Effects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peers.

BACKGROUND: In today's contemporary world, relationships take a prominent role in the lives of adolescents. However, challenges related to mutual understanding and a lack of inclusive environments can often lead to autistic teens feeling excluded. OBJECTIVE: In order to assess the impact of naturalistic interventions on interpersonal relationships, we conducted an experimental test utilizing Dialogic Reading for Comprehension (LuDiCa) in online reading circles with groups comprising both autistic and neurotypical adolescents. Our focus was on exploring its relevance for enhancing social interaction, particularly in terms of conversational acts, sharing experiences, initiations, and questions. METHODS: Five autistic and five neurotypical students between 11 and 15 years old from a public school in Brasilia, Federal District, participated. We paired groups A and B (made up of trios of teenagers) and groups C and D (made up of pairs) in a multiple baseline design per reading group, in which all groups went through the baseline conditions (BL), intervention (LuDiCa) and maintenance. RESULTS: LuDiCa increased the frequency of conversational acts of both autistic participants and neurotypical peers. In addition, the intervention favored initiations, questions, and sharing experiences, through the shared activity of reading and talking about a work of fiction. Participants rated the intervention in relation to the platform, the book, the reading facilitator, and interaction with peers. We discuss the potential of the facilitator's role in favoring interactions and the potential of LuDiCa as a joint activity for the engagement of adolescents. We also include suggestions for future research focused on the online context and discuss some limitations of the LuDiCa intervention. CONCLUSION: In summary, our study offers initial experimental evidence demonstrating the positive impact of LuDiCa on social interaction behaviors among both autistic and neurotypical adolescents within an inclusive setting.

Adapting an Evidence-Based Exercise and Education Program for Older Breast Cancer Survivors for the REJOIN Trial.

Physical activity (PA) promotes survival and mitigates symptoms in older breast cancer survivors (BCS), especially to reduce joint pain associated with adjuvant hormonal treatment. The purpose is to describe the adaptation process for an evidence-based exercise and education curriculum (i.e., Fit & Strong!) to support older BCS participating in the Using Exercise to Relieve Joint Pain and Improve Aromatase Inhibitor Adherence in Older Breast Cancer Survivors trial. We reviewed all educational materials with scientific/clinical experts to identify necessary content changes. Next, we conducted semistructured phone interviews with BCS to review all educational materials and conducted a real-time pretest for the trial. Overall, BCS found the adapted materials and experience acceptable (mean score of 9.2/10 for satisfaction). Content changes included simplifying exercise instructions, prioritizing content related to the trial goals, and updating photographs. Because of COVID, the pretest was conducted via Zoom. Our multistep adaptation process provided an acceptable intervention to meet the needs of older BCS. Lessons learned will be applied to the forthcoming pilot trial.

Avaliação de narrativas orais de crianças: uma revisão de literatura / Evaluación de narrativas orales de niños: una revisión de la literatura / Evaluation of Children's Oral Narratives: A Literature Review

Existe pouco consenso sobre o que constitui um bom reconto de uma história e como avaliar essa importante habilidade linguística. Este estudo revisou artigos publi-cados entre 2010 e 2018 que avaliaram narrativas orais de histórias por crianças, a fim de mapear e sistematizar as medidas qualitativas e quantitativas empregadas. Ini-cialmente os estudos analisados foram classificados de acordo com o uso de uma de quatro metodologias amplas: avaliações padronizadas, gramática narrativa, unidades-C e protocolos de pontuação de narrativa. No entanto, um exame mais detalhado mostrou que essa classificação geral obscureceu o fato de que as medidas específicas podiam não ser equivalentes entre estudos. Para melhorar esse esquema conceitual, as medidas específicas foram organizadas em novas categorias, baseadas em dimensões diferentes do desempenho da narrativa oral de histórias, como fluência, coesão e inclusão de elementos psicológicos. A aplicação desse novo esquema classificatório aos estudos publicados entre 2010 e 2018 revelou que as medidas específicas da qualidade narrativa variam ampla e ortogonalmente aos métodos mais gerais empregados, o que explica parte da confusão conceitual e metodológica presente na literatura sobre avaliação de habilidades narrativas orais. Espera-se que esse novo esquema de classificação possa ajudar a dissipar parte dessa confusão e melhorar a comparabilidade e a replicabilidade dos estudos

Hay poco consenso sobre lo que constituye un buen recuento de una historia y cómo evaluar esta importante habilidad lingüística. El presente estudio revisó artículos publicados entre 2010 y 2018 que evaluaron narrativas orales de historias contadas por niños para mapear y sistematizar las medidas cualitativas y cuantitativas empleadas. Inicialmente, los estudios analizados se clasificaron de acuerdo con el uso de una de cuatro metodologías amplias: evaluaciones estandarizadas, gramática narrativa, unidades-C y protocolos de puntuación narrativa. Sin embargo, un examen más detallado mostró que esta clasificación general ocultaba el hecho de que las medidas específicas podrían no ser equivalentes entre los estudios. Para mejorar este esquema conceptual, las medidas específicas fueron organizadas en nuevas categorías, basadas en diferentes dimensiones del desempeño de la narrativa oral de historias como la fluidez, la cohesión y la inclusión de elementos psicológicos. La aplicación de este nuevo esquema de clasificación a los estudios publicados entre 2010 y 2018 reveló que las medidas específicas de calidad narrativa varían amplia y ortogonalmente a los métodos más generales empleados, lo que explica parte de la confusión conceptual y metodológica presente en la literatura sobre la evaluación de las habilidades narrativas orales. Se espera que este nuevo esquema de clasificación pueda ayudar a disipar parte de esta confusión y a mejorar la comparabilidad y la replicabilidad de los estudios

There has been little consensus on what constitutes a good retelling of a story and how to assess this essential language skill. This study reviewed studies between 2010 and 2018 that assessed children ́s retellings of stories to map and systematize the qualitative and quan-titative measures employed. Initially, studies were clas-sified according to the use of one of four broad method-ologies: standardized assessments, narrative grammar, C-Units, and narrative scoring protocols. However, closer examination showed that this general classifica-tion obscured the fact that the specific measures might not be equivalent between one study and another. To improve this conceptual scheme, the specific measures were organized into new categories, based on different dimensions of retelling performance, such as fluency, cohesion, and inclusion of psychological elements. The application of this new classificatory scheme to studies between 2010 and 2018 revealed that the specific measures of narrative quality vary broadly and orthog-onally to the more general methods employed, which explains part of the conceptual and methodological confusion present in the literature on assessment of narrative oral skills. It is hoped this new classification scheme can help to dispel some of this confusion and improve comparability and replicability

Assessment of a Community-Based Exercise Program for Older Adults in a Mixed Rural/Urban Catchment Area: Silver Sneakers in Central Pennsylvania.

The purpose of our study was to understand the capacity of Silver Sneakers, a federally funded and community-based exercise program, to serve older adults (aged ≥65 years) in our mixed rural/urban catchment area of central Pennsylvania. We identified 139 registered Silver Sneakers program locations; of these, 18 were closed because of the COVID-19 pandemic. We used questionnaires to interview Silver Sneakers program staff by telephone (n = 80 of 121, response rate of 66%). Most programs were offered by private gyms (52%). Fewer programs were in rural counties than in urban counties. Most facilities reported that membership was equally mixed by gender, and member retention strategies included program perks and promotion of Silver Sneakers as a Medicare benefit. Most (89%) programs were able to continue classes during the pandemic, in part by adapting to video platforms. Overall, Silver Sneakers programs offer a sustainable option to facilitate access to exercise programs and reduce barriers to physical activity among older adults in our catchment area.

Procesos dialógicos en la EJA: reflejando a partir de la Psicología Cultural / Processos dialógicos na eja: refletindo a partir da psicologia cultural / Dialogical processes in adult education: the perspective of cultural psychology

Quais interações surgem ao se adotar uma postura dialógica nas práticas educacionais com jovens e adultos? Esta é uma questão que tentamos discutir no presente artigo que traz a Psicologia Cultural como arcabouço capaz de oferecer recursos para reflexão sobre os significados inerentes às atividades humanas de construção do conhecimento. A análise aqui destacada relata a experiência desenvolvida através do Projeto de Extensão Universitária do Departamento de Psicologia da Universidade de Brasília intitulado "Livros Abertos - Aqui Todos Contam" durante a realização de dois encontros de Leitura Dialógica em uma escola pública especifica para educação de jovens e adultos em Brasília, Distrito Federal. A experiência nos mostra como a possibilidade de consideração e interpretação dos valores e crenças das pessoas envolvidas em uma determinada atividade pode compor com os processos dialógicos de ensino e aprendizagem de todos os envolvidos.

¿Cuáles interacciones surgen al adoptarse una postura dialógica en las prácticas educacionales con jóvenes y adultos? Esta es una cuestión que intentamos discutir en el presente artículo que trae la Psicología Cultural como estructura capaz de ofrecer recursos para reflexión sobre los significados inherentes a las actividades humanas de construcción del conocimiento. El análisis aquí destacado muestra la experiencia desarrollada por intermedio del Proyecto de Extensión Universitaria del Departamento de Psicología de la Universidad de Brasília intitulado "Livros Abertos - Aqui Todos Contam" durante la realización de dos encuentros de Lectura Dialógica en una escuela pública específica para educación de jóvenes y adultos en Brasília, Distrito Federal. La experiencia nos apunta como la posibilidad de consideración e interpretación de los valores y creencias de las personas abarcadas en una determinada actividad puede componer con los procesos dialógicos de enseñanza y aprendizaje de todos los involucrados.

What interactions arise when adopting a dialogical stance in educational practices with young people and adults? This is a question that we try to discuss in this article, which brings Cultural Psychology as a framework capable of offering resources for reflection about the meanings inherent in human activities of knowledge construction. The analysis highlighted here reports the experience developed through the University Extension Project of the Psychology Department of the University of Brasília entitled "Livros Abertos - Aqui Todos Contam" during the realization of two Dialogic Reading meetings in a public school for the education of young people and adults in Brasília. Experience shows us how the possibility of considering and interpreting the values ​​and beliefs of the people involved in a certain activity can be part of the dialogic teaching and learning processes of all those involved.

Dialogic Reading for Comprehension: effects on children's story retelling - a case report

ABSTRACT The present study investigated if Dialogic Reading for Comprehension can help children improve their retelling skills. Earlier studies suggest that Dialogic Reading promotes the inclusion of psychological story elements, but has little effect on the organization of plot sequences. Dialogic Reading for Comprehension is a development of Dialogic Reading aimed at comprehension. It uses scaffolding based on (a) structure of story events and (b), the meaning of story events (narrative functions). A single subject design was used across participants for two of the children and an adapted alternating treatment design for the other two, with follow-up. Four children participated in four conditions: baseline, Dialogic Reading for Comprehension with scaffolding about narrative functions, Dialogic Reading for Comprehension with scaffolding about narrative events, and Dialogic Reading for Comprehension, a combination of both. At the baseline, the children were not including the minimum elements to create a coherent storyline and this skill was established with the intervention. Plot sequence and organization improved the most in the combined condition. Narrative enrichment was not affected. Thus, it is discussed that Dialogic Reading for Comprehension can help children organize plot sequence and coherence. The superiority of the combined condition may reflect an underlying interdependence between the psychological and action-related components of narratives.

How to Do Things With Texts: A Functional Account of Reading Comprehension.

We offer an account of reading comprehension that we believe will help clarify some common conceptual confusions in the relevant literature, as well as contribute to existing functional accounts. We argue that defining texts qua texts as stimulus classes, on the one hand, and equating "comprehension" with behavior (covert or otherwise), on the other, are not useful conceptual moves, especially when behavioral settings go beyond basic literacy skills acquisition. We then analyze the structure of the contingencies that usually evoke talk of "comprehension" using techniques from analytic philosophy. We show how keeping the results of this analysis in mind can help avoid the conceptual bafflement that often arises, even among behavior analysts, when defining or assessing behavioral phenomena related to reading comprehension. Using two contrasting cases (legal texts and stories), we argue that what counts as comprehension depends, not peripherally but crucially, on the shared social practices of which texts are a part. Finally, we propose a new framework for classifying reader-text contingencies by combining two dimensions: openness of setting and embeddedness of reinforcement.

Mobility Device Use and Mobility Disability in U.S. Medicare Beneficiaries With and Without Cancer History.

BACKGROUND/OBJECTIVES: To examine the prevalence of mobility device use in U.S. community-dwelling older adults including older adults with cancer history ("survivors") and to estimate mobility disability noting variation by cancer history, cancer site, and other factors to improve early detection of mobility limitations. DESIGN: Cross-sectional analysis from the 2011 National Health and Aging Trends Study. SETTING: In-person interviews in the homes of study participants. PARTICIPANTS: Nationally representative sample of community-dwelling Medicare beneficiaries, aged 65 and older (n = 6,080 including 1,203 survivors). MEASUREMENTS: Participants were asked about cancer history, pain that limited activity, mobility device use (eg, canes, walkers, wheelchairs, and scooters), history of falls, and medical conditions plus they were assessed for approximate mobility disability using a 3-m gait speed test. The results were scored on a scale of 0 to 4 (0 = lowest, 4 = highest) using criteria from the National Institute on Aging. RESULTS: A total of 19% of older adults and 23% of survivors reported using one or more mobility device, most commonly a single-point cane. Approximately 10% of breast, 6% of prostate, and 3% of colorectal cancer survivors reported using two or more devices in the past month. Survivors had lower mean gait speed scores (2.27) than adults without cancer history (2.39). In regression models, survivors were 18% less likely than adults without cancer history to score high on the gait speed test (odds ratio = .82; P < .05). Prior mobility device use, history of multiple falls, unhealthy weight, Black race, multimorbidity, and pain that limited activity were associated with lower gait speed scores in all participants (all P < .05). CONCLUSION: A greater proportion of older survivors used mobility devices than adults without cancer history. Mobility device use varied by cancer site and was highest in survivors of breast, colorectal, and gynecological cancer. Survivors were also more likely to show signs of mobility disability, based on gait speed, compared with adults without cancer history. These indications, although modest, suggest that older survivors may require special attention to functional changes in survivorship.

Dialogic reading: effects on independent verbal responses, verbal and non-verbal initiations, and engagement of children with autism spectrum disorder

Dialogic reading (DR) is the shared reading of storybooks, interspersed with dialogues about story and illustrations. Previous findings have indicated that DR can be adapted for children with autism spectrum disorder (ASD) and can improve their engagement in shared reading activities. The present study aimed to investigate how DR with a verbal prompting hierarchy impacted the performance of children with ASD engaged in dialogue about the story. We also measured effects on verbal and non-verbal initiations and on task engagement. We used a single-subject design to test a DR adaptation involving a least-to-most prompting hierarchy with two 7-year-old children with ASD and evaluated the effects on independent verbal responses to questions about the story, verbal and non-verbal initiations, and task engagement. The participants showed an increase of independent verbal answers to WH (Who, What, Where, What) questions about the story, and to the more general "What is happening here?" (WIHH) question. One child showed an increase in verbal initiations. Both children showed high task engagement independently of condition, but with less variability when reading was dialogic. The results of this study support the use of story-based open questions and least-to-most prompting verbal hierarchies for helping children with ASD engage in conversation about the story in shared reading settings

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Comprensión Narrativa: Análisis del Concepto y una Propuesta Metodológica / Narrative Comprehension: Concept Analysis and a Methodological Proposal / Compreensão Narrativa: Análise do Conceito e uma Proposta Metodológica

Resumen El análisis conceptual es un eje metodológico de la investigación científica. Aunque un concepto a menudo sufre cambios como parte de una teoría, el análisis de su operación lógica original es condición previa para comprender estos cambios y evaluar su utilidad. Se analizó el funcionamiento lógico del concepto de comprensión, con fundamento en técnicas de la Filosofía del Lenguaje Ordinario. Son características lógicas importantes del concepto: (1) comprender es un verbo de logro (2) puede haber diferentes grados de logro (3) es un concepto polimórfico y (4) es un concepto disposicional. Son discutidas implicaciones metodológicas y teóricas de este análisis, ejemplificadas con una propuesta para el análisis de la comprensión de textos narrativos.

Abstract Conceptual analysis is a methodological axis of scientific research. Although a concept often undergoes changes as part of a theory, analysis of its original logical functioning is a precondition for understanding those changes and evaluating their usefulness. We analyzed the logical functioning of the concept of comprehension, based on techniques of Ordinary Language Philosophy. We present as central logical characteristics of the concept: (1) to understand/comprehend is an accomplishment verb (2) there can be different degrees of accomplishment (3) it is a polymorphous concept and (4) it is a dispositional concept. We discuss methodological and theoretical implications of this analysis and illustrate them with a proposal for evaluating narrative comprehension.

RESUMO A análise conceitual é um eixo metodológico da pesquisa científica. Embora um conceito muitas vezes sofra mudanças como parte de uma teoria, a análise de seu funcionamento lógico original é uma pré-condição para compreender essas mudanças e avaliar sua utilidade. Analisamos o funcionamento lógico do conceito de compreensão, baseado em técnicas da Filosofia da Linguagem Ordinária. São características lógicas centrais do conceito: (1) compreender é um verbo de realização (2) pode haver diferentes graus de compreensão e (3) é um conceito polimórfico e (4) é um conceito disposicional. Discutimos as implicações metodológicas e teóricas desta análise e a ilustramos com uma proposta de avaliação da compreensão de narrativas.

Development and Implementation of a Pediatric Trauma Survivors Network Program.

: The Trauma Survivors Network (TSN) was developed as a program of the American Trauma Society (ATS) to support recovery for adult trauma patients. However, the children of adult trauma patients, families of pediatric trauma patients, and pediatric trauma patients previously had scarce resources. Our institution, in collaboration with the ATS, sought to expand the TSN to support pediatric trauma patients, caregivers, and family members. We aimed to determine whether the TSN could be transferred to the pediatric population. Focus groups identified psychosocial needs of younger survivors, children of adult survivors, and caregivers. A Pediatric TSN Coordinator was hired, Pediatric TSN Peer Visitors were recruited and trained, and Pediatric TSN Activity Hour was implemented for pediatric patients and families. Since implementation 1 year ago, 26 peer visitors have been trained and have conducted approximately 200 visitations. In total, 93 patients and family members have attended Pediatric TSN Activity Hour. TSN services can be adapted to address psychosocial needs of pediatric trauma survivors, families, and children of trauma survivors. When possible, sharing resources between an existing adult TSN program and a pediatric program is valuable to facilitate expansion. TSN complements and strengthens the care offered at our institution by providing patient-centered and family-centered care services for the entire family at various stages of development. The implementation of this program might be different at sites without an existing adult TSN with established resources and support. This article describes the development and implementation of the program; we did not assess outcomes.

Association Between 6-Week Postdischarge Risk Classification and 12-Month Outcomes After Orthopedic Trauma.

Importance: Numerous studies have demonstrated that long-term outcomes after orthopedic trauma are associated with psychosocial and behavioral health factors evident early in the patient's recovery. Little is known about how to identify clinically actionable subgroups within this population. Objectives: To examine whether risk and protective factors measured at 6 weeks after injury could classify individuals into risk clusters and evaluate whether these clusters explain variations in 12-month outcomes. Design, Setting, and Participants: A prospective observational study was conducted between July 16, 2013, and January 15, 2016, among 352 patients with severe orthopedic injuries at 6 US level I trauma centers. Statistical analysis was conducted from October 9, 2017, to July 13, 2018. Main Outcomes and Measures: At 6 weeks after discharge, patients completed standardized measures for 5 risk factors (pain intensity, depression, posttraumatic stress disorder, alcohol abuse, and tobacco use) and 4 protective factors (resilience, social support, self-efficacy for return to usual activity, and self-efficacy for managing the financial demands of recovery). Latent class analysis was used to classify participants into clusters, which were evaluated against measures of function, depression, posttraumatic stress disorder, and self-rated health collected at 12 months. Results: Among the 352 patients (121 women and 231 men; mean [SD] age, 37.6 [12.5] years), latent class analysis identified 6 distinct patient clusters as the optimal solution. For clinical use, these clusters can be collapsed into 4 groups, sorted from low risk and high protection (best) to high risk and low protection (worst). All outcomes worsened across the 4 clinical groupings. Bayesian analysis shows that the mean Short Musculoskeletal Function Assessment dysfunction scores at 12 months differed by 7.8 points (95% CI, 3.0-12.6) between the best and second groups, by 10.3 points (95% CI, 1.6-20.2) between the second and third groups, and by 18.4 points (95% CI, 7.7-28.0) between the third and worst groups. Conclusions and Relevance: This study demonstrates that during early recovery, patients with orthopedic trauma can be classified into risk and protective clusters that account for a substantial amount of the variance in 12-month functional and health outcomes. Early screening and classification may allow a personalized approach to postsurgical care that conserves resources and targets appropriate levels of care to more patients.

Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism.

BACKGROUND: Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedures that require active student response after a trial with error. Some intervention manuals recommend against reinforcing responses after correction to prevent the establishment of prompt dependence. This study directly investigated the effect of reinforcement after an active-response correction procedure during tact training in four children with autism. An echoic-to-tact training procedure was used to train tacts. A "no reinforcement after correction" (NRC) condition was compared to a "reinforcement after correction" (RC) condition, using an adapted alternated treatments design. RESULTS: All participants needed less correction trials in RC than in NRC, and considering all 26 sessions in which both training procedures were implemented, participants' performance was higher with RC than without in 17 sessions and was the same in 3 sessions. CONCLUSIONS: We discuss the effectiveness of reinforcing correct responding after an active-response correction procedure, the absence of prompt dependence, and the implications of better correction procedures for applied settings.

Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism

Abstract Background: Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedures that require active student response after a trial with error. Some intervention manuals recommend against reinforcing responses after correction to prevent the establishment of prompt dependence. This study directly investigated the effect of reinforcement after an active-response correction procedure during tact training in four children with autism. An echoic-to-tact training procedure was used to train tacts. A "no reinforcement after correction" (NRC) condition was compared to a "reinforcement after correction" (RC) condition, using an adapted alternated treatments design. Results: All participants needed less correction trials in RC than in NRC, and considering all 26 sessions in which both training procedures were implemented, participants' performance was higher with RC than without in 17 sessions and was the same in 3 sessions. Conclusions: We discuss the effectiveness of reinforcing correct responding after an active-response correction procedure, the absence of prompt dependence, and the implications of better correction procedures for applied settings.

Aprendizagem Observacional em Crianças com Autismo: Efeitos do Ensino de Respostas de Monitoramento via Videomodelação / Observational Learning in Children with Autism: Effects of Teaching Monitoring Responses via Video Modeling

Resumo O presente estudo investigou o estabelecimento de respostas de monitoramento via videomodelação em duas crianças com transtorno do espectro autista e se essas respostas favoreceriam a aprendizagem observacional de tatos e textuais nessas crianças. Foram realizados pré e pós-testes de aprendizagem observacional via videomodelação. O treino de monitoramento foi realizado em três etapas: (1) ensino da resposta de monitoramento; (2) desenvolvimento de controle do responder do participante pelo responder do modelo e (3) controle do responder do participante pela consequência para o modelo. As duas crianças aprenderam a resposta de monitoramento em quatro sessões e houve a aquisição de tatos e textuais por aprendizagem observacional para um dos participantes. Discute-se o potencial da videomodelação para treinar comportamentos precorrentes necessários para a aprendizagem observacional.

Abstract This study investigated the establishment of monitoring responses via video modeling of two children with autism spectrum disorder and whether those responses stimulate observational learning of tacts and textual behavior for these children. Pre-and post-tests of observational learning via video modeling were performed. Then, monitoring responses were trained in three steps: (1) teaching of monitoring responses; (2) establishment of stimulus control by the model´s behavior and (3) establishment of stimulus control by the consequences of the model´s behavior. The two participants acquired monitoring responses in four sessions. One participant acquired tacts and textual behavior via observational learning. We discuss the potential of video modeling as a tool to train precurrent behavior necessary for observational learning.

Automated video-mosaicking approach for confocal microscopic imaging in vivo: an approach to address challenges in imaging living tissue and extend field of view.

We describe a computer vision-based mosaicking method for in vivo videos of reflectance confocal microscopy (RCM). RCM is a microscopic imaging technique, which enables the users to rapidly examine tissue in vivo. Providing resolution at cellular-level morphology, RCM imaging combined with mosaicking has shown to be highly sensitive and specific for non-invasively guiding skin cancer diagnosis. However, current RCM mosaicking techniques with existing microscopes have been limited to two-dimensional sequences of individual still images, acquired in a highly controlled manner, and along a specific predefined raster path, covering a limited area. The recent advent of smaller handheld microscopes is enabling acquisition of videos, acquired in a relatively uncontrolled manner and along an ad-hoc arbitrarily free-form, non-rastered path. Mosaicking of video-images (video-mosaicking) is necessary to display large areas of tissue. Our video-mosaicking methods addresses this need. The method can handle unique challenges encountered during video capture such as motion blur artifacts due to rapid motion of the microscope over the imaged area, warping in frames due to changes in contact angle and varying resolution with depth. We present test examples of video-mosaics of melanoma and non-melanoma skin cancers, to demonstrate potential clinical utility.

Clinical Outcome and Prognosis of Young Patients with Mycosis Fungoides.

BACKGROUND/OBJECTIVES: Mycosis fungoides (MF) in young patients is rare and may have atypical presentations. There are limited data in these patients. The objective was to determine the clinical outcome and prognosis of young patients with MF. METHODS: A search of our institutional cancer registry database was conducted for patients diagnosed with MF at younger than 30 years of age. RESULTS: Our study included 74 patients (median age at diagnosis 25.5 yrs). Sixty-five (88%) presented with early stage disease and variants of MF (n = 44 [59%]), leading to a median delay in diagnosis of 2.5 years. Hypopigmented MF (n = 27 [36.5%]) was the most common variant, affecting predominantly African American (44.4% vs 19%; p = 0.02) and younger (20 vs 26 yrs; p < 0.001) patients. All patients with hypopigmented MF presented with early stage disease and were less likely to develop progressive disease (PD) than those with other variants (11% vs 34%; p = 0.03). Nineteen patients (26%) developed PD during a median follow-up of 3.5 years, which was associated with advanced-stage disease (89% vs 17%; p < 0.001), older age (>20 yrs) (31% vs 13%; p = 0.08), African American race (52.6% vs 20%; p = 0.009), and poikilodermatous presentation (p < 0.01). Overall survival was good (97.2% at 5 yrs, 95.9% at 10 yrs) despite the delay in diagnosis and atypical presentation. CONCLUSIONS: Progressive disease is associated with older age, African American race, the poikilodermatous variant, and advanced-stage disease. The hypopigmented variant is a common presentation in young patients and has an indolent disease course. Our study confirms an overall favorable prognosis in young patients with MF.

Análise do Comportamento: Contribuições para a Psicologia Escolar / Behavior Analysis: Contributions to School Psychology

Este artigo apresenta possíveis contribuições da Análise do Comportamento para a Psicologia Escolar. Discutem-se algumas das análises críticas de B.F. Skinner acerca das questões educacionais amplas de sua época que ainda são pertinentes para problemas contemporâneos enfrentados pelo psicólogo escolar. Em seguida, exemplifica-se como a abordagem analítico-comportamental pode se concretizar na atuação do psicólogo escolar. Espera-se contribuir para um maior diálogo entre a Análise do Comportamento e a psicologia escolar, ainda incipiente no contexto brasileiro.(AU)

This paper presents potential contributions of Behavior Analysis to School Psychology. We discuss B.F. Skinner´s critical analyses of some of the broader educational issues of his time which are still relevant to contemporary issues faced by school psychologists. We then offer examples of how the behavioral-analytical approach translates into the practice of school psychologist. We hope to contribute to an improvement in the dialogue between behavior analysis and school psychology, which is still incipient in the Brazilian context.(AU)

Emoções: fundamentos conceituais dosfenômenos psicológicos / Emotions: conceptual foundations of psychological phenomena / Emociones: fundamentos conceptuales de los fenómenos psicológicos

Este estudo tem por objetivo apresentar a análise de Gilbert Ryle (1949/2009)do funcionamento lógico dos conceitos relacionados à emoção, incluindo sentimentos, inclinações, agitações e estados de ânimo. Ryle não propõe uma nova teoria das emoções, e sim uma análise de como os conceitos funcionam em seu “lar original”. Por meio desta leitura guiada da análise de Ryle, busca-se oferecer um exemplo concreto e desfazer confusões frequentes sobre o papel desse tipo de elucidação conceitual, mostrando que ela é condição prévia para o estabelecimento das condições de sentido de perguntas empíricas. Antes de fazer parte de teorias psicológicas, os conceitos de emoção nascem e se transformam nos contextos das interações cotidianas, dos quais é inseparável o entendimento das regras lógicas para seu uso. Quando nos esquecemos disso, há o risco de formular revisões conceituais inadvertidas que levam a confusões na teorização e a perguntas de pesquisa que não podem, logicamente, ser respondidas empiricamente.(AU)

We present Gilbert Ryle’s analysis (1949/2009) of the logical operation of concepts related to emotions, including feelings, inclinations, agitations and moods. Ryle does not propose a new theory of emotions, but an analysis of how these concepts work in their “original home”, which is ordinary language. Through this guided reading of Ryle analysis, we seek to offer a concrete example and undo frequent confusion about the role of this kind of conceptual clarification, by showing that it is a prerequisite for establishing the conditions of sense of empirical questions. Before becoming part of psychological theories, emotion concepts are born and transformed in the contexts of human interaction which establish criteria for their use. When we forget this, we risk inadvertently revising concepts which may lead to confusion in theorizing and research questions that cannot logically be answered empirically.(AU)

Se presenta el análisis de Gilbert Ryle (1949/2009) de la operación lógica de los conceptos relacionados con las emociones , incluyendo sentimientos, inclinaciones , agitaciones y estados de ánimo. Ryle no propone una nueva teoría de las emociones , pero un análisis de cómo funcionan estos conceptos en su “lugar de origen” , que es el lenguaje ordinario. A través de esta lectura guiada de análisis de Ryle, buscamos ofrecer un ejemplo concreto y deshacer frecuente confusión sobre el papel de este tipo de clarificación conceptual, demostrando que se trata de un requisito previo para el establecimiento de las condiciones de sentido de cuestiones empíricas. Antes de convertirse en parte de las teorías psicológicas, conceptos de emoción nacen y se transforman en los contextos de interacción humana, los cuales establecen criterios para su uso. Cuando nos olvidamos de esto, corremos el riesgo de adoptar cambios conceptuales inadvertidos, lo que puede dar lugar a confusiones en la teorización y a preguntas de investigación que no pueden lógicamente ser solucionadas de forma empírica.(AU)

Análise do comportamento: contribuições para a psicologia escolar / Behavior analysis: contributions to school psychology

Este artigo apresenta possíveis contribuições da Análise do Comportamento para a Psicologia Escolar. Discutem-se algumas das análises críticas de B.F. Skinner acerca das questões educacionais amplas de sua época que ainda são pertinentes para problemas contemporâneos enfrentados pelo psicólogo escolar. Em seguida, exemplifica-se como a abordagem analítico-comportamental pode se concretizar na atuação do psicólogo escolar. Espera-se contribuir para um maior diálogo entre a Análise do Comportamento e a psicologia escolar, ainda incipiente no contexto brasileiro.

This paper presents potential contributions of Behavior Analysis to School Psychology. We discuss B.F. Skinner´s critical analyses of some of the broader educational issues of his time which are still relevant to contemporary issues faced by school psychologists. We then offer examples of how the behavioral-analytical approach translates into the practice of school psychologist. We hope to contribute to an improvement in the dialogue between behavior analysis and school psychology, which is still incipient in the Brazilian context.