Sulfate deficiency is seen in children with autism through increased urinary excretion of sulfate and low plasma sulfate levels. Potential factors impacting reduced sulfation include phenosulfotransferase activity, sulfate availability, and the presence of the gut toxin p-cresol. Epsom salt baths, vitamin supplementation, and fecal microbiota transplant therapy are all potential treatments with promising results. Sulfate levels have potential for use as a diagnostic biomarker, allowing for earlier diagnosis and intervention.

The Healthy Pregnancy Summit is a collection of videos from a variety of specialists detailing how to have a healthy pregnancy and healthy child, based on the latest scientific and medical information. This project summarizes each presentation, and compares to the Healthy Child Guide, a document supplementary to the summit. Finally, this project analyzes the overall usefulness of the summit and each presentation, and suggests areas for improvement.

There is increasing interest in understanding how active learning affects students’ mental health as science courses transition from traditional lecture to active learning. Prior research has found that active learning can both alleviate and exacerbate undergraduate mental health problems. Existing studies have only examined the relationship between active learning and anxiety. No studies have examined the relationship between active learning and undergraduate depression. To address this gap in the literature, we conducted hour-long exploratory interviews with 29 students with depression who had taken active learning science courses across six U.S. institutions. We probed what aspects of active learning practices exacerbate or alleviate depressive symptoms and how students’ depression affects their experiences in active learning. We found that aspects of active learning practices exacerbate and alleviate students’ depressive symptoms, and depression negatively impacts students’ experiences in active learning. The underlying aspects of active learning practices that impact students’ depression fall into four overarching categories: inherently social, inherently engaging, opportunities to compare selves to others, and opportunities to validate or invalidate intelligence. We hope that by better understanding the experiences of undergraduates with depression in active learning courses we can create more inclusive learning environments for these students.

The purpose of this project was to develop a new questionnaire that was comprehensive and included symptoms of autism and related disorders. 28 parents of children with autism and two adults with autism were interviewed and asked to fill out the questionnaire and rate their child’s symptoms based on the available scale. From their responses, we were able to edit and improve the questionnaire to make it clearer and more concise. We added new symptoms and improved the descriptions of the symptoms listed. The new version of the questionnaire will be edited after interviewing the same 30 people again. After, it will need to be validated by a large study of around 300 people. The questionnaire will be used in an app format and help parents rate their child’s symptoms during clinical studies of medical treatments.