioning.
