Abstract
Background: Externalising behaviours are the most common mental health disorder of childhood and adolescence. They are defined as attention deficit and hyperactivity disorder (ADHD) and conduct disorder (CD). CD is associated with high societal and economic burden. Yudi Gunyi School caters for students aged 10-16 years with problematic externalising behaviour. A multidisciplinary health assessment has been developed. This evaluation aimed to see if this model of care improved the outcomes for children with externalising behaviour.Methods: A retrospective evaluation of all students attending the health assessment between 26 July 2016 and 14 May 2019 using de-identified data was conducted. Descriptive statistics (proportion, mean, SD, and range) were used. A student’s t-test was used to assess change in SDQ scores.Results: Prior to the assessment 22.8% had a paediatrician but 33.3% were not engaged with the paediatrician. Similarly, mental health services were involved in 27.8% but 18.2% were not engaged. Child protection services had previous involvement with 43% and current involvement with 32.9%.Attendance was high (failure to attend 7.6%; cancellation 8.9%). New diagnoses of ADHD (3.8%), autism (1.3%), CD (1.3%) and ODD (1.3%) were made. Other issues identified included learning difficulties (12.7%), medical diagnoses (10.1%), emotional concerns (16.5%), domestic violence (12.7%), OOHC (7.6%), trauma background (27.8%), the death/loss of a close relative/friend (8.9%), parental separation (31.6%) and substance use (19%). SDQ teacher reports showed a statistically significant decrease in total difficulties scores (M = 6.2, SD = 6.165, p < 0.05, eta squared = 1.013 (large effect)) and all subsets including behavioural/conduct difficulties (M = 1.8, SD = 2.4, p <0.05, eta squared = 0.741 (medium effect)), hyperactivity and concentration difficulties (M = 2.8, SD = 2.4, p <0.05, eta squared 1.15 (large effect)) and impact scores (M = 1.636, SD = 1.8, P <0.05, eta squared = 0.909 (large effect)).There were no significant differences in the parent and self-reported SDQs. Conclusions: The multidisciplinary model between health and education offered mechanisms to reduce barriers to care for children experiencing externalising behaviours.