The authors were not able to deliver a maximum dose of 120 minutes of daily therapy each day. The mean daily dose of MTS feasible for subsequent evaluation is between 37 and 66 minutes.

Using a nationally representative dataset of young children in the United States (the Early Childhood Longitudinal Study–Birth Cohort), the purpose of this study was to test the associations between teachers’ perceptions of preschoolers’ ( N = 3350) school readiness and actual academic readiness levels, as measured by math and reading assessments. The dimensions of readiness included social/emotional, behavioral, cognitive, and physical well-being. The findings suggest that teachers’ perceptions of various aspects of readiness may matter differently for math and reading achievement as well as for certain racial/ethnic groups. Teachers’ perceptions of all domains of readiness appear to be an important predictor of math achievement for Black children. Perceptions of behavior were negatively associated with academic readiness for Hispanic children, yet significantly and positively associated with math achievement for Black children. Teachers’ perceptions of cognitive readiness were only positively associated with academic readiness for Black children. Training, education, and support for establishing close teacher–child relationships may maximize preschoolers’ academic readiness by promoting social/emotional, behavioral, cognitive, and physical well-being.

African Americans are underrepresented in cancer research. We evaluate whether collaboration with African American churches can improve cancer awareness and increase participation in translational research protocols among African Americans. From February to April 2010, the Mayo Clinic partnered with African American Jacksonville churches to provide educational programs focused on cancer research and healthy behaviors. Education on multiple myeloma and on-site access to a translational cancer research pilot project evaluating the prevalence of monoclonal gammopathies and t(14,18) in African Americans was offered. Seventy-four percent, 236 out of 318 participants, returned the questionnaires. The majority of participants had never received information on multiple myeloma (67%), had never received clinical research study information (57%), and were enrolled in the translational research studies (55%). Partnerships with African American churches in community education projects that bring research to church venues are effective in improving cancer awareness and in increasing research participation among African Americans.

Findings suggest that theater may be an effective tool in educating African Americans about breast cancer.

According to The Journal of the American Medical Association (JAMA) there is a new, more aggressive form of breast cancer among young African‐American women. Because mammograms are not suggested for women until age 40 and young African‐American women are increasingly being diagnosed, a more innovative technique is warranted. The present study utilized the expertise of scientists and professors from a biomedical center, the Department of Psychology, Health and Education, and the Department of Theater at a historically Black college or university (HBCU) to examine the impact of dramatic presentations in increasing awareness and pro‐social health related behavior related to breast cancer among African‐American women. One hundred and thirty‐six African‐American women between 18 and 39 years old participated in the present study. Researchers employed a retrospective pre–post test design to assess the impact of theater on young women's knowledge and propensity for pro‐social health related behaviors. Paired sample t‐test revealed significant increases in knowledge about breast cancer and mammograms. Participants reported an increase in intentions to change behavior and also wanted to become more involved in efforts to reduce breast cancer in the African‐American community.