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The purpose of this study was to investigate the factor structure of the Multiple Sclerosis Impact Scale (MSIS-29) to assess its suitability for modeling the impact of MS on a nation-wide sample of individuals from the United States. Investigators completed a Confirmatory Factor Analysis (CFA) to examine the two-factor structure proposed by Hobart et al. [17]. Although the original MSIS-29 factor structure did not fit the data exactly, the hypothesized two-factor model was partially supported in the current data. Implications for future instrument development and rehabilitation practice are discussed. [ABSTRACT FROM AUTHOR]

This study examined the demographic, disease-related, functional, and residential factors associated with selected specialized housing concerns of adults with multiple sclerosis (MS). Participating in a national random survey, 5,082 adults with MS provided data for the study. Backward stepwise multiple logistic regression analyses were used to assess the unique and multiple associations between predictor variables, including demographic, functional, housing, and MS characteristics, and three different housing-related outcome variables. Approximately 22% of the variability in participants' self-reported unmet housing needs, 31% of the variability related to confidence in one's ability to live independently, and 21% of the variability in confidence in one's ability to afford to live independently was explained by the predictor variables. The implications of the findings for persons with MS and rehabilitation professionals are described [ABSTRACT FROM AUTHOR]

The article discusses the results of the causal comparative study on the employer characteristics against the alleged discrimination of people with disabilities regarding the filed unlawful discharge with the U.S. Equal Employment Opportunity Commission (EEOC). It sates that compared employer characteristics with various factors were examined using Tests of Proportion. The compared results showed that both nondischarge and discharge allegations were more probable to be filed against employers.

The article presents a study which compares allegations of workplace discrimination to describe the characteristics of charging parties with the U.S. Equal Employment Opportunity Commission (EEOC) under Title I of the American with Disabilities Act (ADA) in 1992-2008. Chi-square test is used to compare the unlawful and constructive discharge allegations of charging parties. Results shows that people with disability who filed discharged allegations were commonly younger male coping with diseases.

ABSTRACT: This survey assessed rural parents' (n=374) perceptions of the characteristics, content, and comfort level of discussions about sexual issues with their teens. Almost all parents (94%) reported they had talked with their teens about sex. Two-thirds (65%) reported being comfortable talking with their teens about sexual issues. From a list of 17 potential topical areas in sexual communication, parents were most likely to discuss with their teens the responsibilities of being a parent (46%), sexually transmitted diseases (40%), dating behavior (37%), and not having sex until marriage (36%). Most parents (80%) believed that the majority of sexuality education should be provided by the family and supplemented by outside organizations, preferably schools. Almost all parents (92%) believed sexuality education should include information on birth control methods including condoms. Almost two of three parents (64%) believed schools should begin teaching sexuality education before students reach seventh grade. Parents (52%) claimed they could best be helped in communicating with their teens by receiving a regular newsletter regarding teen sexual issues. (J Sch Health. 2000;70(8):338-344) [ABSTRACT FROM AUTHOR]

Investigates several assessment-related practices used by midwestern elementary and high school teachers in the U.S. Types of marks used to report student performance; Variability of teacher assessment practices; Awareness of district policies on grading by teachers.

This study examined practicing teachers' assessments of the trustworthiness, usability, and accessibility of intervention information obtained from four sources: other teachers or colleagues, workshops and inservice presentations, college courses, and professional journals. We found significant differences along each dimension, with teachers generally rating their colleagues and workshops or inservices not only as more accessible sources of information but as providing more trustworthy and usable information as well. We found no significant differences between groups of teachers affiliated with general versus special education and no differences in ratings as a function of years of teaching experience. This article discusses the implications of these findings for practice and for further research, as well as the importance of this line of inquiry to the ongoing debate about bridging the gap between research and practice. [ABSTRACT FROM AUTHOR]