We investigated whether and to what extent minority children attending elementary middle schools in the U.S. are over- or under-identified as disabled so disproportionately represented special education. To address existing limitations field's knowledge base, we (a) analyzed multi-year longitudinal data, (b) used hazard modeling estimate over-time dynamics of disability identification across five specific conditions, (c) extensively corrected for child-, family-, school-level potential...

Objective: Learning disabilities (LD), executive function (EF), and psychopathology were investigated to clarify their relationships in 595 children with ADHD. Method: Standard instruments for IQ, achievement, EF, parent teacher ratings of obtained at the time outpatient evaluation. Results: Comparisons between 437 LD (as defined by predicted achievement) 158 without showed significantly worse EF group but no significant differences verbal or performance IQ. Parent both ADHD non-ADHD also No...

• A case-history format was utilized to compare interrater agreement on childhood and adolescent psychiatric disorders, using DSM-II DSM-III. The average 57% for 54% axis I (clinical syndrome) of There high in both systems cases psychosis, conduct disorder, hyperactivity, mental retardation, with DSM-III appearing slightly better. noteworthy disagreement "anxiety" complex cases, the subtyping depression. Overall, reliability appears be good is comparable that other classification disorders.

Predictive value for the Children's Depression Inventory (CDI) was demonstrated through a 4-year follow-up study of 105 children who entered private residential school had lost one or both natural parents death, divorce, separation

A major feature of DSM-III is its multiaxial format. One purpose this study was to examine the purported advantages a system as compared those multicategory system, eg., DSM-II. We found that led more complete and reliable diagnosis complex clinical cases. Concomitant medical disorder psychosocial stressors were coded with high levels interrater agreement. conclude framework strength DSM-III.

• This study was conducted to compare DSM-II and DSM-III in the diagnosis of childhood adolescent psychiatric disorders. Twenty psychiatrist-raters completed standardized diagnostic questionnaires for 24 actual case histories. report, first four, presents rater agreement with "expected diagnosis," ie, that we considered most appropriate each case. The average expected less than 50%. It highest cases mental retardation, psychosis, hyperactivity, conduct disorder. In only five did common...

This study tested the discriminative validity of two empirically based rating scales for differentiating children with serious emotional disturbance (SED) from learning disabilities (LD) and matched normal controls. Subjects were 366 SED, LD, controls, ages 5–18, on gender, age demographic variables. Parent ratings obtained Child Behavior Checklist (CBCL) teacher Teacher's Report Form (TRF) each subject. Results showed that SED scored significantly higher than LD all but one CBCL scale TRF...

• One hundred children (mean age, 5 to 6 years) who were seen consecutively at a suburban speech and hearing clinic systematically evaluated for language disorders psychiatric disorders. Fifty-three found have illness. The three groups compared with the psychiatrically well group ascertain factors associated presence of disorder. Significantly differentiating ill more academic classroom behavior problems both problems. two not significantly different in intellectual retardation, impairment,...

The prevalence of learning disabilities (LD) was studied in a sample 233 students aged 6 to 16 years who were newly identified with behavioral disorders (BD). Using battery the WISC-R and WJPEB achievement tests (i.e., reading, mathematics, written language), occurrence determined for four LD definitions: state, ability-achievement, regression-based low achievement. mean Full Scale IQ 99.0. Over all, 53.2% met at least one definition, ranging from 15.9% 42.9% regression. Almost one-quarter...

Data pertaining to two outcome groups (75 successful completion and 76 unsuccessful) of elementary secondary school students newly classified with serious emotional disturbance (SED) previously established by Mattison Felix (1997) were analyzed. Enrollment variables (i.e., demographics, cognitive characteristics, family stressors, DSM-III psychiatric diagnoses, multirater instrument ratings) investigated for their ability predict membership in the groups. Four baseline emerged as significant...

Special education, elementary school students with emotional/behavioral disorders (EBD) were investigated for neuropsychological deficits the NEPSY battery. Over half (54%) scored two or more standard deviations below test mean on at least one of four functional domains, especially Language and Attention/Executive Functions. The components not related to demographics most psychopathological scales Teacher's Report Form (TRF). They significantly (in particular Attention domains) neurological...

This study of 182 secondary special education students with emotional and/or behavioral disorders investigated their classification by school districts, in particular how well they were distinguished and represented federal categories. The districts used four groups (emotional disturbance, other health impairment learning disability, multiple disabilities), which then compared on demographics, IQ achievement scores, teacher ratings problems. Students the significantly different only but not...