Search

ImportanceNewborn screening for severe combined immunodeficiency (SCID) using assays to detect T-cell receptor excision circles (TRECs) began in Wisconsin in 2008, and SCID was added to the national recommended uniform panel for newborn screened disorders in 2010. Currently 23 states, the District of Columbia, and the Navajo Nation conduct population-wide newborn screening for SCID. The incidence of SCID is estimated at 1 in 100,000 births.ObjectivesTo present data from a spectrum of SCID newborn screening programs, establish population-based incidence for SCID and other conditions with T-cell lymphopenia, and document early institution of effective treatments.DesignEpidemiological and retrospective observational study.SettingRepresentatives in states conducting SCID newborn screening were invited to submit their SCID screening algorithms, test performance data, and deidentified clinical and laboratory information regarding infants screened and cases with nonnormal results. Infants born from the start of each participating program from January 2008 through the most recent evaluable date prior to July 2013 were included. Representatives from 10 states plus the Navajo Area Indian Health Service contributed data from 3,030,083 newborns screened with a TREC test.Main outcomes and measuresInfants with SCID and other diagnoses of T-cell lymphopenia were classified. Incidence and, where possible, etiologies were determined. Interventions and survival were tracked.ResultsScreening detected 52 cases of typical SCID, leaky SCID, and Omenn syndrome, affecting 1 in 58,000 infants (95% CI, 1/46,000-1/80,000). Survival of SCID-affected infants through their diagnosis and immune reconstitution was 87% (45/52), 92% (45/49) for infants who received transplantation, enzyme replacement, and/or gene therapy. Additional interventions for SCID and non-SCID T-cell lymphopenia included immunoglobulin infusions, preventive antibiotics, and avoidance of live vaccines. Variations in definitions and follow-up practices influenced the rates of detection of non-SCID T-cell lymphopenia.Conclusions and relevanceNewborn screening in 11 programs in the United States identified SCID in 1 in 58,000 infants, with high survival. The usefulness of detection of non-SCID T-cell lymphopenias by the same screening remains to be determined.

This article describes an innovative project that combined service learning and community-based partnerships to teach macro practice skills to social work students and citizenship skills to primary school students. The partners, a small social work program, several primary schools, and an internationally recognized civic engagement program, coordinated the project from 2003 to 2007. A formative evaluation of the project indicated that both primary school and social work students benefited from the experience. In particular, the project helped social work students develop a wide range of macro practice skills which, according to research, many graduates fail to acquire. In fact, students used knowledge and skills from all ten competency areas listed in the Council on Social Work Education's (2008) Educational Policy and Accreditation Standards. The authors conclude that social work programs need to provide students with macro-focused, community-based, supplemental experiences, similar to this project, if programs hope to meet CSWE accreditation standards. (Contains 1 endnote and 2 tables.)

This study reports on the design, implementation, and outcomes of a research-based professional development program aimed at helping teachers integrate technology in the teaching of writing. The program was funded by the National Writing Project (NWP), a pioneer professional development model for teachers of writing across the United States. Specifically, the study investigates the ways in which key features of the professional development program influenced teacher knowledge, practices, beliefs, and leadership skills with regard to the role of technology in the teaching of writing. Findings of the study indicated that the program had a positive impact on four aspects of teacher learning: (a) acquisition of new knowledge, (b) application of technology into the teaching of writing, (c) beliefs toward using technology in writing, and (d) opportunities for exercising leadership roles. Findings from this work have important implications for professional development designers, as well as school and district personnel directly involved in the design and implementation of technology professional development programs for teachers that target specific content areas. (Contains 8 tables and 8 figures.)

High-quality learning in intensive courses is associated with instructors who are enthusiastic, experienced, good communicators, co-learners, and student oriented. They use active and experiential learning and discussion and create good learning environments. With these characteristics, intensive courses can result in focused learning, in-depth discussion, less procrastination, and stronger performance. (Contains 20 references.) (SK)

Educators know that students learn better when their teacher considers carefully how young people learn best. Yet, when administrators plan professional development for teachers, the author claims, they often forget to consider how teachers learn best. As principal of a private K-8 school, Scott arranges professional learning for her teachers in a way that honors adult learning styles. Just as many educators are now "flipping the classroom," Scott's school flips professional development. Teachers first do much of the learning individually at their own pace--by reading articles and watching videos Scott collects that center on the content they are to learn--and then meet together to strengthen that learning. By describing two recent professional development sessions for her teachers, Scott shows this flipped professional learning in action.