Publications by authors named "S F Vaughn"

The phyllosphere (aerial plant surfaces colonized by microorganisms) remains an understudied ecosystem in terms of bacterial biogeography, particularly at intermediate or local spatial scales. This study characterized the phyllosphere bacterial community on the leaves of 87 trees sampled throughout a small town, encompassing an area of approximately 60 km. Sequencing of the 16S ribosomal RNA gene revealed the dominant bacterial phyla to be Alphaproteobacteria, Bacteroidetes, and Acidobacteria, consistent with other studies of the phyllosphere.

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Importance: Poor medication adherence is common. Text messaging is increasingly used to change patient behavior but often not rigorously tested.

Objective: To compare different types of text messaging strategies with usual care to improve medication refill adherence among patients nonadherent to cardiovascular medications.

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This study examined the efficacy of a 2-year anxiety management intervention integrated with a reading intervention for struggling readers in upper-elementary grades on anxiety outcomes. The study randomly assigned 128 struggling readers to one of three conditions: (a) reading intervention with anxiety management intervention (RANX), (b) reading intervention with math fact practice, an attention control, (RMATH), and (c) business-as-usual comparison (BaU). Findings demonstrated promising results for students in the RANX condition, particularly compared with the BaU condition.

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The gut microbiome is influenced by host species and the environment, but how the environment influences the microbiome of animals introduced into a new ecosystem has rarely been investigated. Freshwater mussels are aquatic fauna, with some threatened or endangered species propagated in hatcheries and introduced into natural systems as part of conservation efforts. The effects of the environment on the freshwater mussel gut microbiome were assessed for two hatchery-propagated species (, ) introduced into rivers within their natural range.

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This study investigated whether linguistic proficiencies in students' first language (L1)- Spanish-and English (L2) moderated the response to intensive reading intervention for sixth- and seventh-grade multilingual learners (MLs) with reading difficulties. We used confirmatory factor analysis to estimate proficiency scores in English and Spanish using measures of expressive and receptive vocabulary, syntax, and grammar. We then used latent variable moderated structural equation modeling to evaluate how proficiency in English and Spanish moderated the effect of treatment on students' reading outcomes in response to intervention.

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