Specification of oxytocinergic and vasopressinergic circuits in the developing mouse brain

Oxytocin (OXT) and arginine vasopressin (AVP) support a broad range of behaviors and homeostatic functions including sex-specific and context-appropriate social behaviors. Although the alterations of these systems have been linked with social-related disorders such as autism spectrum disorder, their formation and developmental dynamics remain largely unknown. Using novel brain clearing techniques and 3D imaging, we have reconstructed the specification of oxytocinergic and vasopressinergic circuits in the developing mouse brain with unprecedented cellular resolution. A systematic quantification indicates that OXT and AVP neurons in the hypothalamus display distinctive developmental dynamics and high cellular plasticity from embryonic to early postnatal stages. Our findings reveal new insights into the specification and consolidation of neuropeptidergic systems in the developing CNS.

Peer-Mediated Play Interventions

Play provides an excellent opportunity for young children to practice appropriate social behaviors and develop friendships. This chapter discusses examples of interventions that directly teach peers how to interact appropriately in play situations. Students can be utilized as powerful intervention agents in prompting, initiating, and reinforcing social play. Recommendations for implementing peer-mediated play interventions are included. This chapter also includes considerations of diversity and equity in the use of students to promote positive play in their peers.

Specification of oxytocinergic and vasopressinergic circuits in the developing mouse brain

Oxytocin (OXT) and arginine vasopressin (AVP) support sex-specific and context-appropriate social behaviors. Although alterations of these systems underlie the appearance of neuropsychiatric disorders, their formation and developmental dynamics remain largely unknown. Using novel brain clearing techniques and 3D imaging, we have reconstructed the specification of oxytocinergic and vasopressinergic circuits in the developing mouse brain with unprecedented cellular resolution. A systematic quantification indicates that OXT and AVP neurons in the hypothalamus display distinctive dynamics, but also share common features as a high cellular plasticity from embryonic to early postnatal stages. Our findings reveal new insights into the appearance and consolidation of neuropeptidergic systems in the developing CNS which is a critical step to unveil brain formation and function.

Differences In Neural Activity, But Not Behavior, Across Social Contexts In Guppies, Poecilia Reticulata

Animals are continually faced with the challenge of producing context-appropriate social behaviors. In many instances, animals produce unrelated behaviors across contexts. However, in some instances the same behaviors are produced across different social contexts, albeit in response to distinct stimuli and with distinct purposes. We took advantage of behavioral similarities across mating and aggression contexts in guppies, Poecilia reticulata, to understand how patterns of neural induction differ across social contexts when behaviors are nonetheless shared across contexts. While these is growing interest in understanding behavioral mechanisms in guppies, resources are sparse. As part of this study, we developed a neuroanatomical atlas of the guppy brain as a research community resource. Using this atlas, we found that neural activity in the preoptic area reflected social context, whereas individual differences in behavioral motivation paralleled activity in the posterior tuberculum and ventral telencephalon (teleost homologs of the ventral tegmental area and lateral septum, respectively). Our findings suggest independent coding of social salience versus behavioral motivation when behavioral repertoires are shared across social contexts.Summary statementActivity in distinct brain regions reflects behavioral context versus social motivation in a in which behavioral repertoires are shared across social contexts (Trinidadian guppies, Poecilia reticulata).

Effects of Holding Students Accountable for Social Behaviors during Volleyball Games in Elementary Physical Education

This study investigated the effects of a semiformal accountability intervention (a modified version of the good behavior game) on the occurrence of appropriate and inappropriate social behaviors, and appropriate skill attempts during a 20-lesson volleyball unit. Participants were 67 students in Grades 4, 5, and 6. Following the collection of baseline data, students received intervention consisting of (a) differential awarding and removing of points for appropriate and inappropriate behavior, (b) public posting of team points, (c) the establishment of daily criteria, (d) a special activity for teams that met the criteria, and (e) an end-of-unit activity for teams that consistently met the criteria. A multiple baseline design across students showed that the intervention was effective in reducing inappropriate social behaviors and increasing appropriate social behaviors, but did not affect the number of correct volleyball skills performed. Results are discussed relative to task systems and social skills.

Involving rural nonhandicapped children in teaching social interaction skills to behavior disordered/multiply handicapped elementary students

Severely behavior disordered children with accompanying multiple handicaps usually have little or no appropriate social interaction skills. The purpose of this study was to determine if naive (i.e., untrained), normal children's interaction with severely behavior disordered children would increase the rate of appropriate social behaviors exhibited by the behavior disordered children. Results indicated a significant increase in social interactions when nonhandicapped children were assigned to play with a specific behavior disordered/multiply handicapped child. The described intervention strategies are replicable for rural programs.