ENG 310 Pima Medical Institute Article on Insurance Coverage Summary Writing The purpose of this assignment is to demonstrate your ability to summarize, pa

ENG 310 Pima Medical Institute Article on Insurance Coverage Summary Writing The purpose of this assignment is to demonstrate your ability to summarize, paraphrase, and appropriately quote the work of others using technical writing standards and correct citation format.

Review the Level 2 Writing Guidelines required for this assignment.

Write two-page summary of the article. Your summary must include the following:

An introduction to the article
Paraphrasing of 2 specific ideas or details from the article.
Appropriate in-text citations of each idea/detail in (b).
One direct quote from the article with appropriate in-text citation.
A conclusion
Properly formatted reference for the article

I have already found the article from out college library, but I am still adding the PDF of “Finding and Evaluating Resources”

Topic for writing assignment is below:

“Insurance Coverage for Rehabilitation Therapies and Association with Social Participation Outcomes among Low- Income Children” (PDF attached)

LEVEL 2 Writing needed, guidlines attached. Finding and Evaluating Resources
In academics, peer-reviewed journals are considered the gold standard
source type and preferable to all other sources. Peer-reviewed journals are
journals that rely on the expertise of peers to determine whether or not an
article is credible enough for publication. Peer review means that if someone
wrote an article on biochemistry or did a study in the field, the journal
considering publishing it would send it to a small group of experts within that
field to determine whether or not the article is worthy of publication. In more
standard magazines, even the most respected ones, only the editors
determine whether or not to publish an article, and generally the editors will
not be experts in that field.
Purdue OWL: Conducting
Research
The CARS Checklist
Peer-
reviewed journals are hard to find on the internet, though Google Scholar can direct you to some of them.
Often though, you will find that the articles that you find on Google Scholar cannot be accessed without
paying a (sometimes hefty) fee. Therefore, your best resource is the school’s online library.
Keep in mind when that academic search engines do not work the same way as internet search engines
like Google or Bing. Don’t resort to Google and on lower quality sources rather than learning how to
navigate the library.
The library has a wealth of riches that cannot be accessed by those not associated with a university, and
it takes little time to become a knowledgeable user. The library offers tutorials for the journal databases
EBSCO and Proquest, a 24/7 chat with a library, and full-text articles for you to use as resources for your
academic papers.
Evaluating Resources
Reliable sources can be found on the internet, but it can be difficult to differentiate between valid sources
and non-valid ones. Generally, government sources, education sources, and non-profit sources are
considered reliable. These can be determined by checking for the domain extension of .gov, .edu, or
.org. Respected news organizations or other reporting agencies can also be considered reliable sources,
depending on the type of information being covered.
However, sources considered unreliable for
academic research far outnumber the reliable
ones available for general consumption on the
World Wide Web. Anything that can be
published without some kind of editorial
process cannot be used. This includes
anything on a wiki website, including Wikipedia
because the information posted there is done
so anonymously and without rigorous fact
checking standards. Blogs are another popular
format for obtaining information that cannot be
utilized. People have absolute freedom to write
whatever they want on their blog, so there is
no way to verify the accuracy of what is posted
there.
When you decide to use an outside source
from the general web, much more research is
required to determine whether the source is valid than if the source came from the library.
For example, you are writing a paper about why patients should not quit a course of antibiotics before the
date set by the physician. You find three articles. The first is on Yahoo Answers and includes a reply by
someone identified as a Nurse Practitioner, GNP. The second comes from the WiseGeek site, and the
third from MedicineNet.com. All three articles provide the same basic information, and you know that the
information is correct, but only the MedicineNet article could be used because the source of the
information in the other two instances is not verifiable. In addition, MedicineNet is a website run by
WebMD, which provides enough credibility to be valid for a basic research paper, though of course it
would not be considered valid for an advanced medical paper.
To obtain the best data and information, use reliable resources, approach each resource with caution,
and evaluate resources for credibility accuracy, and reasonableness.
Credibility can be assessed by evaluating the author and the publication from which the article is taken.
What is the author’s background and experience?
What are the author’s credentials?
Has the author published other related material?
Was the article printed in a publication from a professional organization or government source?
Is the article domain extension one that is generally considered more reliable, such as .org or
.gov?
Accuracy refers to how detailed, factual, and up-to-date the information in the article is.
Does the author rely on fact or opinion to make a point?
Did the author use verifiable quotes and statistics to support the data?
How extensive is the bibliography? Was the topic well researched?
What is the publication date of the article? What are the publication dates of the items in the
bibliography?
Reasonableness means the author wrote an article that was free of personal bias.
How much do the author’s ideas/results/conclusions vary from those of others who have written
about the same topic?
Are the author’s ideas/results/conclusions slanted or do they present a balanced perspective?
Is the tone of the writing professional or is it argumentative?
Does the author have a relationship with a research group or organization that might bias his or
her writing?
Support can be determined by assessing the bibliography or additional information links used to
corroborate the report.
Did the author include a bibliography? What sort of articles are in the bibliography?
Where do the links in the article take you? Do those sources appear credible?
There is no concrete method that will assure the quality of an article, but following the guidelines in the
acronyms CARS will help you be as certain as you can that a source is good.
Peer reviewed research is the preferred and standard research type for any research assignment in an
academic setting, and other options should only be considered after all attempts at finding the necessary
information through the library has been exhausted.
Why Do We Need Resources?
Heath’s essay on the dangers of helicopter parenting opened with the
statement, “Today’s parents are more protective and more obsessed with their
children than in any other time in human history.” He then moved on to
describe a hypothetical situation about a mother named Cassie who called
Purdue OWL: Resources on
her daughter’s university president her daughter’s freshman year to request
Using Research
that the president send someone out to remind her daughter to wear a jacket.
It was an interesting beginning to an essay, but there was a significant
Purdue OWL: Types of
problem. Can you spot it?
Sources
Heath made a claim that he did not back up or validate. Heath claimed that
today’s parents are more protective than any other generation of parents.
While this might seem true based on observation and things heard on the
news or read in articles at some point, the claim cannot be made unless the author can provide statistical
information to support the claim, which is exactly what students should use research to do—support the
claims being made in their essays. Heath’s paper would likely be returned with a comment highlighting
that sentence and asking, “According to what source? You cannot make this claim without being able to
support it.”
You cannot make claims in academic essays that cannot be supported through convincing evidence, and
the fact that you believe something to be true is not convincing evidence, nor is the fact that it may be a
popularly held belief. People generally feel that today’s generation of parents is, taken as a whole, overprotective, but you cannot rely on generally held beliefs and must use facts instead.
It is likely impossible to prove that parents today are more protective than at any other time in human
history, just as it would likely be impossible to prove that this claim is not true. Research simply was not
conducted on this topic during the early parts of American history. So, what Heath needs to do is to find a
study on helicopter parenting and cite an interesting statistic from it. One well-written New York Times
article that does just that.
You should choose resources to help prove or support the points you’re trying to make, and in order to
best accomplish this, the best resources possible must be taken advantage of. You want information from
experts in their field or studies published in academic, peer-reviewed journals. The better your resources,
the more credence they will lend to your claims, and the more convincing your argument will become.
Then, once you have chosen expert sources, you want to make sure that you are providing their
credentials in your essay so that your audience is aware of the importance of the figures providing the
support for your claims.
Consider the following paragraph from the above NYT article:
That unsettling possibility is suggested by a paper published in February in the American Sociological
Review. The study, led by the sociologist Laura T. Hamilton of the University of Merced, finds that the
more money parents spend on their child’s college education, the worse grades the child earns.
In this paragraph, the author not only uses a credible source to support his claims but also
clearly establishes the credentials of this source, which adds credence to the claims and
makes the audience more likely to believe what is being argued. If the author had simply
noted “a recent study found that the more money parents spend on their child’s college
education, the worse grades the child earns,” it might be fairly convincing but not as
convincing as it is stated in the above format.
Keep this example in mind when writing your own paper. Ask yourself whether the “facts” you include are
supported by evidence or are things you think “everyone should know.” While your thesis may be your
opinion on a subject, it should be supported by facts.
BRIEF COMMUNICATION
Insurance Coverage for Rehabilitation Therapies
and Association with Social Participation
Outcomes among Low-Income Children
Mansha Mirza, PhD, OTR/L, MSHSOR
Yoonsang Kim, PhD
Abstract: Objectives. (1) To profile children’s health insurance coverage rates for specific
rehabilitation therapies; (2) to determine whether coverage for rehabilitation therapies
is associated with social participation outcomes after adjusting for child and household
characteristics; (3) to assess whether rehabilitation insurance differentially affects social
participation of children with and without disabilities. Methods. We conducted a crosssectional analysis of secondary survey data on 756 children (ages 3–17) from 370 households
living in low-income neighborhoods in a Midwestern U.S. city. Multivariate mixed effects
logistic regression models were estimated. Results. Significantly higher proportions of children with disabilities had coverage for physical therapy, occupational therapy, and speech
and language pathology, yet gaps in coverage were noted. Multivariate analysis indicated
that rehabilitation insurance coverage was significantly associated with social participation
(OR = 1.67, 95% CI: 1.013-2.75). This trend was sustained in subgroup analysis. Conclusions. Findings support the need for comprehensive coverage of all essential services under
children’s health insurance programs.
Key words: Health insurance, rehabilitation therapy, social participation, low-income.
R
ehabilitation therapies such as occupational, physical and speech therapy can
promote a child’s development, preserve or enhance functional skills, prevent
secondary conditions, and augment overall health and quality of life.1,2 While access
to rehabilitation therapies is critical for children with disabilities, availability of these
therapies can also offer some level of protection to children without disabilities in the
event of accidents or injuries. Research indicates significant gaps among U.S. children
in coverage of rehabilitation therapies within traditional health insurance plans.1 Commercial plans either exclude coverage for these services or impose barriers in the form
of copayments, reimbursement limits, and stringent eligibility criteria. Public insurance
programs like Medicaid and the Children’s Health Insurance Program (CHIP) generally
cover these services, but inconsistencies and inadequacies persist.1,3
MANSHA MIRZA is an Assistant Professor in the Department of Occupational Therapy, University
of Illinois at Chicago. YOONSANG KIM is a Biostatistician for the Institute for Health Research and
Policy, University of Illinois at Chicago. Please address correspondence to Dr. Mirza, Department of
Occupational Therapy, University of Illinois at Chicago, 1919 W. Taylor Street (MC 811) Chicago, IL
60612; phone: (312) 355‑5427; fax: (312) 413‑0256; or email: mmirza2@uic.edu.
© Meharry Medical College
Journal of Health Care for the Poor and Underserved 27 (2016): 427–439.
428
Rehabilitation insurance and social participation
Previous studies on pediatric health insurance coverage and health care access have
typically focused on generic services such as physician and emergency room visits.1
Only a few studies have specifically examined this topic with a focus on rehabilitation
services. These studies have noted unmet needs related to rehabilitation services ranging from 8% to 39%, with associated increased out-of-pocket expenses.1,2,4–7 Despite
the wide variation in documented levels of unmet need (a likely function of sampling
peculiarities), these studies have consistently shown that lack of or inadequate insurance is an important risk factor for unmet rehabilitation needs along with poverty and
family hardship.4–7 On the other hand, family resources such as income, education, and
ability to afford self-pay plans, have been found to be protective factors.1,2
Existing research suggests a need to examine further the health insurance profile
of children in under-resourced families, to identify gaps in coverage of rehabilitation
services, and to assess how these gaps affect a child’s developmental outcomes. Evidence
linking rehabilitation insurance and specific health and developmental outcomes is
sorely lacking.3 While lack of evidence affects all health-related services, it is particularly
detrimental for rehabilitation services given inconsistent and inadequate insurance
coverage. Thus, there is a dire need for outcome-oriented research to advocate for
comprehensive coverage that includes these services.
Pediatric outcomes relevant to rehabilitation therapies are wide-ranging and vary
by discipline. However, an overarching goal across disciplines is promoting the child’s
participation in age-appropriate activities. One important participation outcome is
social participation, which refers to a child’s engagement in social activities outside
the regular structure of home and school.8 A child’s social participation reflects their
interaction with their society,9 has multiple health and developmental benefits,10–13
and is considered vital for development by parents and rehabilitation professionals
alike.14,15
Using secondary data from a community survey of low-income families, we sought to
(1) profile children’s health insurance coverage rates for specific rehabilitation therapies,
(2) determine whether coverage for rehabilitation therapies is associated with social
participation outcomes after adjusting for child and household characteristics, and
(3) assess whether rehabilitation insurance differentially affects social participation of
children with and without disabilities.
Methods
Data source. We used data from the Annie E. Casey Foundation’s (AECF) Making
Connections survey. The survey was conducted with a probability sample of households from low-income neighborhoods in ten cities in the U.S. where the AECF has
existing community programs.16 Data were collected through in-person or telephone
interviews conducted over three waves between 2002 and 2011. Subsequent waves
involved follow-up surveys with Wave 1 households and baseline surveys with a random
selection of new households that moved into survey neighborhoods.17
Survey instruments and sampling design were jointly developed by an interdisciplinary team of methodologists and researchers.16 Participating cities had the option
Mirza and Kim
429
of adding locally relevant questions to the core instrument. Questions related to insurance coverage for rehabilitation therapies were fielded in one Midwestern city at Wave
2. Our analyses are based on these data and include households with preschool and
school-aged children.
Conceptual framework. Our analyses were guided by the International Classification
of Functioning, Health, and Disability—Children and Youth (ICF-CY) framework.18
The ICF is an influential framework in the field of rehabilitation and emphasizes that
pediatric outcomes (e.g., social participation) are influenced by the interaction between
each child and contextual elements in their environment (e.g., household resources
and health care access).
Dependent variable measure. Social participation. Respondents were asked if their
child participated in any organized activities outside of school hours or on weekends
during the previous year. Responses were dichotomized as some participation versus
none.
Measures of independent variables. Sociodemographic characteristics. Age was
categorized as preschool (3 to 5 years old), elementary school (6–10), middle school
(11–13), and high school (14–17). Gender was categorized as male and female. Race/
ethnicity was categorized as non-Hispanic White, non-Hispanic Black, and other.
Disability. Respondents were asked whether a health professional had identified
their child with a physical, learning, mental, or chronic health condition that limits
the child’s participation in usual age-appropriate activities or limits the child’s ability
to do regular school work.
General health status. Respondents were asked to rate their child’s general health as
excellent, very good, good, fair, or poor.
Health insurance variables. Four variables were included. General health insurance
was a dichotomous variable based on whether the child was covered under any health
insurance plan. Respondents were also asked whether the child had insurance that
specifically covered physical therapy, occupational therapy, and speech therapy, not
including therapy services available in school. A composite variable for ‘rehabilitation
insurance coverage’ was generated using these three questions. A response of ‘yes’ to
any one of these questions was coded ‘yes’, a response of ‘no’ to all questions was coded
‘no’, and a response of ‘don’t know’ to all questions was coded as ‘don’t know’.
Household characteristics. The respondent’s education level was used as a proxy
indicator for household education and was categorized as less than high school, high
school or GED, and greater than high school. Household income was dichotomized
as ‘above’ versus ‘at or below’ 200% of the federal poverty level (FPL). A variable for
household hardship was generated using four questions which asked if, in the previous 12 months, the respondent had experienced: difficulty in filling a prescription
for drugs, difficulty in paying mortgage/rent/utility bills, belongings being repossessed
due to non-payment of bills, or food insecurity. A response of ‘yes’ to any one of these
questions was coded as some hardship, otherwise it was coded as no hardship. Other
household characteristics included number of parents (two parent versus single/no
parent household) and household size (dichotomized as four or fewer members and
greater than four members).
430
Rehabilitation insurance and social participation
Data analysis. All analyses were conducted using SAS software, Version 9.2* Descriptive statistics and chi-squared tests were used to profile and compare children with
and without disabilities on th…
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