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At least 865 records · Page 48Linked to original sources
PubMed1999

Factors affecting the reliability of clinical judgments about the function of children's school-refusal behavior.

Conducted two studies to examine the interrater reliability, test-retest stability, and the effect of various clinician variables, such as years of clinical experience, theoretical orientation, and prior experience with children, on clinical judgments about the reinforcement functions of children's school-refusal behavior. Results indicated that the judgments by individual clinicians were of questionable reliability. Judgments aggregated across 3 clinicians yielded acceptable interrater and test-retest reliability in Study 1, but a greater number of clinicians were necessary to achieve acceptable reliability in Study 2. Years of clinical experience and training were the only clinician variables related to the reliability of judgments about reinforcement functions. Several recommendations for the clinical assessment of the function of children's school-refusal behavior are discussed.

Adolescent↗
PubMed2003

Children's classroom peer relationships and subsequent educational outcomes.

Used children's peer relationships (social preference, aggression, and withdrawal) to predict educational outcomes in a 10-year longitudinal study of 524 students in Grades 3 to 5. Consistent with prior research, lower social preference and elevated aggression and withdrawal were each associated with lower graduation rates; however, only aggression uniquely predicted outcomes. Ethnicity and socioeconomic status (SES) predicted educational outcomes and moderated the association between peer acceptance and outcomes. Social preference predicted educational outcomes of Caucasian and middle SES students but not African American and low SES students; when ethnicity and SES were included in the same model, only the moderating effect of SES was a significant predictor of educational outcome. Ethnicity also interacted with social withdrawal such that withdrawal predicted more negative educational outcomes for African American but not Caucasian students. When academic achievement scores and being over-age for grade were included in our model, only peer-rated aggression significantly added to the prediction of educational outcomes.

Child↗
PubMed2005

Cognitive functioning in children and adolescents with multiple sclerosis.

OBJECTIVE: To examine cognitive functioning in children with multiple sclerosis (MS). METHODS: The authors examined the neuropsychological profile of 37 children with a diagnosis of clinically definite MS and assessed the associations between cognitive function and clinical features. RESULTS: Of 37 children and adolescents evaluated, 35% demonstrated significant cognitive impairment. Cognitive functioning was strongly related to several clinical variables, including current Expanded Disability Status Scale, total number of relapses, and total disease length. The consequences of MS adversely affected academic functioning in over a third of the children. CONCLUSIONS: Cognitive deficits occur in children with multiple sclerosis. Comprehensive treatment planning should involve recognition that they may require academic accommodations for their education.

Activities of Daily Living↗
PubMed1987

A social essay on special issues facing poor women of color.

Race, gender, and socioeconomic status place poor women of color in triple jeopardy for subservience. Racism, sexism, impoverishment, and discrimination in a variety of services serve to deny poor women of color the opportunities in education, occupations, income, and health services that are afforded other groups in this country. This paper shows that the fight for civil rights is also one for preventive and quality, accessible and comprehensive care for those who suffer most: poor women of color, and that until this nation is purged of these egregious and reprehensible forces, the goal of a true democracy will continue to elude us.

Achievement↗
PubMed2005

Patterns of language impairment and behaviour in boys excluded from school.

BACKGROUND: High levels of behaviour problems are found in children with language impairments, but less is known about the level and nature of language impairment in children with severe behavioural problems. In particular, previous data suggest that at primary age, receptive impairments are more closely related to behaviour problems, whereas expressive language has a closer link at a later age. AIMS: The study assessed expressive and receptive language problems in boys excluded from primary and secondary schools, to investigate the extent of impairment, the pattern of relations between age, receptive and expressive language, and relations with different aspects of behaviour. SAMPLE: Nineteen boys (8 - 16 years of age) who had been excluded from school and 19 non-excluded controls matched for age and school participated. METHOD: The sample was given assessments of: receptive language from the British Picture Vocabulary Scale (BPVS), and Wechsler Objective Language Dimensions (WOLD); expressive-language evaluations from the Wechsler Intelligence Scale for Children (WISC); auditory working memory evaluations from the Clinical Evaluation of Language Fundamentals (CELF); verbal reasoning (from the WISC); and non-verbal IQ assessments Raven's matrices. Teachers completed behaviour ratings using the Strengths and Difficulties Questionnaire (SDQ). RESULTS: Excluded boys were significantly poorer than controls on expressive measures but similar on receptive language and non-verbal IQ. Boys excluded from primary school were poorer than controls on auditory working memory. Expressive problems were linked with high levels of emotional symptoms. CONCLUSION: Many of the excluded boys had previously unidentified language problems, supporting the need for early recognition and assessment of language in boys with behaviour problems. Expressive problems in particular may be a risk factor.

Adolescent↗
PubMed1992

Deaf adolescents who drop out of local public schools.

This paper looks at correlates of school attrition in local public school programs. A preliminary survey of attrition and background data on a national sample of 451 deaf adolescents concluded that many of the same factors, including individual ability, local educational values, and certain demographic traits, that predict attrition in general education also apply to deaf education. The movement of students out of their original programs for whatever reason was primarily a regional phenomenon. Programs in the Southeast and the Southwest lost more of their original groups of students than did programs in the Northeast, Midwest, or Far West. The regional variations noted in our data suggest that local values about schooling will influence school attrition in local public school programs for the deaf.

Adolescent↗
PubMed2000

The development of heavy drinking and alcohol-related problems from ages 18 to 37 in a U.S. national sample.

OBJECTIVE: The purpose of this study is to add to the understanding of the development of heavy alcohol use and alcohol-related problems by examining data from the National Longitudinal Survey of Youth (NLSY), a general population sample that contains information on alcohol use for the ages 18-37. A key question in this study is how background characteristics of the individual influence this development and whether the influence of these background characteristics changes over time. METHOD: The data used in this study are a general population sample (N = 7,859) from the National Longitudinal Survey of Youth (NLSY). This study uses a multivariate outcome approach that focuses on individual variation in trajectories over age. The statistical analysis uses random coefficients in a latent variable framework. Across-age changes in the importance of the influence of background variables on the outcomes are modeled using varying centering points. RESULTS: A key finding is that dropping out of high school has no effect on alcohol-related problems for individuals in their mid-twenties, but is associated with significantly increased levels of alcohol-related problems for individuals in their mid-thirties. In contrast, going on to college is associated with lower levels of heavy drinking when individuals reach their late twenties and their thirties. Strong gender and ethnicity effects seen in the twenties diminish when individuals reach their thirties. CONCLUSIONS: The trajectory analysis expands the knowledge of problematic alcohol development for individuals in their late twenties and thirties. The increasing detrimental effect of dropping out of high school up to the age 37 endpoint of the study raises questions about the effects in later life of dropping out of high school.

Achievement↗
PubMed2003

Adolescent participation in tobacco promotions: the role of psychosocial factors.

OBJECTIVES: To identify psychosocial factors that place adolescents at risk for participation in tobacco promotions, and to further investigate the hypothesis that psychosocial vulnerabilities have an indirect effect on smoking initiation among youth by way of involvement with tobacco promotions. METHODS: Data were from a follow-up telephone survey of youth in Massachusetts. A subset of adolescents who were not established smokers, had not smoked cigarettes in the past 30 days, and did not own a promotional item at baseline in 1993 was used for the analyses (n = 468). Bivariate analyses were used to evaluate the association between psychosocial vulnerabilities and subsequent acquisition of cigarette promotional items. Logistic regression was conducted to identify the set of factors that best predict attainment of tobacco promotional items, and to examine the mediating influence of item acquisition on the relation of between psychosocial vulnerabilities and smoking initiation. RESULTS: Adolescents who were academically disengaged at baseline were more likely to acquire a tobacco promotional item at follow-up. Academic disengagement was significantly associated with item acquisition, above and beyond the other psychosocial vulnerabilities. The direct effect of academic disengagement changed from marginally significant to nonsignificant when item acquisition was introduced. CONCLUSIONS: This study provides evidence that receptivity to tobacco promotional items is greatest among youth who are disengaged from school.

Adolescent↗
PubMed1998

Adolescent school failure: failure to thrive in adolescence.

The role of the primary clinician in dealing with school failure can be critical by linking the epidemiological with the clinical and encompassing the pediatric/adolescent life span. It includes components of social and public health advocacy, preventive medicine, evaluation, education, treatment, and referral. The most effective interventions are early and multifaceted. The primary care role includes: community advocacy; counseling about prenatal drug and alcohol abuse; early detection and treatment for attentional disorders, underachievement, and learning disabilities; interviews addressing multiple risk factors, grades, school attitudes, behavior, and friends; anticipatory guidance; education about individual learning style and good "learning hygiene"; early referral and intervention for preadolescent conduct problems and parent-child conflict; early referrals for family distress; and prevention of substance abuse and adolescent pregnancy.

Adolescent↗
PubMed2006

Efficacy vs effectiveness trial results of an indicated "model" substance abuse program: implications for public health.

OBJECTIVES: The US Department of Education requires schools to choose substance abuse and violence prevention programs that meet standards of effectiveness. The Substance Abuse and Mental Health Services Agency certifies "model" programs that meet this standard. We compared findings from a large, multisite effectiveness trial of 1 model program to its efficacy trial findings, upon which the certification was based. METHODS: 1370 high-risk youths were randomized to experimental or control groups across 9 high schools in 2 large urban school districts. We used intent-to-treat and on-treatment approaches to examine baseline equivalence, attrition, and group differences in outcomes at the end of the program and at a 6-month follow-up. RESULTS: Positive efficacy trial findings were not replicated in the effectiveness trial. All main effects were either null or worse for the experimental than for the control group. CONCLUSIONS: These findings suggest that small efficacy trials conducted by developers provide insufficient evidence of effectiveness. Federal agencies and public health scientists must work together to raise the standards of evidence and ensure that data from new trials are incorporated into ongoing assessments of program effects.

Adolescent↗
PubMed1975

Career escalation training. Five-year follow-up.

A study has been reported on 5 years of experience in a community mental health center with a career escalation training program for indigenous workers in a ghetto community. More than one-half entered the program during the 5-year period and about one-third had either achieved a degree or were still active in the Program at the time of this study. Although it is too early to assess the full impact of the program on career advancement, the authors believe that at least a master's degree is required for true upward and lateral mobility. The most striking finding was the high retention rate in the mental health field of those workers who entered the program in contrast to those who didn't. A number of suggestions have been made to improve the effectiveness of a career escalation training program. It is too early to tell whether the long term benefits for individuals, the Center, and the mental health field at large justify the cost and the continuation of such educational release time programs.

Achievement↗