The Sexual Impact of Infertility Among Women Seeking Fertility Care.

IntroductionInfertility affects approximately 6.7 million women in the United States. Couples with infertility have significantly more anxiety, depression, and stress. This is compounded by the fact that almost 40% of couples undergoing assisted reproduction technology still cannot conceive, which can have an ongoing effect on quality of life, marital adjustment, and sexual impact.AimTo assess the sexual impact of infertility in women undergoing fertility treatment.MethodsThis study is a cross-sectional analysis of women in infertile couples seeking treatment at academic or private infertility clinics. Basic demographic information was collected. Respondents were surveyed regarding sexual impact and perception of their infertility etiology. Multivariate regression analyses were used to identify factors independently associated with increased sexual impact.Main outcome measureSexual impact of perceived fertility diagnosis.ResultsIn total, 809 women met the inclusion criteria, of whom 437 (54%) agreed to participate and 382 completed the sexual impact items. Most of the infertility was female factor only (58.8%), whereas 30.4% of infertility was a combination of male and female factors, 7.3% was male factor only, and 3.5% was unexplained infertility. In bivariate and multivariate analyses, women who perceived they had female factor only infertility reported greater sexual impact compared with woman with male factor infertility (P = .01). Respondents who were younger than 40 years experienced a significantly higher sexual impact than respondents older than 40 years (P < .01). When stratified by primary and secondary infertility, respondents with primary infertility overall reported higher sexual impact scores.ConclusionIn women seeking fertility treatment, younger age and female factor infertility were associated with increased sexual impact and thus these women are potentially at higher risk of sexual dysfunction. Providers should consider the role young age and an infertility diagnosis plays in a women's sexual well-being

The Standards for Educational and Psychological Testing and Deaf Individuals

This document was developed under a grant from the U.S. Department of Education, OSEP #HD326D160001. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.National Deaf Center on Postsecondary Outcome

Effects of Parent Expectations and Parent Involvement on Postschool Outcomes for Deaf Individuals

Summary of Cawthon, S., Garberoglio, C. L., Caemmerer, J., Bond, M., & Wendel, E. (2015). Effects of parent expectations and parent involvement on postschool outcomes for individuals who are deaf or hard of hearing. Exceptionality, 23(2). doi:10.1080/09362835.2013.865537This document was developed under a grant from the U.S. Department of Education, OSEP #HD326D160001. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal governmentNational Deaf Center on Postsecondary Outcome

Postsecondary Enrollment and Completion for Deaf Students

This document was developed under a grant from the U.S. Department of Education, OSEP #HD326D160001. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.National Deaf Center on Postsecondary Outcome

Accessibility Laws: Section 504, IDEA, and ADA

This document was developed under a grant from the U.S. Department of Education, OSEP #HD326D160001. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.National Deaf Center on Postsecondary Outcome

Root Causes of Gaps in Postsecondary Outcomes for Deaf Individuals

This brief explores the following root causes of the gaps in postsecondary outcomes for deaf people. (a) Limited Access to Language and Communication: Deaf individuals of all ages experience limited access to language and communication in the home, at school, in the community, and in the workplace. (b) Reduced Social Opportunities: Many deaf individuals face barriers to communication at home and at school. This reduced access to a rich social environment has an impact on opportunities to build networks critical for future success. (c) Negative Attitudes and Biases: High expectations are critical to the support of successful postsecondary outcomes for deaf individuals. Negative attitudes and “the tyranny of low expectations” serve as a persistent barrier to post school success. (d) Lack of Qualified and Experienced Professionals: Experienced professionals who understand the range of communication preferences, disabilities, family contexts, educational experiences, and so forth are critical components of effective interventions and support.This document was developed under a grant from the U.S. Department of Education, OSEP #HD326D160001. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.National Deaf Center on Postsecondary Outcome

Supporting Deaf Veterans

This report was developed under a jointly funded grant through the US Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA), #HD326D160001. However, the contents do not necessarily represent the positions or policies of the federal government.National Deaf Center on Postsecondary Outcome