Depth and Quality of Recommendations in Popular Sources About How to Play with Infants: Content Analysis.

AIM: Systematically evaluate the depth and quality of play recommendations provided in popular sources for parents of infants in the first year of life. METHODS: This represents the second stage of a larger analysis of educational content available to parents. Two coders (>90% agreement) extracted and coded play activities from popular websites, applications, and books screened from a systematic online search. Depth of instruction variables were extracted. Activity quality was rated based on opportunities for child-initiated movement, problem-solving with objects, and responsive communication. RESULTS: 4370 play activities from 214 sources were analyzed. Activities were likely to suggest specific ages for infants and that a caregiver be present. Less than half of the activities incorporated toys or provided guidance about how to position or physically support infants. Activity quality was low; most activities did not explicitly encourage parents to provide opportunities for child-initiated movement, problem-solving with objects, or quality communication. CONCLUSIONS: Parents may encounter a large number of play activities in popular sources, but the depth of instruction and quality of those activities could be improved. Provision of higher-quality education to parents may enhance parent-child play interactions to positively impact parent and child outcomes, especially for children at risk for delays.

How do parents and early intervention professionals utilize educational resources about infant development and play?

BACKGROUND: Parents utilize online sources to learn about health information, however few studies have examined where parents look for information about development or play for young children. AIMS: Investigate parents' and early intervention (EI) providers' practices and preferences regarding parent education about infant development and play. STUDY DESIGN: Cross-sectional survey design. SUBJECTS: 112 parents and 138 EI providers participated. OUTCOME MEASURES: One survey probed where parents look for information and preferred methods for receiving information about infant development and play. A second survey identified the parent education sources used and perceived quality of sources available by EI providers. Descriptive and inferential analyses were conducted. RESULTS: 112 parents and 138 EI providers participated. A greater proportion of parents sought information about development than play. Overall, parents used internet searches and preferred websites for education about development and play; however, parents of infants at risk for developmental delay preferred receiving developmental information through home visits or classes. Most EI providers have not asked parents where they look for information. A greater proportion of EI providers agreed existing sources about development, rather than about play, are high quality, but identified the need to develop high-quality sources about both topics. CONCLUSIONS: There are a variety of methods that parents access and prefer for education about infant development and play. EI providers and other healthcare professionals should discuss the methods with parents to support parents in their quest for information and ensure parents receive high-quality information.

Solid-Phase Synthesis of s-Tetrazines.

An efficient synthesis of s-tetrazines by solid-phase methods is described. This synthesis route was compatible with different solid-phase resins and linkers and did not require metal catalysts or high temperatures. Monosubstituted tetrazines were routinely synthesized using thiol-promoted chemistry, using dichloromethane as a carbon source, while disubstituted unsymmetrical aryl or alkyl tetrazines were synthesized using readily available nitriles. This efficient approach enabled the synthesis of s-tetrazines in high yields (70-94%), eliminating the classical solution-phase problems of mixtures of symmetrical and unsymmetrical tetrazines, with only a single final purification step required, and paves the way to the rapid synthesis of s-tetrazines with various applications in bioorthogonal chemistry and beyond.

Reframing Clinical Paradigms: Strategies for Improving Patient Care Relationships.

This article presents strategies for reframing clinical paradigms to build better therapeutic relationships with patients and the members of their support network from the unique and important lens of a parent and disability researcher. First, a brief history of the evolution of models of care is presented, and implementation of the current biopsychosocial model is discussed. Then, evidence-based practice and the role of the patient perspective is considered. Next, specific examples, tools, techniques, guidelines, and resources to foster the demonstration of patient-informed respect and patient-centered communication in clinical practice are provided. Examples and resources are presented that can be accessed and implemented immediately, without cost to the practitioner and with the vast potential to improve care, therapeutic relationships, and patient outcomes. It is important for health care providers and researchers in all practice areas and across all experience levels to regularly evaluate their psychosocial skills. It is critical that the voices of patients and the members of their support network are central in this process. This can enable health care providers to acknowledge areas for growth and to implement changes effectively and efficiently at the individual level to facilitate changes across the broader spectrum of health care practice.