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BACKGROUND: In order for precision health to address health disparities, engagement of diverse racial/ethnic minority communities and the physicians that serve them is critical. METHODS: A community-based participatory research approach with mixed methods was employed to gain a deeper understanding of precision health research and practice among American Indian, African American, Latino, Chinese, and Vietnamese groups and physicians that serve these communities. A survey assessed demographics and opinions of precision health, genetic testing, and precision health research. Focus groups (n=12) with each racial/ethnic minority group and physicians further explored attitudes about these topics. RESULTS: One hundred community members (American Indian [n=17], African American [n=13], Chinese [n=17], Latino [n=27], and Vietnamese [n=26]) and 14 physicians completed the survey and participated in the focus groups. Familiarity with precision health was low among community members and high among physicians. Most groups were enthusiastic about the approach, especially if it considered influences on health in addition to genes (eg, environmental, behavioral, social factors). Significant concerns were expressed by African American and American Indian participants about precision health practice and research based on past abuses in biomedical research. In addition, physician and community members shared concerns such as security and confidentiality of genetic information, cost and affordability of genetic tests and precision medicine, discrimination and disparities, distrust of medical and research and pharmaceutical institutions, language barriers, and physicians specialty. CONCLUSIONS: Engagement of racial/ethnic minority communities and the providers who serve them is important for advancing a precision health approach to addressing health disparities.

Although the field of educational neuroscience has grown in recent years, little research has been conducted on conceptual change and science learning through an educational neuroscience framework. Educational neuroscience is frequently used to study processes of language and mathematics cognition, but is not extensively applied to conceptual change and science learning. This review integrates insights from extant conceptual change educational neuroscience studies to inform the fields of educational psychology and science education. These new insights shed light on the persistence of misconceptions and the roles of error detection, inhibition, executive function, and memory in conceptual change. Future directions for the study of conceptual change and educational neuroscience are discussed.

Research over the past three decades has seen a revived interest in the way the human body--and the way in which it is perceived--interacts with aspects of our experience. Consequently, interoception (i.e. the perception of physiological feedback from the body) has recently been shown to be associated with a wide range of cognitive, emotional, and affective functions, making it broadly relevant to the study of autism spectrum disorder. Although limited qualitative accounts and empirical studies suggest that individuals with autism spectrum disorder encounter abnormalities when perceiving and integrating physiological feedback from their bodies, other studies have suggested that people with/without autism spectrum disorder do not differ in interoceptive ability after accounting for alexithymia. In this article, we discuss the newly recognized importance of interoception in autism spectrum disorder with a focus on how deficits in the perception of bodily feedback might relate to the core features and co-occuring psychopathology of autism spectrum disorder. Finally, a new integrated theory is advanced which posits that people with autism spectrum disorder may experience a reduced capacity to integrate interoceptive information that may result in a narrow attentional bodily focus and reduced motivational and behavioral drives.

Because of developmental constraints on the types of assessment that can be used with young children, teachers' judgments of students' skills and abilities are a particularly important source of information in early education. The present study investigates the accuracy of these judgments by examining agreement between Prekindergarten teachers' (n = 66) judgments of children's (n = 122) emerging math and literacy skills made with teacher rating scales and children's performance on a researcher-administered demand performance assessment. Average agreement between measures was 71% for language and literacy items and 66% for math items. When disagreements occurred for language and literacy skills, they were more likely a result of teachers reporting that children had fewer skills than indicated by the demand performance assessment, rather than more. For math, teachers were equally likely to report either fewer or more math skills than indicated by the performance measure. Teachers' over- and underestimations of children's skills were related to their ratings of the children's social-emotional functioning and the type of skills being assessed. Children's gender and race were not related to teacher accuracy; neither were teacher education or years of experience.

The purpose of this randomized controlled trial (Trial registration ID: redacted) was to examine the feasibility, acceptability, and efficacy of the Step One program, an SMS-based alcohol intervention for same-sex attracted women (SSAW). Ninety-seven SSAW who scored ≥8 on the Alcohol Use Disorders Identification Test (AUDIT) were randomly allocated to receive the Step One program (n = 47; mean age = 36.79) or a weekly message containing a link to a website with health information and support services for LGBT individuals (n = 50; mean age = 34.08). Participants completed questionnaires on alcohol use, wellbeing, and help-seeking at baseline (T1), intervention completion (T2; 4 wk after baseline) and 12 wk post-intervention (T3). In addition, participants in the intervention condition completed feasibility and accessibility measures at T2, and a subsample (n = 10) was interviewed about acceptability at T3. Across conditions, participants significantly reduced their alcohol intake and improved their wellbeing and help-seeking over time. However, there were no significant differences between the intervention and control condition. Furthermore, frequency of help-seeking was low; only four intervention group participants and three control group participants began accessing support between T1 and T3. Overall, our findings indicate the intervention would benefit from revision prior to implementation. Our approach was consistent with best practice in the development of an ecologically valid intervention; however, this intervention, in its current form, lacks the complexity desired by its users to optimally facilitate alcohol reduction among SSAW. Keywords: Alcohol intervention; Intervention mapping framework; Randomized controlled trial (RCT); Same-sex attracted women; Short-message service (SMS). [ABSTRACT FROM AUTHOR]