Cleft lip with or without a cleft palate (CLP) and cleft palate alone (CPA) are common birth defects, with a combined birth prevalence of about 1 to 2/1,000. Affected children have a number of medical issues and potential complications, and therefore require a wide variety of healthcare specialists beyond plastic surgeons and dental specialists. For this reason, the best environment in which to deliver this care is a multidisciplinary cleft clinic (MCC) that features a team of healthcare providers, including audiology, pediatric otolaryngology, speech pathology, occupational/feeding therapy, and genetics. In this setting, the many medical issues that these children face are comprehensively addressed in the most convenient manner, as all the specialists can be seen in a single busy day. Furthermore, the referring primary care provider (PCP) will receive a concise letter that documents the team evaluation, including future management plans and recommendations for therapy. Unfortunately, few papers are available in the literature that review the workings of these clinics. In this paper we will provide such an overview, discussing the management issues for children with CLP/CPA, and how these are addressed by members of the MCC.
Universities have recognized student attrition as a problem for some years, and measures to improve this critical issue are being sought. One such effort used at Lamar University is the Monitored Probation (MP) program. The MP program is a comprehensive early intervention academic retention program intended to assist with the academic success of students who have been placed on academic probation or suspension. This article describes this multicomponent program and includes evaluative data on two groups of freshmen on academic probation, a group of probationary General Studies students on monitored probation and a group of non-General Studies probationary students as the control group. At the conclusion of the year in which the interventions occurred, statistically significant differences were found in grade point averages between the two groups and in satisfaction with their university experiences.
Telephone interviews were conducted with 64 participants who attended an initial systemic consultation meeting within a community‐based psychology service for people with a learning disability. Most participants found the sessions helpful and liked the reflecting conversations, which they said broadened their views on the presenting problems and offered a positive approach to the meeting, as well as enabling as many views as possible to be heard. However, depending on whether they were carers, colleagues or client and family members, participants' views varied on how prepared and comfortable they felt about the format of the meetings. The authors felt that the results lend support to the overall helpfulness of using an initial systemic consultation meeting when working with this client group.
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