Comparison of Educationally Labeled and Nonlabeled Adolescents With Emotional and Behavioral Needs

2021 ◽  
pp. 019874292110529
Author(s):  
Allyse A. Hetrick ◽  
Lee Kern ◽  
Bridget V. Dever
Keyword(s):  
Behavioral Problems ◽  
Demographic Data ◽  
Behavioral Functioning ◽  
Students With Learning Disabilities ◽  
Standardized Measures ◽  
Health Impairment ◽  
School Based ◽  
Prevalence Estimates ◽  
Reading And Math ◽  
Other Health Impairment

Epidemiologic research suggests a gap between prevalence estimates of students with emotional or behavioral problems and the actual number of students identified under the federal category of emotional disturbance (ED). To better understand issues related to the identification gap, we investigated the academic and behavioral functioning, school-based services, frequency of discipline incidents, and predictors of labels among 626 secondary age students referred for participation in a larger study due to emotional and behavioral difficulties. Students with special education labels (i.e., ED, specific learning disability [SLD], other health impairment [OHI]) were compared to those who did not have a school label. Analyses indicated that there were no significant differences between groups on standardized measures of emotional and behavioral functioning. Academic performance was the only distinction, with students with learning disabilities scoring significantly lower in reading and math than students with other and without disabilities. Students without an ED label received significantly fewer services whereas students with an ED label received significantly higher rates of disciplinary actions. Finally, demographic data examined did not differentially predict receipt of a label.

scholarly journals Assessment of racial and ethnic bias in autism spectrum disorder prevalence estimates from a US surveillance system

Autism ◽  
2019 ◽  
Vol 23 (8) ◽  
pp. 1927-1935 ◽  
Author(s):  
Pamela Imm ◽  
Tiffany White ◽  
Maureen S Durkin
Keyword(s):  
Autism Spectrum Disorder ◽  
Race And Ethnicity ◽  
Demographic Data ◽  
Healthcare Access ◽  
Ethnic Disparities ◽  
Monitoring Network ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Health Records ◽  
Prevalence Estimates

This study assessed potential under-ascertainment of autism spectrum disorder due to missing administrative information for Hispanic and non-Hispanic Black children within the Autism and Developmental Disabilities Monitoring Network. We analyzed data from two Network sites (Colorado and Wisconsin) for surveillance years 2012 and 2014 to determine whether children excluded from autism spectrum disorder prevalence estimates due to missing residency and other information differed from those included by race and ethnicity. We used multiple approaches to impute missing information to evaluate impacts on racial and ethnic disparities in autism spectrum disorder prevalence. Compared with confirmed autism spectrum disorder cases, those excluded due to missing residency were more than twice as likely to be Hispanic (19% vs 44%; p < 0.002), yet the number of cases excluded due to missing residency information was too small to account for prevalence differences. Confirmation of autism spectrum disorder case status was more likely for children with relevant health records than for those with school records only. Moreover, relevant health records were more likely to be missing for Black and Hispanic children than for White children. Observed disparities in autism spectrum disorder prevalence were not accounted for by missing demographic data, but may reflect disparities in healthcare access for developmental evaluations.

scholarly journals Unpacking the Associations Among Maltreatment, Disengagement Coping, and Behavioral Functioning in High-Risk Youth

2018 ◽  
Vol 23 (4) ◽  
pp. 355-364 ◽  
Author(s):  
Helen M. Milojevich ◽  
Michael A. Russell ◽  
Jodi A. Quas
Keyword(s):  
High Risk ◽  
Child Maltreatment ◽  
Behavioral Problems ◽  
Behavioral Functioning ◽  
Potential Mechanism ◽  
Emotional Experiences ◽  
Behavioral Consequences ◽  
Age Related ◽  
High Risk Youth

Given the association between child maltreatment and a host of negative behavioral consequences, there remains a need to continue to identify mechanisms underlying this association as a means of improving intervention efforts. The present study examined one potential mechanism, namely, disengagement coping. We asked 6- to 17-year-old maltreated ( n = 249) and comparison ( n = 133) youth questions about emotional experiences that induced sadness and anger, strategies they used to cope with those emotions, and behavioral functioning (i.e., behavioral problems and aggression). Maltreated adolescents reported higher levels of behavioral problems and aggression relative to comparison adolescents, and adolescents who disengaged from emotional situations reported more behavioral problems relative to those who did not disengage. Tests of mediation suggested that, for adolescent-age youth, part of the association between maltreatment status and behavioral problems was explained by disengagement. In children, maltreatment was not associated with disengagement or behavioral problems. Results have implications for understanding age-related differences in the emotional and behavioral consequences of maltreatment.

Other Health Impairment (OHI) Disabilities Category and an In-Depth Look at the Most Common Neurobiological Condition for Students

2022 ◽  
pp. 55-68
Author(s):  
Tammy Reutzel Guthrie
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Kidney Disease ◽  
General Education ◽  
Sickle Cell Anemia ◽  
Health Problem ◽  
Educational Environment ◽  
The Other ◽  
Health Impairment ◽  
Hyperactivity Disorder ◽  
Other Health Impairment

The other health impairment (OHI) disability category refers to a condition that causes limited strength, vitality, or alertness, including heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment due to a chronic or acute health problem and adversely affects a child's educational performance. This disability category, as explored in this chapter, may include one or a combined type of attention-deficit hyperactivity disorder, asthma, diabetes, epilepsy, a heart condition, kidney disease, sickle cell anemia, and Tourette's syndrome. As a result of the child's other health impairment, as described above, the child is prevented from receiving reasonable educational benefit from general education.

Cluster Randomized Trial of a Multicomponent School-Based Program in Mexico to Prevent Behavioral Problems and Develop Social Skills in Children

2019 ◽  
Vol 49 (3) ◽  
pp. 343-364
Author(s):  
Nancy G. Amador Buenabad ◽  
Rodrigo Sánchez Ramos ◽  
Sarah Schwartz ◽  
María L. Gutiérrez López ◽  
Alma D. Díaz Juárez ◽  
...  
Keyword(s):  
Social Skills ◽  
Randomized Trial ◽  
Behavioral Problems ◽  
Cluster Randomized Trial ◽  
School Based ◽  
Cluster Randomized

Questionnaire-Based Prevalence of Physical Activity Level on Adults According to Different International Guidelines: Impact on Surveillance and Policies

2019 ◽  
Vol 16 (11) ◽  
pp. 1014-1021
Author(s):  
Edgard Melo Keene von Koenig Soares ◽  
Guilherme E. Molina ◽  
Daniel Saint Martin ◽  
João Luís A. E. Sadat P. Leitão ◽  
Keila E. Fontana ◽  
...  
Keyword(s):  
Physical Activity ◽  
World Health Organization ◽  
Vigorous Physical Activity ◽  
Demographic Data ◽  
Activity Level ◽  
World Health ◽  
Prevalence Estimates ◽  
Health Organization ◽  
State 1 ◽  
Weekly Frequency

Background: The World Health Organization recommends 150 minutes of moderate to vigorous physical activity (PA) throughout the week. However, the weekly frequency of PA and how to combine moderate and vigorous PA to define who reaches the recommended PA are controversial. PA level might be highly different based on the recommendation and/or the criteria employed. Methods: Demographic data and PA level evaluated by International Physical Activity Questionnaire from 3 random and representative samples from 1 state, 1 city, and 1 local organization in Brazil were analyzed (n = 2961). Nine criteria from different recommendations were used to define PA level. Prevalence estimates and 95% confidence intervals of sufficient PA were calculated for each criterion and compared with the referent (World Health Organization guideline). Total agreement, sensitivity, and specificity were also calculated with 95% confidence interval. Results: When a weekly frequency of PA was required, the prevalence of sufficient PA decreased by 11% (P < .05). For all criteria, doubling the vigorous PA minutes was similar to simply adding them to moderate PA. These findings are consistent regardless of sex, age, and educational level. Conclusion: Prevalence estimates and agreement between different PA recommendations were significantly affected when a minimum frequency was required but did not change when vigorous PA minutes were doubled.

scholarly journals Emotional and behavioral problems: a school-based study in southern Brazil

2019 ◽  
Vol 41 (3) ◽  
pp. 211-217 ◽  
Author(s):  
Suelen de Lima Bach ◽  
Mariane Lopez Molina ◽  
Paulinia Leal do Amaral ◽  
Amanda Neumann Reyes ◽  
Karen Jansen ◽  
...  
Keyword(s):  
Mental Health ◽  
Behavioral Problems ◽  
Health Assessment ◽  
Cross Sectional Study ◽  
Emotional And Behavioral Problems ◽  
Cross Sectional ◽  
Mental Health Assessment ◽  
School Based ◽  
High Prevalence ◽  
Strengths And Difficulties

Abstract Introduction Mental health assessment in childhood needs to be carried out within a broader context that includes different factors. Objective To assess the prevalence of emotional and behavioral problems in schoolchildren and associated factors. Method A cross-sectional study was conducted with a school-based sample at 20 schools selected by systematic random sampling. Participants consisted of children aged 7-8 year old and their parents or primary caregivers. The Strengths and Difficulties Questionnaire (SDQ) was used to screen for the presence of emotional and behavioral problems in children. Results A total of 596 dyads were evaluated. The prevalence of emotional and behavioral problems was 30.0% among boys and 28.2% among girls. Hyperactivity/inattention were more prevalent among boys (p=0.015). Belonging to economically disadvantaged strata increased the likelihood of emotional and behavioral problems among schoolchildren by 71% (p=0.001), while having parents or caregivers with mental disorder increased by 2.2 times that probability (p<0.001). Conclusion: Our findings showed a high prevalence of emotional and behavioral problems among schoolchildren, as well as the influence of economic conditions and of the mental health of parents and caregivers on child mental health.

Effectiveness of a Play Therapy Intervention on Children's Externalizing and Off-Task Behaviors

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Kristin K. Meany-Walen ◽  
Sunny Teeling ◽  
Aubrey Davis ◽  
George Artley ◽  
Andrea Vignovich
Keyword(s):  
School Counselors ◽  
Play Therapy ◽  
Behavioral Problems ◽  
Single Case ◽  
Classroom Behaviors ◽  
Case Research ◽  
School Based ◽  
Elementary Aged Children ◽  
Single Case Research ◽  
Task Behaviors

Children's externalizing and off-task behaviors are deemed a major concern for elementary teachers and interfere with the classroom learning environment (Abidin & Robinson, 2002; Shillingford-Butler & Theodore, 2013). Children with these behaviors are at risk of falling behind academically and experiencing ongoing behavioral problems throughout their development. This single-case research design investigates the effectiveness of Adlerian play therapy on the behaviors of two elementary-aged children who have externalizing and off-task classroom behaviors. Results for this intervention suggest Adlerian play therapy may show promise as an effective intervention for school counselors and school-based counselors.

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