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Microtubule nucleation is important for microtubule organization in dendrites and for neuronal injury responses. The core nucleation protein, γTubulin (γTub), is localized to dendrite branch points in Drosophila sensory neurons by Wnt receptors and scaffolding proteins on endosomes. However, whether Wnt ligands are important is unknown. We found that Wnt secretion from epithelial cells was required for γTub localization to dendrite branch points. Using RNAi and mutant approaches, we demonstrated that Wnt4 and wntD both position γTub. Moreover, injury-induced increases in neuronal microtubule dynamics required Wnt secretion from epithelial cells. Overexpression of Wnts in epithelial cells increased microtubule dynamics to the same extent as axon injury indicating surrounding cells have an instructive role in neuronal nucleation. To determine how Wnt ligands concentrate microtubule nucleation at dendrite branch points, we tested whether endocytosis is restricted to specific regions of dendrites. Markers of clathrin-mediated endocytosis localized to puncta at branch points. Behavior of these puncta was sensitive to inhibition of endocytosis suggesting they represented endocytic sites. In addition to previously described colocalization of Wnt receptors and scaffolds with Rab5 endosomes, we identified a separate set of Wnt signaling puncta that colocalized with clathrin in dendrites. Moreover, γTub and Wnt scaffolding protein recruitment to branch points was reduced by clathrin RNAi, and injury-induced up-regulation of microtubule dynamics was sensitive to clathrin reduction. We propose that the localization of Wnt endocytic sites to dendrite branch points results in the local generation of microtubule nucleating endosomes. A previous study in PLOS Biology found that Wnt receptors are housed in early endosomes and are required for dendritic microtubule nucleation. This Update Article shows that microtubule dynamics in dendrites can be influenced non-autonomously by surrounding epithelial cells. [ABSTRACT FROM AUTHOR]

Primary care providers are often the first to identify concerns for autism through routine screening in the first 2 years of life. However, most children do not receive a diagnosis until years later resulting in delays accessing appropriate intervention. Delays in diagnosis disproportionately impact those who are otherwise disadvantaged by society based on race or socioeconomic status. Embedding mental health clinicians into primary care clinics offers a promising opportunity to address barriers to accessing diagnostic and intervention services once primary care providers identify concerns. The goal of this study was to assess the Autism in Primary Care program through which embedded mental health professionals in an urban primary care setting, primarily serving Black and Latinx families with Medicaid, were trained to provide autism diagnostic evaluations. Two hundred and fifty children completed evaluations through Autism in Primary Care program. Wait times to access evaluations in primary care were found to be significantly shorter than through standard avenues of care (e.g. tertiary care clinics). Referring primary care providers and caregivers endorsed high levels of satisfaction with the program. Embedding autism evaluations into primary care settings offers a promising opportunity to improve earlier diagnosis and treatment access for families, reduce inequities in care, and increase caregiver and child well-being. Primary care providers often screen for autism during well child visits in the first few years of life and refer children for diagnostic evaluations when needed. However, most children do not receive a diagnosis until years later which delays access to services. Racism, socioeconomic status, and other systemic inequalities that limit access to health care further delay diagnostic evaluations. Mental health clinicians who work in primary care clinics can help address barriers to accessing diagnostic evaluation services once they are recommended by their primary care provider. However, mental health clinicians who work in primary care typically do not have training in diagnosing autism. The goal of this study was to evaluate a program training mental health professionals working in an urban primary care setting, primarily serving Black and Latinx families insured by Medicaid, to provide autism diagnostic evaluations. Two hundred and fifty children completed evaluations through the Autism in Primary Care (APC) program. The wait time to access an evaluation through APC was significantly shorter than through standard avenues of care (e.g. referring to a separate autism clinic). Referring primary care providers and caregivers endorsed high levels of satisfaction with the program. Conducting autism evaluations in primary care settings offers a promising opportunity to improve earlier diagnosis and treatment access for families, reduce inequities in care, and increase caregiver and child well-being. [ABSTRACT FROM AUTHOR]

Research Findings: The purpose of this study was to examine the potential contribution of teacher-child interactions to residualized Inhibitory Control (IC) gains over approximately a six-month period for preschoolers from predominantly low-income households. The study also explored whether the association between quality of teacher-child interactions and IC gains depends on children's IC skills upon classroom entry and their household income-to-needs ratio. The study included 169 preschoolers from 51 classrooms in a Head Start program run by an agency in a large city in Oklahoma. Children's IC skills were assessed in fall (time 1) and spring (time 2), and teacher-child interaction quality was observed at fall (i.e., September through November). Results from Hierarchical Linear Modeling (HLM) did not show significant effects of high-quality teacher-child interactions on residualized IC gains over six months. However, results showed that children who initially presented poor IC skills displayed higher gains in their IC skills at spring when they were in classrooms practicing high-quality teacher-child interactions, as defined by emotional support and classroom organization. Practice or Policy: Emotionally supportive and well-organized classrooms in Head Start programs may benefit early IC development, especially for children presenting poor IC skills at classroom entry.

This study aimed to examine predictors of complete and elevated youth mental health screens. Parents of 4- to 11-year-old children completed the Strengths and Difficulties Questionnaire (SDQ) during a routine, universal mental health screening initiative in primary care. Bivariate logistic regressions were run to examine associations between independent (visit age, sex, race/ethnicity, language, insurance, and guardian) and dependent variables (screening completion and elevated SDQ score). Parents of younger and Spanish-speaking (vs English-speaking) children were less likely to have a complete SDQ screen. Among those with complete SDQ screens, older children, male children, those with public or no insurance, and those who had a mother (vs father) complete the screener were more likely to have an elevated score. Understanding patterns of screening completion rates and predictors of elevated screens provides valuable information to improve resource mapping and planning. Findings can inform mental health screening implementation and optimization within primary care. [ABSTRACT FROM AUTHOR]

The article offers information on a 9-year-old girl initially presenting to the emergency department with painful "spider bites," leading to a diagnosis of insect bites and discharge. Topics include the patient's subsequent re-presentation with worsening symptoms, including fever, abdominal pain, and lymphadenopathy, prompting a differential diagnosis that considered urinary tract infection, septic joint, and erythema nodosum.

Early parenting experiences and child outcomes of adolescent mothers depend greatly on the mother's intellect, personal adaptability, and cognitive readiness. A plethora of research indicates that parenting adolescent females experience higher rates of depression and stress, attain fewer years of formal education, lack employment skills, live in higher rates of poverty, and tend to their children's needs inconsistently and less effectively compared to older mothers; these issues are indicative of poor child outcomes. A high percentage of adolescent girls engage in disorganized attachment relationships with their children. This paper focuses on disorganized attachment in infants of adolescent mothers, and includes factors that may assist adolescents and their infants to achieve more positive outcomes., INTRODUCTION Knowledge in the field of human development is rapidly changing as more research is cultivated and new theories are generated (Lerner, 2002). Because new knowledge is continually being advanced, [...]