School Functioning and Use of School-Based Accommodations by Treatment-Seeking Anxious Children

Autor/inn/en	Green, Jennifer Greif; Comer, Jonathan S.; Donaldson, Aberdine R.; Elkins, R. Meredith; Nadeau, Meredith S.; Reid, Gerald; Pincus, Donna B.
Titel	School Functioning and Use of School-Based Accommodations by Treatment-Seeking Anxious Children
Quelle	In: Journal of Emotional and Behavioral Disorders, 25 (2017) 4, S.220-232 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426616664328
Schlagwörter	Academic Accommodations (Disabilities); Evidence Based Practice; Special Education; Patients; Individualized Education Programs; Anxiety Disorders; At Risk Students; Mothers; Student Needs; Mental Health; Health Services; Factor Analysis; Check Lists; Child Behavior; Regression (Statistics); Age Differences; Correlation; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Patient; Individualized education program; Individualisierendes Lernen; Mother; Mutter; Psychohygiene; Health service; Gesundheitsdienst; Gesundheitswesen; Faktorenanalyse; Checkliste; Regression; Regressionsanalyse; Age; Difference; Age difference; Altersunterschied; Korrelation
Abstract	Anxiety disorders are commonly occurring among children and are associated with increased risk for poor educational outcomes. However, little is known about the specific supports and accommodations provided to anxious children in schools. This study examines reports of school functioning and school-based supports and accommodations among a sample of 51 anxious youth and their mothers seeking treatment at an outpatient clinic. Children and their mothers reported significant anxiety-related impairment in school functioning, particularly for older children. Children identified as needing special education and related services (through Individualized Education Program [IEP] and 504 plans) more often received anxiety-related supports and accommodations at school than their peers who did not receive IEP/504 services. However, these accommodations were not always well matched to child needs and, in some cases, might facilitate avoidance of anxiety. Results suggest that some children with anxiety disorders receive supports in schools that may be inconsistent with evidence-based clinical practices. School-based mental health providers can be in an important position to facilitate coordinated care for youth with anxiety disorders. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01