<p>Distance learning technologies offer a multitude of ways to build interaction into online courses to support learning. Based on social constructivism theory, this study explored which types of interaction are most predictive of students’ sense of community in online graduate courses at a regional comprehensive university. Surveys were used to measure sense of community and the frequency and importance of nine learner–learner interactions.</p><p>Interactions that were most predictive of sense of community were introductions, collaborative group projects, sharing personal experiences, entire class discussions, and exchanging resources. The interaction that offered the highest payoff to instructors was exchanging resources. The article discusses implications for online course design.</p>

Development of an Individualized Family Service Plan (IFSP) for children receiving Part H services is an integral part of North Carolina's interagency Child Service Coordination Program. Perceptions of the IFSP process were assessed in a statewide survey of child service coordinators. Divergent viewpoints about the usefulness and process of devel-oping the IFSP emerged, depending on the program with which the child service coordinator worked. These findings have implications for training professionals about the IFSP process in the context of strengthening the implementation of interagency, comprehensive service coordination programs.

In this study, the authors repeated an earlier analysis and comparison of state eligibility policies under the Infants and Toddlers with Disabilities Program, Part C of the Individuals with Disabilities Education Act (IDEA), and the preschool special education program, Part B, Section 619, of IDEA. The impact of federal and state policy changes in the intervening years on the prospects for continuity of eligibility as children move from Part C to Part B was investigated. The analysis revealed fewer states in which discontinuity was a concern (21, down from 27). States in which continuity was either “very likely” or “somewhat likely” increased from 24 to 30. The authors discuss policy options affecting continuity of eligibility across the early childhood programs of IDEA and the relevance of their findings for realizing the purposes of IDEA.

Resilience, depression, posttraumatic stress disorder (PTSD), and traumatic brain injury (TBI) are important factors to consider as student military Veterans work to reintegrate into society. The impact of these factors on academic success is not fully understood, but is important for rehabilitation professionals, student advisors, and counselors. The current study examined the impact of resilience, depression, PTSD, and TBI on student Veteran academic outcomes, and whether the amount of student Veterans' military experience moderated the effect of these factors on academic performance. Seventy-seven student Veterans completed measures that assessed resilience, grade point average, academic disruptions, and symptoms of depression, PTSD, and TBI. Path analysis was used to determine the manner in which the variables influenced academic performance. Results indicate that student Veterans should not be viewed as a homogeneous group and their needs differ based on level of military experience. Academic disruption among less experienced Veterans was most associated with symptoms of depression, whereas academic disruption among more experienced Veterans was most associated with symptoms of TBI. [ Journal of Psychosocial Nursing and Mental Health Services, 57 (2), 35–43.]

The aim of this study was to assess undergraduate students' perceptions of older adults over the semester in an interprofessional service-learning course that implemented a health promotion program called Bingocize® at community facilities for older adults. Students were surveyed at the beginning of the semester, at midterm, and at the conclusion of the course. Quantitative and qualitative data were collected to assess the students' perceptions and experiences. Results suggest that a course on aging that includes interprofessional service-learning in geriatric settings is associated with a significant increase in positive perceptions of the older adult population. Further research, however, is warranted to validate the findings.