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Professional reimbursement to neonatal providers is based on the level of Current Procedural Terminology (CPT®) coding in the NICU, newborn nursery and other areas where neonatal care is provided. Four levels of evaluation and management (E&M) care-critical, intensive, routine-hospital care or normal newborn care can be provided to neonates. The work relative value units (wRVUs) associated with these four levels of care vary widely. This manuscript provides a brief review of basic features associated with each of these four levels with a specific perspective on differences between critical and intensive care codes. Coding and billing are constantly evolving fields with significant variation in interpretation and readers are encouraged to review the current publications on CPT® coding and make an informed decision on the best codes to be used for their patients.

Background: The ActiPASS software was developed from the open-source Acti4 activity classification algorithm for thigh-worn accelerometry. However, the original algorithm has not been validated in children or compared with a child-specific set of algorithm thresholds. This study aims to evaluate the accuracy of ActiPASS in classifying activity types in children using 2 published sets of Acti4 thresholds. Methods: Laboratory and free-living data from 2 previous studies were used. The laboratory condition included 41 school-aged children (11.0 [4.8] y; 46.5% male), and the free-living condition included 15 children (10.0 [2.6] y; 66.6% male). Participants wore a single accelerometer on the dominant thigh, and annotated video recordings were used as a reference. Postures and activity types were classified with ActiPASS using the original adult thresholds and a child-specific set of thresholds. Results: Using the original adult thresholds, the mean balanced accuracy (95% CI) for the laboratory condition ranged from 0.62 (0.56–0.67) for lying to 0.97 (0.94–0.99) for running. For the free-living condition, accuracy ranged from 0.61 (0.48–0.75) for lying to 0.96 (0.92–0.99) for cycling. Mean balanced accuracy for overall sedentary behavior (sitting and lying) was ≥0.97 (0.95–0.99) across all thresholds and conditions. No meaningful differences were found between the 2 sets of thresholds, except for superior balanced accuracy of the adult thresholds for walking under laboratory conditions. Conclusions: The results indicate that ActiPASS can accurately classify different basic types of physical activity and sedentary behavior in children using thigh-worn accelerometer data. [ABSTRACT FROM AUTHOR]

To understand the environmental determinants of physical activity (PA), precise spatial localization is crucial. This cross-sectional study focuses on the spatiotemporal distribution of PA among Czech adolescents (n = 171) using Global Positioning System loggers and accelerometers. The results showed that adolescents spent most of their time in sedentary behavior, with 57.2% and 58.5% of monitored time at home and school, respectively. The park and playground had the lowest proportion of sedentary behavior but also the lowest amount of moderate to vigorous PA (MVPA). However, when considering the time spent in each domain, the highest proportion of MVPA was seen in publicly accessible playgrounds (13.3% of the time). Chi-square analysis showed that the relative distribution of different PA intensities did not differ across spatial domains. Based on these results, the authors propose 2 key strategies for increasing MVPA in adolescents: Increase the time spent in activity-supportive environments, such as parks and playgrounds, and design techniques to increase MVPA at home and school settings. [ABSTRACT FROM AUTHOR]

This study evaluated the changes in literacy and numeracy levels on schoolchildren across four New Zealand primary schools. A total of 187 schoolchildren aged 8-9 years were assigned to either a dance group (n = 101) or control group (n = 86). The dance group (DG) from each school participated in a six-week, curriculum-integrated dance program with their teacher during school time. Mathematics and reading aptitude were evaluated at baseline and post-intervention timepoints using standardized questionnaires. DG participants shared their perceptions of the dance program through journal reflections and focus group interviews. Intervention effects were assessed using generalized linear models, and children's perceptions of the program were thematically analyzed. The intervention had positive effects on reading for children with special needs and those of Asian descent. Children's reflections suggest that the dance program may have deepened their understanding of mathematics and enhanced their English vocabulary and comprehension.

Early childhood education and care (ECE) type (e.g., center-based care, home-based care, informal care) and quantity (i.e., time spent in ECE) have been linked to observed behavioral challenges in children. However, there is a dearth of research on this association in New Zealand. Using data from 6,536 children from the "Growing Up in New Zealand" longitudinal birth cohort, the current study investigated whether the type of ECE and weekly hours of attendance at 24 months of age was associated with behavioral outcomes at 54 months. Behavioral outcomes were measured using the Strengths and Difficulties Questionnaire. Research Findings: Compared to children who did not attend ECE, adjusted analyses showed that children in center-based care and children who spent 20 to <30 hours a week in ECE had a lower odds of mother-rated peer challenges at 54 months. Spending 20 to <30 hours a week in ECE was also protective against the development of later mother-rated emotional challenges. Practice or Policy: Future research should investigate whether structural and process quality contributes to the beneficial impact of ECE in New Zealand, particularly center-based care.

This paper explains the design, development and delivery of a curriculum-integrated dance programme across four primary schools in Auckland, New Zealand. Four teachers and their respective classes (101 children in total) were part of the programme. Each class participated in 18 dance sessions at their schools during school hours. The dance educator delivered the dance programme and collaborated with each class teacher for planning and implementation. Various topics related to science, mathematics, English and Maori culture were covered in accordance with the term focus of each class teacher. The core values from the New Zealand primary school curriculum and New Zealand arts curriculum were embedded in the dance programme. The applicability, transferability (to other participant groups), challenges (such as time and venue) and evaluation design associated with the dance programme are discussed. Teachers' reflections are embedded with researcher observations as they describe the significance of the dance programme.

The transition to secondary school can be a challenging period for adolescents. Although several questionnaires exist to measure transition‐related concerns, there is a need to develop a comprehensive survey for assessing the knowledge and skills that adolescents require to adapt effectively to a new school. Thus, the purpose of this study was to develop and investigate the psychometric properties of a preliminary self‐report tool (PSTRS) for identifying the presence or absence of factors that facilitate transition to secondary school and are important for adolescent understanding of well‐being. The PSTRS was developed in a series of stages that involved a systematic review of the school transition literature, a review of psychometric scales, empirical data of adolescents' well‐being conceptualizations, expert reviews, and a pilot study. Seventy‐one items were compiled to collect information on 20 school, social, physical, psychological, and spiritual components. Cronbach's alpha for the survey was 0.943 in a sample of Year 8 NZ intermediate school students (N = 471). Test–retest reliability was 0.866 in a subsample of 121 participants. Single‐measures ICCs of subscales ranged from 0.501 to 0.943. The PC analysis resulted in a three‐component factor structure. The PSTRS and its subscales positively correlated with well‐being and negatively correlated with anxiety. Overall, PSTRS appears to be a reliable and valid tool for determining adolescent readiness to transition to secondary school. PSTRS data may be useful for researchers, school professionals, psychologists, and policymakers to better understand positive school transitions. Implications for future research and practice are discussed. Practitioner points: Data provides preliminary support for the integrity of the new Positive School Transition Readiness Survey, which is a self‐report measure that can be useful for researchers and school professionals to determine adolescent readiness to transition to secondary school.The preliminary self‐report tool (PSTRS) is comprised of several short psychometrically sound subscales that present a quick and convenient way to identify the presence or absence of factors that facilitate transition to secondary school and are important for adolescent understanding of well‐being.The preliminary validation demonstrated good test−retest reliability and construct validity of the PSTRS. [ABSTRACT FROM AUTHOR]

The article focuses on clinical documentation improvement programs discussed at the SONPM Coding Committee's recent workshop and deep dive session at the 2024 Perinatal Practice Strategies meeting. It highlights the importance of accurate documentation in impacting patient care, quality metrics, and revenue cycles, emphasizing strategies such as educational interventions, template utilization, and emerging technologies like artificial intelligence to enhance clinical documentation.

Observational data, such as electronic clinical records and claims data, can prove invaluable for evaluating the Average Treatment Effect (ATE) and supporting decision-making, provided they are employed correctly. The Inverse Probability of Treatment Weighting (IPTW) method, based on propensity scores, has demonstrated remarkable efficacy in estimating ATE, assuming that the assumptions of exchangeability, consistency, and positivity are met. Directed Acyclic Graphs (DAGs) offer a practical approach to assess the exchangeability assumption, which asserts that treatment assignment and potential outcomes are independent given a set of confounding variables that block all backdoor paths from treatment assignment to potential outcomes. To ensure a consistent ATE estimator, one can adjust for a minimally sufficient adjustment set of confounding variables that block all backdoor paths from treatment assignment to the outcome. To enhance the efficiency of ATE estimators, our proposal involves incorporating both the minimally sufficient adjustment set of confounding variables and predictors into the propensity score model. Extensive simulations were conducted to evaluate the performance of propensity score-based IPTW methods in estimating ATE when different sets of covariates were included in the propensity score models. The simulation results underscored the significance of including the minimally sufficient adjustment set of confounding variables along with predictors in the propensity score models to obtain a consistent and efficient ATE estimator. We applied this proposed method to investigate whether tracheostomy was causally associated with in-hospital infant mortality, utilizing the 2016 Healthcare Cost and Utilization Project Kids’ Inpatient Database. The estimated ATE was found to be approximately 2.30%–2.46% with p-value >0.05. [ABSTRACT FROM AUTHOR]