Literaturnachweis - Detailanzeige
Autor/inn/en | Duncan, Brent B.; und weitere |
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Titel | Students Identified as Seriously Emotionally Disturbed in School-Based Day Treatment: Cognitive, Psychiatric, and Special Education Characteristics. |
Quelle | In: Behavioral Disorders, 20 (1995) 4, S.238-52Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0198-7429 |
Schlagwörter | Agency Cooperation; Clinical Diagnosis; Disability Identification; Educational Diagnosis; Elementary Secondary Education; Emotional Disturbances; Interdisciplinary Approach; Psychiatry; Special Classes; Student Characteristics; Symptoms (Individual Disorders) |
Abstract | Diagnostic and treatment histories of 85 children and adolescents served in 2 exemplary school-based day-treatment programs in California were analyzed. Findings suggest a significant lag time between first symptoms, referral for services, and treatment; marked instability of psychiatric diagnoses over time; and lack of concordance between psychiatric and educational diagnoses. (Author/DB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |