Narrative development and supported employment of persons with severe mental illness.

Background: While the relationship between objective recovery and work among persons with severe mental illness (SMI) is well-established, few studies have examined the link between subjective recovery and employment.Aims: The study investigated the prospective relationship between narrative development at the start of supported employment (SE) and positive work outcomes.Methods: The authors employed a time-limited, mixed-method longitudinal design to examine the relationship between the baseline narrative development of 38 SE participants with SMI and employment outcomes eight months later, as well as whether narratives evolved over the course of the study.Results: While narrative development was unrelated to work for the 59% of participants who were employed at the end of the study, unemployed individuals showed more developed baseline narratives overall, as well as enriched baseline emotional connectedness and social worth. Higher emotional connectedness at the start of SE programs was predictive of fewer hours worked eight months later, controlling for executive functioning, negative symptoms and self-esteem. Although workers showed no narrative changes over time, those without work demonstrated increased agency over the eight months of the study.Conclusion: Further research is warranted to clarify the relationship between richer personal narratives and unemployment.

The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers' language comprehension and later reading awareness and comprehension in elementary school.

The current longitudinal study examined the roles of theory of mind, counterfactual reasoning, and executive function in children's pre-reading skills, reading awareness, and reading comprehension. It is the first to examine this set of variables with preschool and school-aged children. A sample of 31 children completed language comprehension, working memory, cognitive flexibility, first-order false belief, and counterfactual reasoning measures when they were 3 to 5 years of age and completed second-order false belief, cognitive flexibility, reading comprehension, and reading awareness measures at 6 to 9 years of age. Results indicated that false belief understanding contributed to phrase and sentence comprehension and reading awareness, whereas cognitive flexibility and counterfactual reasoning accounted for unique variance in reading comprehension. Implications of the results for the development of reading skill are discussed.

Nanoparticle-Structured Highly Sensitive and Anisotropic Gauge Sensors.

The ability to tune gauge factors in terms of magnitude and orientation is important for wearable and conformal electronics. Herein, a sensor device is described which is fabricated by assembling and printing molecularly linked thin films of gold nanoparticles on flexible microelectrodes with unusually high and anisotropic gauge factors. A sharp difference in gauge factors up to two to three orders of magnitude between bending perpendicular (B(⊥)) and parallel (B(||)) to the current flow directions is observed. The origin of the unusual high and anisotropic gauge factors is analyzed in terms of nanoparticle size, interparticle spacing, interparticle structure, and other parameters, and by considering the theoretical aspects of electron conduction mechanism and percolation pathway. A critical range of resistivity where a very small change in strain and the strain orientation is identified to impact the percolation pathway in a significant way, leading to the high and anisotropic gauge factors. The gauge anisotropy stems from molecular and nanoscale fine tuning of interparticle properties of molecularly linked nanoparticle assembly on flexible microelectrodes, which has important implication for the design of gauge sensors for highly sensitive detection of deformation in complex sensing environment or on complex curved surfaces such as wearable electronics and skin sensors.

Evaluating components of the active view of reading as intervention targets: Implications for social justice.

Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021), by computing effect sizes from 333 studies that were reported in 26 meta-analyses. Interventions that targeted word recognition (effect size = 0.44) and language comprehension (effect size = 0.62) had statistically significant effects for striving readers, and interventions that targeted active self-regulation (effect size = 0.46) and bridging processes (effect size = 0.70) had medium-to-large median effects on reading. We found (a) large effects of interventions for striving readers focused on text structure, verbal reasoning, and vocabulary; (b) moderate effects for fluency, language structure, motivation, and phonics; and (c) limited research included in meta-analyses for several components of the AVR, including cultural and other content knowledge. The components unique to the AVR added significant variance in reading. Analyses suggest there are many intervention targets available to school psychologists as they work toward social justice in reading outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis.

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.

Executive function in the classroom: Cognitive flexibility supports reading fluency for typical readers and teacher-identified low-achieving readers.

BACKGROUND: Dominant explanations of reading fluency indicate automatic phonological decoding frees mental resources for processing meaning. However, decoding automaticity does not guarantee attention to meaning. Recent neurocognitive work suggests executive functioning (EF) may contribute to fluency beyond decoding automaticity. AIMS: Two studies examined contributions of an understudied EF, cognitive flexibility, to fluent reading and tested a teacher-administered EF intervention to improve fluency in teacher-identified low-achieving (LA) readers. METHODS AND PROCEDURES: Study 1 assessed word reading fluency, automatic decoding, reading comprehension, verbal and nonverbal ability, and reading-specific and domain-general cognitive flexibility in 50 1st and 2nd grade typically-developing (TD) readers. Study 2 compared TD and LA readers' cognitive flexibility and examined effectiveness of cognitive flexibility intervention for improving fluency in 33 LA 2nd and 3rd graders. OUTCOMES AND RESULTS: Reading-specific flexibility contributed to fluency beyond automatic decoding and all other control variables in TD readers who had significantly higher cognitive flexibility than LA readers. Teacher-administered EF intervention improved reading fluency for LA readers. CONCLUSIONS AND IMPLICATIONS: These findings expand understanding of the neurocognitive basis of reading fluency and add to the growing body of evidence that EF underlies learning differences and serves as a useful target of intervention for LA students.

Quantification of Seasonal Variation in Daily Physical Activity in Individuals with Heart Failure and Implantable Cardioverter Defibrillator/Cardiac Resynchronisation Therapy Devices.

PURPOSE: Understanding seasonal variation of daily physical activity (PA) in patients with heart failure (HF) has important implications for planning and interpretation of clinical trials, but the presence and magnitude of this seasonal variation in daily PA have yet to be established. The purpose of the present study was to determine the presence and magnitude of seasonal variation in daily PA in community-dwelling individuals with HF using several analytic approaches. METHODS: Retrospective chart review of patients with HF and Medtronic implantable cardioverter defibrillator/cardiac resynchronisation therapy (ICD/CRT) devices. Data included in analyses (autocorrelation, analysis of covariance, one-way analysis of variance) were clinical characteristics, the patient activity measure of daily PA from the ICD/CRT devices, temperature and hours of daylight over the 1-year period of 1 November 2017-31 October 2018. RESULTS: One hundred and sixty-eight patients were included. Visual analysis and autocorrelation demonstrated seasonal variation in daily PA. Daily PA seasonal difference between winter and summer months was 0.4 hours per day/24 minutes per day/2.8 hours per week/14.9%. This seasonal effect on daily PA is significantly greater in those with ≤8 comorbid conditions and an overall activity level of >2.2 hours per day compared to those with multiple comorbidities and low overall activity (0.7 versus 0.1 hours per day, respectively). CONCLUSIONS: The present study affirms the seasonality of daily PA in a cohort of patients with HF and ICD/CRT devices and reveals a disproportionate seasonal effect on those with fewer comorbidities and higher overall activity levels. Seasonal variation should be accounted for when interpreting change in daily PA in clinical practice and when designing and interpreting results of clinical trials investigating interventions to improve daily PA.

Patterning, Reading, and Executive Functions.

Detecting a pattern within a sequence of ordered units, defined as patterning, is a cognitive ability that is important in learning mathematics and influential in learning to read. The present study was designed to examine relations between first-grade children's executive functions, patterning, and reading abilities, and to examine whether these relations differ by the type of pattern. The results showed that working memory correlated with reading fluency, and comprehension measures. Inhibition correlated only with the latter. Cognitive flexibility was correlated with patterning performance and with performance on object size patterns, whereas working memory was correlated with performance on symmetrical patterns and growing number patterns. These results suggest that the cognition required for completing patterns differs depending on the pattern type. Teachers may find it beneficial to place emphasis on the switching and working memory components of completing patterning tasks, depending on the type of patterns used in instruction.

Taxonomic Resolution of the Nematophagous Fungal Isolate ARF18 via Genome Sequencing.

The taxonomically uncharacterized nematophagous fungus ARF18, which parasitizes cysts, juveniles, and adults of the soybean cyst nematode (Heterodera glycines), was proposed as a nematode biological control agent in 1991. A 46.3-Mb draft genome sequence of this fungus is presented, and a tentative taxonomic identification as a novel species of Brachyphoris is proposed.