Due to the recent epidemic of Zika virus (ZIKV) infection and resulting sequelae, as well as concerns about both the sexual and vertical transmission of the virus, renewed attention has been paid to the pathogenesis of this unique arbovirus. Numerous small animal models have been used in various ZIKV pathogenicity studies, however, they are often performed using immunodeficient or immunosuppressed animals, which may impact disease progression in a manner not relevant to immunocompetent humans. The use of immunocompetent animal models, such as macaques, is constrained by small sample sizes and the need for specialized equipment/staff. Here we report the establishment of ZIKV infection in an immunocompetent small animal model, the guinea pig, using both subcutaneous and vaginal routes of infection to mimic mosquito-borne and sexual transmission. Guinea pigs developed clinical signs consistent with mostly asymptomatic and mild disease observed in humans. We demonstrate that the route of infection does not significantly alter viral tissue tropism but does impact mucosal shedding mechanics. We also demonstrate persistent infection in sensory and autonomic ganglia, identifying a previously unrecognized niche of viral persistence that could contribute to viral shedding in secretions. We conclude that the guinea pig represents a useful and relevant model for ZIKV pathogenesis.

Future teachers' judgments of acceptability for two common treatments for children with the Attention Deficit Hyperactivity Disorder (ADHD) label were examined. One hundred forty‐four pre‐service teachers were grouped according to their high school location at graduation (urban vs. rural) and were randomly assigned to read one of four vignettes. The content of the vignettes was held constant but label (ADHD vs no label) and treatments (special education placement vs. Ritalin) were varied. Results indicated a significant main effect on treatment acceptability for High School Location, a Label × Treatment interaction on the attention problems variable, a main effect for Label on the social problems variable, and a High School Location × Treatment interaction on the social problems variable. A number of implications can be made. Observer characteristics such as urban or rural high school experiences may influence judgments about a labeled child more than the characteristics of the child being observed. In this study, the ADHD label evoked greater expectations of attentional difficulties even when the pattern of functioning was similar to nonlabeled children. On the other hand, children with the ADHD label were judged as having better social functioning, which suggests that the ADHD label allows observers to attribute behavioral difficulties or the social problems displayed by these children to some factor that is outside the control of the child, or for which the child does not have personal responsibility. © 2001 John Wiley & Sons, Inc.

Future teachers' judgments of acceptability for two common treatments for children with the Attention Deficit Hyperactivity Disorder (ADHD) label were examined. One hundred forty-four pre-service teachers were grouped according to their high school location at graduation (urban vs. rural) and were randomly assigned to read one of four vignettes. The content of the vignettes was held constant but label (ADHD vs no label) and treatments (special education placement vs. Ritalin) were varied. Results indicated a significant main effect on treatment acceptability for High School Location, a Label ϫ Treatment interaction on the attention problems variable, a main effect for Label on the social problems variable, and a High School Location ϫ Treatment interaction on the social problems variable. A number of implications can be made. Observer characteristics such as urban or rural high school experiences may influence judgments about a labeled child more than the characteristics of the child being observed. In this study, the ADHD label evoked greater expectations of attentional difficulties even when the pattern of functioning was similar to nonlabeled children. On the other hand, children with the ADHD label were judged as having better social functioning, which suggests that the ADHD label allows observers to attribute behavioral difficulties or the social problems displayed by these children to some factor that is outside the control of the child, or for which the child does not have personal responsibility.