No abstract

Introduction: Although previous studies have found a relationship between having a preterm birth and maternal depression, methodologic issues may have limited the generalizability of results. Thus, the purpose of this study was to evaluate the relationship between having a preterm birth and postpartum depressive symptoms using a large, population-based sample of U.S. women. Methods: This secondary data analysis used 2012-2014 U.S. Pregnancy Risk Assessment Monitoring System data (N ¼ 89,366). Data on the exposure, preterm birth, were obtained from birth certificates. Infants born at 32 to less than 37 weeks' gestation were considered moderate to late preterm, infants born at 28 to less than 32 full weeks' gestation were considered very preterm, and infant born at less than 28 full weeks' gestation were considered extremely preterm. To assess the outcome, two Pregnancy Risk Assessment Monitoring System questions measuring postpartum depressive symptoms were used. Logistic regression was used to calculate unadjusted and adjusted odds ratios (ORs) and 95% confidence interval (CIs). Results: After adjustment for confounders, the relationship between having a preterm birth and maternal hopelessness was statistically significant for those who had very preterm and extremely preterm births (moderate to late preterm OR,

A university—community collaborative initiative to provide an interdisciplinary approach to personnel preparation is described. Twelve students (i.e., undergraduate, graduate) from various academic disciplines participated in early intervention coursework and practical experiences. Specifically, students were prepared to provide early intervention to infants/toddlers who were premature/medically fragile and their families. Courses were developed and co-taught by parents, early intervention providers, and medical professionals recruited from the community. The interdisciplinary steering committee developed intensive practical experiences to facilitate the translation of knowledge into sustained daily practice. Outcome measures indicated increased knowledge and acquisition of skills related to early intervention, and intervention specific to the high-risk population. Employment outcomes and increased opportunities for professional collaboration are also described. Implications are discussed.

Given the rapid growth of diversity in schools across the country, teacher educators are turning to innovative ways to redesign their programs. In this article, we describe efforts of a dual licensure program in which undergraduate teachers-in-training acquired knowledge and skills in core content, as well as evidence-based pedagogy and discipline specific proficiencies in both special education and elementary education. A primary goal was to ensure that graduates entered teaching with the tools to effectively respond to diverse learners within urban and rural school districts. Systematic alignment of program foundations across coursework, clinical experiences, and evaluation was intentional. School partners provided insights into the extent to which graduates possessed the knowledge and skills necessary for teaching in inclusive settings. Outcome data suggest that graduates ‘perform’ similarly to discipline-specific peers and bring strong collaborative skills in efforts to meet the needs of students in disabilities in all classrooms.

Background Federal policy and regulations guide service and support provision to families of children with or at risk for developmental delays or disabilities. These guidelines evolved over time based on the best available research. One such advancement was services were provided at increasingly younger ages as research uncovered the importance of intervening earlier. In the original U.S. special education law passed over 40 years ago, now known as the Individuals with Disabilities Education Act (IDEA 2004), state provision of special education services for preschoolers aged three to five years was voluntary, while services for infants and toddlers, from birth to three years, was not included at all. Guided by evidence-based interventions, the 1986 amendments mandated that states provide special education services to preschoolers, and included an incentive for states to create an early intervention (EI) system for families with infants and toddlers with developmental delays or disabilities. Since its inception, EI under Part C of IDEA specifies birth as the earliest time of eligibility. However, technological advances in prenatal testing have increasingly resulted in families receiving certain diagnoses, such as cleft palate, Down syndrome and other trisomies, and congenital heart disease during the prenatal period (McKechnie et al. 2016).