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Early cognitive development is sensitive to multiple biological, social, familial, and psychological factors. However, discerning the underlying mechanistic pathways has proved to be challenging. Using data from 506 mother-child dyads from the prospective longitudinal birth-cohort of the INMA—INfancia y Medio Ambiente—(Environment and Childhood) Project, this study aimed to test how maternal SES influences early cognitive development, examining potential mediating factors, including maternal mental health, family context, and first nursery school attendance. Results indicate that the association of maternal mental health and SES on early cognitive development is fully mediated by the quality of the family context. Nursery attendance early in life also had a full mediation effect on maternal SES. These findings suggest that epidemiological studies should consider more than SES variables when studying environmental influences on early cognitive development. Policy implications are discussed in the current context of a global likelihood of economic crises and mental health challenges.

As the rates of Autism Spectrum Disorder (ASD) increase and early screening efforts intensify, more toddlers with high likelihood of ASD are entering the United States' (US') publicly funded early intervention system. Early intervention service delivery for toddlers with ASD varies greatly based on state resources and regulations. Research recommends beginning ASD-specific evidence-based practices (EBP), especially caregiver-implemented intervention, as early as possible to facilitate the development of social-communication skills and general learning. Translating EBP into practice has been challenging, especially in low-resourced areas. The main goal of this study was to obtain a more comprehensive understanding of public early intervention system structure, service delivery practices, and factors influencing EBP use for children with ASD in the US. Participants (N = 133) included 8 early intervention state coordinators in 7 states, 29 agency administrators in those states, 57 early intervention providers from those agencies, and 39 caregivers of children with ASD receiving services from those providers. Online surveys gathered stakeholder and caregiver perspectives on early intervention services as well as organizational factors related to EBP implementation climate and culture. Stakeholders identified key intervention needs for young children with ASD. In general, both agency administrators and direct providers reported feeling "somewhat effective" or "very effective" in addressing most needs of children with ASD. They reported the most difficulty addressing eating, sleeping, family stress, and stereotyped behaviors. Data indicate that children from families with higher income received significantly higher service intensity. While administrators and providers reported high rates of high-quality caregiver coaching (>60%), caregivers reported low rates (23%). Direct providers with more favorable attitudes toward EBP had greater EBP use. In turn, provider attitudes toward EBP were significantly associated with implementation leadership and culture at their agency. Results suggest that publicly funded early intervention programs in the US require additional resources and training for providers and leaders to support improved implementation climate and attitudes toward ASD EBPs. Results also suggest that more state system support is needed to increase use of ASD-specific EBP use, including high-quality caregiver coaching, to better serve toddlers with ASD. Recommendations for implementation strategies are addressed.

As the rates of Autism Spectrum Disorder (ASD) increase and early screening efforts intensify, more toddlers with high likelihood of ASD are entering the United States' (US') publicly funded early intervention system. Early intervention service delivery for toddlers with ASD varies greatly based on state resources and regulations. Research recommends beginning ASD-specific evidence-based practices (EBP), especially caregiver-implemented intervention, as early as possible to facilitate the development of social-communication skills and general learning. Translating EBP into practice has been challenging, especially in low-resourced areas. The main goal of this study was to obtain a more comprehensive understanding of public early intervention system structure, service delivery practices, and factors influencing EBP use for children with ASD in the US. Participants (N = 133) included 8 early intervention state coordinators in 7 states, 29 agency administrators in those states, 57 early intervention providers from those agencies, and 39 caregivers of children with ASD receiving services from those providers. Online surveys gathered stakeholder and caregiver perspectives on early intervention services as well as organizational factors related to EBP implementation climate and culture. Stakeholders identified key intervention needs for young children with ASD. In general, both agency administrators and direct providers reported feeling somewhat effective or very effective in addressing most needs of children with ASD. They reported the most difficulty addressing eating, sleeping, family stress, and stereotyped behaviors. Data indicate that children from families with higher income received significantly higher service intensity. While administrators and providers reported high rates of high-quality caregiver coaching (>60%), caregivers reported low rates (23%). Direct providers with more favorable attitudes toward EBP had greater EBP use. In turn, provider attitudes toward EBP were significantly associated with implementation leadership and culture at their agency. Results suggest that publicly funded early intervention programs in the US require additional resources and training for providers and leaders to support improved implementation climate and attitudes toward ASD EBPs. Results also suggest that more state system support is needed to increase use of ASD-specific EBP use, including high-quality caregiver coaching, to better serve toddlers with ASD. Recommendations for implementation strategies are addressed.

Decades of research have established that racial ethnic minority, low-income, and/or non-English speaking children with autism spectrum disorder (ASD) are diagnosed later than white children, and their families experience greater difficulty accessing services in the USA. Delayed access to timely diagnosis and early intervention may impact child outcomes and family quality of life. Despite their cognition of these disparities and their significant impact on the lives of those affected, explanations for the barriers experienced by underserved families are elusive, likely due to the complex interaction between structural and family factors. This study used qualitative methods to gather family and provider perspectives of perceived barriers and facilitators to obtaining an ASD diagnosis and accessing ASD-related services for underserved families. Themes from focus groups and interviews with families from three cultural groups (black, Hispanic/Latino, and Korean) and three primary languages (English, Korean, and Spanish) highlight specific barriers related to family, community, and systemic challenges as well as facilitators to accessing care for these populations. Family experiences are expanded upon with viewpoints from the providers who work with them. Recommendations are made for reducing disparities in the existing ASD service system including increasing professional, family, and community education; increasing culturally responsive care; improving provider-family partnerships; and addressing practical challenges to service access.

Decades of research have established that racial ethnic minority, low-income, and/or non-English speaking children with autism spectrum disorder (ASD) are diagnosed later than white children, and their families experience greater difficulty accessing services in the USA. Delayed access to timely diagnosis and early intervention may impact child outcomes and family quality of life. Despite their cognition of these disparities and their significant impact on the lives of those affected, explanations for the barriers experienced by underserved families are elusive, likely due to the complex interaction between structural and family factors. This study used qualitative methods to gather family and provider perspectives of perceived barriers and facilitators to obtaining an ASD diagnosis and accessing ASD-related services for underserved families. Themes from focus groups and interviews with families from three cultural groups (black, Hispanic/Latino, and Korean) and three primary languages (English, Korean, and Spanish) highlight specific barriers related to family, community, and systemic challenges as well as facilitators to accessing care for these populations. Family experiences are expanded upon with viewpoints from the providers who work with them. Recommendations are made for reducing disparities in the existing ASD service system including increasing professional, family, and community education; increasing culturally responsive care; improving provider-family partnerships; and addressing practical challenges to service access.

Numerosos estudios demuestran que la participación en ocio es fundamental para el bienestar de las personas mayores. Más escasos son los estudios que tienen en cuenta la importancia otorgada al ocio como variable mediadora de la percepción de bienestar. Sin embargo, cada vez más autores subrayan que conocer el valor que la persona otorga al ocio es fundamental para entender su impacto en el bienestar. Este trabajo busca conocer si existe alguna relación entre la importancia atribuida al ocio, la participación en este ámbito y la percepción de bienestar, considerando si dicha importancia se halla mediada por el nivel formativo. Se utiliza un diseño metodológico cuantitativo, que se sirve de una encuesta, aplicada a una muestra de 1213 personas mayores (65- 74 años), residentes en España. Además de las variables sociodemográficas, el cuestionario incluye dos grandes secciones, dedicadas a la participación e importancia otorgada al ocio y al bienestar (subjetivo, psicológico y social). Los resultados confirman que la importancia atribuida al ocio varía en función del nivel de estudios y que dicha importancia mantiene relación con la participación o ausencia de ocio. Un dato crucial, en la medida en que practicar alguna actividad de ocio está asociado con niveles de bienestar más altos que si no se practica.

As the rates of Autism Spectrum Disorder (ASD) increase and early screening efforts intensify, more toddlers with high likelihood of ASD are entering the United States' (US') publicly funded early intervention system. Early intervention service delivery for toddlers with ASD varies greatly based on state resources and regulations. Research recommends beginning ASD-specific evidence-based practices (EBP), especially caregiver-implemented intervention, as early as possible to facilitate the development of social-communication skills and general learning. Translating EBP into practice has been challenging, especially in low-resourced areas. The main goal of this study was to obtain a more comprehensive understanding of public early intervention system structure, service delivery practices, and factors influencing EBP use for children with ASD in the US. Participants (N = 133) included 8 early intervention state coordinators in 7 states, 29 agency administrators in those states, 57 early intervention providers from those agencies, and 39 caregivers of children with ASD receiving services from those providers. Online surveys gathered stakeholder and caregiver perspectives on early intervention services as well as organizational factors related to EBP implementation climate and culture. Stakeholders identified key intervention needs for young children with ASD. In general, both agency administrators and direct providers reported feeling somewhat effective or very effective in addressing most needs of children with ASD. They reported the most difficulty addressing eating, sleeping, family stress, and stereotyped behaviors. Data indicate that children from families with higher income received significantly higher service intensity. While administrators and providers reported high rates of high-quality caregiver coaching (>60%), caregivers reported low rates (23%). Direct providers with more favorable attitudes toward EBP had greater EBP use. In turn, provider attitudes toward EBP were significantly associated with implementation leadership and culture at their agency. Results suggest that publicly funded early intervention programs in the US require additional resources and training for providers and leaders to support improved implementation climate and attitudes toward ASD EBPs. Results also suggest that more state system support is needed to increase use of ASD-specific EBP use, including high-quality caregiver coaching, to better serve toddlers with ASD. Recommendations for implementation strategies are addressed.

El Antropoceno puede considerarse como el origen de la configuración paisajística actual, y en relación a la vegetación, como el periodo en el que la intervención humana es el agente principal de los cambios que se producen de forma clara, intensa y permanente en el tiempo. En este trabajo se recopilan y comparan datos de secuencias palinológicas y de microcarbones, ocupaciones de yacimientos arqueológicos y dataciones de paleoincendios localizados en el Pirineo Central, además de información documental, exponiendo una reflexión sobre las supuestas evidencias que promulgan una deforestación temprana y el uso del fuego de origen antrópico como señal inequívoca de intervención humana y surgimiento de los paisajes culturales desde hace milenios. En realidad, lo que se constata es una alta diversidad temporal y espacial entre todos los indicios, y sólo a partir de la Baja Edad Media (últimos 700 años, 1300 AD), los indicadores y valores de los mismos ofrecen auténtico consenso sobre el inicio de cambios consistentes y duraderos que marcarían el inicio del Antropoceno.

Objetivo: analizar la estructura factorial de un nuevo instrumento para evaluar la calidad del contexto familiar (Escala Etxadi-Gangoiti) en la cohorte de Gipuzkoa del proyecto INMA (Infancia y Medio Ambiente) Métodos: se evaluaron las familias de 433 niños/as de 2 años. Se analizaron la estructura factorial y las propiedades psicométricas de los datos. Resultados: Se realizaron un análisis factorial exploratorio (factorización de ejes principales y rotación varimax) y un análisis factorial confirmatorio que confirmó parcialmente la estructura original del instrumento revelando la existencia de los siguientes factores: sub-escala 1 (promoción del desarrollo cognitivo y lingüístico; promoción de habilidades sociales; promoción de habilidades psicomotoras; promoción del juego simbólico y de la imitación) sub-escala 2 (promoción de la autonomía y autoestima; práctica de la frustración óptima; calidad socio-emocional de la relación; ausencia castigo físico) sub-escala 3 (implicación del padre, baja exposición al conflicto; baja frecuencia de conflicto; relaciones con la familia extensa; apoyo social; diversidad de experiencias; baja frecuencia de acontecimientos estresantes y baja percepción parental de estrés). Discusión: se obtiene confirmación parcial de la estructura original del instrumento, lo cual se atribuye a las características de la muestra. Se constata la relevancia de la variabilidad en la evaluación familiar y de sus indicadores adecuados de fiabilidad. Se señala la potencialidad para la salud pública de los hallazgos para la identificación de contextos familiares de calidad deficiente y para la elaboración de criterios preventivos, centrados en el desarrollo de competencias parentales.

En diciembre de 2012, se celebraron las primeras Jornadas IPErinas, reunión que permitió compartir al personal del Instituto Pirenaico de Ecología (CSIC), muchos de los trabajos de investigación que actualmente se están llevando a cabo por los distintos grupos del centro. Estas Jornadas surgieron de la necesidad de compartir y difundir los principales objetivos y resultados más relevantes de nuevas líneas de investigación desarrolladas actualmente en el centro, como parte fundamental de la comunicación científica y transferencia de conocimiento a la sociedad. Bajo estas líneas, se presenta una reseña de la las primeras Jornadas IPErinas, a través de un breve resumen de las charlas presentadas.

La secuencia de El Cañizar de Villarquemado (NE Península Ibérica) constituye un registro excepcional que cubre los últimos ca. 130 000 años de historia ambiental. Los análisis multidisciplinares que se han realizado hasta el momento incluyen un análisis palinológico preliminar y otros indicadores sedimentológicos, como susceptibilidad magnética, análisis geoquímicos de fluorescencia de rayos X (XRF), mineralogía y contenido en carbono orgánico e inorgánico (TOC/TIC). El modelo cronológico se ha realizado combinando dataciones AMS 14C en los 20 m superiores de sedimento y OSL (Luminiscencia Óptica Estimulada) en los 54 m restantes. La secuencia sedimentaria está esencialmente formada por la alternancia de fases con mayor desarrollo de humedales y turberas, con otras de depósitos distales de abanicos aluviales y episodios de lago carbonatado. Los resultados obtenidos hasta el momento confirman que el registro del Cañizar de Villarquemado responde a unas condiciones relativamente húmedas durante un probable MIS6-MIS5, con variaciones en la vegetación regional (esencialmente dominada por Juniperus) que aparecen siempre muy determinadas por la continentalidad de la zona, y que resultan atípicas para lo esperable durante un episodio interglacial como el Eemiense. De todos modos, los márgenes de error adscritos al modelo de edad impiden ciertas precisiones y aseveraciones al respecto. Durante el MIS3 se registra el periodo más árido de toda la secuencia, como confirman los resultados sedimentológicos y los polínicos de algunos intervalos ya disponibles. Sin embargo el MIS2 presenta una gran variabilidad tanto a nivel local, como indican las distintas asociaciones de facies y la vegetación acuática, como a nivel regional, como se deduce de la cubierta vegetal general. El comienzo del Holoceno se registra de manera muy abrupta en cuanto a cambios paleohidrológicos, pero mostrando de nuevo cierta resiliencia de la vegetación, dominada esta vez por pinos y no por Juniperus como en la base de la secuencia, y muy adaptada a las condiciones de extrema continentalidad. El posterior desarrollo de quercíneas junto con la presencia de pinos, apunta situaciones climáticas muy diferentes entre un posible MIS5 y el MIS1.