Search Results (29)

Gilles de la Tourette syndrome (GTS) is a neurodevelopmental disorder characterized by motor and phonic tics, often including attention deficit, hyperactivity, and obsessive–compulsive behaviours. The pathophysiology involves the dysfunction of cortico-striato-thalamo-cortical circuits, primarily implicating dopaminergic hyperactivity, but also involving multiple different neurotransmitter systems. Treatment of GTS is complex, highly individualized, and influenced by considerable variability in symptom presentation. Behavioural approaches, such as Habit Reversal Therapy (HRT), play a key role, especially in milder cases. Pharmacological therapy is largely empirical and varies across countries, influenced by drug availability and the perceived risks of certain classes of drugs, particularly dopamine receptor blocking agents. Drug options for managing tics include dopamine receptor antagonists, monoamine depleting agents, and alpha-2 agonists, all of which require close monitoring for metabolic, cardiovascular, and neurological side effects. Botulinum toxin injections represent an effective solution for focal tics that are resistant to systemic treatments. Cannabinoids and antiepileptics have limited efficacy, yet they may still offer relevant therapeutic potential in selected cases. Serotonergic drugs are useful for treating obsessive–compulsive symptoms. For patients with refractory tics, deep brain stimulation (DBS) represents an intervention of last-resort; however, DBS remains off-label and consensus on optimal targets is lacking. This narrative review draws on both the relevant literature and extensive personal clinical experience to explore the complexities of managing GTS, with a focus on evidence-based treatments for tics and associated neuropsychiatric symptoms. A therapeutic algorithm is proposed, emphasizing a “start low, go slow” approach, combining pharmacological interventions with cognitive behavioural and surgical therapies, when needed. We underscore the importance of tailoring treatments to individual patient profiles and symptom variability over time, highlighting the need for further research in GTS management. Full article

Tourette syndrome (TS) is the most common cause of tics. Tics are classified as motor and phonic tics. The latter (previously also referred to as “vocal tics”) are manifested by simple sounds (simple phonic tics) or complex, often semantically meaningful utterances (complex phonic tics). Methods: We compared the clinical and demographic features of consecutive patients with TS who exhibited simple and complex phonic tics. Results: There were 149 patients, 117 (78.5%) of whom were males; the mean age at evaluation was 19.61 ± 12.97 years. In total, 35 (23.5%) of these manifested complex phonic tics, and 26 (17.4%) had verbalizations. No statistically significant differences were observed between TS patients with simple versus complex phonic tics with respect to sex, age at onset, age at presentation, or comorbid attention-deficit/hyperactivity disorder or obsessive–compulsive disorder. Patients with complex phonic tics more frequently had trunk tics (p = 0.002), complex motor tics (p < 0.001), copropraxia (p = 0.002), a wider variety of phonic tics (p < 0.001) and greater tic severity (p = 0.001). The multivariate regression analysis showed an independent association between trunk tics and complex phonic tics. Conclusions: Complex phonic tics seem to be part of a more widely distributed, severe, and complex presentation of TS, likely representing a continuum within the spectrum of motor and phonic tics. Full article

Current policy recommendations for initial teacher education encourage teaching code-related literacy (phonics, phonological awareness, and phonemic awareness) over pedagogical knowledge, and engaging practice in learning to read. To enhance early childhood pre-service teacher (PST) practices, this mixed-methods pilot study investigated a tool to support PSTs studying birth-to-eight years teaching, pedagogical practice, and knowledge to teach code-related literacy and supplementary vocabulary in conjunction with quality children’s literature. The Non-Scripted Intentional Teaching (N-SIT) tool was developed and then trialled with early childhood PSTs (n = 24) in Queensland, Australia. The participants planned phonics learning experiences using the N-SIT and picture books (e.g., Pig the Pug; Snail and the Whale). Survey data gathered participants’ code-related literacy knowledge before and after the N-SIT training. The data revealed most PSTs felt well-to-somewhat prepared to teach beginning reading and vocabulary and less-to-somewhat prepared to teach phonics. The data further revealed that all participants could define phonics but reported mixed conceptual understandings of phonological and phonemic awareness. The PSTs’ knowledge of phonological awareness, phonemic awareness, and planning for phonics-focused teaching through children’s literature improved post-N-SIT activity. Planned direct systematic phonics instruction strategies through the intentional shared reading of children’s literature and the potential benefits of the N-SIT tool in early childhood initial teacher education are discussed. Full article

This study examines the knowledge and preparedness of preservice teachers in India and England regarding the teaching of foundational reading skills. Recognising the critical role of teachers in preventing reading difficulties through explicit instruction in phonics, vocabulary knowledge, and reading comprehension strategies, we aimed to compare preservice teachers’ knowledge in these areas between the two countries. A survey was developed for this study and administered to preservice teachers enrolled in teacher education programs in India and England. The survey assessed their phonics knowledge, pedagogical practices across key reading domains, and confidence in supporting students with reading difficulties in inclusive classrooms. Descriptive analyses indicated that English preservice teachers demonstrated greater familiarity with phonics knowledge and were better prepared in pedagogical practices, particularly in phonics instruction, phonological awareness, and reading fluency. Both groups showed low preparedness in teaching vocabulary knowledge. Notably, Indian preservice teachers reported higher confidence levels in supporting students with reading difficulties despite lower performance in knowledge assessments. These findings suggest a need for enhanced focus on explicit phonics instruction in Indian teacher education programs and increased emphasis on vocabulary instruction in both countries. Implications for early childhood education policy are discussed, particularly with regards to preparing teachers to provide high-quality literacy instruction that supports children’s academic success. Full article

Anthropized green zones in urban areas and their surroundings develop complex soundscapes, characterized by the presence of multiple sound sources. This makes the interpretation of the sound environment challenging. To accurately distinguish between different sound components, a combination of selective analysis techniques is necessary. Urban parks are significant and interesting examples, where the interaction between anthropogenic and biophonic sound sources persists over broad temporal and spatial scales, making them important sites for evaluating local soundscape quality. In this work, we suggest that a transfer entropy measure (TEM) may more efficiently disentangle relevant information than traditional eco-acoustic indices. The two study areas were Parco Nord in Milan, Italy, and Ticino River Park, also in Italy. For Parco Nord, we used 3.5-h (1-min interval) recordings taken over an area of about 20 hectares, employing 16 sensors. For the Ticino River Park, we used 5-day (1 min plus 5 min pause) recordings taken over an area of approximately 10 hectares, using a smaller set of eight sensors. We calculated the classical eco-acoustic indices and selected two of them: the acoustic entropy (H) and the bio-acoustic index (BI), calculated for all sites with a 1 min time resolution obtained after a principal components analysis. For these time series, we studied the TEM of all sites in both directions, i.e., from one site to another and vice-versa, resulting in asymmetric transfer entropies depending on the location and period of the day. The results suggest the existence of a network of interconnections among sites characterized by strong bio-phonic activity, whereas the interconnection network is damped at sites close to sources of traffic noise. The TEM seems to be independent of the choice of eco-acoustic index time series, and therefore can be considered a robust index of sound quality in urban and wild park environments, providing additional structural insights complementing the traditional approach based on eco-acoustic indices. Specifically, TEM provides directional information about intersite sound connectivity in the area of study, enabling a nuanced understanding of the sound flows across varying anthropogenic and natural sound sources, which is not available using conventional methods. Full article

Examining spelling from a developmental perspective began in the 1970s and has broadened over the years. This research has informed understanding of the nature and development of spelling or orthographic knowledge in children and older students and the role of orthographic knowledge in reading and writing. Based on analyses of the errors that students make in their writing and on spelling assessments, developmental spelling has documented the acquisition and integration of progressively more complex spelling patterns that represent both sound and meaning and illuminated how this information supports students’ ability to read as well as to write words. Intended for researchers, teacher educators, and teachers of students in grades 3–12, this article describes the layers of the spelling system that developmental spelling research has investigated, and their progressive integration in learners, including those who struggle, from the intermediate through the middle and secondary grades. It addresses the implications of developmental spelling research for assessment and instruction in spelling, word analysis, vocabulary, and the more specific implications of developmental spelling research for aligning instruction across spelling, word analysis, vocabulary, morphology, and etymology. Full article

Background: Learning to read is a complex linguistic and cognitive process. Despite the ever-growing body of empirical evidence, the complex knowledge and skills needed to teach all children to read have not been passed to trainee and in-service teachers. Methods: This study examined the delivery and evaluation of a short, intense literacy elective course, with 9 h of learning for trainee primary/elementary teachers, focused on the key knowledge areas of phonemic awareness, phonics instruction, fluency, vocabulary, text comprehension, and reading assessment. An open questionnaire was administered to 16 trainee teachers: they completed this same questionnaire prior to beginning the elective and again after. The questionnaire focused on the understanding of quality reading instruction, at-risk readers, and provision for struggling readers. The data were analyzed using a qualitative interpretational analysis (QIA). Results: The lowest levels of understanding at the outset were in reading fluency instruction and reading assessment: these areas then showed the greatest knowledge development. Importantly, by post test, participants increased access to evidence-based literature and resources. Feedback demonstrated the high value placed by the group on this learning. Conclusions: This approach improved trainee teachers’ content knowledge to teach reading in a short time. Initial Teacher Education should increase its focus on reading, a crucial foundation skill. Full article

Background: Pimozide is a conventional antipsychotic drug of the diphenylbutylpiperidine class, widely used for treating schizophrenia and delusional disorders and for managing motor and phonic tics in Tourette’s syndrome. Pimozide is known to block dopaminergic D2 receptors and various types of voltage-gated ion channels. Among its side effects, dizziness and imbalance are the most frequently observed, which may imply an effect of the drug on the vestibular sensory receptors, the hair cells. Amniotes possess two classes of vestibular hair cells, named type I and type II hair cells, which differ in terms of signal processing and transmission. We previously reported that Pimozide [3 μM] significantly increased a delayed outward rectifying K⁺ current (I_K,V). Methods and Results: In the present study, using the whole-cell patch-clamp technique we additionally show that Pimozide decreases the inward rectifying K⁺ current (I_K,1) and the mixed Na⁺/K⁺ current (I_h) of chicken embryo type II hair cells, whereas it does not affect type I hair cells’ ionic currents. Since ion channels’ expression can vary depending on age and animal species, in the present study, we also tested Pimozide in adult mouse vestibular hair cells. We found that, like in the chicken embryo, Pimozide significantly increases I_K,V and decreases I_K,1 and I_h in type II hair cells. However, in the adult mouse, Pimozide also slightly increased the outward rectifying K⁺ current in type I hair cells. Conclusions: While providing a possible explanation for the vestibular side effects of Pimozide in humans, its inhibitory action on mammalian hair cells might be of interest for the local treatment of vestibular disorders characterized by altered vestibular input, like Ménière’s disease. Full article

Early writing performance strongly predicts long-term literacy performance. It follows that early underachievement in writing is highly correlated with early underachievement in reading. One strategy teachers and students can use to approach writing in the kindergarten classroom is invented spelling. Invented spelling is children’s spontaneous or self-directed attempts to represent words in print by matching sounds to known letters or phonics patterns. A quasi-experimental study was used to evaluate the impact of invented spelling on foundational literacy skills and writing motivation in 63 kindergarten students at a rural school in the Mid-South. The research questions focused on the impact of invented spelling instruction on a variety of literacy outcomes, including foundational skills, spelling, and motivation. The results indicate the significant main effects of invented spelling instruction on students’ invented spelling (p < 0.001), conventional spelling (p < 0.001), complex vocabulary use (p < 0.001, writing motivation (p = 0.040), and writing achievement (p < 0.001). Other outcomes as well as implications and future directions are reported. The invented spelling intervention encouraged low-stake risk taking when writing and removed barriers to writing entry. Allowing time and space for invented spellings means students can focus on communicating their ideas in print without being hindered by the expectation to conform to conventional spellings. Full article

Attention Deficit Hyperactivity Disorder (ADHD) significantly influences children’s language acquisition and usage. This theoretical study explores the multifaceted impact of ADHD on language development, specifically focusing on reading and writing challenges. Existing research reveals that approximately 30% of children with ADHD show significant delays in reading proficiency. Additionally, about 40% of these children struggle with phonological processing, which directly impacts their reading and writing skills. Interventions targeting executive function training combined with phonics-based instruction have been shown to significantly improve language outcomes. This study introduces a comprehensive framework connecting these challenges to specific interventions and collaborative strategies, emphasizing the importance of a multi-disciplinary approach. This work provides perspectives on the specific connections between ADHD symptoms and language difficulties, offering detailed potential solutions based on empirical data. Moreover, it features the necessity of adopting integrated intervention strategies to advance academic outcomes and communicative competencies for children with ADHD, providing new understandings into effective educational practices. Full article

The environmental invasion of plastic waste leads to, among other things, a reassessment of natural fibers. Environmental pollution has shown the importance of the degradability, among other properties, of the raw materials used by the textile industry or other industrial fields. Wool seems to be a better raw material than the polymers that generate large quantities of micro- and nano-plastics, polluting the soil, water, and air. However, the usual processing of raw wool involves a number of chemically very polluting treatments. Thus, sustainable procedures for making wool processing environmentally friendly have been considered, leading to the reappraisal of wool as a suitable raw material. Besides their applications for textile products (including smart textiles), new directions for the valorization of this natural material have been developed. According to the recent literature, wool may be successfully used as a thermal and phonic insulator, fertilizer, or component for industrial devices, or in medical applications, etc. In addition, the wool protein α-keratin may be extracted and used for new biomaterials with many practical applications in various fields. This review makes a survey of the recent data in the literature concerning wool production, processing, and applications, emphasizing the environmental aspects and pointing to solutions generating sustainable development. Full article

Background: Tourette syndrome (TS) and Chronic Tic Disorder (CT) are neurodevelopmental conditions involving motor and/or phonic tics. Youth with tics may encounter feelings of isolation, diminished self-esteem and quality of life, and academic difficulties. A growing body of scientific literature suggests sex differences in youth with tics, but findings have been mixed so far. Because symptom severity peaks around puberty, understanding sex differences in tic manifestations and associated symptoms during this critical period is essential. Therefore, we aimed to assess sex differences related to tic symptoms, action planning styles, quality of life, and externalizing/internalizing symptoms in youth with tics. Methods: Our sample consisted of 66 youths with tics (19 girls) aged 7–14 (mean = 10 years). Youths were assessed with clinical interviews, as well as self- and parent-reported inventories evaluating tic symptoms, psychological profiles, and quality of life. Results: While no differences in tic symptoms were found, girls exhibited lower functional inflexibility, reduced overall functional planning effectiveness, and higher impairment in the psychological well-being subscale than boys. Additionally, girls had reduced general life satisfaction and social self-esteem. Boys reported more explosive outbursts, higher levels of hyperactivity, and more difficulties with self-concept. Conclusions: Our analyses suggested differences in several manifestations associated with tics. This introduces new perspectives that refine our understanding of sex differences. A better understanding of sex differences in tic disorders may eventually improve outcomes for all individuals living with these conditions. Full article

Spelling ability is a key dimension of orthographic knowledge and a crucial component literacy skill that supports automatic word recognition and fluent reading. There has been substantial research on first language (child) English speakers’ spelling ability, including the effectiveness of instruction interventions for improving spelling knowledge. However, there is relatively little research on spelling in adult learners of English as a second language, and even less examining instructional interventions for improving their spelling. The current study addressed this gap by implementing an adaptation of a phonics-based instructional intervention in a university-based intensive English reading class. Compared to two different control cohorts, the cohort receiving the intervention significantly improved their ability to accurately identify whether an English word was spelled correctly or not. Analyses also considered the influence of a variety of lexical characteristics as well as participants’ L1 writing system. The results demonstrate the efficacy of this intervention in adult L2 English learners and also highlight the importance of considering word characteristics and participants’ language background when examining spelling performance. Full article

The current aim is to illustrate our research on dyslexia conducted at the Developmental Psychology section of the Department of Psychology, University of Amsterdam, in collaboration with the nationwide IWAL institute for learning disabilities (now RID). The collaborative efforts are institutionalized in the Rudolf Berlin Center. The first series of studies aimed at furthering the understanding of dyslexia using a gamified tool based on an artificial script. Behavioral measures were augmented with diffusion modeling in one study, and indices derived from the electroencephalogram were used in others. Next, we illustrated a series of studies aiming to assess individuals who struggle with reading and spelling using similar research strategies. In one study, we used methodology derived from the machine learning literature. The third series of studies involved intervention targeting the phonics of language. These studies included a network analysis that is now rapidly gaining prominence in the psychopathology literature. Collectively, the studies demonstrate the importance of letter-speech sound mapping and word decoding in the acquisition of reading. It was demonstrated that focusing on these abilities may inform the prediction, classification, and intervention of reading difficulties and their neural underpinnings. A final section examined dyslexia, conceived as a neurobiological disorder. This analysis converged on the conclusion that recent developments in the psychopathology literature inspired by the focus on research domain criteria and network analysis might further the field by staying away from longstanding debates in the dyslexia literature (single vs. a multiple deficit, category vs. dimension, disorder vs. lack of skill). Full article

Real-time estimation of the in-cylinder pressure of combustion engines is crucial to detect failures and improve the performance of the engine control system. A new estimation scheme is proposed based on the Extended Kalman Filter, which exploits measurements of the engine rotational speed provided by a standard phonic wheel sensor. The main novelty lies in a parameterization of the combustion pressure, which is generated by averaging experimental data collected in different operating points. The proposed approach is validated on real data from a turbocharged compression ignition engine, including both nominal and off-nominal working conditions. The experimental results show that the proposed technique accurately reconstructs the pressure profile, featuring a fit performance index exceeding 90% most of the time. Moreover, it can track changes in the engine operating conditions as well as detect the presence of cylinder-to-cylinder variations. Full article