马里兰州的PRIDE：NICU和NICU随访计划中早期干预计划的评估

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2023-06-23 DOI:10.1177/10538151231179113

Xiaofang Xue, X. Zong, Gloria Valentine, B. Hussey-Gardner

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引用次数: 0

摘要

马里兰早产儿发展强化(PRIDE)项目是马里兰大学医学院和巴尔的摩市居民C部分项目(巴尔的摩婴幼儿项目;BITP)。为了评估PRIDE的影响，本研究比较了参加BITP的低收入家庭早产儿(BWP)和不参加PRIDE (BWOP)。共956例早产儿(nBWP = 271;nBWOP = 685)被纳入研究。结果显示，BWP的婴儿在更年轻的时候被转诊，并且在BITP停留的时间更长。根据《残疾人教育法》(IDEA) B部分的规定，在三岁时，有资格接受特殊教育学前服务的残疾儿童中，有一小部分的父母退出了残疾儿童教育计划，而有很大一部分的残疾儿童有资格接受特殊教育学前服务。这些发现为PRIDE相对于传统的早期干预转诊、评估和服务协调系统的优势提供了支持。

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Maryland’s PRIDE: Evaluation of an Early Intervention Program Embedded Within a NICU and NICU Follow-Up Program

The Maryland’s Premature Infant Developmental Enrichment (PRIDE) program is a unique collaborative endeavor between the University of Maryland School of Medicine and the Part C program for Baltimore City residents (Baltimore Infants and Toddlers Program; BITP). To evaluate the impact of PRIDE, the current study compared premature infants from low-income families who participated in BITP with (BWP) and without PRIDE (BWOP). A total of 956 premature infants (nBWP = 271; nBWOP = 685) were included in the study. Results showed that infants in BWP were referred at a younger age and stayed in BITP longer. A smaller percentage of parents in BWP withdrew from BITP and a larger percentage of BWP infants were eligible for special education preschool services under Part B of the Individuals with Disabilities Education Act (IDEA) at age 3. These findings provide support for the relative benefits of PRIDE to the traditional system of early intervention referral, evaluation, and service coordination.

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来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.