Effects of a sleep education program with self-help treatment on sleeping patterns and daytime sleepiness in Japanese adolescents: A cluster randomized trial

Subjective insufficient sleep and delayed sleep–wake patterns have been reported as the primary causes for daytime sleepiness, a reasonably significant and prevalent problem for adolescents worldwide. Systematic reviews have indicated that the success of sleep education programs has thus far been inconsistent, due to the lack of a tailored approach that allows for evaluation of individual differences in behavior patterns. One way to resolve this problem is to assess the individual sleep behaviors of adolescents by using a checklist containing the recommended behaviors for promoting sleep health. Such self-help education programs have already been implemented for elementary school children, school nurses and the elderly. The present study aimed to verify the effects of a sleep education program with supplementary self-help treatment, based on a checklist of sleep-promoting behaviors, in addition to evaluation of changes in sleeping patterns, sleep-promoting behaviors and daytime sleepiness in adolescents. A cluster randomized controlled trial involving 5 Japanese junior high schools was conducted, and 243 students (sleep education: n = 122; waiting list: n = 121; 50.6% female; 7th grade) were included in the final analysis. The sleep education group was provided with information on proper sleep health and sleep-promoting behaviors. The students in this group were asked to practice one sleep-promoting behavior as a goal for 2 weeks and to monitor their practice using sleep diaries. Both pre- and post-treatment questionnaires were administered to students in order to assess knowledge of sleep-promoting behaviors, sleeping patterns and daytime functioning. Students in the sleep education group showed significant improvement in their knowledge of sleep health (F_1,121 = 648.05, p < 0.001) and in their sleep-promoting behaviors (F_1,121 = 55.66, p < 0.001). Bedtime on both school nights (F_1,121 = 50.86, p < 0.001) and weekends (F_1,121 = 15.03, p < 0.001), sleep-onset latency (F_1,121 = 10.26, p = 0.002), total sleep time on school nights (F_1,121 = 12.45, p = 0.001), subjective experience of insufficient sleep (McNemar χ²(1) = 4.03, p = 0.045) and daytime sleepiness (McNemar χ²(1) = 4.23, p = 0.040) were also improved in the sleep education group. In contrast, no significant improvement in these variables was observed for students in the waiting-list group. In conclusion, the sleep education program with self-help treatment was effective not only in increasing sleep knowledge but also in improving sleep-promoting behavior and sleeping patterns/reducing daytime sleepiness for students in the sleep education group, in comparison with the waiting-list group.     

The Impact of a Sport-Based Life Skill Program on Adolescent Prosocial Values

Abstract

This article describes the implementation and evaluation of a sport-based life skills and community service program. The purpose of this investigation was to determine the impact of a combined life skills and community service program on adolescents' prosocial values. The program was part of a national golf and life skills enrichment academy for adolescents (n = 100). It was hypothesized that the life skills component would have a significant impact on adolescents' prosocial values and that participants (n = 42) who were involved in the community service component following the program, when compared to a comparison group (n = 23), would maintain their increased levels of prosocial values. Results indicated that the program had a significant positive impact on adolescents' prosocial values and that the community service experience positively impacted the adolescents' levels of empathic concern and social responsibility. These results are consistent with existing research on participating in community service.     

Animal-assisted Social Skills Training for Children with Autism Spectrum Disorders

Recent research indicates that youth with autism spectrum disorder (ASD) show increases in prosocial behaviors in the presence of animals, yet few studies have examined the effects of incorporating animals into treatments. The current study evaluated the effectiveness of an animal-assisted social skills training group for youth with ASD. It was hypothesized that incorporating dogs into social skills training (SST) would produce a greater effect on improving social skills, theory of mind, and feelings of inclusion than would be obtained from SST without an animal present. We compared social skills groups with therapy dogs to traditional social skills groups without an animal present. Students with ASD attending school at a therapeutic treatment facility (n = 31; ages 8–14) were assigned to either experimental or control groups, which were both provided with 12 weeks of weekly treatment. Following participation in SST, participants in the groups with dogs were rated as significantly less symptomatic than participants in the traditional social skills group on the Social Responsiveness Scale (SRS-2), a teacher-rated measure of autism-related symptoms. Based on self-report ratings using the Children’s Depression Inventory (CDI-2), participants in the groups with dogs experienced significantly greater reductions in symptoms measured by the Interpersonal Problems and Functional Problems subscales, and not on the other subscales of the CDI-2. Both groups showed improvement in theory of mind and decreased feelings of isolation and overall depressive symptoms; however, the effect of group on change over time was not significant. On the Social Language Development Test (SLDT), no significant differences were observed. The current findings indicate animal-assisted social skills training may be more beneficial for improving social skills and reducing related affective symptoms than traditional training models.     

Forecasting youth adjustment at age 15 from school readiness profiles at 54 months

ABSTRACT

A person-oriented approach examined the extent to which patterns of school readiness across social and cognitive domains in 944 typically-developing 54-month-old children forecast academic achievement, social-emotional development, risk taking, and executive functioning at age 15. Prior work identified six distinct profiles of school readiness at 54 months that predicted group differences in achievement in first grade, as well as achievement and social-emotional outcomes in fifth grade. After controlling for demographics, early language skills, and home and school factors, the 54-month readiness profiles demonstrated different performance on risk-taking and executive function behaviors assessed at age 15. Children with attention problems at 54 months were most likely to believe that peers were engaging in risky behaviors and to have smoked more than 2 cigarettes by age 15. Children with low working memory and low to average social skills at 54 months were outperformed by their peers on working memory and executive function tasks at age 15. Results are discussed in terms of continuity in forms of developmental function.     

Investigation Into the Humaneness of Slaughter Methods for Guinea Pigs (Cavia porcelus) in the Andean Region

Guinea pigs (Cavia porcelus) are an important source of nonhuman animal protein in the Andean region of South America. Specific guidelines regarding the welfare of guinea pigs before and during slaughter have yet to be developed. This study critically assessed the humaneness of 4 different stunning/slaughter methods for guinea pigs: cervical neck dislocation (n = 60), electrical head-only stunning (n = 83), carbon dioxide (CO₂) stunning (n = 21), and penetrating captive bolt (n = 10). Following cervical neck dislocation, 97% of guinea pigs had at least 1 behavioral or cranial/spinal response. Six percent of guinea pigs were classified as mis-stunned after electrical stunning, and 1% were classified as mis-stunned after captive bolt. Increased respiratory effort was observed during CO₂ stunning. Apart from this finding, there were no other obvious behavioral responses that could be associated with suffering. Of the methods assessed, captive bolt was deemed the most humane, effective, and practical method of stunning guinea pigs. Cervical neck dislocation should not be recommended as a slaughter method for guinea pigs.     

禽分枝杆菌对豚鼠的致病性分析

【背景】我国禽型结核菌素(avian tuberculin)的制造用菌株为CVCC 68201、CVCC 68202和CVCC 68203株,但目前仍未明确这3株菌的生物学特性及对豚鼠致病性的情况。【目的】探究禽分枝杆菌(Mycobacterium avium)的生物学特性及对动物机体的致病性,为禽结核病和牛结核病的防控工作提供技术支撑。【方法】对3株禽分枝杆菌基因组进行鉴定分析及核酸相似度分析;用3株禽分枝杆菌分别感染豚鼠,观察感染后的临床症状、病理学变化、体重增重情况分析、皮内变态反应结果、脏器系数变化等,进而分析3株禽分枝杆菌对豚鼠的致病力。【结果】种型鉴定和进化分析结果表明,CVCC 68201、CVCC 68202和CVCC 68203均为禽分枝杆菌,基因组与Mycobacterium avium subsp. avium FDAARGOS_1608最为相近;在感染前期、中期、后期对3株禽分枝杆菌感染豚鼠的体重增重情况分析发现,感染禽分枝杆菌影响豚鼠增重,主要表现为生长迟缓,感染第5周时,CVCC 68201、CVCC 68202组豚鼠的平均体重明显轻于未感染组;皮内变态反应试验结果显示,感染CVCC 68201组豚鼠的皮肤红肿面积明显大于其他2个感染组,CVCC 68201可引起机体更为强烈的迟发型变态反应;3株禽分枝杆菌感染后,豚鼠脾脏和肺脏存在不同程度的肿大与出血,其中感染CVCC 68201豚鼠的肺脏系数与未感染组相比差异显著(P<0.01);病理学观察结果显示,豚鼠肺脏可见不同程度病变,其中CVCC 68201组更为严重,表现为肿大和轻微出血。各感染组豚鼠肺脏和脾脏组织切片抗酸染色均可见红色的分枝杆菌散在浸润。【结论】3株禽分枝杆菌对豚鼠均有一定程度的致病性,可引发局部病变。本研究为禽分枝杆菌的制备和鉴定提供依据,也为牛结核病的鉴别诊断方法研究提供参考。     

Social Behaviors Increase in Children with Autism in the Presence of Animals Compared to Toys

Background

Previous research has demonstrated the capacity of animal presence to stimulate social interaction among humans. The purpose of this study was to examine the interactions of children with autism spectrum disorder (ASD) with an adult and their typically-developing peers in the presence of animals (two guinea pigs) compared to toys.

Methods

Ninety-nine children from 15 classrooms in 4 schools met the inclusion criteria and participated in groups of three (1 child with ASD and 2 typically-developing peers). Each group was video-recorded during three 10-minute, free-play sessions with toys and three 10-minute, free-play sessions with two guinea pigs. Two blinded observers coded the behavior of children with ASD and their peers. To account for the nested study design, data were analyzed using hierarchical generalized linear modeling.

Results

Participants with ASD demonstrated more social approach behaviors (including talking, looking at faces, and making tactile contact) and received more social approaches from their peers in the presence of animals compared to toys. They also displayed more prosocial behaviors and positive affect (i.e., smiling and laughing) as well as less self-focused behaviors and negative affect (i.e., frowning, crying, and whining) in the presence of animals compared to toys.

Conclusions

These results suggest that the presence of an animal can significantly increase positive social behaviors among children with ASD.     

Effects of a School‐based Weight Maintenance Program for Mexican‐American Children: Results at 2 Years

The prevalence of childhood overweight has increased significantly, with the highest rates noted among Mexican Americans. Many negative health outcomes are associated with overweight; thus, there is a need for effective weight‐loss interventions tailored to this group. This study evaluated 24‐month outcomes of a randomized, controlled trial involving an intensive lifestyle‐based weight maintenance program targeting overweight Mexican‐American children at a charter school in Houston, Texas. A total of 60 children (33 males, 55%) between the ages of 10 and 14 at or >85th percentile for BMI were recruited. Participants were randomized to an instructor‐led intervention (ILI) or a self‐help (SH) program, both aimed at modifying eating and physical activity behaviors using behavior modification strategies. Changes in participants' standardized BMI (zBMI) were assessed at baseline, 1, and 2 years. Tricep skinfold, total cholesterol, triglycerides, high‐density lipoprotein cholesterol, and calculated low‐density lipoprotein were assessed at baseline and 1 year. ILI participants showed significantly greater decreases in zBMI at 1 and 2 years (F = 26.8, P < 0.001, F = 4.1, P < 0.05, respectively) compared to SH controls. ILI participants showed greater improvements in body composition, as measured by tricep skinfold (F = 9.75, P < 0.01). Children in the ILI condition experienced benefits with respect to total cholesterol (F = 7.19, P < 0.05) and triglycerides (F = 4.35, P < 0.05) compared to children in the SH condition. Overall, the school‐based intervention resulted in improved weight and clinical outcomes in overweight Mexican‐American children, and zBMI was maintained over 2 years.     

Method for assessing IFN-γ responses in guinea pigs during TB vaccine trials

Aims: We sought to develop a new method that enables the assessment of the immune response of guinea pigs during TB vaccine evaluation studies, without the need to cull or anaesthetize animals. Method and Results: Guinea pigs were vaccinated with five different formulations of oral BCG. One week prior to challenge with Mycobacterium bovis, blood (50–200 μl) was taken from the ears of vaccinated subjects. Host RNA was isolated and amplified following antigenic restimulation of PBMCs for 24 h with 30 μg of bovine PPD. The up‐ or down‐regulation of γ‐interferon (IFN‐γ), a key cytokine involved in protection against tuberculosis, was assessed using real‐time PCR. The relative expression of prechallenge IFN‐γ mRNA in the vaccinated groups (n = 5) correlated (P < 0·001) with protection against M. bovis challenge. Conclusion: We have demonstrated that it is possible to take blood samples and track IFN‐γ responses in guinea pigs that then go on to be exposed to M. bovis, thus providing prechallenge vaccine uptake information. Significance and Impact of the Study: This methodology will also be applicable for tracking the immune responses of vaccinated guinea pigs over time that then go on to be challenged with M. tuberculosis during human TB vaccine evaluation studies.     

Index,Volume 15, 2002

Abstract

This study was designed to assess the impact of an ongoing pet visitation program on the behavior and emotional state of adjudicated female adolescents at a medium secure residential facility over an eight-week period. To our knowledge, this study is the first randomized trial with a pretest-posttest design aimed at determining whether unstructured animal-assisted activities (AAA) have a positive impact on this unique population of adolescents. Using a random number table, 23 residents were randomly assigned to participate either in the pet visitation program (n = 13) or the facility's usual activities (n = 10). The program entailed weekly one-hour sessions during which participants were involved in activities such as grooming the animals, giving commands, playing fetch, and talking to the animals' handlers. To assess the program's effects on participants' behavior and emotional state, two quantitative instruments, the Youth Self-Report for Ages 11–18 (YSR) and the Resident Behavior Assessment (RBA), and a qualitative survey (designed by the researchers) were administered to the participants both prior to the pet visitation program and following its completion.

Results from the two quantitative measures suggested that the pet visitation program did not have a significant effect on the behavior or emotional state of the pet visitation participants. Qualitative results indicated that most of the participants enjoyed some aspect of the pet visitation program. In light of the small sample size and the unanticipated difficulties encountered in the conduct of the study, this research should be considered a pilot study. The limitations inherent to studying the effects of AAA programs in adjudicated adolescents are discussed.     

Role of 4-H Dog Programs in Life Skills Development

Stress management, resilience, learning-to-learn, self-esteem, and empathy are life skills that play a pivotal role in the psychosocial development of youth who are prepared to manage everyday challenges, and are caring toward people and animals. We hypothesized that 4-H dog club membership is associated with improved life skills of youth participating in these activities compared with youth who do not. We surveyed Washington and Idaho youth (n = 150, 6–17 years old, M = 11.5) in three conditions: 4-H clubs conducting dog-focused activities (4-H dog clubs), 4-H clubs conducting activities not involving dogs (4-H non-dog clubs), and school youth not involved in 4-H (school group). Life skills, and attitude toward and attachment to pets, were assessed using the Emotional Quotient Inventory: Youth Version (Short), Self-Perception Profile for Children, Social Skills Improvement System Rating Scales, Pet Attitude Scale, and Lexington Attachment to Pets Scale. Analysis of covariance was used to evaluate main effects of condition and covariates (age, sex, number of siblings, and dog(s) at home), and two-way interaction effects on questionnaire scores. Condition affected scores: youth in 4-H dog clubs had higher stress management scores (p < 0.01) compared with those in 4-H non-dog clubs and school group conditions, and higher scholastic competence (p < 0.05) and global self-worth (p < 0.01) scores compared with those in the school group. Much of the variation in scores remains unexplained by the predictors investigated. Thus, the extent to which the results represent an interest in 4-H dog activities due to pre-existing characteristics as opposed to changes resulting from the 4-H experience is unclear. Nevertheless, 83% of study participants had at least one dog, and condition effects were detected after accounting for dogs at home, suggesting that 4-H activities involving dogs had beneficial effects over and above any benefits resulting from dog contact per se.     

Psychosocial and physical impairment in overweight adolescents at high risk for eating disorders

Objective: Many overweight adolescents display elevated risk for the development of eating disorders, as seen in higher rates of weight/shape concerns and disordered eating behaviors, but the extent of impairment in this subset of high‐risk adolescents has not been explored. Research Methods and Procedures: Eighty‐one overweight adolescents (63% girls) presenting for an Internet‐based weight loss program were assessed at baseline using the Eating Disorder Examination Questionnaire, the Depression, Anxiety, and Stress Scale, and the Pediatric Quality of Life questionnaire. Adolescents who earned elevated scores on both the Weight Concern and Shape Concern subscales of the Eating Disorder Examination Questionnaire were considered at high risk for the development of eating disorders (56.8%). Results: Comparisons of high‐ and normal‐risk groups revealed that high‐risk adolescents reported higher levels of depression [F(3,76) = 5.75, p = 0.019], anxiety [F(3,76) = 5.67, p = 0.020], and stress [F(3,75) = 8.50, p = 0.005], and greater impairments in physical health [F(3,77) = 10.7, p = 0.002], emotional functioning [F(3,77) = 5.3, p = 0.024], and social functioning [F(3,77) = 10.0, p = 0.002]. There were no differences in school functioning [F(3,77) = 1.5, p = 0.219]. Among the high‐risk adolescents, over half (52.2%) reported binge eating at least once in the past month. Discussion: Results suggest that overweight adolescents at high risk for the development of eating disorders also experience elevated levels of negative affect, impairment in health‐related quality of life, and eating disturbances, although prospective data are needed to determine the directionality between eating disorder pathology and general psychopathology. Further research is warranted to evaluate whether behavioral weight loss interventions should be enhanced for this high‐risk subset.     

Experimental intoxication of guinea pigs with multiple doses of the mycotoxin,penitrem A

Young female guinea pigs were fed various doses of penitrem A every 3 days for 3 weeks. Guinea pigs fed penitrem A had muscle tremors, seizures, and ataxia, and total weight gains were less than those of control guinea pigs. Histologic examination of multiple tissues and electron microscopic examination of liver and kidney revealed no differences between guinea pigs fed penitrem A and controls. Sera harvested at necropsy from guinea pigs fed penitrem A and control guinea pigs did not differ significantly in mean values of two liver enzymes (ornithine carbamoyltransferase and sorbital dehydrogenase), complement, total protein, and differential proteins (albumin; ₁, ₂,, and gobulins). Results of this study indicate that penitrem A causes only central nervous system dysfunction; evidence of cytotoxicity for extraneural tissues was not found.     

Social Effects of a Dog's Presence on Children with Disabilities

ABSTRACT

Productive and positive interactions between dogs and humans have been documented in studies using dogs trained as companion animals and as assistants for people with disabilities. In this study, the effects of the presence of a dog on social interactions between three 5–9-year-old children with developmental disabilities and their teacher at an elementary school were analyzed. A single-case experimental design with repeated measures and with replicated effects across participants was employed to assess changes in interactions from baseline to an intervention condition. During baseline, interactions were assessed in the social environment of a room adjacent to the classroom, which had a toy dog and other play materials, during time with the teacher. The experimental change introduced sequentially and systematically across the participants was the additional presence of an obedience-trained dog, a German Shepherd/Labrador Retriever cross. Interactions between the children and their teacher were examined during morning sessions using reliable direct observation interval recording procedures. All participants demonstrated an increase in overall positive initiated behaviors (verbal and non-verbal) toward both the teacher and the dog. The children also showed an overall decrease in negative initiated behaviors. In addition, observational ratings showed positive generalization of improved social responsiveness by the children in their classroom following the completion of the experimental sessions. This study supports the position that children with developmental disabilities benefit from the use of skilled dogs as teaching assistants and therapeutic adjuncts.     

Ever Try Teaching a Dog To Read? Implicit Theories of Reading Ability

ABSTRACT

When explaining academic outcomes in specific content areas, people reveal their implicit theories of academic ability. Those who hold an entity theory generally attribute differences in achievement to stable, uncontrollable factors. In contrast, those who hold an incremental theory take into account controllable psychological or environmental variables. Implicit theories affect motivation and are expected to crystallize by about fourth grade. This research examined changes in southwest suburban third graders' implicit theories of reading ability for self, others, and other species in a quasi-experimental, crossover design employing entity and incremental treatments. Seventy-one third-graders completed a 16-week reading program teaching a dog tasks that supported and challenged entity theories of what dogs can do. A therapy dog acted as our confederate because reading to dogs has been shown to improve children's reading skills, but not necessarily change their beliefs about reading ability, because beliefs are resistant to change and require personal experiences that encourage revision. Repeated measures analysis of co-variance (ANCOVA) revealed a significant change in students' theories of reading ability (F_{(1, 59)} = 60.61, p < 0.001). Students' incremental scores increased following the entity condition (F_{(1, 64)} = 1.165, p < 0.02); their entity scores decreased following both conditions (F_{(1, 59)} = 21.90, p < 0.001). Students' implicit theories of reading ability for self, other, and other species did not differ; a significant effect of belief in dogs' reading ability (F_{(1, 59)} = 29.04 p < 0.001) was observed. Implications for increasing children's reading motivation and achievement are discussed.     

An Initial Evaluation of a Commercial Weight Loss Program: Short-Term Effects on Weight,Eating Behavior,and Mood

LOWE, MICHAEL R, KAREN MILLER-KOVACH, NEMA FRYE, AND SUZANNE PHELAN. An initial evaluation of a commercial weight loss program: short-term effects on weight, eating behavior, and mood. Obes Res. 1999;7:51–59. Objective : This paper describes an initial, 4-week evaluation of a commercial weight loss program. Research Methods and Procedures : Respondents (n = 985) to newspaper advertisements in two metropolitan areas were assigned to 4 weeks of either the Weight Watchers program or to a Self-Help condition. Weight loss, psychological vitality, and eating behavior were evaluated before and after the 4-week intervention. Results : Weight Watchers participants showed greater improvements than Self-Help participants on all measures; weight losses averaged 1.87 and 0.77 kg, respectively. The superior outcomes shown by Weight Watchers participants on measures of vitality and eating behavior were still evident when extent of weight loss was controlled. Weight losses across different sites, incomes, and levels of obesity were similar. Discussion : Although the present study's intervention and outcome assessments were short-term, the promising results obtained suggest that longer term studies should be undertaken.     

A View of Current Evaluative Practices in Instrumental Music Teacher Education

The purpose of this study was to examine how instrumental music educator skills are being evaluated in current undergraduate programs. While accrediting organizations mandate certain elements of these programs, they provide limited guidance on what evaluative approaches should be used. Instrumental music teacher educators in the College Music Society (n = 303) supplied data about their respective programs through an online survey. Participants reported using written and verbal feedback, self-evaluation, and rubrics most frequently. Similar evaluation processes used across program courses or experiences, such as rubrics and ePortfolios, were described by 35 percent of the music teacher educators. Most programs culminated in a semester-long student teaching period, during which preservice teachers were observed and evaluated by university supervisors three to four times. Weak correlations were indicated between some evaluative practices and music teacher educators’ expectations for program graduates’ music educator skills. Implications for music teacher education programs and suggestions for establishing evaluation policies are discussed.     

Association between circadian preference and academic achievement: A systematic review and meta-analysis

The association between circadian preference and academic achievement has been assessed through a systematic review and meta-analysis. The literature searches retrieved 1647 studies; 31 studies, with a total sample size of 27?309 participants, fulfilled the inclusion criteria and were included in the meta-analysis. With reference to all these 31 studies, before running the meta-analysis, the sign of the correlation between the investigated variables was set in a way that a positive correlation showed that eveningness was related to worse academic performance. The meta-analysis yielded a small overall effect size of 0.143 (CI [0,129; 0,156]) under a fixed effects model (Z?=?20.584, p?<?0.001, I^2?=?72.656; Q?=?109.715) and of 0.145 (CI [0.117; 0.172]) under a random effects model (Z?=?10.077, p?<?0.001). A random effects model with a grouping variable (participants) revealed 15 studies based on school pupils and 16 on university students. The random model showed a higher effect size in school pupils (0.166, CI from 0.127 to 0.206) compared to university students (0.121, CI from 0.080 to 0.163). Self-report measures of grades revealed a stronger effect size (0.171; CI: 0.137 to 0.206; N?=?20) compared to objective measures (0.093; CI: 0.047 to 0.140; N?=?19). Overall, the present results suggest that evening orientation is associated with a worse academic performance, both in school pupils and university students; for the first time, it has been shown that such relationship changes over time, being weaker in university students.     

Properties of TAS-1D3, a Tuberculin-Active Substance from BCG,in Regard to Delayed Hypersensitivity

The properties of TAS-1D3, a tuberculin-active substance purified from the cell extract of Mycobacterium bovis BCG, were studied in vivo and in vitro. In the delayed hypersensitivity skin reaction, TAS-1D3 showed far more potent activity than tuberculin purified protein derivative (PPD) in guinea pigs sensitized with BCG vaccine. This was consistently observed from 6 to 24 weeks after sensitization. The histological findings of the skin reaction to TAS-1D3 were similar to those of the reaction to PPD. Moreover, TAS-1D3 induced well both thymidine incorporation and the production of migration inhibitory factor (MIF) by the spleen cells from guinea pigs sensitized with BCG vaccine. In contrast, TAS-1D3 showed weaker activity than PPD in guinea pigs sensitized with either heat-killed M. tuberculosis Aoyama B or heat-killed M. tuberculosis H37Ra, and it weakly stimulated the spleen cells from animals sensitized with M. tuberculosis Aoyama B to incorporate thymidine and to produce MIF.